Rhode+Island+Curriculum

Common Core The following comes for the RIDE website and describes what the Common Core Curriculum is and the timelines associated with it. The link for the site is listed below. "T he Common Core State Standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate from high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. The Standards were developed as a state-led effort of 48 states, 2 territories and the District of Columbia and coordinated by the National Governors Association and Council of Chief State School Officers. The standards were developed in collaboration with teachers, school administrators and education experts. During the development of these standards, feedback was provided by national educational organizations and educators from across the country. ====The Common Core Standards are aligned with college and work expectations and internationally benchmarked. Common Core Standards are available for Mathematics, K-12 and English Language Arts (Reading, Writing, Speaking & Listening), K-12 including Literacy in History/Social Studies, Science, and Technical Subjects, 6-12.[|***] ==== ====The Rhode Island Board of Regents adopted the Common Core State Standards on July 1, 2010. This adoption underscores Rhode Island’s commitment to maintaining high standards for its students so that they are held to standards. RIDE is confident that the Common Core maintains the rigor and high expectations that have been set for our students through the NECAP GLE/GSEs. The transition to curriculum and instruction that is fully aligned to the Common Core Standards will occur over several years with the expectation of full implementation by the 2013-2014 school year. **Click here for a FAQ Document** (PDF).==== ====For the academic year 2010-2011, Rhode Island schools will continue to provide instruction and assessment aligned to the NECAP GLE/GSEs. Simultaneously, RIDE will continue to provide professional development opportunities for educators to [|study the standards] and develop a transition plan to ensure that all schools are fully implementing a curriculum that is aligned with the Common Core standards prior to the first assessment based on the Common Core Standards during the 2014-2015 school year ([|PARCC Assessment] )." as quoted from Rhode Island Department of Education Site.====

** [] ** **Introduction** The New England Common Assessment Program (NECAP) Reading GLEs have been developed as a means to identify the reading content knowledge and skills expected of all students, for large-scale assessment of reading in grades 3-8**.** __GLEs and GSEs //are// //meant to//__ //__capture the “big ideas” of reading__ that can be assessed, without narrowing the curriculum locally//. They //__are not intended__// to represent the full reading curriculum for instruction and assessment locally, at each grade. The set of GLEs/GSEs includes concepts and skills intended to be assessed on demand, in a large-scale assessment (indicated by “State”) and other GLEs/GSEs (indicated by “Local”) for Local assessment purposes only. All of the Reading GLEs/GSEs described in this document are expected to be assessed Locally, even if indicated for large-scale assessment. “Local GLEs” in reading include those concepts and skills not easily assessed in an on-demand setting (e.g., reading fluency, reading accuracy, self-correcting while reading, depth and breadth of reading, etc.). Grade Level/Span Expectations – at any grade – represent reading content knowledge and skills //introduced instructionally at least one to two years before// students are expected to demonstrate confidence in applying them independently in an on-demand assessment.

The GLEs in this document can be interpreted as describing the grade level expectations for the end of the grade identified, or the beginning of the next grade. For example, grade 2 GLEs identify grade level expectations in reading for both the end of grade 2 and the beginning of grade 3, for assessment purposes.

When using the Reading Grade Level Expectations, the following are important to understand:

1) All of the concepts and skills identified at a given grade level are “fair game” for large-scale assessment purposes **//__if indicated by “(State__).”//** However, conjunctions used throughout this document have specific meaning. The use of the conjunction “or” means that a student can be assessed on all or just some of the elements of the GLE in a given year. The use of “and” between elements of a GLE means that the //intent// is to assess each element every year. In some situations, “or” is used when students have choices about how they will provide supporting evidence for their response. (E.g., “R–4–5.2 Describing main characters’ physical characteristics or personality traits; or providing examples of thoughts, words, or actions that reveal characters’ personality traits” means that students may be asked to describe main characters’ physical characteristics OR to describe characters’ personality traits, OR to provide any or all of the following – thoughts, words, OR actions – to support their responses that reveal characters’ personality traits.)

2) Each GLE includes three parts.  Ø **A** **statement in bold,** called the “stem,” is at the beginning of each GLE. Each “stem” is the same or similar across the grades for a given GLE, and is meant to communicate the main curriculum and instructional focus of the GLE across the grades.   Ø The unbolded text within a GLE indicates how the GLE is specified at a given grade level. There are often several indicators for each GLE stem. Each indicator is coded.   Ø Differences between adjacent grades are __underlined__. (Note: Sometimes nothing is underlined within a GLE. In these situations, differences in adjacent grades “assume increasing text complexity” and is noted for those GLEs.

3) Each GLE is coded for the content area, the grade level, the GLE “stem” number, and the specific indicator for that GLE stem. [E.g., “R–5–6.2” means R (Reading) – 5 (grade 5) – 6 (6th GLE “stem”) – 2 (the second specific indicator for the 6th GLE stem).]

** Sample Rhode Island and New Hampshire Reading GLE ** ** The GLE stem identifies “the what” – meaning, “What is the big idea for instruction and assessment?” ** ** The bulleted indicators following each stem identify “the how” – meaning, “How will students demonstrate what they know and can do?” ** || **GLE/GSE Number***  ||  **Page**  ||
 * **Bold lines** around a cell/box indicate a State assessed GLE/GSE ||
 * Overview of New Hampshire and Rhode Island Grade Level Expectations (GLEs) for Reading **
 * **Reading** **Content Clusters** ||  **Focus of GLE/GSE**
 * **Early Reading Strategies** || Phonemic Awareness and Phonological Knowledge (grades K-2) || **R-9** || ** 4 **  ||
 * ^  || Concepts of Print (grades K-1) || **R-10** ||  ** 5 **  ||
 * **Reading Fluency and Accuracy** || Reading Fluency and Accuracy (grades 1-12) || **R-11** || ** 6 **  ||
 * **Word Identification Skills and Strategies** || Word Identification and Decoding Strategies || **R-1** || ** 7-8 **  ||
 * **Vocabulary** || Vocabulary Strategies || **R-2** || ** 9 **  ||
 * ^  || Breadth of Vocabulary || **R-3** ||  ** 10 **  ||
 * **Literary Texts** || Initial Understanding of Literary Texts || **R-4** || ** 11 **  ||
 * ^  || Analysis and Interpretation of Literary Text, Citing Evidence || **R-5, R-6** ||  ** 12-13 **  ||
 * ^  || Generates a Personal Response || **R-16** ||  ** 14 **  ||
 * **Informational Texts** || Initial Understanding of Informational Text (Expository and Practical Text across Content Areas) || **R-7** || ** 15-16 **  ||
 * ^  || Analysis and Interpretation of Informational Text (Expository and Practical Text across Content Areas), Citing Evidence || **R-8** ||  ** 17 **  ||
 * **Reading Strategies** || Strategies for Monitoring and Adjusting Reading || **R-12** || ** 18 **  ||
 * ^  || Reading Comprehension Strategies || **R-13** ||  ** 19 **  ||
 * **Breadth of Reading** || Reading Widely and Extensively (grades 1-12) || **R-14** || ** 20 **  ||
 * ^  || Participating in Literate Community || **R-17** ||  ** 21 **  ||
 * ^  || Reading for Research Across Content Areas (grades 3-12) || **R-15** ||  ** 22 **  ||
 * **Reading Appendices** |||| A: //__Suggested__// Informational and Literary Texts || ** 23 **  ||
 * ^  |||| B: The Six Syllable Types ||  ** 24 **  ||
 * ^  |||| C: Reading Fluency Rates ||  ** 24 **  ||
 * ^  |||| D: Metacognition Strategies for Understanding Text ||  ** 25 **  ||
 * ^  |||| E: Glossary of Reading Terms ||  ** 26-30 **  ||
 * ^  |||| F: A Discussion of “Increasing Text Complexity” ||  ** 31-35 **  ||
 * ^  |||| F: A Discussion of “Increasing Text Complexity” ||  ** 31-35 **  ||

** *NOTE: GLE/GSE numbering is not in sequence. The numbering code was built upon the existing GLEs for grades 2-8 when Local and high school GLEs/GSEs were added. **

** LOCAL ONLY ** ||  ** End of Grade 1 ** ** LOCAL ONLY ** ||  ** End of Grade 2 ** ** LOCAL ONLY ** ||  ** End of Grade 3 ** || ** End of Grade 4 ** || ** End of Grade 5 ** || · R–K–9.1 Blending and segmenting syllables and onset-rimes (e.g., cup-cake, s-at) (Local)  || ** R–1–9 ** · R–1–9.1 Blending and segmenting syllables and onset-rimes (e.g., cup-cake, s-at) (Local) || ** R–2–9 ** · R–2–9.1 Blending and segmenting phonemes __in more complex one-syllable words__ (which may include combinations of blends and digraphs, as in th-i-ck, t-r-a-sh) (Local) || ** R–3–9 ** No GLE at this grade level || ** R–4–9 ** No GLE at this grade level || ** R–5–9 ** No GLE at this grade level || Not assessed at this grade level || · R–1–9.2 Blending and segmenting phonemes in one syllable words (e.g., f-i-sh,   r-u-n) (Local) ||  · R–2–9.2 Not assessed at this grade level ||  ||   ||   || Not assessed at this grade level ||  ||   ||   || Not assessed at this grade level || · R–1–9.4 Deleting phonemes in one-syllable words (“what is “crust” without the ‘c’?”) (Local)  ||  · R–2–9.4 Not assessed at this grade level ||  ||   ||   || Not assessed at this grade level ||  ||   ||   || Not assessed at this grade level || · R–1–9.6 Counting syllables in 1 to 4-syllable words (Local)  ||  · R–2–9.6 Not assessed at this grade level ||  ||   ||   ||
 * Early Reading Strategies: Phonemic Awareness and Phonological Knowledge (R-9) ||
 * All students need ongoing opportunities to apply and practice reading strategies with many different types of texts. ||
 * ** End of Grade K **
 * ** R–K–9 **
 * Demonstrates phonemic awareness and **** applies phonological knowledge and skills by… **
 * Demonstrates phonemic awareness and **** applies phonological knowledge and skills by… **
 * Demonstrates phonemic awareness and **** applies phonological knowledge and skills by… **
 * · R–1–9.2
 * · R–K–9.3 Isolating phonemes in single syllable words (e.g., Tell me the first sound in “mop;” tell me the last sound in “mop”) (Local) ||  · R–1–9.3 Isolating phonemes in single syllable words (e.g., Tell me the first sound in “mop;” tell me the last sound in “mop;” tell me the middle sound in “mop” ) (Local)  ||  · R–2–9.3
 * · R–K–9.4
 * · R–K–9.5 Recognizing pairs of rhyming words (Local) ||  · R–1–9.5 __Producing pairs of rhyming words__ (Local)  ||  · R–2–9.5
 * · R–K–9.6

** LOCAL ONLY ** ||  ** End of Grade 1 ** ** LOCAL ONLY ** ||  ** End of Grade 2 ** || ** End of Grade 3 ** || ** End of Grade 4 ** || ** End of Grade 5 ** || · R–K–10.1 Distinguishing between printed letters and words (Local)  || ** R–1–10 ** · R–1–10.1 Not assessed at this grade level || ** R–2–10 ** No GLE at this grade level || ** R–3–10 ** No GLE at this grade level || ** R–4–10 ** No GLE at this grade level || ** R–5–10 ** No GLE at this grade level || Not assessed at this grade level ||  ||   ||   ||   || Not assessed at this grade level ||  ||   ||   ||   || Not assessed at this grade level || · R–1–10.5 Identifying basic punctuation marks and their usage (e.g., question marks, periods, quotation marks) (Local)  ||   ||   ||   ||   || Not assessed at this grade level || · R–1–10.6 Demonstrating 1-1 matching of words spoken to words in print (Local)  ||   ||   ||   ||   ||
 * Early Reading Strategies: Concepts of Print (R-10) ||
 * All students need ongoing opportunities to apply and practice reading strategies with many different types of texts. ||
 * ** End of Grade K **
 * ** R–K–10 **
 * Demonstrates understanding of concepts of print during shared or individual reading by… **
 * Demonstrates understanding of concepts of print during shared or individual reading by… **
 * · R–K–10.2 Following text with finger-pointing (e.g., charts, simple books), demonstrating left-to right and top-to bottom directionality (Local) ||  · R–1–10.2
 * · R–K–10.3 Identifying the first and last parts of a word (beginning/end of the word) (Local) ||  · R–1–10.3
 * · R–K–10.4 Identifying key parts of a book: front and back, print, illustrations (Local) ||  · R–1–10.4 __Identifying title, author, illustrator__ (Local)  ||   ||   ||   ||   ||
 * · R–K–10.5
 * · R–K–10.6

|| ** End of Grade 1 ** ** LOCAL ONLY ** ||  ** End of Grade 2 ** ** LOCAL ONLY ** ||  ** End of Grade 3 ** ** LOCAL ONLY ** ||  ** End of Grade 4 ** ** LOCAL ONLY ** ||  ** End of Grade 5 ** ** LOCAL ONLY ** || Not assessed at this grade level || ** R–1–11 ** · R–1–11.1 Accuracy: reading material appropriate for the end of grade 1 with at least 90-94% accuracy (Local)
 * Reading Fluency and Accuracy(R-11) ||
 * ** End of Grade K **
 * ** R–K–11 **
 * Reads grade-level appropriate material with… **

