ELD READING STANDARDS Standards/R… · Web viewIntermediate (EALR 1 . Comp. 1.1) 1.1.2. 1.1.2....

ELD READING STANDARDS

ELD Standards Committee

Members

Washington State Office of Superintendent of Public Instruction

Marty McCall Psychometrician

Vicki LaRock Reading Director

Consultants

Richard P. Duran Professor, University of California

Adel Nadeau, Ph. D.Educational Consultant

David Ramirez, Ph. D. Executive Director and Professor, CSU

Gary Hargett, Ph. D. Program Planning and Evaluation

Vicki BergMonroe School DistrictMark GrayAuburn School District

Nancy BurkeSeattle School District Ellen KajeNorthshoreSchool District

Tim CaseyRenton School DistrictNadene LanaKent School District

Diana EricksonPrescott School DistrictJanine MagidmanSeattle School District

Joyce FeldmillerSeattle School DistrictJosette MendozaPasco School District

Elizabeth FlynnPasco School DistrictKristine SwansonClover Park School District

Washington State

Washington State

English Language

English Language

Development

Development

(ELD)

(ELD)

Reading Standards

Reading Standards

WASHINGTON STATE ELD READING STANDARDS

EALR 1: The student understands and uses different skills and strategies to read.

Component 1.1: Use word recognitions skills and strategies to read and comprehend text.

Proficiency Level

GLE

K-2

3-5

6-8

9-12

Beginning

(EALR 1

Comp. 1.1)

1.1.1

1.1.2

1.1.2

1.1.2

1.1.3

1.1.4

· Recognize and use English concepts of print (e.g., alphabet, upper/lower case, directionality, words v. sentence, punctuation, parts of book).

· Recognize English phonemes that correspond to phonemes student already hears and produces.

· Recognize and respond to rhyming words ending with phonemes the student already hears and produces.

· Produce known words that begin with phonemes student already hears and produces.

· Use gestures and single word responses to participate in a discussion of a story read aloud.


· Recognize and produce English phonemes.

· Recognize, respond to, and produce rhyming words ending with phonemes the student already hears and produces.





· Identify and manipulate in simple known words:

· syllables

· initial sounds

· ending sounds

· rime





· Identify and manipulate in simple known words:

· syllables

· initial sounds

· ending sounds

· rime



· Begin to use knowledge of phonics to read unfamiliar words in isolation and in context.

Advanced Beginning

(EALR 1

Comp. 1.1)

1.1.2

1.1.2

1.1.2

1.1.2

1.1.2

1.1.2

1.1.3

1.1.4

1.1.4

· Recognize English phonemes.

· Produce and respond to rhyming words ending with phonemes students already hear and produce.

· Use words and/or phrases to participate in a discussion of a story read aloud.

· Use knowledge of phonics associated with known sounds to read familiar words.

· Orally manipulate and segment simple known words by onset and rime.

· Use onset and rime in word families to decode known words.

· Segment and blend words containing 2-3 phonemes.

· Identify syllables in known words.

· Identify common consonant and vowel sounds in known words.

· Add, delete, and/or substitute one phoneme for another in initial and final positions to make a new word.

· Use words and/or phrases to participate in a discussion of a story listened to or read.

· Use knowledge of phonics associated with known sounds to read familiar words.

· Decode known words following common vowel patterns.



· Identify common consonant and vowel sounds in known words.

· Identify same sounds represented by different single letters or combinations of letters (e.g., fish, rough).


· Use knowledge of phonics to read unfamiliar words in text.




· Use knowledge of phonics to read unfamiliar words in text.

Intermediate

(EALR 1

Comp. 1.1)

1.1.2

1.1.2

1.1.2

1.1.2

1.1.2

1.1.3

1.1.4

1.1.4


· Segment and blend words containing 2-3 phonemes.

· Orally identify syllables in known words.

· Identify shared consonant and vowel sounds in known words.

· Use on-set and rime in word families to decode known words.

· Use simple sentences to participate in a discussion of a story listened to or read aloud.

· Decode known words following common vowel patterns.

· Recognize that sounds are represented by different single letters and combinations of letters (e.g., fish and rough).

· Orally segment and blend known multi-syllabic words.

· Add, delete, and/or substitute one phoneme for another in initial, medial, and final positions to make a new word.



· Decode words following patterns, word families, etc.


· Apply multi-syllabic decoding when reading words in all texts.




· Apply multi-syllabic decoding when reading words in all texts.




Advanced

(EALR 1

Comp. 1.1)

Advanced

(EALR 1

Comp. 1.1)

1.1.2

1.1.2

1.1.3

1.1.4

1.1.4

1.1.4

· Orally segment and blend known multi-syllabic words.

· Add, delete, and/or substitute one phoneme for another in initial and final positions to make a new word.

· Participate in a discussion of a story listened to or read aloud.

· Use knowledge of phonics to read familiar words.



· Read words in context containing complex letter pattern/word families.

· Apply multi-syllabic decoding when reading words.

· Recognize that sounds are represented by different single letters and combinations of letters.


· Explain how to use letter patterns, word families, and multi-syllabic decoding to read words.


· Explain how to use letter patterns, word families, and multi-syllabic decoding to read words.

Transitional

(EALR 1

Comp. 1.1)

1.1.2

1.1.3

1.1.4

1.1.4

1.1.4

· Add, delete, or substitute one phoneme for another in initial, medial, and final positions to make a new word.


· Use knowledge of phonics to read unfamiliar words.

· Read words containing complex letter patterns/word families.

· Apply multi-syllabic decoding when reading two and three syllable words.


EALR 1: The student understands and uses different skills and strategies to read.

Component 1.2: Use vocabulary (word meaning) strategies to comprehend text.

Component 1.3: Build vocabulary through wide reading.

Component 1.4: Apply word recognition skills and strategies to read fluently.

Proficiency Level

GLE

K-2

3-5

6-8

9-12

Beginning

(EALR 1,

Comp. 1.2, 1.3, 1.4)

1.2.1

1.2.2

1.2.2

1.3.1

1.3.2

1.3.2

1.4.1

· Use a picture dictionary to demonstrate understanding of the meaning of new words.

· Use pictures to gain meaning of new words from text read aloud.

· Identify pictures from written labels or identify text words from pictures.

· Produce simple vocabulary in response to a read-aloud from a variety of cultures and communities.

· Produce one-word responses to simple questions or a prompt.

· Use gestures to participate in discussions of short, illustrated stories and show understanding of vocabulary.

· Recognize sight words.

· Use picture dictionary to find or confirm word meanings.

· Given pictures and illustrations, indicate word meaning.

· Identify pictures from written labels or identify text words or phrases from pictures.

· Produce simple vocabulary in response to a read-aloud, including texts from a variety of cultures and communities.

· Produce one-word responses to simple questions or a prompt. W

· Use a word or gesture to participate in a discussion or activity around content area concepts and vocabulary. W


· Use picture dictionary to find or confirm meanings.


