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Reading
New Hampshire Curriculum Standard #1 - Students will demonstrate the interest and ability to read age appropriate materials fluently, with understanding and appreciation. (pdf)

“Each time we encounter a great piece of writing, we set out on a personal journey of self-discovery with a destination as unknown as that of Columbus. By the mysterious alchemy of the written word, we range over time and space, expanding our experiences, enriching our souls, and ultimately becoming more fully, more consciously human.”
~Ellin Keene and Susan Zimmerman, Mosaic of Thought


Theory and Principles: (pdf)
Comprehending what we read is an internal thought process. It is a mental dialogue good readers undertake when interacting with text. Students cannot be told how to employ comprehension strategies; they must be shown. Books offer little without readers. Reading out loud and showing the thinking good readers do is essential for cracking the code and constructing the meaning. The implicit must be made explicit. Teachers need to become aware of their own thought processes and use of strategies in their own reading so they can "think aloud" for students. They need to help students become good readers by modeling their own thinking.

Reading comprehension strategies must be learned by all students in a gradual flow of responsibility from teacher to student. A new strategy is explained by the teacher and then explicitly modeled to show the thinking process of the reader. The next step is guided practice by the students in small group or classroom discussions with feedback and continued modeling by the teacher. When students are ready for independent practice, they can show their understanding using a number of techniques such as coding text, oral responses, two-column note forms, and sticky notes on reading passages. The final step is the application of the strategy in real reading situations.

Research shows that active, thoughtful readers employ the following cognitive strategies when constructing meaning from text:

At appropriate developmental levels, students will:.
• search for connections between what they know and new information they encounter.
• visualize to make pictures in their minds to help understand the text.
• ask questions of themselves and of the text.
• draw inferences from the text both during and after they have read.
• distinguish between most and least important ideas.
• synthesize information both within a text and to other experiences.
• use strategies to repair confusion.

Grade - Kindergarten

PHONOLOGICAL/PHONEMIC AWARENESS
Students will:
• produce a rhyme, given a one-syllable word.
• count the number of words in a 4 - 5 word sentence.
• discriminate beginning sounds of words.
• discriminate ending sounds of words.
• begin to substitute beginning sounds (e.g., Dan, man).
• blend syllables into words (e.g., drag-on-fly).
• blend onset-rime into the target word (e.g., c-at).
• tap syllables of words.
• delete one word in compound words.
• identify the one that is different when given spoken sets like “bat, bat, cat."

ALPHABETIC PRINCIPLE
Students will:
• name all upper and lowercase letters of the alphabet, including typeset a and typeset g, independent of sequence (may be confusion with p/b/q/d, and t/f).
• provide a word that starts with each consonant, except for consonants x, soft c, and soft g.
• recite the alphabet.
• identify and produce consonant sounds in isolation.
• match upper and lower case letters.

VOCABULARY
Students will:
• discriminate between letters, words, and numbers.
l• ocate first name in print.
• begin to identify a few common high frequency words (e.g., the, I, Mom, Dad, cat, dog, no, yes, love).
• identify some environmental print.
• predict vocabulary to fill a space left in speech or writing, providing contextual clues are strong and language is familiar.

TEXT STRUCTURE
Students will:
• show left to right directionality and return sweep.
• show top to bottom directionality.
• show front, back, and title of a book.
• show that reading is looking at text, not just pictures.

READING BEHAVIORS
Students will:
• begin to track print when listening to a familiar text being read or when rereading own writing (may not have 1:1 correspondence).
• “read”/tell part of a story from a familiar text using picture clues and predictable language.
• interact with a book for five minutes, individually or with a partner.
• listen attentively to read-alouds.
• cite evidence from text to support thinking.

FLUENCY
Students will:
• begin to read along with predictable pattern text.

METACOGNITIVE STRATEGIES
Students will:
• use comprehension strategies (flexibly and as needed) while reading or listening to literary and informational text.

CONNECTING
Students will:
• connect information and events in texts to self with teacher support.
• use the five senses to make connections with text.