See Appendix F for sample titles. || ** R–2–11 ** ** Reads grade-level appropriate material with… ** · R–2–11.1 Accuracy: reading material appropriate __for the end of grade 2__ with at least 90- 94% accuracy (Local)

See Appendix F for sample titles. || ** R–3–11 ** · R–3–11.1 Accuracy: reading material appropriate __for grade 3__ with at least 90-94% accuracy (Local)
 * Reads grade-level appropriate material with… **

See Appendix F for sample titles. || ** R–4–11 ** ** Reads grade-level appropriate material with… ** · R–4–11.1 Accuracy: reading material appropriate __for grade 4__ with at least 90-94% accuracy (Local)

See Appendix F for sample titles. || ** R–5–11 ** ** Reads grade-level appropriate material with… ** · R–5–11.1 Accuracy: reading material appropriate __for grade 5__ with 90-94% accuracy (Local)

See Appendix F for sample titles. ||
 * || · R–1–11.2 Fluency: reading previously - introduced or previously read grade-appropriate text with oral fluency rates of at least 50-80 words correct per minute (Local)

See Appendix C for suggested rates. || · R–2–11.2 Fluency: reading __grade-appropriate text__ with oral fluency rates __of at least 80-100__ words correct per minute (Local)

See Appendix C for suggested rates. || · R–3–11.2 Fluency: reading with oral fluency rates __of at least 90- 120__ words correct minute (Local)

See Appendix C for suggested rates. || · R–4–11.2 Fluency: reading with oral fluency rates of __at least 115-140__ words correct per minute (Students’ rates of reading will and should vary in response to text difficulty, purpose of reading, and other factors.) (Local)

See Appendix C for suggested rates. || · R–5–11.2 Fluency: reading with __appropriate silent and oral reading fluency rates as determined by text demands and purpose for reading__ (Local)

See Appendix C for suggested rates. || || · R–3–11.3 Fluency: reading __familiar text__ with phrasing and expression, and with attention to __text features, such as punctuation, italics, and dialogue__ (Local) || · R–4–11.3 Fluency: reading familiar text with phrasing and expression, and with attention to text features, such as punctuation, italics, and dialogue (Local) || · R–5–11.3 Fluency: reading familiar text with phrasing and expression, and with attention to text features, such as punctuation, italics, and dialogue (Local)  ||
 * || · R–1–11.3 Fluency: reading grade-appropriate text in a way that makes meaning clear, and demonstrates phrasing, expression, and attention to end punctuation (Local)  ||  · R–2–11.3 Fluency: reading grade-appropriate text in a way that makes meaning clear, demonstrating phrasing, expression, and with attention to __punctuation__ __(including commas and quotation marks__) (Local)
 * ** (GLE **** R-11 ** **assumes a variety of text and increasing text complexity across grade levels. See Appendix F for descriptions of increasing text complexity.)**  ||

** LOCAL ONLY ** ||  ** End of Grade 1 ** ** LOCAL ONLY ** ||  ** End of Grade 2 ** ** STATE ASSESSED ** ||  ** End of Grade 3 ** ** STATE ASSESSED ** ||  ** End of Grade 4 ** ** LOCAL ONLY ** ||  ** End of Grade 5 ** ** LOCAL ONLY ** || · R–K–1.1 Demonstrating a basic understanding of how the letters of phonetically regular words (going from left to right), represent their sounds (Local) || ** R–1–1 ** · R–1–1.1 __Sounding out regularly spelled (decodable) one-syllable or two-syllable words using letter-sound correspondence knowledge__ (Local)
 * Word Identification Skills and Strategies (R-1.1 to R-1.3) ||
 * ** End of Grade K **
 * ** R–K–1 **
 * Applies word identification and decoding strategies (leading to automaticity) by … **
 * Applies word identification and decoding strategies (leading to automaticity) by … **

EXAMPLES (regularly spelled one and two syllable words): bat, kitten, classroom || ** R–2–1 ** · R–2–1.1 __Identifying regularly spelled multi-syllabic words, by using knowledge of sounds, syllable types, or word patterns (including most common spellings for consonants and vowels__, e.g., __kn__ot, ca__tch__, fl__oa__t, f__igh__t; or common suffixes) (State)
 * Applies word identification and decoding strategies by … **

EXAMPLES: Students might be asked to match words to pictures or to match words to words with similar sounds (e.g., flower and shower) EXAMPLES (multi-syllabic words): happiness, shower, sunshine || ** R–3–1 ** · R–3–1.1 Identifying __multi-syllabic words,__ by using knowledge of sounds, syllable types, or word patterns (including __prefixes, suffixes, or variant spellings for consonants or vowels__, e.g., b__ou__ght) (State)
 * Applies word identification/ decoding strategies by … **

EXAMPLES: Students might be asked to match words to words with similar sounds, such as which word rhymes with the word in the box or which word has the same vowel sound as the word in the box? EXAMPLES (multi-syllabic words): pretending, discussion || ** R–4–1 ** · R–4–1.1 Identifying multi-syllabic words by using knowledge of sounds, __six syllable types*/syllable division__, or word patterns (including prefixes, and suffixes) (Local)
 * Applies word identification/ decoding strategies by … **

*See Appendix B for the six syllable types. || ** R–5–1 ** · R–5–1.1 Identifying multi-syllabic words by using knowledge of sounds, six syllable types*/ syllable division, and word patterns (including prefixes, and suffixes) (Local)
 * Applies word identification/ decoding strategies by … **

*See Appendix B for the six syllable types. || Not assessed at this grade level || · R–1–1.2 Reading regularly spelled one or two-syllable words using knowledge of sounds and letter patterns (including common endings – s, ed, ly, ing) (Local)  ||  · R–2–1.2 Reading regularly spelled one or two-syllable words using knowledge of sounds and letter patterns (Local)  ||  · R–3–1.2 Reading regularly spelled __multi-syllabic words__ by using knowledge of sounds, __syllable types, or word patterns__ (Local)  ||  · R–4–1.2 Reading multi-syllabic words, by using knowledge of sounds, syllable types, or word patterns (Local)  ||  · R–5–1.2 Reading multi-syllabic words, by using knowledge of sounds, syllable types, or word patterns (Local)  || Not assessed at this grade level || · R–1–1.3 Reading grade-level appropriate words (in connected text ) (Local)  ||  · R–2–1.3 Reading grade-level appropriate words (in connected text) __with automaticity__ (Local)  ||  · R–3–1.3 Reading grade-level appropriate words (in connected text) with automaticity (Local)  ||  · R–4–1.3 Reading grade-level appropriate words (in connected text) with automaticity (Local)  ||  · R–5–1.3 Reading grade-level appropriate words (in connected text) with automaticity (Local)  ||
 * · R–K–1.2
 * · R–K–1.3

** LOCAL ONLY ** ||  ** End of Grade 1 ** ** LOCAL ONLY ** ||  ** End of Grade 2 ** ** LOCAL ONLY ** ||  ** End of Grade 3 ** ** LOCAL ONLY ** ||  ** End of Grade 4 ** ** LOCAL ONLY ** ||  ** End of Grade 5 ** ** LOCAL ONLY ** || · R–K–1.4 Reading high frequency words, including names, environmental print, sight words (as appropriate to the child’s personal and classroom experiences) (Local) || ** R–1–1 ** · R–1–1.4 __Reading__ __grade- appropriate, high-frequency words (that include irregularly spelled words – said; contractions – I’m)__ (Local) || ** R–2–1 ** · R–2–1.4 Reading grade- appropriate, high-frequency words (including irregularly spelled words) (Local) || ** R–3–1 ** · R–3–1.4 Reading grade- appropriate, high-frequency words (including irregularly spelled words) (Local) || ** R–4–1 ** · R–4–1.4 Reading grade- appropriate words (including irregularly spelled words) (Local) || ** R–5–1 ** · R–5–1.4 Reading grade-appropriate words (Local) || No GLE at this grade level || · R–2–1.5 No GLE at this grade level || · R–3–1.5 No GLE at this grade level || · R–4–1.5 No GLE at this grade level || · R–5–1.5 No GLE at this grade level || No GLE at this grade level || · R–2–1.6 No GLE at this grade level || · R–3–1.6 No GLE at this grade level || · R–4–1.6 No GLE at this grade level || · R–5–1.6 No GLE at this grade level ||
 * ** Word Identification Skills and Strategies ** ** (R-1.4 to R-1.6) ** ||
 * ** End of Grade K **
 * ** R–K–1 **
 * Applies word identification and decoding strategies (leading to automaticity) by … **
 * Applies word identification and decoding strategies (leading to automaticity) by … **
 * Applies word identification and decoding strategies by … **
 * Applies word identification/ decoding strategies by … **
 * Applies word identification/ decoding strategies by … **
 * Applies word identification/ decoding strategies by … **
 * · R–K–1.5 Recognizing and naming all upper and lower case letters (Local) ||  · R–1–1.5
 * · R–K–1.6 Identifying the primary sounds represented by most letters (sound-symbol correspondence) (Local) ||  · R–1–1.6

** LOCAL ONLY ** ||  ** End of Grade 1 ** ** LOCAL ONLY ** ||  ** End of Grade 2 ** ** STATE ASSESSED ** ||  ** End of Grade 3 ** ** STATE ASSESSED ** ||  ** End of Grade 4 ** ** STATE ASSESSED ** ||  ** End of Grade 5 ** ** STATE ASSESSED ** ||
 * Vocabulary: Vocabulary Strategies (R-2) ||
 * ** End of Grade K **
 * ** R–K–2 **
 * Students identify the meaning of unfamiliar vocabulary by… **

· R–K–2.1 Using strategies to unlock meaning (e.g., activating prior knowledge, using cues, using context clues, or asking questions) (Local) || ** R–1–2 **
 * Students identify the meaning of unfamiliar vocabulary by… **

· R–1–2.1 Using strategies to unlock meaning (e.g., activating prior knowledge, using cues, using context clues, or asking questions __during read-alouds or text reading__) (Local) || ** R–2–2 **
 * Students identify the meaning of unfamiliar vocabulary by… **

· R–2–2.1 Using strategies to unlock meaning (e.g., knowledge of word structure, including common base words and suffixes, such as “thick-est,” “hope-ful;” or context clues, including illustrations and diagrams; or prior knowledge) (State) || ** R–3–2 **
 * Students identify the meaning of unfamiliar vocabulary by… **

· R–3–2.1 Using strategies to unlock meaning (e.g., knowledge of word structure, including __prefixes__/suffixes and base words, such as “un-covered;” or context clues; or __other resources, such as dictionaries, glossaries__; or prior knowledge) (State) || ** R–4–2 **
 * Students identify the meaning of unfamiliar vocabulary by… **

· R–4–2.1 Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes and base words; or context clues; or other resources, such as dictionaries, glossaries; or prior knowledge) (State) || ** R–5–2 **
 * Students identify the meaning of unfamiliar vocabulary by… **

· R–5–2.1 Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes and base words; or context clues; or other resources, such as dictionaries, glossaries; or prior knowledge) (State) ||
 * ** (GLE R-2 assumes a variety of text and increasing text complexity across grade levels. See Appendix F for descriptions of increasing text complexity.) ** ||

** LOCAL ONLY ** ||  ** End of Grade 1 ** ** LOCAL ONLY ** ||  ** End of Grade 2 ** ** STATE ASSESSED ** ||  ** End of Grade 3 ** ** STATE ASSESSED ** ||  ** End of Grade 4 ** ** STATE ASSESSED ** ||  ** End of Grade 5 ** ** STATE ASSESSED ** || · R–K–3.1 Identifying synonyms and antonyms (e.g., big/large; hot/cold) to connect new words to known words (Local)
 * Vocabulary: Breath of Vocabulary (R-3) ||
 * ** End of Grade K **
 * ** R–K–3 **
 * Shows breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by … **

EXAMPLE: What word means the same as ? || ** R–1–3 ** · R–1–3.1 Identifying synonyms and antonyms to connect new words to known words (Local) || ** R–2–3 ** · R–2–3.1 Identifying synonyms or antonyms; or __categorizing words__ (State) EXAMPLES (of categorizing): Given a T-chart with two “categories” of words listed (e.g., shapes and sizes), students would identify another word to add to the chart that describes shapes or sizes; or in a multiple choice item, select the best category title for the words listed || ** R–3–3 ** · R–3–3.1 Identifying synonyms, antonyms, or __homonyms/homophones__; or categorizing words (State) || ** R–4–3 ** · R–4–3.1 Identifying synonyms, antonyms, homonyms/homophones, or __shades of meaning__ (State)
 * Shows breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by … **
 * Shows breadth of vocabulary knowledge, demonstrating understanding of word meanings or relationships by … **
 * Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships **
 * by … **
 * Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships by … **