· Identify or select pictures to check comprehension of text words or short phrases.



· Use a word or gesture to discuss prior knowledge, illustrations, and content area concepts and vocabulary. W


· Use picture dictionaries to find or confirm meanings.


· Identify or select pictures to check comprehension of text words or short phrases.



· Use a word or gesture to discuss prior knowledge, illustrations, and content area concepts and vocabulary. W


Advanced Beginning

(EALR 1,

Comp. 1.2, 1.3, 1.4)

Advanced Beginning

(EALR 1,

Comp. 1.2, 1.3, 1.4)

1.2.1

1.2.2

1.2.2

1.3.1

1.3.1

1.3.2

1.4.1

1.4.1

· Use pictures to gain meaning of new words.

· Use new vocabulary in simple sentences to discuss stories read aloud, including literary and informational texts.

· Use simple sentences to answer and ask questions and show understanding of new words.

· Use words and/or phrases to participate in discussions of short, illustrated stories and show understanding of vocabulary.

· Read introduced sight words.

· Use simple sentences with introduced sight words.

· Use glossary and picture dictionary to find or confirm word meaning.

· Demonstrate understanding of affixes and roots in familiar words.

· Apply word-meaning strategies in text (e.g., word structure, phonics, abbreviations, illustrations, prior knowledge and context).

· Use new vocabulary in simple sentences to discuss, prior knowledge, illustrations to predict and confirm word meaning and concepts from literary and informational texts.


· Use words and/or phrases to participate in discussions of short, illustrated stories and show understanding of vocabulary. W




· Demonstrate understanding of roots and affixes.


· Use new vocabulary in simple sentences to discuss, prior knowledge, illustrations to predict and confirm word meaning and concepts from literary and informational texts.






· Demonstrate understanding of roots and affixes.


· Use new vocabulary in simple sentences to explain and describe concepts from literary and informational texts.





Intermediate

(EALR 1,

Comp. 1.2, 1.3, 1.4)

Intermediate

(EALR 1,

Comp. 1.2, 1.3, 1.4)

1.2.1

1.2.2

1.2.2

1.3.1

1.3.2

1.3.2

1.4.1

1.4.2

1.4.3

· Use beginning dictionaries to locate the meaning of new words.

· Use pictures and letter clusters of unknown words to gain meaning of words.

· Increase oral and reading vocabulary by listening to and reading a variety of texts.

· Use descriptive sentences to discuss stories read aloud/ independently.


· Use dictionary and glossary to find or confirm word meanings and parts of speech.

· Re-read, read on, and ask for help to gain meaning of unknown words.

· Include new vocabulary from text in descriptive sentences orally and in writing.

· Use descriptive sentences to discuss words and concepts across content areas. W

· Identify familiar words with multiple meanings. W


· Read unpracticed text aloud at a target rate of 70-90 words correct per minute with comprehension.

· Adjust reading rate to match purpose.

· Use dictionary and glossary to find or confirm word meanings and parts of speech.

· Use word-meaning strategies to determine meaning of unknown words in text (e.g., affixes, root words, word order, sentence structure, and prior knowledge).

· Use graphic features (tables, charts, graphs) to add to meaning of text.

· Use new vocabulary from text in oral or written descriptive sentences.


· Identify familiar words with multiple meanings. W




· Use glossary and dictionary to find or confirm word meanings and parts of speech.

· Use word-meaning strategies to determine meaning of unknown words in text (e.g., affixes, root words, word order, sentence structure, and prior knowledge).

· Use graphic features (tables, charts, graphs) to add to meaning of text.

· Use new vocabulary in descriptive sentences to explain and describe text listened to and read across content areas.


· Select appropriate meaning for a multi-meaning word across content areas. W

· Read increased number of sight words.



Advanced

(EALR 1,

Comp. 1.2, 1.3, 1.4)

Advanced

(EALR 1,

Comp. 1.2, 1.3, 1.4)

1.2.1

1.2.2

1.2.2

1.3.1

1.3.2

1.3.2

1.4.1

1.4.2

1.4.3

· Use a variety of simple resources to determine new word meanings.

· Use prefixes and suffixes to determine the meaning of unknown words.

· Use new vocabulary in oral and written communication.

· Use new vocabulary to explain and describe stories read aloud and independently.

· Use and read an increased number of sight words.

· Begin to use natural speech patterns and punctuation to read fluently.

· Use dictionary, glossary, and thesaurus to find or confirm word meanings, parts of speech, synonyms and antonyms.

· Use word meaning strategies and affixes and roots to determine meaning of unknown words.

· Use descriptive sentences to discuss prior knowledge, pictures, illustrations, context, and diagrams to clarify word meanings and concepts.

· Use new vocabulary in own oral and written communication.

· Identify and define words and concepts across content areas. W

· Identify words with different meanings in different content areas. W



· Adjust reading rate to match difficulty of text such as content area reading and for different purposes.

· Use dictionary, glossary, and thesaurus to find or confirm word meanings, parts of speech, synonyms and antonyms.

· Use word-meaning strategies to predict and confirm meaning of unknown words in text (e.g., affixes, root words, word order, sentence structure, prior knowledge).

· Use descriptive sentences to discuss prior knowledge, pictures, illustrations, context, and diagrams to clarify word meanings and concepts across content areas.

· Use new vocabulary in own oral and written communication.






· Use dictionary, glossary, and thesaurus to find meaning, pronunciations, and parts of speech.

· Use word-meaning strategies to predict and confirm meaning of unknown words in text (e.g., affixes, root words, word order, sentence structure, prior knowledge).

· Use descriptive sentences to discuss prior knowledge, pictures, illustrations, context, and diagrams to clarify word meanings and concepts across content areas.

· Increase vocabulary in own oral and written communication.






Transitional

(EALR 1,

Comp. 1.2, 1.3, 1.4)

1.2.1

1.2.2

1.2.2

1.3.1

1.3.2

1.4.2

1.4.3

· Use a variety of simple resources to determine new word meanings.

· Use simple inflectional endings to determine the meaning of unknown words.

· Integrate new vocabulary from text into written and oral communication.

· Participate orally in discussions using academic content vocabulary by generating and answering questions, contributing, explaining and making comparisons.

· Use natural speech patterns and punctuation to read fluently.

· Use and adjust rate based on type of text that is being read and begin to build toward grade level rate.

· Discuss use of dictionaries, glossaries and thesauruses to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words.

· Explain how to derive word meanings from knowledge of affixes and roots.

· Integrate new vocabulary from text into written and oral communication across content areas.

· Explain how some words have different meanings in different content areas (e.g., area in math and geography). W


· Adjust reading rate to match difficulty of text and the purposes for reading (e.g., skimming for facts and scanning for key words).


· Explain how some words have different meanings in different content areas (e.g., area in math and geography).

· Analyze text, sentence and word structure to understand new words and concepts in literary and informational text.

· Integrate new vocabulary from text into written and oral communication across content areas.





