State Curriculum - Reading

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Grade 1 Grade 2 Grade 3
Standard 1.0 General Reading Processes: Standard 1.0 General Reading Processes: Standard 1.0 General Reading Processes:
A. Phonemic Awareness A. Phonemic Awareness A. Phonemic Awareness
1. Discriminate sounds and words
a. Identify initial, medial, and final sounds in one-syllable words
   
b. Compare one-syllable words using initial, medial, and final sounds
   
c. Categorize words as same or different by medial sounds
   
2. Discriminate and produce rhyming words and alliteration
a. Produce sentences with rhyming and alliteration
   
3. Blend sounds and syllables to form words
a. Blend 3-4 phonemes into a word, such as f-a-s-t=fast
   
4. Segment and manipulate sounds in spoken words
a. Segment words into syllables
   
b. Segment one-syllable words into phonemes
   
c. Delete sounds to form new words
   
d. Add sounds to form new words
   
e. Substitute sounds to form new words
   
B. Phonics B. Phonics B. Phonics
1. Identify letters and corresponding sounds
1. Identify letters and their corresponding sounds
1. Use a variety of phonetic skills to read unfamiliar words
a. Produce letter/sound correspondences rapidly (1 per second)
a. Identify digraphs, such as ch, ph, sh, th, and wh
a. Apply phonics skills
    Assessment limit:
  • Hard and soft consonants
  • Initial consonant blends (2 letters)
  • Open and closed syllables
  • Digraphs
b. Combine sounds to form letter combinations, such as pl-, bl-, tr-, -nt
b. Identify diphthongs, such as oy, ow, ay
 
2. Decode words in grade-level texts
2. Decode words in grade-level texts
2. Decode words in grade-level texts
a. Recognize and apply short vowels, long vowels, and "y" as a vowel
a. Use phonics to decode words
a. Sound out common word parts
b. Decode words with letter combinations, such as consonant digraphs, blends, and special vowel patterns
b. Break compound words, contractions, and inflectional endings into known parts
b. Break words into familiar parts
c. Read one-syllable words fluently (CVC, CVCE)
c. Identify and apply vowel patterns to read words, such as CVC, CVCE, CVVC
c. Use word meanings and order in sentences to confirm decoding efforts
d. Use known word/part to decode unknown words, such as car->card
d. Read blends fluently, such as spl, str
 
C. Fluency * C. Fluency * C. Fluency *
1. Read orally from familiar text at an appropriate rate
1. Read orally from familiar text at an appropriate rate
1. Read orally from familiar text at an appropriate rate
a. Listen to models of fluent reading
a. Listen to models of fluent reading
a. Listen to models of fluent reading
b. Read familiar text at a rate that is conversational and consistent
b. Read familiar text at a rate that is conversational and consistent
b. Read familiar text at a rate that is conversational and consistent
c. Reread text multiple times to increase familiarity with words
c. Reread text multiple times to increase familiarity with words
 
2. Read grade-level text accurately
2. Read grade-level text accurately
2. Read grade-level text accurately
a. Reread and self-correct while reading
a. Reread and self-correct while reading
a. Reread and self-correct while reading
b. Use word context clues (meaning), sentence structure (syntax), and visual clues to guide self-correction
b. Decode words automatically
b. Decode words automatically
c. Read sight words automatically, such as have, said, where, two
c. Use word context clues (meaning), sentence structure (syntax), and visual clues to guide self-correction
c. Use word context clues, sentence structure, and visual clues to guide self-correction
  d. Read sight words automatically
d. Increase sight words read fluently
3. Read grade-level text with expression
3. Read grade-level text with expression
3. Read grade-level text with expression
a. Demonstrate appropriate use of phrasing when reading familiar text
  • Use end punctuation, commas, and quotation marks to guide expression
  • Use intonation (emphasis on certain words) to convey meaning
a. Demonstrate appropriate use of phrasing when reading both familiar and unfamiliar text
  • Use punctuation marks to guide expression
  • Use intonation (emphasis on certain words) to convey meaning
a. Demonstrate appropriate use of phrasing
  • Attend to sentence patterns and structures that signal meaning in text
  • Use punctuation cues to guide meaning and expression
  • Use pacing and intonation to convey meaning and expression
  • Adjust intonation and pitch appropriately to convey meaning and expression
D. Vocabulary D. Vocabulary D. Vocabulary
1. Develop and apply vocabulary through exposure to a variety of texts
1. Develop and apply vocabulary through exposure to a variety of texts
1. Develop and apply vocabulary through exposure to a variety of texts
a. Acquire new vocabulary through listening to and reading a variety of grade-appropriate text daily
a. Acquire new vocabulary through listening to and independently reading a variety of literary and informational texts
a. Acquire new vocabulary through listening to, independently reading, and discussing a variety of literary and informational texts
b. Discuss words and word meanings daily as they are encountered in texts, instruction, and conversation
b. Discuss words and word meanings daily as they are encountered in texts, instruction, and conversation
b. Discuss words and word meanings daily as they are encountered in text, instruction, and conversation
c. Ask questions to clarify meaning about objects and words related to topics discussed
c. Make connections to prior knowledge and new vocabulary by listening, reading, and responding to a variety of texts
c. Collect 12-20 new words for deeper study each week
d. Listen to and identify the meaning of new vocabulary in multiple contexts
d. Make inferences about the meaning of a word based on its use in a sentence
 