EXAMPLE (of shades of meaning): cold, freezing || ** R–5–3 ** · R–5–3.1 Identifying synonyms, antonyms, homonyms/homophones, or shades of meaning (State)
 * Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships **
 * by … **

EXAMPLE (of shades of meaning): tired, exhausted ||
 * · R–K–3.2 Demonstrating knowledge of basic concepts (i.e.: common words that describe position in space and time, such as: over, between, after, behind) (Local) ||  · R–1–3.2 Selecting appropriate words to use in context (Local)  ||  · R–2–3.2 Selecting appropriate words to use in context, __including words specific to the content of the text__ (State)

EXAMPLE: In a short passage about Native American homes, students might encounter the words longhouse and igloo, and then be asked to show that they know the difference between them. || · R–3–3.2 Selecting appropriate words to use in context, including content specific vocabulary (e.g., predator/prey, __or words with multiple meanings__) (State) EXAMPLE (multiple meanings): Students identify the intended meaning of words found in text – The word “fall” can mean a time of the year or losing your step. What words from the passage help you to know what “fall” means in this story? EXAMPLE (multiple meanings): The word “fall” has many different meanings. Which sentence below uses the word “fall” to mean a time of the year? OR Which sentence below uses “fall” with the same meaning as it is used in the poem? || · R–4–3.2 Selecting appropriate words to use in context, including content specific vocabulary, words with multiple meanings, or __precise vocabulary__ (State)

EXAMPLE (precise vocabulary): In this passage, the bear could best be described as acting: (A) excited (B) playful (C) harmful (D) curious || · R–5–3.2 Selecting appropriate words __or explaining the use of words in context__, including, content specific vocabulary, words with multiple meanings, or precise vocabulary (State)

EXAMPLE (multiple meanings): Students explain the intended meanings of words found in text – Based on the way “spring” is used in this passage, would having a “spring” be necessary for survival? Explain how you know. || Subsumed under R–2–3.1 || · R–3–3.3 Subsumed under R–3–3.1 || · R–4–3.3 No GLE at this grade level || · R–5–3.3 No GLE at this grade level ||
 * · R–K–3.3 Organizing words by category (e.g., sorting pictures or objects into groups) (Local) ||  · R–1–3.3 __Describing words in terms of categories, (e.g., A mallard is a kind of duck.), functions (e.g., Scissors are used for cutting.), or features (e.g., A rectangle has four sides__.) (Local)  ||  · R–2–3.3

** LOCAL ONLY ** ||  ** End of Grade 1 ** ** LOCAL ONLY ** ||  ** End of Grade 2 ** ** STATE ASSESSED ** ||  ** End of Grade 3 ** ** STATE ASSESSED ** ||  ** End of Grade 4 ** ** STATE ASSESSED ** ||  ** End of Grade 5 ** ** STATE ASSESSED ** ||
 * Literary Texts: Initial Understanding of Literary Texts (R-4) ||
 * All students need ongoing opportunities to apply and practice reading strategies with many different types of LITERARY texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. A list of suggested literary texts for instructional and assessment purposes is included in the Appendix A. ||
 * ** End of Grade K **
 * ** R–K–4 **
 * Demonstrate initial understanding of elements of literary texts read aloud by… **

· R–K–4.1 Identifying characters in a story (Local) || ** R–1–4 **
 * Demonstrate initial understanding of elements of literary texts (including text read aloud, __reading__ __independently, or in a guided manner__) by… **

· R–1–4.1 Identifying characters __or setting__ in a story (Local) || ** R–2–4 ** · R–2–4.1 Identifying __or describing character(s), setting, problem, solution, or major events, as appropriate to text__ (State) || ** R–3–4 ** · R–3–4.1 Identifying or describing character(s), setting, problem/solution, major events, or __plot__, as appropriate to text (State) || ** R–4–4 ** · R–4–4.1 Identifying or describing character(s), setting, problem/ solution, major events, or plot, as appropriate to text; or __identifying any significant changes in character(s) over time__ (State) || ** R–5–4 ** · R–5–4.1 Identifying or describing character(s), setting, problem/solution, major events, or plot, as appropriate to text; or identifying any significant changes in character(s) over time (State) ||
 * __ Demonstrate initial understanding of elements of literary texts by __**** … **
 * Demonstrate initial understanding of elements of literary texts by… **
 * Demonstrate initial understanding of elements of literary texts by… **
 * Demonstrate initial understanding of elements of literary texts by… **
 * · R–K–4.2 Responding to simple questions about a book’s content (e.g., What did that hungry caterpillar eat?) (Local)

EXAMPLES (of responses): drawing, reenacting parts of a story, etc. || · R–1–4.2a Responding to simple questions about a book’s content (e.g., Where did Sylvester go?)

· R–1–4.2b __Retelling the beginning, middle, and end of a story__ (Local) ||  · R–2–4.2a __S__ __ equencing key events in order, as appropriate to text __ (Local)

· R–2–4.2b Retelling __the key elements of a story__ (Local) ||  · R–3–4.__2 Paraphrasing or summarizing key ideas/plot__, with events sequenced, as appropriate to text (State)  ||  · R–4–4.2 Paraphrasing or summarizing key ideas/plot, with __major events sequenced__, as appropriate to text (State)  ||  · R–5–4.2 Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text (State)  || Not assessed at this grade level || · R–1–4.4 __Distinguishing between literary and informational texts__ (Local)  ||  · R–2–4.4 __Distinguishing among a variety of types of text__ (e.g., **literary texts:** poetry, plays, realistic fiction, fairy tales, fables, tall tales, or fantasy) (Local)  ||  · R–3–4.4 __Identifying the characteristics of a variety of types of text__ (e.g., **literary texts:** poetry, plays, fairytales, fantasy, fables, tall tales, or realistic fiction) (Local)  ||  · R–4–4.4 Identifying the characteristics of a variety of types of text (e.g., **literary texts:** poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction) (Local)  ||  · R–5–4.4 Identifying the characteristics of a variety of types of text (e.g., **literary texts**: poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries) (Local)  || Not assessed at this grade level || · R–1–4.5 Identifying literary devices as appropriate to genre: rhyme, repeated language (e.g., “teeny- tiny”) (Local)
 * · R–K–4.3 Generating questions during read alouds (Local) ||  · R–1–4.3 __Generating questions before, during, and after reading__ (Local)  ||  · R–2–4.3 Generating questions before, during, and after reading __to enhance recall, expand understanding and/or gain new information__ (Local)  ||  · R–3–4.3 Generating questions before, during, and after reading to enhance recall, expand understanding and/or gain new information (Local)  ||  · R–4–4.3 Generating questions before, during, and after reading to enhance recall, expand understanding and/or gain new information (Local)  ||  · R–5–4.3 Generating questions before, during, and after reading to enhance recall, expand understanding and/or gain new information (Local)  ||
 * · R–K–4.4
 * · R–K–4.5

EXAMPLE: In //Brown Bear, Brown Bear//, what words are repeated in the story? || · R–2–4.5 Identifying literary devices as appropriate to genre: rhyme, repeated language or __dialogue__ (e.g., “When I was young in the mountains…”) (Local)  ||  · R–3–4.5 Identifying literary devices as appropriate to genre: rhyme, __alliteration__, dialogue, or __description__ (Local)  ||  · R–4–4.5 Identifying literary devices as appropriate to genre: rhyme, alliteration, __simile__, description, or dialogue (Local)  ||  · R–5–4.5 Identifying literary devices as appropriate to genre: rhyme, alliteration, simile, dialogue, __imagery, or simple metaphors__ (Local)  ||
 * (GLE R-4 assumes increasing text complexity across grade levels. See Appendix F for descriptions of increasing text complexity.) ||

** LOCAL ONLY ** ||  ** End of Grade 1 ** ** LOCAL ONLY ** ||  ** End of Grade 2 ** ** STATE ASSESSED ** ||  ** End of Grade 3 ** ** STATE ASSESSED ** ||  ** End of Grade 4 ** ** STATE ASSESSED ** ||  ** End of Grade 5 ** ** STATE ASSESSED ** ||
 * ** Literary Texts: Analysis and Interpretation of Literary Text, Citing Evidence (R-5.1 to R-5.4 ) ** ||
 * ** All students need ongoing opportunities to apply and practice reading strategies with many different types of LITERARY texts. Recognizing a variety of literary texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. See Appendix A for a list of suggested literary texts for instructional and assessment purposes. ** ||
 * ** End of Grade K **
 * ** R–K–5 **
 * Analyze and interpret elements of literary texts read aloud, citing evidence where appropriate by… **

· R–K–5.1 Making predictions about what might happen next (Local) || ** R–1–5 ** · R–1–5.1 Making predictions about what might happen next, __and telling why the__ __prediction was made__ (Local) || ** R–2–5 ** · R–2–5.1 Making logical predictions (State)
 * Analyze and interpret elements of literary texts **** read aloud or __read independently__, citing evidence where appropriate by… **
 * __ Analyze and interpret elements of literary texts, citing evidence where appropriate by __**** … **

EXAMPLE: What might happen next? || ** R–3–5 ** · R–3–5.1 Making logical predictions (State) || ** R–4–5 ** · R–4–5.1 Making logical predictions (State) || ** R–5–5 ** · R–5–5.1 Making logical predictions (State)
 * Analyze and interpret elements of literary texts, citing evidence where appropriate by… **
 * Analyze and interpret elements of literary texts, citing evidence where appropriate by… **
 * Analyze and interpret elements of literary texts, citing evidence where appropriate by… **

EXAMPLE: Which event is most likely to happen next? || Not assessed at this grade level || · R–1–5.3 Making basic inferences about the text (Local)
 * · R–K–5.2 Identifying characteristics of main characters (Local) ||  · R–1–5.2 Identifying __physical__ characteristics, __personality traits, or possible motives__ of main characters (Local)  ||  · R–2–5.2 Identifying __relevant__ physical characteristics or personality traits of main characters (State)  ||  · R–3–5.2 __Describing__ main characters’ physical characteristics or personality traits; or __providing examples of thoughts, words or actions__ __that reveal characters’ personality traits__ (State)  ||  · R–4–5.2 Describing main characters’ physical characteristics or personality traits; or providing examples of thoughts, words, or actions that reveal characters’ personality traits (State)  ||  · R–5–5.2 __Describing characters__’ physical characteristics, personality traits, or __interactions__; or providing examples of thoughts, words, or actions that reveal characters’ personality traits or __their changes over time__ (State)  ||
 * · R–K–5.3

EXAMPLE: Why did the wolf want to blow down each pig’s house? || · R–2–5.3 __Making basic inferences about problem or solution__ (State)

EXAMPLES: What helped Luke to solve his problem in the story? What was Jane’s problem? || · R–3–5.3 Making basic inferences about problem, __conflict__, or solution (e.g., cause-effect relationships) (State)

EXAMPLE: How might the story have been different if…? || · R–4–5.3 __Making inferences__ about problem, conflict, or solution (State)

EXAMPLE: What influenced the father’s decision to let his son try the climb? || · R–5–5.3 Making inferences about problem, conflict, solution, or __the relationship among elements (plot, character, setting) within text__ (e.g., how the setting affects a character or plot development) (State)  || Not assessed at this grade level || · R–1–5.4 Not assessed at this grade level || · R–2–5.4 Not assessed at this grade level || · R–3–5.4 Identifying who is telling the story (Local)  ||  · R–4–5.4 Identifying who is telling the story (State)  ||  · R–5–5.4 Identifying the __narrator__ (State)  ||
 * · R–K–5.4

** LOCAL ONLY ** ||  ** End of Grade 1 ** ** LOCAL ONLY ** ||  ** End of Grade 2 ** ** LOCAL ONLY ** ||  ** End of Grade 3 ** ** STATE ASSESSED ** ||  ** End of Grade 4 ** ** STATE ASSESSED ** ||  ** End of Grade 5 ** ** STATE ASSESSED ** || · R–K–5.5 Not assessed at this grade level || ** R–1–5 ** · R–1–5.5 Not assessed at this grade level || ** R–2–5 ** · R–2–5.5 Identifying the author’s basic message (Local) || ** R–3–5 ** · R–3–5.5 Identifying the author’s basic message (State)
 * ** Literary Texts: Analysis and Interpretation of Literary Text, Citing Evidence (R-5.5 to R-5.7, and R-6) ** ||
 * ** End of Grade K **
 * ** R–K–5 **
 * Analyze and interpret elements of literary texts read aloud, citing evidence where appropriate by… **
 * Analyze and interpret elements of literary texts **** read aloud or __read independently__, citing evidence where appropriate by… **
 * __ Analyze and interpret elements of literary texts, citing evidence where appropriate by __**** … **
 * Analyze and interpret elements of literary texts, citing evidence where appropriate by… **

EXAMPLE: In this story, Jon learned an important lesson about what to do when lost in the woods. What lesson did Jon learn? || ** R–4–5 ** · R–4–5.5 Identifying author’s message __or theme__ (State)
 * Analyze and interpret elements of literary texts, citing evidence where appropriate by… **