· Explain how some words have different meanings in different content areas (e.g., area in math and geography).

· Analyze text, sentence and word structure to understand new words and concepts in literary and informational text.

· Integrate new vocabulary acquired in one content area appropriately in another content area.


· Read unpracticed text aloud at a target rate of 130+ words correct per minute with comprehension.



EALR 2: The student understands the meaning of what is read.

Component 2.1: Demonstrate evidence of reading comprehension.

Component 2.2: Understand and apply knowledge of text components to comprehend text.

Proficiency Levels

GLE

K-2

3-5

6-8

9-12

Beginning

(EALR 2

Comp. 2.1, 2.2)

Beginning

(EALR 2

Comp. 2.1, 2.2)

2.1.1

2.1.6

2.1.1

2.1.6

2.1.1

2.1.6

2.1.2

2.1.3

2.1.4

2.1.5

2.2.1

2.2.3

2.2.2


· Use gestures or one-word responses to answer literal comprehension questions before, during, and after simple text read aloud.

· Answer literal comprehension questions about pictures or phrases.

· Draw pictures to represent images from simple text read aloud.

· Draw picture to connect prior knowledge or experience to story read aloud.

· Use gestures, pictures or one-word responses to predict what will happen based on pictures in story read aloud.

· Draw pictures to represent the sequence and story elements of simple literary text.

· Point to title, page numbers, table of contents and other text features.

· Use one or two words, to participate in a discussion of meaning, answer questions, and complete a graphic organizer in response to story read aloud.

· Use gestures or one-word responses to answer literal comprehension questions before, during, and after simple text read aloud.

· Answer literal comprehension questions about short simple text sentences (i.e., active, positive, present tense, statements with regular plurals).

· Draw pictures to represent images from story read aloud.

· Use one or two words to state main idea of text read aloud. W

· Use gesture or words to participate in a discussion connecting self with characters, events and information from text read aloud. (also 2.1.3) W

· Use gestures, pictures or one-word responses to predict what will happen based on pictures in text read aloud. W

· Draw pictures to represent the sequence and story elements of simple literary text. W

· Point to title, page numbers, table of contents and other text features. W

· Use one or two words to answer questions and participate in a discussion about meaning and complete a graphic organizer in response to story read aloud.

· Use one or two word responses to answer literal comprehension questions before, during, and after simple text read aloud.


· Draw pictures to check comprehension and to predict events in text read aloud. (also 2.1.5)


· Use one or two words to orally contribute to a shared graphic organizer to represent ideas and relationships and to activate prior knowledge. (also 2.1.3) W

· Use gestures, pictures and one-word responses to predict what will happen based on pictures in text read aloud. W

· Draw and sequence pictures to represent story line and elements of simple literary text. W

· Find and point to text features in print and electronic media (title, table of contents, etc.) to locate information. W

· Use one or two words to answer questions and participate in a discussion about meaning, and complete a graphic organizer in response to story read aloud.

· Use one or two word responses to answer literal comprehension questions before, during, and after simple text read aloud.


· Draw pictures to check comprehension and to predict events in text read aloud. (also 2.1.5)


· Use one or two words to orally contribute to a shared graphic organizer to represent ideas and relationships and to activate prior knowledge. (also 2.1.3) W

· Use gestures, pictures and one-word responses to predict what will happen based on pictures in text read aloud. W

· Draw and sequence pictures to represent story line and elements of simple literary text. W

· Find and point to text features in print and electronic media (title, table of contents, etc.) to locate information. W

Advanced

Beginning

(EALR 2

Comp. 2.1, 2.2)

Advanced

Beginning

(EALR 2

Comp. 2.1, 2.2)

2.1.1

2.1.6

2.1.1

2.1.2

2.1.3

2.1.3

2.1.4

2.1.5

2.1.5

2.1.5

2.2.1

2.2.3

2.2.1

2.2.3

2.2.2

· Use words and/or phrases to participate in a discussion of a story read aloud.

· Use words and/or phrases to answer questions before, during and after simple text read aloud.

· Use words and/or phrases to verbally describe and draw pictures to represent images from story read aloud and/or shared reading.

· Identify phrases that describe a picture or select a picture described by a phrase. W

· Use words and/or phrases to connect prior knowledge or experience to story read aloud/shared.

· Answer literal comprehension questions about simple sentences. (i.e., active, positive, present tense, statements with regular plurals).

· Use words and/or phrases to predict what will happen based on pictures in text read aloud.

· Indicate what will happen next in text composed of simple sentences (i.e. active, positive, present tense statements).

· Indicate the correct sequence in text composed of simple sentences (i.e. active, positive, present tense statements).

· Use words and/or phrases to verbally describe or draw pictures to represent the sequence and story elements of simple literary text.

· Identify locations of title, page numbers, table of contents and other text features.

· Use words and/or phrases to discuss meaning while reading using context, looking back and reading ahead.

· Use words and/or phrases to answer questions before, during and after text read aloud.

· Use words and/or phrases to describe the mental images that occur from text read aloud.

· Identify phrases and simple sentences that describe a picture or select a picture described by a phrase or simple sentences. W

· Use phrases to state main idea and discuss theme/message in text read aloud. W

· Use words and/or phrases to participate in a discussion connecting self to characters, events, and information from text read aloud. (also 2.1.3) W

· Answer literal comprehension questions about simple text sentences including negatives, yes/no questions, simple past and future tenses, etc. W

· Use words and/or phrases to predict what will happen based on literary or informational text read aloud. W

· Indicate what will happen next in text composed of simple sentences including negatives, yes/no questions, simple past and future tenses, etc. W

· Use words and/or phrases to retell the sequence and identify story elements of simple literary text. W

· Indicate the correct sequence in text composed of simple sentences including negatives, yes/no questions, simple past and future tenses, etc. W

· Identify locations of title, page numbers, table of contents and other text features. W


· Use words and/or phrases to answer questions before, during and after text read aloud.



· Use phrases to state main idea and discuss theme/message of a read-aloud literary text. W

· Use words and/or phrases in a graphic organizer or in a discussion connecting self to characters, events, and information from text read aloud. (also 2.1.3) W

· Answer both literal and inferential comprehension questions about text composed of simple sentences including, negatives, yes/no questions simple past and future tenses, etc. W

· Use words and/or phrases to predict what will happen based on literary or informational text read aloud. W




· Identify organizational features of printed and electronic text. W


· Use words and/or phrases to generate “W” questions and answer simple questions before/during/after reading.