QUESTIONING
Students will:
Begin to:
• ask meaningful questions.
• make comments related to texts.
• generate questions about a topic, theme, or text.
• answer questions about stories read aloud.

VISUALIZING
Students will:
Begin to:
• visualize text with teacher-supported experiences.

DETERMINING IMPORTANCE
Students will:
• retell (orally or pictorially) or dramatize events, stories, or parts of stories.

INFERRING
Students will:
• make predictions based on illustrations or portions of stories

Grade – 1

PHONOLOGICAL/PHONEMIC AWARENESS
Students will:
• count the number of words in an 8 - 10 word sentence.
• count syllables within a word
• substitute beginning sounds (e.g., pan, man).
• blend sounds into one-syllable words.
• isolate ending, beginning, and medial sounds.
• segment up to 4 sounds in words (e.g., s-l-i-t).
• use common word family patterns to read new words.
• substitute final sounds in a word (e.g., pat-pan).
• discriminate between short and long vowel sounds.
• delete beginning sounds (e.g., pat-at).
• identify the one that is different when given spoken sets like “dan, dan, den."

PHONETIC ANALYSIS
Students will:
• use known letter-sound correspondence to decode unknown words when reading text.
• discriminate and identify short and long vowel sounds.
• read words in context with the following symbol/sound associations:
• consonant blends: bl, fl, pl, sl, br, cr, dr, fr, gr, tr, str, sm, sn, sw, pr, cl, gl, tw, sp, spr, thr.
• consonant digraphs: ch, sh, th, and wh.
• read words in context with:
• suffixes: -s, -es, -ing, -er.
• three sounds of -ed (wanted, played, liked).
• prefixes: a-, be-, (away, begin).
• contractions: -n’t, -’ll.
• read words with R-controlled vowels (ar, er, ir, or, and ur).
• read abbreviations: Mr., Mrs., Ms.
• read simple compound words (e.g., into, today).
• decode phonetically regular one and two syllable words with short vowel sounds (e.g., mitten, jacket).
• decode phonetically regular one syllable words with silent –e pattern (e.g., time, make).

VOCABULARY
Students will:
• read the first 100 words on the High Frequency Word List. (See Appendix.)
• identify opposites.
• predict vocabulary to fill a space left in speech or writing, providing contextual clues are strong and language is familiar.
• recognize examples of alliteration and rhyme.
• locate last name in print.

TEXT STRUCTURE
Students will:
• begin to read a variety of manuscript fonts.
• use standard punctuation marks when reading aloud (period, question mark, quotation marks, exclamation point, and comma).
• identify title, author, title page, illustrator, about the author section, and dedication.
• alphabetize to the first letter.

READING BEHAVIORS
Students will:
• look through the text prior to reading to get an idea of the content.
• self monitor reading by cross-checking one source of information (semantic, syntactic, and phonetic) with another source of information.
• self-correct.
• interact with a book for 10 minutes individually or with a partner.
• identify a favorite book, author, or illustrator.
• self-monitor for meaning and attention to letter pattern (e.g., house/home).
• independently read appropriate level books for 10 minutes.
• cite evidence from text to support thinking.
• read material appropriate for the end of grade 1 with at least 90% accuracy.

FLUENCY
Students will:
• begin to read aloud with phrasing.
• begin to read end punctuation with proper inflection.
• read previously introduced or previously read grade appropriate text with oral fluency rates of at least 50-80 words correct per minute. (See Fluency Appendix.).

METACOGNITIVE STRATEGIES
Students will:
• use comprehension strategies (flexibly and as needed) while reading or listening to literary and informational text.

CONNECTING
Students will:
• make text-to-self, text-to-text, and text-to-world connections.

QUESTIONING
Students will:
• ask questions about text before, during, or after reading.
• notice when difficulties are encountered in understanding text.

VISUALIZING
Students will:
• explain or draw their sensory reactions to the text with teacher prompting.
• visualize in response to texts with teacher support.

DETERMINING IMPORTANCE
Students will:
• retell beginning, middle and end of a story.
• dramatize, illustrate, or retell stories that have been read.
• read and follow two-part printed directions.
• state the main problem and solution of a story.
• state the main character(s) and setting of a story.
• identify the physical characteristics and personality of main characters.