EXAMPLE: What was the author trying to say about friendship in this story? (e.g., friendship begins with accepting differences) || ** R–5–5 ** · R–5–5.5 Identifying author’s message or theme (implied or stated, as in a fable) (State) || Not assessed at this grade level || · R–1–5.6 Not assessed at this grade level || · R–2–5.6 Identifying possible motives of main characters (Local) EXAMPLE: Why did the wolf want to blow the house down? || · R–3–5.6 Identifying possible motives of characters (Local)  ||  · R–4–5.6 __Identifying causes or effects, including possible motives of characters__ (Local)  ||  · R–5–5.6 Identifying causes or effects, including possible motives of characters (Local)  || Not assessed at this grade level || · R–1–5.7 Not assessed at this grade level || · R–2–5.7 Recognizing explicitly stated causes or effects (Local)  ||  · R–3–5.7 Recognizing explicitly stated causes or effects (Local)  ||  · R–4–5.7 Subsumed under R–4–5.6 || · R–5–5.7 No GLE at this grade level || · R–K–6.1 Not assessed at this grade level || ** R–1–6 Analyze and interpret author’s craft, citing evidence where appropriate by… ** · R–1–6.1 Not assessed at this grade level || ** R–2–6 Analyze and interpret author’s craft, citing evidence where appropriate by… ** · R–2–6.1 Not assessed at this grade level || ** R–3–6 Analyze and interpret author’s craft, citing evidence where appropriate by… **
 * Analyze and interpret elements of literary texts, citing evidence where appropriate by… **
 * · R–K–5.6
 * · R–K–5.7
 * ** R–K–6 Analyze and interpret author’s craft, citing evidence where appropriate by… **
 * ** R–K–6 Analyze and interpret author’s craft, citing evidence where appropriate by… **

· R–3–6.1 __Recognizing the use of literary elements and devices__ (i.e., imagery, exaggeration) __to interpret intended meanings__ (Local) || ** R–4–6 Analyze and interpret author’s craft, citing evidence where appropriate by… **

· R–4–6.1 __Demonstrating knowledge of__ use of literary elements and devices (i.e., imagery, exaggeration) to interpret intended meanings (Local) || ** R–5–6 Analyze and interpret author’s craft, citing evidence where appropriate by… **

· R–5–6.1 Demonstrating knowledge of use of literary elements and devices (i.e., imagery, exaggeration) to __analyze literary works__ (State) ||
 * ** (GLEs R-5 and R-6 assume increasing text complexity across grade levels. See Appendix F for descriptions of increasing text complexity.) ** ||
 * ** (GLEs R-5 and R-6 assume increasing text complexity across grade levels. See Appendix F for descriptions of increasing text complexity.) ** ||

** LOCAL ONLY ** ||  ** End of Grade 1 ** ** LOCAL ONLY ** ||  ** End of Grade 2 ** ** LOCAL ONLY ** ||  ** End of Grade 3 ** ** LOCAL ONLY ** ||  ** End of Grade 4 ** ** LOCAL ONLY ** ||  ** End of Grade 5 ** ** LOCAL ONLY ** || · R–K–16.1 Comparing stories or other texts to personal experience, prior knowledge, which might include other texts (Local) || ** R–1–16 ** · R–1–16.1 Comparing stories or other texts to personal experience, prior knowledge or __to other texts__ (Local) || ** R–2–16 ** · R–2–16.1 Comparing stories or other texts to related personal experience, prior knowledge, or to other texts (Local) || ** R–3–16 ** · R–3–16.1 Comparing stories or other texts to related personal experience, prior knowledge, or to other __books__ (Local) || ** R–4–16 ** · R–4–16.1 Comparing stories or other texts to related personal experience, prior knowledge, or to other books (Local) || ** R–5–16 ** · R–5–16.1 Comparing stories or other texts to related personal experience, prior knowledge, or to other books (Local) || Not assessed at this grade level || · R–1–16.2 Not assessed at this grade level || · R–2–16.2 Not assessed at this grade level || · R–3–16.2 Not assessed at this grade level || · R–4–16.2 Not assessed at this grade level || · R–5–16.2 Providing relevant details to support the conclusions made (Local)  ||
 * ** Literary Texts: Generates a Personal Response (R-16) ** ||
 * ** End of Grade K **
 * ** R–K–16 **
 * Generates a personal response to what is read aloud through a variety of means by… **
 * Generates a personal response to what is read aloud __or read__ __independently__ through a variety of means by… **
 * Generates a personal response __to what is read__ through a variety of means by… **
 * Generates a personal response to what is read through a variety of means by… **
 * Generates a personal response to what is read through a variety of means… **
 * Generates a personal response to what is read through a variety of means… **
 * · R–K–16.2
 * ** (GLE R-16 assumes increasing text complexity across grade levels. See Appendix F for descriptions of increasing text complexity.) ** ||

** LOCAL ONLY ** ||  ** End of Grade 1 ** ** LOCAL ONLY ** ||  ** End of Grade 2 ** ** STATE ASSESSED ** ||  ** End of Grade 3 ** ** STATE ASSESSED ** ||  ** End of Grade 4 ** ** STATE ASSESSED ** ||  ** End of Grade 5 ** ** STATE ASSESSED ** || · R–K–7.1 Obtaining information, using text features (e.g., title and illustrations) (Local)
 * =====Informational Texts: Initial Understanding of Informational Text (R-7.1 to R-7.2)===== ||
 * ===== All students need ongoing opportunities to apply and practice reading strategies with many different types of INFORMATIONAL texts (expository and practical texts). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. See Appendix for a list of suggested informational texts for instructional and assessment purposes. ===== ||
 * ** End of Grade K **
 * ** R–K–7 **
 * Demonstrate initial understanding of informational texts read aloud (expository and practical texts) by…**

EXAMPLE: From the picture on the cover, what do we think this book will tell us? || ** R–1–7 ** · R–1–7.1 Obtaining information, using text features (e.g., title and illustrations) (Local)
 * Demonstrate initial understanding of informational texts (expository and practical texts) by… **

EXAMPLE: From the title, what do we think this book will tell us? || ** R–2–7 ** · R–2–7.1 Obtaining information from text features (e.g., simple table of contents, glossary, charts, graphs, diagrams, or illustrations) (State)
 * Demonstrate initial understanding of informational texts (expository and practical texts) by… **

EXAMPLE: On what page would you find information about snakes? || ** R–3–7 ** · R–3–7.1 Obtaining information from text features (e.g., __table of contents__, glossary__, basic transition words, bold or italicized text, headings, graphic organizers__, charts, graphs, or illustrations) (State)
 * Demonstrate initial understanding of informational texts (expository and practical texts) by… **

EXAMPLES: What words does the author want you to notice on this page? What is the last step of the directions? || ** R–4–7 ** · R–4–7.1 Obtaining information from text features (e.g., table of contents, glossary, __index__, __transition words/phrases__, bold or italicized text, headings, __subheadings__, graphic organizers, charts, graphs, or illustrations) (State) || ** R–5–7 ** · R–5–7.1 Obtaining information from text features (e.g., table of contents, glossary, index, transition words /phrases, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations) (State) ||
 * Demonstrate initial understanding of informational texts (expository and practical texts) by… **
 * Demonstrate initial understanding of informational texts (expository and practical texts) by… **
 * · R–K–7.2 Using explicitly stated information to answer questions (Local)
 * · R–K–7.2 Using explicitly stated information to answer questions (Local)

EXAMPLE: So, what did we learn about what owls eat? || · R–1–7.2 Using explicitly stated information to answer questions (Local)

EXAMPLE: Where do penguins live? || · R–2–7.2 Using explicitly stated information to answer questions (State) EXAMPLE: According to this report, what do dolphins eat? || · R–3–7.2 Using information from the text to answer questions __related to explicitly stated main/central ideas__ or details (State)  ||  · R–4–7.2 Using information from the text to answer questions related to explicitly stated main/central ideas or __key details__ (State)  ||  · R–5–7.2 Using information from the text to answer questions related to main/central ideas or key details (State)  ||
 * ** (GLE R-7 assumes increasing text complexity across grade levels. See Appendix F for descriptions of increasing text complexity.) ** ||

** LOCAL ONLY ** ||  ** End of Grade 1 ** ** LOCAL ONLY ** ||  ** End of Grade 2 ** ** LOCAL ONLY ** ||  ** End of Grade 3 ** ** STATE ASSESSED ** ||  ** End of Grade 4 ** ** STATE ASSESSED ** ||  ** End of Grade 5 ** ** STATE ASSESSED ** || · R–K–7.3 Not assessed at this grade level || ** R–1–7 ** · R–1–7.3 Not assessed at this grade level || ** R–2–7 ** · R–2–7.3 Locating and recording information to show understanding, when given an organizational format (e.g., T-chart or Venn diagram) (Local) || ** R–3–7 ** · R–3–7.3 __Organizing information to show understanding__ __(e.g., representing main/central ideas or details within text through charting or mapping__) (State)
 * ** Informational Texts: Initial Understanding of Informational Text (R-7.3 to R-7.5) ** ||
 * ** End of Grade K **
 * ** R–K–7 **
 * Demonstrate initial understanding of informational texts read aloud (expository and practical texts) by…**
 * Demonstrate initial understanding of informational texts (expository and practical texts) by… **
 * Demonstrate initial understanding of informational texts (expository and practical texts) by… **
 * Demonstrate initial understanding of informational texts (expository and practical texts) by… **

EXAMPLE: Given a chart (with headings filled in), students are asked to provide examples from the text to show physical characteristics of two different places or things || ** R–4–7 ** · R–4–7.3 Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, __paraphrasing__, or __summarizing)__ (State) || ** R–5–7 ** · R–5–7.3 Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, or __comparing/contrasting__) (State) || Not assessed at this grade level || · R–1–7.5 Distinguishing between literary and informational texts (Local)  ||  · R–2–7.5 __Distinguishing among a variety of types of text__ (e.g., **reference:** beginning dictionaries, glossaries, children’s magazines, content trade books, children’s newspapers; and **practical/functional texts:** procedures/instructions, announcements, book orders, invitations) (Local)  ||  · R–3–7.5 __Identifying the characteristics__ of a variety of types of text (e.g., **reference:** dictionaries, glossaries, children’s magazines, content trade books, textbooks, children’s newspapers; and **practical/functional texts:** book orders, procedures, instructions, announcements, invitations) (Local)  ||  · R–4–7.5 Identifying the characteristics of a variety of types of text (e.g., **reference:** dictionaries, glossaries, encyclopedias, children’s magazines, content trade books, textbooks, student newspapers; and **practical/functional texts:** procedures, instructions, book orders, announcements, invitations) (Local)  ||  · R–5–7.5 Identifying the characteristics of a variety of types of text (e.g., **reference:** dictionaries, glossaries, reports, encyclopedias, children’s magazines, content trade books, textbooks, student newspapers, Internet websites, biographies; and **practical/functional texts:** procedures, instructions, book orders, announcements, invitations, recipes, menus (Local)  ||
 * Demonstrate initial understanding of informational texts (expository and practical texts) by… **
 * Demonstrate initial understanding of informational texts (expository and practical texts) by… **
 * · R–K–7.4 Generating questions during read alouds (Local) ||  · R–1–7.4 Generating questions __before, during, and after reading__ (Local)  ||  · R–2–7.4 Generating questions before, during, and after reading __to enhance recall__, __expand understanding and/or gain new information__ (Local)  ||  · R–3–7.4 Generating questions before, during, and after reading to enhance recall, expand understanding and/or gain new information (Local)  ||  · R–4–7.4 Generating questions before, during, and after reading to enhance recall, expand understanding and/or gain new information (Local)  ||  · R–5–7.4 Generating questions before, during, and after reading to enhance recall, expand understanding and/or gain new information (Local)  ||
 * · R–K–7.5
 * ** (GLE R-7 assumes increasing text complexity across grade levels. See Appendix F for descriptions of increasing text complexity.) ** ||

** LOCAL ONLY ** ||  ** End of Grade 1 ** ** LOCAL ONLY ** ||  ** End of Grade 2 ** ** STATE ASSESSED ** ||  ** End of Grade 3 ** ** STATE ASSESSED ** ||  ** End of Grade 4 ** ** STATE ASSESSED ** ||  ** End of Grade 5 ** ** STATE ASSESSED ** || · R–K–8.1 Telling what was learned (Local)
 * ** Informational Texts: Analysis and Interpretation of Informational Texts, Citing Evidence (R-8) ** ||
 * ** All students need ongoing opportunities to apply and practice reading strategies with many different types of INFORMATIONAL texts (expository and practical texts). Recognizing a variety of informational texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. See Appendix for a list of suggested informational texts for instructional and assessment purposes. ** ||
 * ** End of Grade K **
 * ** R–K–8 **
 * Analyze and interpret informational text read-aloud, citing evidence as appropriate by… **