· Use phrases to state main idea and discuss theme/message of a simple literary text. W

· Use words and/or phrases in a graphic organizer or in a discussion connecting self to characters, events, and information from text read aloud. (also 2.1.3) W

· Answer both literal and inferential comprehension questions about text composed of simple sentences including irregular plurals, negatives, yes/no questions, simple past and future tenses, etc. W

· Use words and/or phrases to predict and infer using prior knowledge and information drawn from simple literary or informational text. W




· Identify the function of appropriate text features of print and electronic media to enhance comprehension (e.g., glossary). W

Intermediate

(EALR 2

Comp. 2.1, 2.2)

Intermediate

(EALR 2

Comp. 2.1, 2.2)

Intermediate

(EALR 2

Comp. 2.1, 2.2)

2.1.1

2.1.2

2.1.3

2.1.4

2.1.5

2.1.5

2.1.5

2.1.6

2.1.7

2.2.1

2.2.1

2.2.2

2.2.3

2.2.4

· Use simple sentences to ask and answer questions before, during, and after text read aloud/shared.

· Use simple sentences to describe, draw, and label images from story read aloud/shared.

· Identify the main idea and details in simple text. W

· Use simple sentences to connect prior knowledge or experience to a simple story.

· Answer literal comprehension questions about simple text sentences including negatives, yes/no questions, simple past and future tenses, etc.

· Use simple sentences to make inferences about main character and to predict action during the reading process in story read aloud/shared.

· Begin to use basic monitoring strategies to increase comprehension of text including picture cues and known words.

· Use simple sentences to state main idea and important details of simple literary and informational text.

· Identify the correct sequence and predict what will happen next in simple text. (also 2.1.5)

· Use simple sentences to retell story in sequence and to identify story elements. (also 2.1.5)

· Identify information orally from graphs and charts and use simple sentences to identify location of title, page numbers, table of contents and other text features.

· Use simple sentences to ask and answer questions about text.

· Use simple sentences to describe images from story in literary text.

· Identify the main idea and details in text. W

· Use simple sentences in discussion or on a graphic organizer to connect prior experience and knowledge to characters, events, and information within a text. W

· Answer both literal and inferential comprehension questions about text composed with irregular plurals, modals, common irregular verbs, prepositional phrases, etc. W

· Use simple sentences to predict and infer using prior knowledge and information drawn from text. W

· Infer an idea supported by text details. W

· Begin to use basic monitoring strategies to increase comprehension of text including picture cues and known words.

· Use simple sentences to summarize and/or state the main idea with supporting details and to discuss theme/message of a literary or informational text.

(also 2.1.3) W

· Identify the correct sequence and predict what will happen next in text composed of sentences with modals, common irregular verbs, prepositional phrases, etc. (also 2.1.5) W

· Use simple sentences to retell story in sequence and to identify story elements. (also 2.1.5) W

· Use simple sentences to explain organizational features (e.g., glossaries, tables of content, map keys, captions in text or electronic media). W

· Identify text written in simple listing and sequential order.

· Use simple sentences to ask and answer questions based on literary and informational text.



· Use simple sentences in discussion or on a graphic organizer to connect prior experience and knowledge to characters, events, and information within a text. W




· Use comprehension repair strategies such as looking back at text, re-reading, and paraphrasing by sections.

· Use simple sentences to summarize, to state the main idea with supporting details and to discuss theme/message of a literary or informational text. (also 2.1.3) W

· Identify the correct sequence and predict what will happen next in text composed of sentences with modals, common irregular verbs, prepositional phrases, common idioms, etc. (also 2.1.5) W

· Use simple sentences to retell story in sequence and to identify story elements. (also 2.1.5)

W

· Use simple sentences to explain organizational features (e.g., glossaries, tables of content, map keys, captions in text or electronic media). W

· Identify text written in simple listing, sequential order, and description text structures.

· Use simple sentences to ask and answer questions based on literary and informational text.



· Use simple sentences in discussion or on a graphic organizer to represent ideas and relationships and to activate prior knowledge. W




· Use comprehension repair strategies such as looking back at text, re-reading, and paraphrasing by sections.

· Use simple sentences to summarize, to state the main idea with supporting details and to discuss theme/message of a literary or informational text. (also 2.1.3) W

· Identify the correct sequence and predict what will happen next in extended text composed of sentences with modals, common irregular verbs, prepositional phrases, common idioms, etc. (also 2.1.5) W

· Use simple sentences in a sequenced paragraph to retell story in sequence and to identify story elements. (also 2.1.5) W

· Use simple sentences to identify features of electronic media to enhance comprehension and summarize information. W

· Identify text written in simple listing, sequential order, description, and compare and contrast text structures.

Advanced

(EALR 2

Comp. 2.1, 2.2)

Advanced

(EALR 2

Comp. 2.1, 2.2)

Advanced

(EALR 2

Comp. 2.1, 2.2)

2.1.1

2.1.2

2.1.2

2.1.3

2.1.3

2.1.4

2.1.5

2.1.5

2.1.5

2.1.6

2.1.7

2.2.2

2.2.3

2.2.2

2.2.3

2.2.4

· Use descriptive sentences to ask and answer questions before, during, and after text read aloud/ shared.

· Draw and use descriptive sentences to depict mental images that occur while reading.

· Identify the main idea and details in simple text. W

· Use descriptive sentences to state the main idea and important details of text using specific story vocabulary. W

· Use descriptive sentences to connect and express own experience to a prompt taken from a story to be read aloud.

· Predict, confirm, and infer based on simple text.

· Respond to literal comprehension questions about text composed of sentences with irregular plurals, common irregular verbs, prepositional phrases, etc.

· Use descriptive sentences to predict, confirm, and infer based on pictures in story read aloud or during the reading process.

· Use basic monitoring strategies including picture cues and known words and begin to use rereading as a monitoring strategy while reading.

· Use descriptive sentences to complete teacher generated graphic organizer to organize information taken from text.

· Identify information in simple sentences from charts and graphs.

· Use specific story vocabulary to describe and explain story elements while retelling a story in sequence.

· Identify text written in sequential order.

· Use descriptive sentences to ask and answer questions based on literary and informational text.


· Respond to questions about mental images that occur while reading text.

· Identify the main idea and predict an idea or theme supported by text details. W

· Use descriptive sentences to state the theme/message in a text. W

· Use descriptive sentences to connect current issues, prior knowledge and experience to characters, events, and information within a text. W

· Use descriptive sentences to predict and infer using prior knowledge and information drawn from text. W

· Answer literal and inferential comprehension questions about text composed of complex sentences. Text may contain perfect tense, compounds, clauses or passive voice. W

· Identify the correct sequence and predict what will happen next in complex text. W

· Use basic monitoring strategies to increase comprehension of text (e.g., picture cues, known words and note-taking).

· Use descriptive sentences to complete teacher generated graphic organizer to organize information taken from text. W

· Identify information from charts and graphs. W

· Use descriptive sentences to explain use of organizational features such as glossaries, tables of content, map keys, and captions in text or electronic media. W

· Use descriptive sentences to independently retell story in sequence and to identify the story elements. W


· Use descriptive sentences to ask and answer questions supported with details and evidence.




· Use descriptive sentences to predict and infer using prior knowledge and information drawn from text. W

· Select and use appropriate graphic organizer to comprehend text, to represent ideas and relationships and to activate prior knowledge. W


· Identify the correct sequence and predict what will happen next in complex text. W

· Use and explain comprehension repair strategies (e.g., looking back at text, re-reading, note-taking, and paraphrasing by sections).