e. Connect unfamiliar words from texts, instruction and conversation to prior knowledge to enhance meaning
e. Identify simple multiple meaning words
 
f. Learn 5-8 new words every week (independent reading)
f. Learn 8-12 new words each week (independent reading)
 
2. Develop a conceptual understanding of new words
2. Develop a conceptual understanding of new words
2. Develop a conceptual understanding of new words
a. Sort grade-appropriate words with or without pictures into categories
a. Classify and categorize words into sets and groups, such as animals, adult/baby
a. Identify and sort common words into conceptual categories such as general to specific, lesser to greater
b. Identify antonyms and synonyms
b. Identify and explain common antonyms, synonyms, and homophones to increase vocabulary skills
b. Identify and explain word relationships to determine the meanings of words
c. Identify and use correctly new words acquired through study of their relationship to other words
c. Identify and correctly use new words acquired through study of their relationship to other words
c. Identify and use correctly new words acquired through study of their relationships to other words
3. Understand, acquire, and use new vocabulary
3. Understand, acquire, and use new vocabulary
3. Understand, acquire, and use new vocabulary
a. Determine meaning of words using their context
  • Reread
  • Use context clues
  • Examine illustrations
a. Determine the meaning of unknown words
  • Reread
  • Use context clues
  • Read on
  • Use text features
a. Use context to determine the meanings of words
    Assessment limit:
  • Above grade-level words used in context
  • Words with multiple meanings
b. Use unfamiliar words introduced in literary and informational texts
b. Use unfamiliar words introduced in literary and informational texts
b. Use word structure to determine the meaning of words
    Assessment limit:
  • Grade-appropriate prefixes and suffixes
c. Use word structure to determine meaning of words
c. Use word structure to determine meanings of words
c. Use resources to determine the meanings of words
d. Use resources to determine meaning of unknown words
  • Picture dictionary
  • Charts
  • Diagrams
  • Posters
  • Content texts
d. Use resources to determine meaning of unknown words
  • Dictionaries
  • Textbook glossaries
  • Thesauruses
d. Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression
E. General Reading Comprehension E. General Reading Comprehension E. General Reading Comprehension
1. Develop comprehension skills through exposure to a variety of print and non-print texts, including traditional print and electronic texts
1. Develop comprehension skills through exposure to a variety of print and non-print texts, including traditional print and electronic texts
1. Develop comprehension skills through exposure to a variety of print and non-print texts, including traditional print and electronic texts
a. Listen to, read, and discuss text representing diversity in content, culture, authorship, and perspective, including areas, such as race, gender, disability, religion, and socio-economic background
a. Listen to, read, and discuss texts representing diversity in content, culture, authorship, and perspective, including areas, such as race, gender, disability, religion, and socio-economic background
a. Listen to critically , read, and discuss texts representing diversity in content, culture, authorship, and perspective, including areas such as race, gender, disability, religion, and socio-economic background
b. Self-select appropriate text for a variety of purposes
b. Self-select appropriate text for a variety of purposes
b. ** Read a minimum of 25 self-selected and/or assigned books or book equivalents representing various genres
c. ** Read a minimum of 25 books representing various genres
c. ** Read a minimum of 25-30 self-selected and/or assigned books representing various genres
c. Discuss reactions to and ideas/information gained from reading experiences with adults and peers in both formal and informal situations
d. Discuss ideas/information gained from reading experiences with adults and peers
d. Discuss reactions to and ideas/information gained from reading experiences with adults and peers in both formal and informal situations
 