EXAMPLE: Draw a picture of something you’ve learned from this story about dogs. || ** R–1–8 ** · R–1–8.1 Telling what was learned (Local)
 * Analyze and interpret informational text read aloud __or independently__, citing evidence as appropriate by… **

EXAMPLE: What do penguins eat? Show me where you found that information || ** R–2–8 ** · R–2–8.1 __Connecting information //within// a text__ (State)
 * Analyze and interpret informational text, citing evidence as appropriate by… **

EXAMPLE: Combining or comparing facts and details presented - What food is eaten by both kinds of fish? || ** R–3–8 ** · R–3–8.1 //within// a text (State)
 * Analyze and interpret informational texts, citing evidence where appropriate by… **

EXAMPLE: Combining, comparing, or using information found in both the written text and in a caption in a text || ** R–4–8 ** · R–4–8.1 Connecting information //within// a text or //__across__// __texts__ (State) || ** R–5–8 ** · R–5–8.1 Connecting information //within// a text or //across// texts (State) || Not assessed at this grade level || · R–1–8.2 Identifying the topic of the text or explaining the title (Local)
 * Analyze and interpret informational text, citing evidence as appropriate by… **
 * Analyze and interpret informational text, citing evidence as appropriate by… **
 * · R–K–8.2

EXAMPLE: What is this about? || · R–2–8.2 Recognizing generalizations about text (e.g., identifying appropriate titles or main/central ideas) (State)  ||  · R–3–8.2 Recognizing generalizations about text (e.g., identifying appropriate titles, __assertions, or controlling ideas__) (State)  ||  · R–4–8.2 __Synthesizing information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas__) (State)  ||  · R–5–8.2 Synthesizing information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas) (State)  ||
 * · R–K–8.3 Making basic inferences (Local)

EXAMPLE: From what we just read, what kinds of foods will help you to stay healthy? || · R–1–8.3 Making basic inferences or __drawing basic conclusions__ (Local)

EXAMPLE: From what we just read, why do you think firefighters wear special uniforms? Explain your reasons. || · R–2–8.3 Making basic inferences or drawing basic conclusions (State)

EXAMPLE: Based on this report, do turtles make good pets? || · R–3–8.3 Making basic inferences, drawing basic conclusions, __or forming judgments/opinions about central ideas that are relevant__ (State)  ||  · R–4–8.3 __Drawing inferences about text, including author’s purpose__ __(e.g., to inform, explain, entertain) or message__; or drawing basic conclusions; or forming judgments/opinions about central ideas that are relevant (State)  ||  · R–5–8.3 Drawing inferences about text, including author’s purpose (e.g., to inform, explain, entertain, __persuade__) or message; or forming and supporting opinions/judgments __and assertions about central ideas__ that are relevant (State)  || Not assessed at this grade level || · R–1–8.4 Identifying facts presented in text (Local)  ||  · R–2–8.4 Identifying facts presented in text (Local)  ||  · R–3–8.4 __Distinguishing fact from opinion__ (State)  ||  · R–4–8.4 Distinguishing fact from opinion (State)  ||  · R–5–8.4 Distinguishing fact from opinion (State)  || Subsumed under R-K-8.3 || · R–1–8.5 Subsumed under R-1-8.3 || · R–2–8.5 __Making inferences about causes or effects, when signal words are present__ (State)
 * · R–K–8.4
 * · R–K–8.5

EXAMPLE: “The sun came out. //Then// the puddle dried up.” What made the puddle dry up? || · R–3–8.5 Making inferences about causes or effects (State)

EXAMPLE: What probably caused the fire to start in the garage? || · R–4–8.5 Making inferences about causes or effects (State)  ||  · R–5–8.5 Making inferences about causes or effects (State)  ||
 * ** (GLE-R8 assumes increasing text complexity across grade levels. See Appendix F for descriptions of increasing text complexity.) ** ||

** LOCAL ONLY ** ||  ** End of Grade 1 ** ** LOCAL ONLY ** ||  ** End of Grade 2 ** ** LOCAL ONLY ** ||  ** End of Grade 3 ** ** LOCAL ONLY ** ||  ** End of Grade 4 ** ** LOCAL ONLY ** ||  ** End of Grade 5 ** ** LOCAL ONLY ** || ** Demonstrates ability to monitor comprehension and strategy use for different types of texts … ** · R–K–12.1 Noticing when simple sentences fail to make sense (while listening to a read aloud or reading a simple text) (Local) || ** R–1–12 ** · R–1–12.1 __Monitoring own reading for meaning and self-correcting when attempt to identify or predict words does not fit with cues provided by the print or the context__ (e.g., syntax/language structure, semantics/meaning, picture) (Local) || ** R–2–12 ** · R–2–12.1 __Using a range of self-monitoring and self-correction approaches__ (e.g., predicting upcoming text, monitoring, adjusting and confirming, through use of print, syntax/language structure, semantics/meaning, or other context cues [e.g., pictures]) (Local) || ** R–3–12 ** · R–3–12.1 Using a range of self-monitoring and self-correction approaches (e.g., predicting upcoming text, monitoring, adjusting and confirming, through use of print, syntax/language structure, semantics/meaning, or other context cues) (Local) || ** R–4–12 ** ** Demonstrates ability to monitor comprehension and strategy use for different types of texts and purposes by… ** · R–4–12.1 Using a range of self-monitoring and self-correction approaches (e.g., predicting upcoming text, monitoring, adjusting and confirming, through use of print, syntax/language structure, semantics/meaning, or other context cues) (Local) || ** R–5–12 ** ** Demonstrates ability to monitor comprehension and strategy use for different types of texts and purposes by… ** · R–5–12.1 Using a range of self-monitoring and self-correction approaches (e.g., predicting upcoming text, monitoring, adjusting, and confirming through use of print, syntax/ language structure, semantics/ meaning, or other context cues) (Local) || Subsumed under R–1–12.1 || · R–2–12.2 Subsumed under R–2–12.1 || · R–3–12.2 Subsumed under R–3–12.1 || · R–4–12.2 Subsumed under R–4–12.1 || · R–5–12.2 Subsumed under R–5–12.1 ||
 * Reading Strategies: Strategies for Monitoring and Adjusting Reading (R-12) ||
 * All students need ongoing opportunities to apply and practice reading strategies with many different types of texts. ||
 * ** End of Grade K **
 * ** R–K–12 **
 * Demonstrates ability to monitor comprehension and strategy use for different types of texts … **
 * Demonstrates ability to monitor comprehension and strategy use for different types of texts __and purposes__ by… **
 * Demonstrates ability to monitor comprehension and strategy use for different types of texts and purposes by… **
 * · R–K–12.2 Using pictures, syntax or repetitive language patterns to help predict upcoming words (Local) ||  · R–1–12.2
 * **(GLE R-12 assumes increasing text complexity across grade levels. See Appendix F for descriptions of increasing text complexity.) ** ||

** LOCAL ONLY ** ||  ** End of Grade 1 ** ** LOCAL ONLY ** ||  ** End of Grade 2 ** ** LOCAL ONLY ** ||  ** End of Grade 3 ** ** LOCAL ONLY ** ||  ** End of Grade 4 ** ** LOCAL ONLY ** ||  ** End of Grade 5 ** ** LOCAL ONLY ** ||
 * ** Reading Strategies: Reading Comprehension Strategies (R-13) ** ||
 * ** All students need ongoing opportunities to apply and practice reading strategies with many different types of texts. ** ||
 * ** End of Grade K **
 * **R–K–13**
 * Uses comprehension strategies (flexibly and as needed) while listening to literary or informational text.** (Local)

EXAMPLES of reading comprehension strategies might include: using prior knowledge; predicting and making simple text-based inferences; generating clarifying questions; constructing sensory images (e.g., making pictures in one’s mind); or making connections (text to self, text to text, and text to world)

See Appendix D for metacognition strategies for understanding text. || **R–1–13**
 * Uses comprehension strategies (flexibly and as needed) while __reading__ or listening to literary and informational text.** (Local)

EXAMPLES of reading comprehension strategies might include: using prior knowledge; predicting and making simple text-based inferences; generating clarifying questions; constructing sensory images (e.g., making pictures in one’s mind); or making connections (text to self, text to text, and text to world)

See Appendix D for metacognition strategies for understanding text. || ** R–2–13 **
 * Uses comprehension strategies (flexibly and as needed) while reading or listening to literary and informational text. ** (Local)

EXAMPLES of reading comprehension strategies might include: using prior knowledge; predicting and making text-based inferences; __determining importance__; generating literal and clarifying questions; constructing sensory images (e.g., making pictures in one’s mind); or making connections (text to self, text to text, and text to world); or __locating and using text features (e.g. headings, parts of the book__)

See Appendix D for metacognition strategies for understanding text. || **R–3–13**
 * Uses comprehension strategies (flexibly and as needed) __before, during, and after__ reading literary and informational text.** (Local)

EXAMPLES of reading comprehension strategies might include: using prior knowledge; predicting and making text-based inferences; determining importance; generating literal and clarifying questions; constructing sensory images (e.g., making pictures in one’s mind); making connections (text to self, text to text, and text to world); or locating and using text features (e.g. __transition words, subheadings, bold/italicized print__, parts of the book)

See Appendix D for metacognition strategies for understanding text. || **R–4–13**
 * Uses comprehension strategies (flexibly and as needed) before, during, and after reading literary and informational text.** (Local)

EXAMPLES of reading comprehension strategies might include: using prior knowledge; sampling a page for readability; summarizing; predicting and making text-based inferences; determining importance; generating literal and clarifying questions; constructing sensory images (e.g., making pictures in one’s mind); making connections (text to self, text to text, and text to world); locating and using text features (e.g. transition words, subheadings, bold/italicized print, parts of the book); __or using text structure clues (e.g. chronological, cause/effect, compare/contrast, proposition and support, description, classification__)

See Appendix D for metacognition strategies for understanding text. || **R–5–13**
 * Uses comprehension strategies (flexibly and as needed) before, during, and after reading literary and informational text.** (Local)

EXAMPLES of reading comprehension strategies might include: using prior knowledge; sampling a page for readability; summarizing; predicting and making text-based inferences; determining importance; generating literal, clarifying, __and inferential questions__; constructing sensory images (e.g., making pictures in one’s mind); making connections (text to self, text to text, and text to world); __taking notes__; locating, using, and analyzing text features (e.g. transition words, subheadings, bold/italicized print, parts of the book); or using text structure clues (e.g. chronological, cause/effect, compare/contrast, proposition and support, description classification, and __logical/ sequential__)

See Appendix D for metacognition strategies for understanding text. ||
 * (GLE R-13 assumes a variety of text and increasing text complexity across grade levels. See Appendix F for descriptions of increasing text complexity.) ||

** LOCAL ONLY ** ||  ** End of Grade 1 ** ** LOCAL ONLY ** ||  ** End of Grade 2 ** ** LOCAL ONLY ** ||  ** End of Grade 3 ** ** LOCAL ONLY ** ||  ** End of Grade 4 ** ** LOCAL ONLY ** ||  ** End of Grade 5 ** ** LOCAL ONLY ** || Demonstrates the habit of reading widely and extensively* by… · R–K–14.1 Not assessed at this grade level || ** R–1–14 ** · R–1–14.1 Reading with frequency, including in-school, out-of-school, and summer reading (Local) || ** R–2–14 ** · R–2–14.1 Reading with frequency, including in-school, out-of-school, and summer reading (Local) || ** R–3–14 ** · R–3–14.1 Reading with frequency, including in-school, out-of-school, and summer reading (Local) || ** R–4–14 ** · R–4–14.1 Reading with frequency, including in-school, out-of-school, and summer reading (Local) || ** R–5–14 ** · R–5–14.1 Reading with frequency, including in-school, out-of-school, and summer reading (Local) || Not assessed at this grade level || · R–1–14.2 Reading from a wide range of genres/kinds of text and a variety of authors (e.g., literary, informational, and practical texts) (Local)
 * ** Breadth of Reading: Reading Widely and Extensively ** **(R-14)**  ||
 * ** All students need ongoing opportunities to read many different types of texts. See Appendix A for list of suggested texts. ** ||
 * ** End of Grade K **
 * R–K–14
 * Demonstrates the habit of reading widely and extensively* by… **
 * Demonstrates the habit of reading widely and extensively* by… **
 * Demonstrates the habit of reading widely and extensively* by… **
 * Demonstrates the habit of reading widely and extensively* by… **
 * Demonstrates the habit of reading widely and extensively* by… **
 * · R–K–14.2

See Appendix A for a list of informational and literary texts. || · R–2–14.2 Reading from a wide range of genres/kinds of text and a variety of authors (e.g., literary, informational, and practical texts) (Local)

See Appendix A for a list of informational and literary texts. || · R–3–14.2 Reading from a wide range of genres/kinds of text and a variety of authors (e.g., literary, informational, and practical texts) (Local)

See Appendix A for a list of informational and literary texts. || · R–4–14.2 Reading from a wide range of genres/kinds of text and a variety of authors (e.g., literary, informational, and practical texts) (Local)