· Use descriptive sentences in a summary of literary or informational text, including main idea, theme/message and supporting details. W

(also 2.1.3)


· Use descriptive sentences to explain the choice of appropriate text features (e.g., glossary, table of contents, captions, map keys, citations, notes and references). W

· Use descriptive sentences with evidence to demonstrate knowledge of time, order, and sequence such as foreshadowing, flashbacks and dream sequences. W

· Identify text written in simple listing, sequential order, description, compare and contrast, and problem/solution text structures.

· Use descriptive sentences to ask and answer inference questions orally and in writing with details and evidence.




· Select and use appropriate graphic organizer to comprehend text, represent ideas and relationships and activate prior knowledge. W

· Use descriptive sentences to independently predict and infer using prior knowledge and information drawn from text. W


· Identify the correct sequence and predict what will happen next in extended complex text. W

· Monitor for meaning in text using comprehension strategies (e.g., looking back at text, re-reading, note-taking, and paraphrasing by sections).

· Use descriptive sentences to independently create summary of literary or informational text including main idea, theme/message, and text-based evidence. W

(also 2.1.3)


· Use descriptive sentences to explain choice of appropriate text features of electronic media to gain information or research a topic (e.g., multiple search engines to access information to write summary or prepare oral presentation). W

· Use descriptive sentences with evidence to demonstrate knowledge of time, order and sequence such as foreshadowing, flashbacks and dream sequences. W

· Identify text written in simple listing, sequential order, description, compare and contrast, problem/solution, and cause and effect text structures.

Transitional

(EALR 2

Comp. 2.1, 2.2)

Transitional

(EALR 2

Comp. 2.1, 2.2)

Transitional

(EALR 2

Comp. 2.1, 2.2)

2.1.1

2.1.3

2.1.4

2.1.5

2.1.5

2.1.6

2.1.7

2.2.1

2.2.2

2.2.4

2.2.2

2.2.3

2.2.4

· Use specialized vocabulary to ask and answer questions before, during, and after text read aloud/shared.

· Use specialized vocabulary to state the main idea and important details of grade level text. W

· Complete simple graphic organizers to comprehend text, organize ideas, and independently activate prior knowledge.

· Answer literal and inferential comprehension questions about grade level text.

· Use specialized vocabulary to make inferences using prior knowledge, predictions and text features.

· Use descriptive sentences to identify and explain where and why comprehension was lost and use a comprehension repair strategy to regain meaning of text.

· Identify the correct sequence and indicate what will happen next in grade level text.

· Apply and interpret information orally from charts and graphs across the content areas.

· Analyze and apply knowledge of story elements when retelling a grade level text using specialized vocabulary from the text.

· Identify text written in simple listing and sequential order.

· Use specialized vocabulary to ask and answer questions before, during, and after reading grade level text and articulate knowledge of questioning strategies used to locate answers.

· Identify the main idea and details of grade level text and infer an idea or theme supported by textual details. W

· Use appropriate graphic organizer to connect current issues, prior experience and knowledge to characters, events, and information across texts. W

· Answer literal and inferential comprehension questions about grade level text. W

· Use descriptive sentences and specialized vocabulary to independently predict and infer using prior knowledge and information drawn from text. W


· Use descriptive sentences and specialized vocabulary to summarize, state the theme/message, and identify the main idea and several supporting details in a text. (also 2.1.3) W

· Identify the correct sequence and predict what will happen next in grade level text. W

· Use descriptive sentences to apply understanding of organizational features (e.g., glossaries, tables of content, map keys, captions in text or electronic media). W

· Use descriptive sentences with specialized vocabulary to independently retell story in sequence and to identify the story elements. W


· Use specialized vocabulary to ask and answer questions before, during, and after reading grade level text and articulate knowledge of questioning strategies used to locate answers.


· Select, create, and use appropriate graphic organizers to comprehend text, represent ideas and relationships and to activate prior knowledge across content areas. W




· Use descriptive sentences and specialized vocabulary to summarize, state the theme/message, and identify the main idea and several supporting details in a text.

(also 2.1.3) W

· Identify the correct sequence and predict what will happen next in grade level text.

· Apply understanding of text features independently to the acquisition and application of information across content areas. W

· Use descriptive sentences with some specialized vocabulary to analyze the basic interdependence and interaction of literary elements including character, time. W

· Identify text written in simple listing, sequential order, description, compare and contrast, problem/solution, and chronological order text structures.

· Use specialized vocabulary to ask and answer questions orally and in writing with evidence from text and articulate knowledge of questioning strategies used to locate answers.


· Select, create, and use appropriate graphic organizers to comprehend text, represent ideas and relationships and to activate prior knowledge across content areas. W




· Use specialized vocabulary to create a short written summary of literary or informational text including main idea and text-based details.

(also 2.1.3) W

· Identify the correct sequence and predict what will happen next in grade level text.

· Apply understanding of text features independently to the acquisition and application of information across content areas. W

· Use descriptive sentences with some specialized vocabulary to explain informed choice of search engine or website used in researching a topic. W

· Use descriptive sentences with some specialized vocabulary to analyze the basic interdependence and interaction of literary elements including character, time. W

· Identify text written in simple listing, sequential order, description, compare and contrast, problem/solution, cause and effect, process/procedural, and chronological order text structures.


EALR 2: The student understands the meaning of what is read.

Component 2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.

Component 2.4: Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text.

Proficiency Level

GLE

K-2

3-5

6-8

9-12

Beginning

(EALR 2

Comp. 2.3, 2.4)

2.3.1

2.3.2

2.3.3

2.3.4

2.4.1

2.4.2

· Draw pictures to represent similarities in settings and common information in stories read aloud.

· Draw and sort pictures to group objects with common attributes.

· Match groups of familiar objects with common attributes.

· Use gestures to indicate and draw pictures to represent cause and effect relationships and compare and contrast in simple short texts read aloud. W

· Use a word, gesture, or drawing to group objects with common attributes.

· Match groups of familiar objects with common attributes. W

· Use a word or gesture to describe:

· familiar concepts

· cause and effect relationships

· compare and contrast between texts read aloud

W

· Use a picture, word, or gesture to categorize elements in literary or informational text.

· Categorize words and characters from pictures and labels. W

· Use word or gesture to indicate location of information in picture dictionaries.

· Use word or gesture to express own reaction to literature. W

· Use a word or gesture to describe:



· compare and contrast within and/or between simple short texts read aloud W

· Use a picture, word, or gesture to categorize elements in literary or informational text.

· Categorize words and characters from pictures and labels. W

· Use word or gesture to indicate location of information in picture dictionaries.