2. Use strategies to prepare for reading (before reading)
2. Use strategies to prepare for reading (before reading)
2. Use strategies to prepare for reading (before reading)
a. Make connections to the text using their prior knowledge and experiences with the text
a. Make and explain the connections made from prior knowledge and experiences with the text
a. Survey and preview the text by examining features such as the title, pictures, illustrations, photographs, charts, and graphs
b. Make predictions or ask questions about the text by examining the title, cover, illustrations/photographs/text, and familiar author or topic
b. Make predictions or ask questions about the text by examining the title, cover, illustrations/photographs/text, and familiar author or topic
b. Set a purpose for reading the text
c. Set a purpose for reading and identify type of text (fiction or nonfiction)
c. Set a purpose for reading and identify type of text (fiction or nonfiction)
c. Make predictions and ask questions about the text
    d. Make connections to the text from prior knowledge and experiences
3. Use strategies to make meaning from text (during reading)
3. Use strategies to make meaning from text (during reading)
3. Use strategies to make meaning from text (during reading)
a. Recall and discuss what they understand
a. Recall and discuss what they understand
a. Reread the difficult parts slowly and carefully
b. Identify and question what did not make sense
b. Identify and question what did not make sense
b. Use own words to restate the difficult part
c. Reread difficult parts slowly and carefully and use own words to restate difficult parts
c. Reread difficult parts slowly and carefully and use own words to restate difficult parts
c. Read on and revisit the difficult part
d. Make, confirm, or adjust predictions
d. Read on, revisit, and restate the difficult parts in your own words
d. Look back through the text to search for connections between and among ideas
e. Look back through the text to search for connections between topics, events, characters, and actions in stories to specific life experiences
e. Make, confirm, or adjust predictions
e. Make, confirm, or adjust predictions
  f. Ask and answer questions about the text
f. Periodically summarize while reading
  g. Periodically summarize while reading
g. Periodically paraphrase important ideas or information
  h. Visualize what was read
h. Visualize what was read for deeper understanding
  i. Look back through the text to search for connections between and among ideas
i. Explain personal connections to the ideas or information in the text
  j. Explain personal connections to the topics, events, characters, and actions in texts
 
4. Use strategies to demonstrate understanding of the text (after reading)
4. Use strategies to demonstrate understanding of the text (after reading)
4. Use strategies to demonstrate understanding of the text (after reading)
a. Describe what the text is about
a. Review/restate and explain what the text is mainly about
a. Identify and explain the main idea
    Assessment limit:
  • Of the text or a portion of the text
b. Describe what is directly stated in the text (details, literal meaning)
b. Identify and explain what is directly stated in the text (details, literal meaning)
b. Identify and explain what is directly stated in the text
    Assessment limit:
  • In the text or a portion of the text
c. Engage in conversation to understand what has been read
c. Identify and explain what is not stated in the text (implied or inferential meaning)
c. Identify and explain what is not directly stated in the text by drawing inferences
    Assessment limit:
  • From the text or a portion of the text
d. Answer simple questions (who, what, when, where, and how) in writing
d. Summarize the text orally
d. Draw conclusions based on the text and prior knowledge
    Assessment limit:
  • From the text or a portion of the text
e. Respond to text by drawing, speaking, dramatizing, or writing
e. Confirm, refute, or make predictions to form new ideas
e. Confirm, refute, or make predictions and form new ideas
    Assessment limit:
  • The development, topics, or ideas that might logically be included if the text were extended
f. Retell the main idea of texts
f. Connect the text to prior knowledge or personal experience
f. Paraphrase the main idea
    Assessment limit:
  • Of the text or a portion of the text
  g. Engage in conversation to understand what has been read
g. Summarize
    Assessment limit:
  • The text or a portion of the text
  h. Retell explicit and implicit main ideas of texts
h. Connect the text to prior knowledge or personal experience
    Assessment limit:
  • Prior knowledge that clarifies, extends, or challenges the ideas in the text or a portion of the text
  i. Answer questions (what if, why, and how) in writing
 
 *: Independent level text (Put Reading First) is relatively easy text for the reader, with no more than approximately 1 in 20 words that are difficult for the reader (95% success). Instructional level text (Put Reading First) is challenging but manageable text for the reader, with no more than approximately 1 in 10 words difficult for the reader (90% success).
 **: New Standards identifies the need for students to process 1 million words per year to maintain academic progress.
 

Indicators/objectives that include assessment limits are assessed on MSA *New Standards identifies the need for students to process 1 million words per year to maintain academic progress.

 

MSDE has developed a toolkit for these standards which can be found online at: http://mdk12.org/instruction/curriculum/reading/vsc_toolkit.html.

 

11/15/07