See Appendix A for a list of informational and literary texts. || · R–5–14.2 Reading from a wide range of genres/kinds of text and a variety of authors (e.g., literary, informational, and practical texts) (Local)

See Appendix A for a list of informational and literary texts. || Not assessed at this grade level || · R–1–14.3 Not assessed at this grade level || · R–2–14.3 Not assessed at this grade level || · R–3–14.3 Reading multiple texts for depth of understanding an author or genre (Local)  ||  · R–4–14.3 Reading multiple texts for depth of understanding an author or genre (Local)  ||  · R–5–14.3 Reading multiple texts for depth of understanding an author, __subject__, __theme__, or genre (Local)  ||
 * · R–K–14.3
 * // *Materials should be at the student’s instructional __and__ independent reading levels. The specific number of books should be viewed flexibly and is less important than the extensiveness, duration/ time, and frequency of reading. // ||

** LOCAL ONLY ** ||  ** End of Grade 1 ** ** LOCAL ONLY ** ||  ** End of Grade 2 ** ** LOCAL ONLY ** ||  ** End of Grade 3 ** ** LOCAL ONLY ** ||  ** End of Grade 4 ** ** LOCAL ONLY ** ||  ** End of Grade 5 ** ** LOCAL ONLY ** || · R–K–17.1 Self-selecting reading materials aligned with reading ability and personal interests (Local) || ** R–1–17 ** · R–1–17.1 Self-selecting reading materials aligned with reading ability and personal interests (Local) || ** R–2–17 ** · R–2–17.1 Self-selecting reading materials aligned with reading ability and personal interests (Local) || ** R–3–17 ** · R–3–17.1 Self-selecting reading materials aligned with reading ability and personal interests (Local) || ** R–4–17 ** · R–4–17.1 Self-selecting reading materials aligned with reading ability and personal interests (Local) || ** R–5–17Demonstrates participation in a literate community by… ** · R–5–17.1 Self-selecting reading materials aligned with reading ability and personal interests (Local) || (Local) || · R–3–17.2 Participating in discussions about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others (Local) || · R–4–17.2 Participating in discussions about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others (Local)  ||  · R–5–17.2 Participating in __in-depth__ discussions about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others (Local)  ||
 * ** Breadth of Reading: Participating in a Literate Community (R-17) ** ||
 * ** All students need ongoing opportunities to read many different types of texts. See Appendix A for list of suggested texts. ** ||
 * ** End of Grade K **
 * ** R–K–17 **
 * Demonstrates participation in a literate community by… **
 * Demonstrates participation in a literate community by… **
 * Demonstrates participation in a literate community by… **
 * Demonstrates participation in a literate community by… **
 * Demonstrates participation in a literate community by… **
 * · R–K–17.2 Participating in discussions about text, ideas, and student “writing” by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others (Local) ||  · R–1–17.2 Participating in discussions about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others (Local)  ||  · R–2–17.2 Participating in discussions about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others

** LOCAL ONLY ** ||  ** End of Grade 1 ** ** LOCAL ONLY ** ||  ** End of Grade 2 ** ** LOCAL ONLY ** ||  ** End of Grade 3 ** ** LOCAL ONLY ** ||  ** End of Grade 4 ** ** LOCAL ONLY ** ||  ** End of Grade 5 ** ** LOCAL ONLY ** ||
 * ** Breadth of Reading: ** **Reading** **for Research Across Content Areas (R-15)**  ||
 * ** End of Grade K **
 * ** R–K–15 **
 * Research* by reading multiple sources (including print and non-print texts) to report information by… **

· R–K–15.1 Not assessed at this grade level || ** R–1–15Research* by reading multiple sources (including print and non-print texts) to report information by… **

· R–1–15.1 Not assessed at this grade level || ** R–2–15Research* by reading multiple sources (including print and non-print texts) to report information by… **

· R–2–15.1 Not assessed at this grade level || ** R–3–15 **
 * Research* by reading multiple sources (including print and non-print texts) to report information by… **

· R–3–15.1 Using sources provided (Local) || ** R–4–15 **
 * Research* by reading multiple sources (including print and non-print texts) to report information, or to __formulate a judgment__ by… **

· R–4–15.1 Using sources provided (Local) || ** R–5–15 **
 * Research* by reading multiple sources (including print and non-print texts) to report information, __solve a problem__, or to formulate a judgment by… **

· R–5–15.1 __Identifying potential sources of information from those provided__ (Local) || Not assessed at this grade level || · R–1–15.2 Not assessed at this grade level || · R–2–15.2 Not assessed at this grade level || · R–3–15.2 Evaluating information presented in terms of relevance (Local)  ||  · R–4–15.2 Evaluating information presented in terms of relevance (Local)  ||  · R–5–15.2 Evaluating information presented, in terms of relevance (Local)  || Not assessed at this grade level || · R–1–15.3 Not assessed at this grade level || · R–2–15.3 Not assessed at this grade level || · R–3–15.3 Gathering information and using a given structure (e.g., chart, diagram. outline) to organize it (Local)  ||  · R–4–15.3 Gathering information and using a given structure (e.g., chart, diagram, outline) to organize it (Local)  ||  · R–5–15.3 Gathering, __organizing, and interpreting__ the information (Local)  || Not assessed at this grade level || · R–1–15.4 Not assessed at this grade level || · R–2–15.4 Not assessed at this grade level || · R–3–15.4 Using evidence to support conclusions (Local)  ||  · R–4–15.4 Using evidence to support conclusions (Local)  ||  · R–5–15.4 Using evidence to support conclusions (Local)  ||
 * · R–K–15.2
 * · R–K–15.3
 * · R–K–15.4
 * **// *Research materials should be at the student’s instructional and independent reading levels, including print and non-print texts. //** ||

** for Instruction and Assessment ** ** Informational Texts **** include, but are not limited to **
 * Appendix A: //__Suggested__// Informational and Literary Texts **
 * **//__ Suggested __//**** Print and Non-Print Informational and Literary Texts –– **
 * All students need ongoing opportunities to apply and practice reading strategies with many different types of LITERARY and INFORMATIONAL texts. Recognizing a variety of texts and their characteristics will help students in meeting grade level expectations described in the NECAP- STATE and LOCAL GLEs. Suggested texts listed below are not meant to be exhaustive for any given grade level. ** ||
 * ** Grade K ** ||  ** Grade 1 **  ||  ** Grade 2 **  ||  ** Grade 3 **  ||  ** Grade 4 **  ||  ** Grade 5 **  ||
 * **//__Suggested__//**

Read-alouds and guided/shared reading of children’s magazines, content trade books, informational charts, etc.
 * Reference materials: **

** Informational Texts **** include, but are not limited to **
 * Practical texts: ** lists, signs, labels, environmental print, pictorial charts and graphs, etc. || **//__Suggested__//**

Read-alouds and guided/shared reading of children’s magazines, content trade books, informational charts, etc.
 * Reference materials: **

** Informational Texts **** include, but are not limited to **
 * Practical texts: ** lists, labels, environmental print, pictorial charts and graphs, __simple directions, invitations, calendar, simple maps/classroom maps__, etc. || **//__Suggested__//**

__ Beginning dictionaries __, __glossaries,__ children’s magazines, content trade books, __children’s newspapers__, etc.
 * Reference materials: **

** Informational Texts **** include, but are not limited to ** __ Dictionaries __, glossaries, children’s magazines, content trade books, children’s newspapers, __textbooks__, etc.
 * Practical texts: **__ Procedures/instructions __, announcements, invitations, __book orders__, etc. || **//__Suggested__//**
 * Reference materials: **

** Informational Texts **** include, but are not limited to ** Dictionaries, glossaries, __encyclopedias__, children’s magazines, content trade books, __student newspapers__, textbooks, etc.
 * Practical texts: ** Procedures/instructions, announcements, invitations, book orders, etc. || **//__Suggested__//**
 * Reference materials: **

** Informational Texts **** include, but are not limited to **
 * Practical texts: ** Procedures/instructions, announcements, invitations, book orders, etc. || **//__Suggested__//**

Dictionaries, glossaries, __reports,__ encyclopedias, children’s magazines, content trade books, student newspapers, textbooks, __biographies,__ __Internet websites__, etc.
 * Reference materials: **

** Literary Texts include, but are not limited to **
 * Practical texts: ** Procedures/instructions, announcements, invitations, book orders, __recipes,__ __menus__, etc. ||
 * **//__Suggested__//**

Nursery rhymes, poetry, fairytales, fantasy, realistic fiction, songs, chants, etc. || **//__Suggested__//** ** Literary Texts include, but are not limited to **

Poetry, fairytales, fantasy, realistic fiction, songs, chants, etc. || **//__Suggested__//** ** Literary Texts include, but are not limited to **

Poetry, __plays__, fairytales, fantasy, __fables__, __tall tales__, realistic fiction, etc. || **//__Suggested__//** ** Literary Texts include, but are not limited to **

Poetry, plays, fairytales, fantasy, fables, tall tales, realistic fiction, etc. || **//__Suggested__//** ** Literary Texts include, but are not limited to **

Poetry, plays, fairytales, fantasy, fables, realistic fiction, __folktales__, __historical fiction__, etc. || **//__Suggested__//** ** Literary Texts include, but are not limited to **

Poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, __mysteries__, etc. ||
 * ** Assumes increasing text complexity across grade levels. See Appendix F for descriptions of increasing text complexity. ** ||


 * Appendix B: The Six Syllable Types **

1. **closed –** [__not__] - closed in by a consonant - vowel makes its **__short__** sound
 * 2. open –** [__no__] - ends in a vowel - vowel makes its **__long__** sound
 * 3. silent e –** [__note__] - ends in vowel consonant e - vowel makes its **__long__** sound
 * 4. vowel combination –** [__nail__] the two vowels together make a sound
 * 5. r-controlled –** [__bird__] - contains a vowel plus “r” - vowel sound is changed
 * 6. consonant - l - e –**[__table__] - at the end of a word


 * Appendix C: Reading Fluency Rates **

**Grade K** || **Grade 1** || **Grade 2** || **Grade 3** || **Grade 4** || **Grade 5** || **Grade 6** || **Grade 7** || **Grade 8** || **N/A** || **50-80**   ** words correct per minute **  || **80-100**   ** words correct per minute **  || **90-120**   ** words correct per minute **  || **115-140**   ** words correct per minute **  || **125-150**   ** words correct per minute **  || **135-160**   ** words correct per minute **  || **140-175**   ** words correct per minute **  || **150-180**   ** words correct per minute **  || **N/A** || **N/A** || **N/A** || **115-140** ||   **130-175**  ||   **160-200**  ||   **190-220**  ||   **215-245**  ||   **235-270**  ||
 * ** Recommended **
 * Fluency Rates * **
 * (in words read correctly per minute)** ||
 * **Oral:** ||
 * **Silent:** ||

§ Caldwell, //Reading Assessment//, Guilford Press, 2002 § Fountas and Pinnell, //Guiding Readers and Writers Grades 3-6//, Heinemann, 2001 § // Put Reading First //, National Institute for Literacy, 2001 § Lipson and Wixson, //Assessment and Instruction of Reading and Writing Difficulty//, Pearson Education, 2003 § NAEP’s Scale for Assessing Oral Reading Fluency, 2001
 * The following sources were referenced to determine fluency rates: **

Teachers continually model and reinforce use of strategies, so that students learn to flexibly apply strategies that help them comprehend and interpret literary and informational texts. Reading and learning to read are problem solving processes that require strategies for the reader to make sense of written language and remain engaged with texts. Complexity of text and purpose of reading will determine the extent to which each strategy is applied.
 * Appendix D: **** Metacognition Strategies for Understanding Text **

|| · Activate prior knowledge (schema) · Preview text · Identify text structure clues (e.g., chronological, cause/effect, compare/contrast, etc.) · Locate text features (e.g., transitional words, subheadings, bold print, etc.) · Use Cues: graphics and pictures · Skim/Scan · Predict and make text-based references · Sample a page of text for readability and interest ||  · Self-monitor using: Ø Meaning Ø Language structure Ø Print cues · Reread · Self-correct · Clarify · Determine Importance · Generate literal, clarifying, and inferential questions · Visualize · Construct sensory images · Summarize and paraphrase · Check predictions · Interpret Ø Literal meaning Ø Inferential meaning · Make Connections, using Ø Graphics Ø Pictures · Monitor fluency (oral/silent; or text complexity) Ø Adjust rate Ø Use punctuation and dialogue cues Ø Use phrasing, intonation, expression · Read for accuracy · Use note-taking strategies ||  · Reread for confirmation · Summarize and paraphrase key ideas · Evaluate Ø Accuracy of information Ø Literary merit and use of author’s craft · Clarify · Analyze information within and across texts · Support conclusions with references from text · Synthesize · Connect ideas/themes in text to… Ø Text: Compare one text to another text Ø Self: Relate and explain ideas or events in text to personal experience Ø World: Recognize commonalities of text to world ||
 * ** Before reading, students… ** || ** During reading, students… ** || = After reading, students… =
 * · Set a purpose