· Use word or gesture to express own reaction to literature. W

· Use word or gesture to distinguish between fantasy and reality (fiction/non-fiction). W

Advanced Beginning

(EALR 2

Comp. 2.3, 2.4)

Advanced Beginning

(EALR 2

Comp. 2.3, 2.4)

Advanced Beginning

(EALR 2

Comp. 2.3, 2.4)

2.3.1

2.3.1

2.3.2

2.3.2

2.3.3

2.3.4

2.4.1

2.4.2

2.4.3

2.4.3

2.4.4

· Answer questions about settings and basic information from pictures.

· Use phrases to identify similarities in characters and settings and common information found in texts read aloud.

· Name and categorize objects according to common attributes.

· Use words and/or phrases to label objects grouped by common attributes or to complete teacher generated graphic organizer.

· Use simple note-taking skills to begin to synthesize information from a variety of sources.

· Use words or phrases to make generalizations and draw supported conclusions from text.

· Use words and/or phrases to describe:



· compare and contrast within and/or between texts read aloud W

· Use words or phrases to categorize elements in literary and informational text.

· Use words or phrases to discuss information found in general reference materials (e.g., picture dictionary, dictionary, thesaurus). W

· Use words or phrases to identify the simplest forms of literary devices (e.g., simile, metaphors, and alliteration). W


· Use words or phrases to make generalizations and draw supported conclusions from text. W

· Use words or phrases to identify the author’s use of word choice. W

· Distinguish between fantasy/reality and fact/opinion in text composed of phrases or simple sentences. (also 2.3.1) W





· Answer cause/effect and comparison/contrast questions about written paragraph-length text.





· Use words or phrases to identify facts that identify the author’s use of word choice and support the author’s purpose and tone. W


· Use words or phrases to distinguish between fantasy and reality in literary text and fact and opinion in informational text. (also 2.3.1) W

· Use words or phrases to identify persuasive devices from advertising slogans and peer pressure. W





· Answer cause/effect and comparison/contrast questions about written paragraph-length text.





· Use words or phrases to identify facts that identify the author’s use of word choice and support the author’s purpose and tone. W


· Use words or phrases to distinguish between fantasy and reality in literary text and fact and opinion in informational text. (also 2.3.1) W

· Use words or phrases to identify persuasive devices from advertising slogans and peer pressure. W

Intermediate

(EALR 2

Comp. 2.3, 2.4)

Intermediate

(EALR 2

Comp. 2.3, 2.4)

Intermediate

(EALR 2

Comp. 2.3, 2.4)

2.3.1

2.3.1

2.3.2

2.3.2

2.3.2

2.3.2

2.3.3

2.3.3

2.3.3

2.3.4

2.4.1

2.4.2

2.4.3

· Use simple sentences to identify similarities and differences in settings and common information in texts read aloud.

· Answer questions about settings and common information from text consisting of simple sentences.

· Categorize objects according to common attributes.

· Use simple sentences to identify the common attribute of a group of objects, characters, or ideas.

· Use simple sentences to discuss information found in general reference materials (e.g., dictionary, encyclopedia, thesaurus).

· Indicate understanding of common idioms (e.g., catch the bus, keep up, drop in).

· Use simple sentences to identify literary devices within a text (e.g., dialogue and alliteration).

· Use simple sentences to make generalizations and draw supported conclusions from text.

· Use simple sentences to identify facts that support the author’s word choice, purpose, tone, and use of persuasive devices.

· Use simple sentences to distinguish between fact and opinion. (also 2.3.1)

· Answer cause/effect and comparison/contrast questions about written paragraph of text. W

· Use simple sentences with text-based evidence to:

· describe cause and effect

· compare and contrast in text read aloud or independently W


· Distinguish between fantasy/reality and fact/opinion in short text. W (also 2.2.4)

· Locate information in adapted general reference materials (e.g., picture dictionaries, dictionary, thesaurus).


· Indicate understanding of common idioms (e.g., catch the bus, keep up, drop in). W

· Use simple sentences to identify literary devices within a text (e.g., dialogue and alliteration). W

· Use simple sentences to make generalizations and draw supported conclusions from text. W

· Use simple sentences to identify facts that support the author’s word choice, purpose, tone, and use of persuasive devices. W

· Use simple sentences to distinguish between:

· fantasy and reality in literary text

· fact and opinion (also 2.3.1) W

· Identify cause/effect and comparison/contrast relationships in written text. W



· compare and contrast in text read aloud or independently W


· Identify the author’s purpose and distinguish between fantasy/reality and fact/opinion in short text. W (also 2.2.4)

· Locate information in adapted general reference materials (e.g., picture dictionaries, dictionary).


· Indicate understanding of common idioms (e.g., catch the bus, keep up, drop in). W

· Use simple sentences to identify literary devices (e.g., dialogue and alliteration). W

· Use simple sentences to integrate information from a variety of sources by note taking and paraphrasing.


· Use simple sentences to identify facts that support the author’s word choice, purpose, tone, and use of persuasive devices. W




· Identify cause/effect and comparison/contrast relationships in written text. W



· compare and contrast W


· Identify the author’s purpose and distinguish between fantasy/reality and fact/opinion in short text. W (also 2.2.4)

· Locate information in adapted general reference materials (e.g., picture dictionary, dictionary).

· Use simple sentences to identify appropriate sources of information from general reference materials (e.g., dictionary, encyclopedia, thesaurus).

· Indicate understanding of extended list of common idioms (e.g., catch the bus, keep up, drop in). W

· Use simple sentences to explain idioms used in literary text. W

· Use simple sentences to identify literary devices (e.g., dialogue and alliteration). W

· Use simple sentences to integrate information from a variety of sources by note taking and paraphrasing.


· Use simple sentences to identify and explain author’s purpose for text (e.g., to entertain, to explain, to inform, to persuade). W




Advanced

(EALR 2

Comp. 2.3, 2.4)

Advanced

(EALR 2

Comp. 2.3, 2.4)

2.3.1

2.3.1

2.3.2

2.3.3

2.3.3

2.4.1

2.4.1

2.4.2

2.4.3

2.4.3

2.4.5

· Answer compare/contrast and cause/effect questions about written text.

· Use descriptive sentences to identify similarities and differences in settings, characters, and events of stories read aloud.

· Use descriptive sentences to describe multiple common attributes of a sorted group of objects.

· Demonstrate understanding of common idioms.

· Identify literary devices in text.

· Use descriptive sentences to draw conclusions, make generalizations, and explain how to solve problems using information from a text.

· Use descriptive sentences to identify and explain the author’s use of word choice, sentence structure and length, and tone.

· Identify the author’s purpose and answer fact/opinion questions about extended text. (also 2.3.1)

· Answer cause/effect and comparison/ contrast questions about extended written text. W

· Use descriptive sentences and information from texts to describe cause and effect and compare and contrast in literary and informational texts. W

· Locate information on a topic in the appropriate resource/s for a specific purpose.