INFERRING
Students will:
• make appropriate predictions based on illustrations or portions of the text.

SYNTHESIZING
Students will:
• identify the topic of the text or explain the title.

Grade – 2

PHONOLOGICAL/PHONEMIC AWARENESS
Students will:
• divide three-syllable words into syllables.
• identify one vowel sound per syllable.
• delete one sound in words with blends (e.g., plan-pan).
• manipulate sounds in words to create new words (e.g., pot-top).
• segment up to 5 sounds in words (e.g., s-p-l-i-t).

PHONETIC ANALYSIS
Students will:
• read words in context with the following letter/sound correspondence:
• suffixes: (-ly, -y, -est, -ied, -ies, -en, -ful, -less, -self).
• prefixes: (un-, in-, re-, sub-).
• contractions: ( ‘m, ‘ve, ‘d, ‘re).
• dropped silent e: (hope, hoped).
• doubling consonants: (sit, sitting).
• silent b and k.
• short and long vowel sounds including y.
• vowel sound combinations: oa, ai, ee, ea, ay, au, aw, oy, oi, ow, ou, oo.
• letter combinations: kn, igh, ind, ild, ive.
• read abbreviations: Dr., St., Rd.
• apply word identification and decoding strategies by identifying regularly spelled 3 syllable words, by using knowledge of sounds, 6 syllable types, or word patterns (e.g., important, yesterday).
• use known word-parts to decode unfamiliar words.

VOCABULARY
Students will:
• read the first 200 words on the High Frequency Word List. (See Appendix.)
• predict vocabulary to fill a space left in speech or writing, provided contextual clues are strong and language is familiar.
• generate lists of opposites.
• identify synonyms.
• identify compound words.
• identify examples of onomatopoeia.
• demonstrate understanding of word relationships by categorizing.
• select appropriate words to use in context, including words specific to the content of the text.
identify the meaning of unfamiliar vocabulary using word structure (common base words and suffixes) or context clues (including illustrations and diagrams).

TEXT STRUCTURE
Students will:
• read a variety of manuscript fonts.
• begin to read italics.
• discriminate between fiction and nonfiction texts.
• identify glossary and index.
• identify paragraph form.
• begin to locate information using the table of contents, page numbers, and chapter titles.
• use picture captions to obtain information.
• interpret information from simple diagrams, charts, and graphs.
• attend to author’s use of commas, bold print, and italics.
• alphabetize to the first two letters.

READING BEHAVIORS
Students will:
• self-monitor own reading by cross-checking one source of information (semantic, syntactic, and phonetic) with another source of information.
• self-correct.
• stop, reread, and/or ask for help when difficulties are encountered in understanding a text.
• choose books appropriate to ability and level for independent reading.
• read voluntarily for interest, appreciation, and own purposes.
• interact with a book for 15 minutes individually or with a partner.
• independently read an appropriate level book for 15 minutes.
• cite evidence from text to support thinking.
• read material appropriate for end of grade 2 with at least 90% accuracy.

FLUENCY
Students will:
• continue to read end punctuation with proper inflection.
• begin to pause at commas.
• read phrases aloud.
• read grade appropriate text with an oral fluency rate of at least 80-100 words correct per minute. (See Fluency Appendix.)

METACOGNITIVE STRATEGIES
Students will:
• use comprehension strategies (flexibly and as needed) while reading or listening to literary and informational text.

CONNECTING
Students will:
• make text-to-self, text-to-text, and text-to-world connections.

QUESTIONING
Students will:
• ask questions about text before, during, or after reading.
• notice when difficulties are encountered in understanding a text.

VISUALIZING
Students will:
• explain or draw their sensory reactions to the text.
• visualize in response to texts with teacher support.

DETERMINING IMPORTANCE
Students will:
• retell the key elements of a story.
• sequence key events in order.
• dramatize, illustrate, or retell stories that have been read.
• read and follow two-part printed directions.
• state the main problem and solution of a story.
• state the main character(s) and setting of a story.
• identify the relevant physical characteristics or personality traits of main characters.