** Affix – ** A meaningful part of a word that is attached before (prefix) or after (suffix) a root or base word to modify its meaning. ** Alliteration ** - The repetition of initial consonant sounds in neighboring words. (For example: The slithering, slimy snake) ** Allusion ** - A reference to a familiar person, place, or thing. ** Analogy ** - A comparison of two or more similar objects, suggesting that if they are alike in certain respects, they will probably be like in other ways, too. ** Analysis ** - A separating of a whole into its parts with an examination of these parts to find out their nature and function. ** Antagonist ** - A person or thing working against the main character. ** Antonym ** - A word that is opposite in meaning to another word. (For example: love – hate, hot – cold ) ** Author’s Craft – ** The techniques the author chooses to enhance writing. (Examples of author’s craft: style, bias, point of view, flashback, foreshadowing, symbolism, figurative language, sensory details, soliloquy, stream of consciousness, etc.)
 * Appendix E: **** Glossary of Reading Terms **

** Autobiography ** – An account of the life of an individual written by the subject, classified as non-fiction.

** Base Word ** – A free morpheme (can stand alone), to which affixes can be added. (For example: worry) ** Bias ** - A highly personal judgment. ** Biography ** – An account of the life of an individual, classified as non-fiction or informational text. ** Cause/Effect ** – A text or response to reading text which provides explanations or reasons for phenomena. ** Character ** - A person, animal, or object that takes part in the action of a literary work. The main or major character is the most important and central to the action. A minor or supporting character is one who takes part in the action, but is not the focus of the attention. ** Characterization ** - The method an author uses to reveal the characters and their various personalities. Authors use two major methods of characterization: direct and indirect. When using direct characterization, a writer states the characters’ traits, actions, motives, or feelings. When describing a character indirectly, a writer depends on the reader to draw conclusions about the character’s traits or uses other participants in the story to reveal a character’s traits and motives. ** Cite ** - To quote as an example. ** Citation ** - A direct quote from the text, as opposed to a generalized summary or statement; an acknowledgment and documentation of sources of information. ** Comparison/Contrast ** - A text or response to reading text that identifies how information presented has similar or different characteristics or qualities. ** Conflict ** - The problem or struggle in a story that triggers the action. Conflicts may be internal (struggles from within a character) or external. ** Context ** - The set of facts or circumstances surrounding an event or a situation, explanation of characters, or definition of important terms in text; the background information the reader needs to know in order to fully understand the message of the text. ** Context clues ** - Information in the reading passage that helps the reader determine the meaning of unfamiliar words or phrases, such as illustrations or the meaning of other words in the text. ** Controlling Idea – ** This is the main idea/focus that runs throughout the paper or text. ** Conventions ** - Features of standard written English that usually include sentence formation, grammar, spelling, usage, punctuation, and capitalization. ** Decode ** – The ability to translate a word from print to speech, usually by employing knowledge of sound-symbol correspondence ** Dialogue ** - A conversation between two characters. In poems, novels, and short stories, dialogue is usually set off by quotations marks to indicate a speaker’s exact words; in a play, dialogue follows the names of the characters, and no quotation marks are used. ** Diction ** - An author’s choice of words based on their accuracy, clarity, and effectiveness. ** Drama ** - A story written to be performed by actors. Dramas are often divided into parts called acts, which are often divided into smaller parts called scenes. ** Evaluate ** - Examine and judge carefully, based on evidence found in the text. ** Figurative Language ** - Language used in writing or speech that is not meant to be interpreted literally, as the intent of the language is to create a special effect, idea, image, or feeling. ** Fluency ** - The clear, easy, written or spoken expression of ideas, or freedom from word-identification problems that may hinder comprehension during silent reading or the expression of ideas during oral reading; The ability to read text accurately, quickly, and with proper expression, phrasing, and intonation between word recognition and comprehension; Rapidly and automatically recognizing and decoding words, with evidence that the reader is accessing the deeper meaning of the text; Assessment of fluency is associated with rate, accuracy, and scores on comprehension tests. ** Focus ** - The concentration of a specific idea(s) within the topic the writer is addressing; the main/central idea that runs through a text. (For example: If the topic is “horses,” the focus might be: Horses are very expensive to own.) ** Genre ** - A category used to classify literary works, usually by form, technique, or content. For example, literature is commonly divided into three manor genres: poetry, prose, and drama. Each genre is, in turn, divided into sub-genres ** Graphic Organizer ** - A diagram or pictorial device used to record and show relationships among ideas or information. ** Historical fiction ** – Fiction drawn from the writer’s imagination, but true to life in some period of the past. ** Homonym ** - One of two words that have the same sound and often the same spelling but differ in meaning. (For example, //bear// “to carry,” //bear// (the animal), and //bare// “naked.”) ** Homophone ** - One of two or more words that are pronounced the same but differ in meaning, origin, and sometimes spelling. [For example, hair/hare, knight/night, and (fish) scale /(musical) scale.] ** Hyperbole ** - A figure of speech in which exaggeration is used for emphasis or effect. ** Inference ** - A deduction or conclusion made from facts that are suggested or implied rather than overly stated. (For example: Mom said that I should study more and watch television less. I inferred that I should get better grades or the television would be taken out of my room.) ** Informational text ** – A text that provides facts, ideas, and principles that are related to the physical, biological, or social world; classified as non-fiction text. ** Literary conflict ** - The tension that grows out of the interplay of the two opposing forces in a plot. ** Literary devices ** - Tools used by the author to enliven and provide voice to the writing, such as dialogue, alliteration, foreshadowing, personification, metaphors, etc. ** Literary elements ** - The essential techniques used in literature, such as characterization, setting, plot, and theme. ** Metaphor ** - A figure of speech in which one thing is described in terms of another to make an implicit comparison – that is, a comparison that does not use words such as “like” or “as.” (For example: The sky’s lamp was bright.) ** Morpheme ** – The smallest meaningful unit of language; may be a word or part of a word (For example – “less” or “child”) ** Narrative ** - A story, actual or fictional, expressed orally or in writing; a text that tells about a sequence of events. ** Narrative passage ** - Text in any form that recounts or tells a story. ** Narrator ** - The person (or animal or object) telling a story, who may be a character within the story or someone outside of the story. ** Onomatopoeia ** - A figure of speech in which the sound of the word imitates the sounds associated with the objects or actions to which they refer. (For example, //crackle, moo, pop, zoom.)// ** Opinion ** - A belief or conclusion held with confidence, but not sustained with proof. ** Paraphrase ** - Restate text or passage mostly in other (or in own) words. ** Personification ** - The attribution of human qualities to inanimate objects. (For example: The clouds played and danced in the sky.) ** Phoneme ** - The smallest unit of sound in a spoken word**;** a speech sound that combines with other sounds in a language to make words. ** Phonemic awareness ** ability to hear, identify and manipulate individual sounds in spoken words; Involves blending, segmenting, deleting sounds, etc. ** Phonics ** - Relationships between the letters of written language and the individual sounds of spoken language ** Plot ** - The plan, design, storyline, or pattern of events in a play, poem, or works of fiction. ** Poem ** - A composition characterized by use of condensed language, chosen for its sound and suggestive power and the use of literary techniques such as rhyme, blank verse, rhythm, meter, and metaphor. ** Point of View ** - The way in which an author reveals characters, events, and ideas when telling a story; the perspective or vantage point from which a story is told. ** Problem ** - The conflict or struggle (internal or external) that causes the action in a story or play. An internal conflict takes place within the mind of a character, such as a struggle to make a decision, take an action, or overcome a feeling. An external conflict is one in which a character struggles against some outside force, such as another person or something in nature. ** Prose - ** Writing that is not restricted in rhythm, measure, or rhyme; most writing that is not drama, poetry, or song is considered prose. ** Protagonist ** - The main character or hero of a text. ** Reading critically ** - Reading in which a questioning attitude, logical analysis, and inference are used to judge the worth of the text; evaluating relevancy and adequacy of what is read; the judgment of validity of worth of what is read, based on sound criteria and evidence. ** Reading **** rate ** - The speed at which a person reads; generally measured as words per minute or words correct per minute. ** Realistic Fiction ** – Fiction drawn from the writer’s imagination, but is true to life; often focuses on universal human problems. ** Resolution ** - The portion of the play or story in which the problem is resolved. It comes after the climax and falling action and is intended to bring the story to a satisfying end. ** Rhyme ** - A metrical device in which sounds at the ends of words or lines or verse correspond. Another common device is the use of internal rhymes, or rhyming words within lines. ** Rhyme scheme ** - A regular pattern of rhyming words in a poem, usually indicated by assigning a different letter to each rhyme in a stanza such as, //a-b-a-b.// ** Rhythm ** - In verse or prose, the movement or sense of movement communicated by the arrangement of long and short or stressed and unstressed syllables. ** Root – ** A bound morpheme, usually of Latin origin, that cannot stand alone, but is used to form a family of words with related meanings. (For example: “spec”) ** Self-monitor ** - Metacognitive awareness and processes whereby the reader realizes that what is being read is or is not making sense, and adjusts reading strategies to improve comprehension. ** Semantics ** - The study of meaning in language, particularly the meaning of words and changes in the meanings. ** Setting ** - The time and place of the action in a literary work. The setting includes all the details of a place and time. In most stories, the setting serves as a backdrop or context in which the characters interact and the plot progresses. ** Simile ** - A figure of speech in which one thing is likened to another using an explicit comparison (that is, using the words “like” or “as”) to clarify or enhance an image. (For example: It was as cold as an ice cube.) ** Soliloquy ** - A speech delivered by a character when he/she is alone on the stage; monologue. ** Stereotype ** - A pattern or form that does not change. A character is “stereotyped” if she or he has no individuality and fits the mold of that particular type of person or character, such as a villain. ** Style ** - The characteristic manner used by an author to express ideas and create intended effects, including the writer’s use of language, choice of words, and use of literary devices. ** Summary ** - Writing that presents the main/central points of a larger work in condensed form. ** Synonym ** - Two or more words that have highly similar meanings. (For example: happy, glad, and cheerful//.)// ** Syntax ** - The pattern or structure of word order in sentences, clauses, and phrases. ** Temporal Sequence ** – Ideas or events presented in the order in which they happen. ** Text Structure ** – The way information is organized and presented. (For example: Fiction texts and biographies generally use a narrative structure and are meant to be read from beginning to end; nonfiction or informational texts are organized by topics or into sections, using text features such as headings, bold print, transitional words/phrases, etc.) ** Theme ** - The central idea, message, concern, or purpose in a literary work, which may be stated directly or indirectly. (For example: In the book //The Pancake//, by Anita Lobel, “People should work together” or “Don’t be too cocky” are themes.) ** Thesis ** - The basic proposition put forward by a speaker or writer, which then is proved through fact, argument, or support from a text; the subject or argument of a composition. It is the controlling idea about a topic that the writer is attempting to prove; a sentence that announced the writer’s main, unifying controlling idea about a topic. A thesis statement usually contains two main elements: a limited subject (Internet), a strong verb, and the reason for it - the “why”- (The Internet provides information of varying depth and quality). ** Tone ** - The overall feeling or effect created by a writer’s use of words, sentence structure, and attitude towards the audience, characters, or topic. This feeling, which pervades the work, may be serious, mock-serious, humorous, sarcastic, solemn, objective, etc. ** Traditional literature ** – Stories passed down orally throughout history. (Examples include: folk tales, fairy tales, myths, legends, and epics.) ** Turning Point ** - The moment in a story or a play when there is a definite change in direction and one becomes aware that it is now about to move toward the end. ** Voice ** - The style and quality of the writing which includes word choice, a variety of sentence structures, and evidence of investment. Voice portrays the author’s personality or the personality of the chosen persona. It is the fluency, rhythm, and liveliness in writing that makes it unique to the writer. A distinctive voice establishes personal expression and enhances the writing.

· Fountas and Pinnell (2001) //Guiding Readers and Writers Grades 3-6: Teaching Comprehension, Genre, and Literacy.// Heinemann · Kemper, Sebranek & Meyer (2001) //Th//e //Write Source//. Wilmigton: Houghton Mifflin · Moats (2003) //LETRS: Language Essentials for Teachers of Reading and Spelling.// Sopris West · Pennsylvania Department of Education (2003) //Reading// //Assessment Glossary// · (2001) //Put Reading First//. National Institute for Literacy, US Department of Education · (2004) //Tri-State New England Grade Level Expectations// for //Writing// - Appendix A: Writing Glossary
 * The following sources were referenced in developing the glossary: **

**(K. Hess and S. Biggam, 2004)**
 * Appendix F: A Discussion of “Increasing Text Complexity” **

The instruction and assessment of reading comprehension presents unique challenges to classroom teachers and test developers alike; and the criteria used in selecting a variety and range of appropriate texts are essential to meeting those purposes. In the classroom, students learn to apply and practice a variety of reading strategies, for different purposes and with different text types. Over time, students who are exposed to a variety of text types with increasing complexity also learn how text features differ by genre, and they gain confidence in pealing back the layers of complexity for a deeper understanding of what is read. In test development, the overall number of test items is driven by the length and type of reading passages and the number of items possible accompanying each passage. Passages for reading assessment, drawn from “authentic” text whenever possible, should include both literary and informational texts. A series of questions accompanying each reading passage may include initial understanding of text, analysis and interpretation of text, or a combination of both types of questions, especially for longer text passages.