· Demonstrate understanding of literary idioms used in extended text. W

· Use descriptive sentences to identify literary devices (e.g., personification, imagery, dialogue, and alliteration) within a text. W

· Use descriptive sentences to draw conclusions, make generalizations, and explain how to solve problems using information from a text. W

· Use descriptive sentences to identify and explain the author’s use of word choice, sentence structure and length, and tone. W

· Identify the author’s purpose and answer fantasy/reality and fact/opinion questions about extended text. W (also 2.3.1)

· Use descriptive sentences to explain use of persuasive devices, propaganda techniques, and point of view. W


· Use descriptive sentences and information from texts to describe cause and effect and compare and contrast in literary and informational texts. W

· Locate information on a topic in the appropriate resource/s for a specific purpose.


· Use descriptive sentences to identify additional literary devices (e.g., metaphor, imagery, irony, sarcasm and humor). W

· Identify the author’s purpose and answer fantasy/reality and fact/opinion questions about extended text. W

· Use descriptive sentences to explain the author’s use of word choice, sentence structure and length, and time to influence an audience. W

· Use descriptive sentences to explain the intended effects of authors’ persuasive strategies and evaluate authors’ use of details and examples to achieve effect. W



· Use descriptive sentences to compare and contrast themes and concepts among texts and make generalizations about universal themes, the human condition and cultural or historical perspectives. W


· Use descriptive sentences and information from texts to describe cause and effect and compare and contrast in literary and informational texts (e.g., character motivation, influence of historical events). W

· Integrate information from a variety of sources to draw conclusions using note taking and paraphrasing. (also 2.3.4)


· Use descriptive sentences to explain meanings of literary devices (e.g., simile, exaggeration, personification, metaphor, analogy). W

· Identify the author’s purpose and answer fantasy/reality and fact/opinion questions about extended text. W

· Use descriptive sentences to provide text-based examples of author’s word choice to influence an audience (e.g., bias, stereotype, over-generalization). W

· Use descriptive sentences to explain the intended effects of authors’ persuasive strategies and evaluate authors’ use of details and examples to achieve effect. W



· Use descriptive sentences to compare and contrast themes and concepts among texts and make generalizations about universal themes, the human condition and cultural or historical perspectives. W

Transitional

(EALR 2

Comp. 2.3, 2.4)

Transitional

(EALR 2

Comp. 2.3, 2.4)

2.3.1

2.3.1

2.3.2

2.3.3

2.3.3

2.4.1

2.4.1

2.4.3

2.4.5

2.4.2

2.4.2

2.4.4

2.4.7

2.4.3

2.4.6

· Describe and explain similarities and differences in settings, characters, and events of stories read aloud or in text.

Identify literary devices in grade level text.

· Explain the purposes for different commonly printed materials and compare and contrast different types of text.

· Explain difference between facts and opinions with teacher guidance.

· Answer compare/contrast and cause/effect questions citing evidence from grade-level text. W

· Use specialized vocabulary and evidence from literary and informational text to describe similarities and differences and explain cause and effect relationships. W

· Use specialized vocabulary across content areas to explain how to locate information on a specific topic in the appropriate resource/s and how the information fits the topic.

· Identify literary devices in grade level text. W

· Use specialized vocabulary to explain use of literary devices (e.g., metaphor, simile, humor, exaggeration and idioms). W

· Identify facts/opinions, draw conclusions, make generalizations and inferences from grade-level text. W

· Use specialized vocabulary to:

· identify facts and opinions,

· draw conclusions

· make generalizations

· explain how to solve problems using information from texts W

· Identify effect of author’s word choice, syntax, and tone. W

· Use specialized vocabulary to identify, explain, and cite examples of the author’s use of:

· word choice

· sentence structure and length

· tone

· persuasive devices

· propaganda techniques

· point of view

· beliefs and assumptions W

· Explain difference between facts and opinions. W



· analyze similarities and differences

· explain cause/effect with text-based evidence W

· Use specialized vocabulary across content areas to integrate information from a variety of sources to draw conclusions by note taking and paraphrasing.

· Identify literary devices in grade level text to indicate how they convey the author’s message. W

· Use specialized vocabulary to explain meaning and author’s use of literary devices (e.g., irony, sarcasm, dialogue, humor, and symbol). W


· Use specialized vocabulary to explain:

· how to solve problems

· make generalizations from literary and informational texts W

· Identify effect of author’s word choice, syntax, and tone. W


· word choice


· tone



· point of view



· Use specialized vocabulary to analyze concepts, themes and styles among texts and authors. W



· compare/contrast elements

· state cause/effect between texts using text-based evidence (e.g., character motivation, influence of historical/cultural events) W

· Use specialized vocabulary across content areas to integrate information from a variety of sources to draw conclusions by note taking and paraphrasing.

· Identify literary devices in grade level text to indicate how they convey the author’s message. W

· Use specialized vocabulary to explain meaning and author’s use of literary devices (e.g., irony, sarcasm, dialogue, humor, and symbol). W


· Use specialized vocabulary to explain:

· how to solve problems

· make generalizations from literary and informational texts W

· Identify effect of author’s word choice, syntax, tone, persuasive devices, propaganda techniques and point of view. W


· word choice


· tone



· point of view



· Use specialized vocabulary to analyze concepts, themes and styles among texts and authors. W


EALR 3: The student reads materials for a variety of purposes.

Component 3.1: Read to learn new information.

Component 3.2: Read to perform a task.

Component 3.3: Read for career applications.

Proficiency Level

GLE

K-2

3-5

6-8

9-12

Beginning

(EALR 3,

Comp. 3.1, 3.2, 3.3)

3.1.1

3.1.1

3.2.1

3.2.1

3.2.2

3.3.1

· Match printed word with common school item.

· Use word, gesture, or drawing to indicate environmental print (e.g., school signs and labels in classroom.).

· Follow simple text directions composed of pictures, single words, or phrases to perform a task.


· Use word, gesture, or drawing to demonstrate comprehension of environmental print (e.g., school signs and labels in classroom).

· Follow simple text directions, composed of pictures, single words, or phrases to perform tasks (e.g., how to fill out a form for personal information, order from a menu, follow a simple map).

· Use word or gesture to locate requested sources (e.g., encyclopedia, pamphlets, newspapers and magazines).


· Use word, gesture or drawing to demonstrate comprehension of environmental print (e.g., school signs and labels in classroom).

· Use word or gesture to identify functional documents (e.g., letters, forms, menus, simple phone messages, shopping lists).

· Use word or gesture to respond to read-aloud books describing careers.

· Follow multi-step text directions composed of pictures, numbers, and phrases to perform tasks (e.g., how to fill out a form for personal information, order from a menu, follow a simple map).

· Use word or gesture to locate requested sources (e.g., encyclopedia, pamphlets, newspapers and magazines).


· Use word or gesture to demonstrate comprehension of environmental print (e.g., school signs and labels in classroom).

· Use word or gesture to begin to respond to functional writing (e.g., letters, forms, menus, simple phone messages, shopping lists).

· Use words or gestures to respond to read-aloud books describing careers.