INFERRING
Students will:
• make predictions based on illustrations and portions of the text.
• evaluate predictions.
• identify possible motives of main characters.
• make inferences about causes or effects, when signal words are present (e.g., The sun came out, THEN the puddle dried up. What made the puddle dry up?).

SYNTHESIZING
Students will:
• recognize generalizations about text (e.g., identify appropriate titles or main/central ideas).

Grade – 3

PHONOLOGICAL/PHONEMIC AWARENESS
Students will:
• divide words with four or more syllables.
• delete one sound in words with blends (e.g., split-spit).
• manipulate sounds in words to create new words (e.g., list-slit).

PHONETIC ANALYSIS
Students will:
• read words in context with the following symbol/sound associations:
• suffixes: -tion, -able, -ish, -less, -ment, -ty.
• prefixes: dis-, com-, pre-, mis-, con-, pro-, re-.
• contractions.
• plurals.
• abbreviations: Ave., NH, USA.
• vowel and letter combinations: are, air, ear, oar, al, el, ul, ew, kn, wr, gn, gh, ost, old.
• identify multi-syllable words by using knowledge of sounds, 6 syllable types/syllable division, or word patterns.

VOCABULARY
Students will:
• read first 500 words on the High Frequency Word List.
• predict vocabulary to fill a space left in speech or writing, provided contextual clues are strong and language is familiar.
• generate synonyms and antonyms.
• generate compound words.
• identify homonyms and homophones.
• give multiple meanings for some words (e.g., bat, bank).
• begin to identify similes, idioms, and personification as figurative language.
• infer word meaning from some roots, prefixes, and suffixes.
• identify the meaning of unfamiliar vocabulary using word structure (common base words and suffixes) or context clues (including illustrations and diagrams).

TEXT STRUCTURE
Students will:
• begin to read cursive.
• read italics.
• identify that indentation indicates a paragraph.
• locate information using titles, subtitles, captions, and fonts.
• interpret information from diagrams, charts, and graphs.
• alphabetize to the third letter.
• use guide words when locating words in a dictionary.
• locate a topic in a hard copy version of an encyclopedia.
• read a variety of non-fiction materials.
• recognize change of speaker through dialogue.

READING BEHAVIORS
Students will:
• read for a variety of purposes.
• independently select books appropriate for ability level.
• self-monitor reading by cross-checking one source of information (semantic, syntactic, and phonetic) with another source of information.
• self-correct.
• stop, reread and/or ask for help when understanding a text is difficult.
• independently read an appropriate book for 20 minutes.
• skim as a means of quickly surveying a whole text to assess a specific purpose.
• scan as a means of locating specific information.
• cite evidence from text to support thinking.
• read material appropriate for the end of grade 3 with at least 90% accuracy. (See Fluency Appendix.)

FLUENCY
Students will:
• read aloud in meaningful phrases.
• respond appropriately to punctuation.
• read smoothly with appropriate pacing and expression.
• read with oral fluency rates of at least 90-120 words correct per minute.

METACOGNITIVE STRATEGIES
Students will:
• use comprehension strategies (flexibly and as needed) while reading or listening to literary and informational text.

CONNECTING
Students will:
• make text-to-self, text-to-text, and text-to-world connections.

QUESTIONING
Students will:
• ask questions of themselves, the author, and text before during and after reading.
• notice when difficulties are encountered in understanding a text.

VISUALIZING
Students will:
• use all senses to comprehend text.
• visualize and describe setting, characters, and actions.

DETERMINING IMPORTANCE
Students will:
• read for a specific purpose.
• distinguish important from less important ideas in fiction and nonfiction texts.
• begin to distinguish between cause and effect, fact and opinion, true/false, and main idea and supporting details.
• identify or describe the main problem, conflict, and solution of a story.
• identify or describe the main character(s), setting of a story, and plot.

INFERRING
Students will:
• draw inference(s) during and after reading.
• evaluate predictions.