We have learned from NAEP research (1985) that difficulty of text passages was one of the three most important factors in reading comprehension performance of 4th, 8th, and 12th grade students. The other two factors were familiarity with subject matter presented in text and the type (literal, inferential, etc.) of question asked. (Chall and Conard, 1991) Other research suggests that at grades 2 and 3, word difficulty may influence text complexity more than other factors. (Anderson, 1992) Lipson and Wixon (2003) summarize the challenges of understanding text complexity this way:

//"In the past, one of the few text features that was given much attention was its difficulty or readability, as measured by factors such as the number of syllables in the words and the number of words in the sentences. Current research has demonstrated that a number of other factors have a significant impact on both how much and what students understand and learn from a text. The presence or absence of these factors determines the extent to which a given text can be considered 'considerate' (to enable readers with minimal effort) or 'inconsiderate' (text requiring much greater effort). (Armbruster, 1984) "// A variety of factors influence text complexity. The complexity of text, or the degree of challenge of a particular text, is the result of specific combinations and interactions of these factors. For example, a text that has short simple sentences may, nevertheless, be challenging to read/comprehend when it contains ideas or concepts that are unfamiliar or requires a greater level of interpretation to unlock intended meaning. Pinnell and Fountas’ text leveling system (2002), an extension of the system used by Reading Recovery developed for classroom use at grades 3-6, includes these factors for determining complexity: understanding the nature of print, repeated text, natural language versus book text, supportive text, and high frequency vocabulary. Their system also calls attention to differences between fiction and nonfiction texts in book leveling, and includes descriptors that "overlap" to the next level of difficulty.

Chall, Bissex, Conard, and Harris-Sharples (//Qualitative Assessment of Text Difficulty//, 1996) suggest that linguistic characteristics (vocabulary and sentence structure and variety) as well as concepts presented, text organization, and background knowledge required of readers all need to be considered in determining appropriateness of text for a given grade level. "Merely breaking up longer sentences and simplifying vocabulary does not guarantee that reading materials will be completely appropriate for lower reading levels." They also point out differences between popular fiction, literature, and informational texts with regard to text difficulty. For example, popular fiction tends to (a) use less figurative language than literature, (b) be more repetition of information, and (c) have more conventional language use; therefore demands on the reader of popular fiction are more about basic understanding of explicit messages than on interpretation of the message.

Criteria for increasing text complexity include factors that interact to affect the relative difficulty of reading particular material. The table on the following pages describes ways in which text materials generally increase in difficulty over the grade span of grades 1-8. The descriptors in the table build from one grade or grade cluster to the next. It is expected that students would have experience reading text described for their grades, as well as those of earlier grade clusters.

**Factors that Influence Increasing Text Complexity:**


 * **Word Difficulty and Language Structure,** including vocabulary and sentence type and complexity (often determined through the use of multiple readability formulas)
 * **Text Structure and Discourse Style** (e.g., satire, humor)
 * **Genre and the Characteristic Features of the each type of text**
 * **Background Knowledge and/or Degree of Familiarity with Content needed by the reader**
 * **Level of Reasoning Required** (e.g., sophistication of themes and ideas presented)
 * **Format and Layout,** including how text is organized/layout, size and location of print, graphics, and other book/print features
 * **Length of Text**

Note: Sample grade-appropriate text titles are included at the end of the descriptors for each grade span as examples of text that would illustrate many of the characteristics described in the table. In many cases, particular teachers and schools will choose to introduce these specific texts at grade levels below or above the grade level indicated. While every descriptor might not be evident in a sample text passage, it is expected that the sample texts reflect the intent of the descriptors, and many of the indicators.

**End of Grade 1** ||  **Text Complexity Descriptors** **End of Grade 2** || v Simple informational books/text v Illustrations provide moderate support for the reader v Texts have several sentences per page, with sentences of moderate length and generally simple sentence structure v Very straightforward text structures v Familiar content v In narrative text, details related to story elements (setting, characterization, events, resolution) provide strong support for both literal and interpretive meanings (e.g., for drawing basic inferences or basic conclusions) v Informational texts use clear and consistent formats (e.g., print location on page), illustrations, and simple graphics to support understanding of content v Simple punctuation is used: period, question mark, exclamation point, quotation marks, commas ||  v Includes a variety of literary texts (such as realistic fiction, folktales, humorous stories, poetry) with elaborated episodes and events, and some extended descriptions v Stories usually have well-developed characters and episodes v Informational books/text v Some use of unfamiliar vocabulary, supported by other text features (e.g., such as headings and chapter titles) v Illustrations may or may not be present on each page, but usually provide low to moderate support for the reader. v Sentence structure becomes more complex – including causal phrases. v Straightforward text structures in informational text v Content usually familiar v In narrative text, details related to story elements (setting, characterization, goals, attempts, consequences and resolutions) provide moderate support for both literal and interpretive meanings (e.g., for predicting logical outcomes or drawing inferences about problem/solution) v Informational texts use clear formats (e.g., use of simple headings to organize information into categories), illustrations that extend meaning, and simple graphics to support understanding of content v Full range of punctuation used, except dashes, colons, and semicolons || // There’s a Nightmare in My Closet; The Very Busy Spider; Nobody Listens to Andrew; Ants (Sunshine Science Series) // || //__ SAMPLE TEXTS AT THE END OF GRADE 2: __// // George and Martha; Cam Jansen and the Mystery of the Dinosaur Bones; The Stories Julian Tells; Happy Birthday Martin Luther King (Scholastic) // ||
 * **Text Complexity Descriptors**
 * v Includes a variety of literary texts (such as fantasy, realistic fiction, poetry), with some complexity in story structure (e.g., multiple episodes) and literary language
 * //__ SAMPLE TEXTS AT THE END OF GRADE 1: __//

**Text Complexity Descriptors Grades 3-4** |||| **Text Complexity Descriptors Grades 5-6** || v Informational/ functional text including short expository pieces, e.g., descriptive, compare/ contrast, directions, simple recipes, etc. v Varied vocabulary, but generally familiar; some figurative language (e.g., similes). Increased use of challenging vocabulary (e.g., multi-syllabic words, words with multiple meanings). Technical words are defined or explained in context. v Sentence structure becoming more elaborated and complex, including some use of passive voice, abstract or descriptive language. v Relatively straightforward text structures. Texts include more information, more complex ideas and relationships (e.g., examples, comparisons). v Content usually builds from shared/ somewhat familiar experiences. v In narrative text, the story elements (plot, setting, characterization) provide support for both literal and interpretive meanings. v Informational texts use clear formats, illustrations, and graphics to support understanding of content. Text features include timelines, captions, and maps. v Full range of punctuation used. |||| v Includes a range of literary selections, such as full-length novels, well-crafted short stories (with increasingly diverse characters and settings), historical fiction and myths. v Includes more complex informational/ functional texts, such as persuasive essays, procedural “how to” guides, scientific and historical summaries (e.g., textbooks). v More varied and challenging vocabulary, including use of figurative language (idioms, metaphors) and analogies. Some technical terms. v Language in narrative text includes dialect and other linguistic variants to enhance characterization and setting. v Ideas and content increase in number and density. Relationships between ideas become more complex (e.g., flashback may be introduces) in narrative text; graphs and charts are needed to convey key information in expository text. v Content requires general background knowledge. Underlying themes become more complex and more universal. v Interrelationships among story elements become more complex and require more interpretation. Literary elements include flashback, humor, suspense, personification, and exaggeration. v Informational and functional texts use a variety of formats, illustrations, and graphics to support understanding. Texts features include chapter headings, glossaries, punctuation guides. ||
 * v Includes a range of longer literary selections, including realistic fiction and fantasies. Narratives usually include familiar characters or settings.
 * //__ SAMPLE TEXTS AT GRADE 3 __//// : The Mouse and the Motorcycle; Sideways Stories; What’s the Big Idea; Ben Franklin; Time for Kids // || //__ SAMPLE TEXTS AT GRADE 4: __// //Cricket in Times Square; Castle in the Attic; Wow (National Wildlife Federation)// || //__ SAMPLE TEXTS AT GRADE 5 __//// : Tuck Everlasting; Shh! We’re Writing the Constitution; Cricket magazine // || //__ SAMPLE TEXTS AT GRADE 6: __//// True Confessions of Charlotte Doyle; Holes, The Grey King; Cobblestone magazine // ||

**Text Complexity Descriptors Grades 7-8 and High School** || v Informational/functional texts include primary sources, personal narratives and autobiographies, schedules, and manuals, as well as synthesized information found in textbooks v Increasing number of uncommon words, including words with non-literal meanings and more abstract vocabulary; Word choice can reflect diverse historical and cultural context; Text often includes technical words with specialized meaning(s) v Language in narrative text is more elaborated and complex, and includes a wide range of dialogue, use of dialects, and varied sentence structure to convey specific meanings v Prose style matches text purpose (informational, recreational, provocative, etc.) v Relationships between ideas become less explicit and require more inference or interpretation v Understanding content requires increasing cultural and historical breadth of knowledge v More sophisticated themes v Texts used often call for literary analysis v Informational texts use format, illustrations, and graphics to support understanding of meaning v Text features often include advance organizers, inset text, technology support ||
 * v Includes a full range of literary genres, including realistic and historical fiction, science fiction, fantasy, and folk literature
 * **//__ SAMPLE TEXTS AT GRADE 7 __//****// : //**// Roll of Thunder, Hear My Cry; Diary of a Young Girl; Muse magazine // || **//__ SAMPLE TEXTS AT GRADE 8: __//** // The Upstairs Room; Narrative of the Life of Frederick Douglass; The Giver; Science magazine // || **//__ SAMPLE TEXTS AT HIGH SCHOOL __//****// : //**// To Kill a Mockingbird; Night; Into Thin Air; Newsweek magazine // ||

** The following sources were referenced to develop text complexity descriptors: **  § Caldwell, //Reading Assessment//, Guilford Press, 2002 § Crafton. //Standards in Practice: Grades K-2.// Urbana, IL: National Council of Teachers of English, 1996 § Chall, Bissex, & others. //Qualitative Assessment of Text Difficulty: A Practical Guide for Teachers and Writers//. Brookline Books, Inc., 1996  § Fountas and Pinnell, //Guiding Readers and Writers Grades 3-6//, Heinemann, 2001  § // Put Reading First //, National Institute for Literacy, 2001  § Lipson and Wixson, //Assessment and Instruction of Reading and Writing Difficulty//, Pearson Education, 2003 § National Assessment Governing Board and NAEP Reading Consensus Project. //Draft NAEP Reading Framework.// U.S. Government Printing Office, April 2002. § National Assessment Governing Board and NAEP Reading Consensus Project. //Reading Framework for the National Assessment of Educational Progress: 1992-200.// U.S. Government Printing Office, 2000. § New Standards Primary Literacy Committee. //Reading & Writing Grade by Grade: Primary Literacy Standards for Kindergarten through Third Grade//. National Center on Education and the Economy and the University of Pittsburgh, 1999. § Pinnell and Fountas, //Leveled Books for Readers Grades 3-6//. Portsmouth, NH: Heinemann, 2002 § Rees & Shortland-Jones with Education Department of Western Australia, //Reading Developmental Continuum//, Portsmouth, NH: Heinemann, 1994. § Sierra-Perry. //Standards in Practice: Grades 3-5.// Urbana, IL: National Council of Teachers of English, 1996. § US Department of Education//, Reading: Knowing What Works, K-3, National Institute for Literacy//, 2000 § Weaver, Brenda. //Leveling Books K-6: Matching Readers to Text//. International Reading Association, Inc., 2000.

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This is the original site

[] This is handouts about how the New Jersey Speech and Hearing Association used the standards to make goals.

Think about what is causing your student the most problem. Is it behavioral? Is it vocabulary? Is it following directions? Is it social pragmatics? Is it reading? Is it intelligibility?

Then when you think about the big idea then think specifically. Then look at the common core standards and see which one aligns with what you want to measure.

Don’t worry this is hard, that is what I am here for to help you.

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Bloom Taxonomy
 * **Remembering** **:** can the student recall or remember the information? |||| define, duplicate, list, memorize, recall, repeat, reproduce state ||
 * **Understanding:** can the student explain ideas or concepts? |||| classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase ||
 * **Applying** : can the student use the information in a new way? |||| choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. ||
 * **Analyzing** : can the student distinguish between the different parts? |||| appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. ||
 * **Evaluating** : can the student justify a stand or decision? |||| appraise, argue, defend, judge, select, support, value, evaluate ||
 * **Creating** : can the student create new product or point of view? |||| assemble, construct, create, design, develop, formulate, write. ||