Advanced Beginning

(EALR 3

Comp. 3.1, 3.2, 3.3)

3.1.1

3.2.1

3.2.2

3.3.1

· Match phrase to label printed material (e.g., school signs, labels, environmental print).

· Follow simple written directions to perform a task.

· Match simple sentences to demonstrate comprehension of environmental print (e.g., school signs, labels in classroom).

· Use words and/or phrases to identify functional documents (e.g., letters, forms, and menus).

· Follow simple written directions to perform a task.

· Match simple sentences to demonstrate comprehension of environmental print (e.g., school signs, street signs, labels in classroom).

· Use words and/or phrases to restate information in functional documents (e.g., letters, forms, menus, email).

· Use words and/or phrases to describe careers after discussions or reading texts.

· Follow multi-step directions composed of simple sentences to perform a task.

· Match simple sentences to demonstrate comprehension of environmental print (e.g., school signs, street signs, labels in classroom).

· Use words and/or phrases to restate information in functional documents (e.g., school bulletin, rules, notes to home).

· Use words and/or phrases to describe careers after discussions or reading texts.

Intermediate

(EALR 3

Comp. 3.1, 3.2, 3.3)

Intermediate

(EALR 3

Comp. 3.1, 3.2, 3.3)

3.1.1

3.2.1

3.2.2

3.3.1

3.3.1

3.3.1

· Follow simple directions composed of single words and/or phrases from a text to perform a task.

· Use simple sentences to demonstrate comprehension of environmental print (e.g., school signs, labels, etc.).

· Choose or identify correct functional signs, labels, or written phrases.


· Use simple sentences to demonstrate comprehension of environmental print (e.g., school signs, labels, street signs).

· Use simple sentences to discuss the use of functional documents that are used in a school setting (e.g., bus schedules, lunch menus).


· Demonstrate comprehension of environmental print, informational text or written directions composed of simple phrases.

· Use simple sentences to identify content of functional documents (e.g., employment applications, bus schedules, brochures).

· Use simple sentences to describe careers interests from texts or discussion.

· Follow multi-step directions composed of simple and descriptive sentences to perform a task.

· Demonstrate comprehension of environmental print, multi-step text directions or informational text.

· Use simple sentences to explain necessary elements of functional documents (e.g., employment applications, bus schedules, brochures).

· Use simple sentences to discuss hobbies and careers.

· Read and fill out work applications.

· Use simple sentences to answer surveys about careers.

Advanced

(EALR 3

Comp. 3.1, 3.2, 3.3)

3.1.1

3.2.1

3.2.2

3.3.1

3.3.1

· Follow multi-step directions composed of simple sentences to perform a task (e.g., math problems).

· Use descriptive sentences to demonstrate comprehension of environmental print (e.g., school signs and labels in classroom).

· Use descriptive sentences to retell multi-step directions from text or oral prompt.

· Use descriptive sentences to demonstrate comprehension of environmental print (e.g., school signs and labels in classroom).

· Read and use functional documents that are used in a school setting.

· Follow multi-step directions to perform a task at school, home, and work.

· Use descriptive sentences to explain necessary elements of functional documents.

· Use descriptive sentences to discuss hobbies and careers.

· Follow multi-step directions to perform a task at school, home, and work.

· Use descriptive sentences to answer business letters and memos.

· Use descriptive sentences to answer surveys about careers.

· Locate professional level materials, including electronic information, that matches career interests.

Transitional

(EALR 3

Comp. 3.1, 3.2, 3.3)

Transitional

(EALR 3

Comp. 3.1, 3.2, 3.3)

3.2.2

3.3.1

3.3.1

3.3.1

· Demonstrate comprehension of grade level text directions.

· Use specialized vocabulary to locate and use functional grade-level documents related to hobbies and interests.

· Follow multi-step directions from grade-level text to perform a task at school and home.

· Use specialized vocabulary to explain multi-step directions to perform a task at school and home.

· Use specialized vocabulary to describe the purpose of a variety of functional documents found in everyday life.

· Follow multi-step directions from grade-level text to perform a technical or academic task.

· Follow directions from technical, website, or grade-level sources at school, home, and work.

· Use specialized vocabulary to discuss career materials that match career interests.

· Use specialized vocabulary to fill out work applications and legal documents found in everyday life.

· Follow multi-step directions from grade-level text to perform a technical or academic task.

· Follow directions from technical, website, or grade-level sources at school, home, and work.

· Use specialized vocabulary to research and discuss career and educational options.


EALR 3: The student reads materials for a variety of purposes.

Component 3.4: Read for literary/narrative experience in a variety of genres.

Proficiency Level

GLE

K-2

3-5

6-8

9-12

Beginning

(EALR 3

Comp. 3.4)

3.4.2

· Use drawings, word, or gesture to respond to or distinguish between two genres (e.g., fiction and non-fiction).

· Uses drawings, word, or gesture to respond to and distinguish among a variety of genres read aloud.

· Use drawings, word, or gesture to respond to and distinguish among a variety of genres.

Advanced Beginning

(EALR 3

Comp. 3.4)

3.4.2

· Use words or phrases to distinguish between two genres (e.g., simple narrative and fairy tale).

· Use words or phrases to respond to and distinguish among a variety of genres read aloud.

· Use words or phrases to respond to and distinguish among a variety of genres.

Intermediate

(EALR 3

Comp. 3.4)

3.4.1

3.4.2

· Use simple sentences to identify and discuss the culture and/or traditions described in a piece of literature.

· Use simple sentences to identify and explain the purposes of different types of text (e.g., fairy tales, fables, narrative trade books).

· Use simple sentences to identify and discuss the culture and/or traditions described in a piece of literature.

· Use simple sentences to respond to and distinguish among a variety of genres.

· Use simple sentences to compare/contrast texts and traditions of literature from various cultures.

· Use simple sentences to respond to and distinguish among a variety of genres read aloud/independently.

· Use simple sentences to compare/contrast and generalize traditions of literature from various cultures.

· Use simple sentences to respond to and distinguish among a variety of genres.

Advanced

(EALR 3

Comp. 3.4)

Advanced

(EALR 3

Comp. 3.4)

3.4.1

3.4.2

3.4.2

3.4.3

3.4.3

3.4.3

3.4.4

· Use descriptive sentences to identify and discuss the culture and/or traditions described in a piece of literature.

· Use descriptive sentences to explain the purposes of different types of text (e.g., fairy tales, fables, informational trade books).


· Use descriptive sentences to discuss literature written in a variety of genres.

· Use descriptive sentences to compare/contrast the culture and/or traditions described in a piece of literature with that of the reader.


· Use descriptive sentences to respond to a variety of genres read aloud/ independently and explain why certain ones best convey specific messages.

· Use descriptive sentences to compare/contrast and generalize traditions of literature from various cultures and explain how they are different from those of the reader.

· Use descriptive sentences to compare/contrast genres (e.g., similar topic, issue, literary elements, theme).

· Compare and contrast works of literature that deal with similar topics and problems.


· Use descriptive se

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