SYNTHESIZING
Students will:
• read and follow multi-step directions.
• synthesize information within and across texts and reading experiences.
• show understanding of character, theme, or plot through dramatization, illustration, or writing.
• discuss theme or concept in fiction/nonfiction.
• recognize generalizations about text (e.g., identify appropriate titles, assertions, or controlling ideas).

Grade – 4

PHONETIC ANALYSIS
Students will:
• recognize suffixes, prefixes, and roots within the context of reading.
• apply sound/symbol relationships or syllabication patterns to decode unknown words for six types of syllables and rules for syllable division. (See Appendix.)
• use dictionary to check pronunciation and syllabication.

VOCABULARY
Students will:
• define and use vocabulary generated from all types of reading from all content areas.
• infer word meaning using context clues.
• know that suffixes and prefixes are syllables with meanings of their own.
• recognize the modification of the meaning of roots by the addition of common prefixes and suffixes taught in grades 1-3.
• use a thesaurus.
• give multiple meanings for some words (e.g., bank, state).
• recognize metaphors and understand similes, idioms, and personification as figurative language.
• identify antonyms, homonyms, homophones, synonyms or shades of meaning (e.g., cold/freezing).
• identify transition words and phrases.

TEXT STRUCTURE
Students will:
• read handwritten cursive and a variety of cursive and italicized fonts.
• locate information using the table of contents, index, titles, subtitles, captions, and fonts.
• interpret information from graphic organizers (e.g., maps, diagrams, charts, graphs, and time lines).
• use a glossary in books on specialized topics.
• learn library skills and begin to use the internet for research and class projects.
• analyze organizational framework or point of view structures in fiction or nonfiction texts.
• begin to identify the elements of different genres.
• skim as a means of quickly surveying a whole text to assess a specific purpose.
• scan as a means of locating specific information.

READING BEHAVIORS
Students will:
• read from a variety of sources.
• read for specific purposes.
• self-monitor for comprehension.
• repair faulty comprehension.
• read material appropriate for end of grade 4 with at least 90% accuracy.

FLUENCY
Students will:
• read primarily in larger, meaningful phrases.
• respond appropriately to punctuation.
• read smoothly with appropriate pacing and expression

METACOGNITIVE STRATEGIES
Students will:
• use comprehension strategies (flexibly and as needed) while reading or listening to literary and informational text.

CONNECTING
Students will:
• search for connections between what they know and the information found in a text.

QUESTIONING
Students will:
• ask questions of themselves, the author, and text, before, during and after reading.

VISUALIZING
Students will:
• use all senses to comprehend text.
• visualize and describe setting, characters, and actions.

DETERMINING IMPORTANCE
Students will:
• distinguish important from less important ideas in fiction and nonfiction texts.
• begin to distinguish between cause and effect, fact and opinion, true/false, and main idea and supporting details.
• summarize the conflict and resolution of a story.
• summarize the main character(s) and setting of a story.
• read and follow multi-step directions.

INFERRING
Students will;
• draw inference(s) during and after reading.
• evaluate predictions.

SYNTHESIZING
Students will:
• combine reading information with prior knowledge to draw conclusions.
• show understanding of character, theme, or plot through dramatization, illustration, or writing.
• discuss a theme or concept in fiction/nonfiction.
• synthesize information within or across text(s) (e.g., construct appropriate titles, or formulate assertions or controlling ideas).

Grade – 5

PHONETIC ANAYLSIS
Students will:
• apply sound/symbol relationships or syllabication patterns to decode unknown words for six types of syllables and rules for syllable division. (See Appendix.)

VOCABULARY
Students will:
• define and use vocabulary generated from all types of reading from all content areas.
• study vocabulary generated from reading to construct meaning.
• study common roots, affixes, and the history of words to construct meaning.
• recognize the modification to the meaning of roots by the addition of common prefixes and suffixes and by compounding.
• infer word meaning using context clues.
• use word analysis and decoding skills to unlock meaning of new vocabulary.
• give multiple meanings for some words (e.g., sentence, roll).
• understand more complex metaphors, similes, personification, and idioms as figurative language.
• identify antonyms, homonyms, homophones, synonyms, or shades of meaning (e.g., cold/freezing).

TEXT STRUCTURE
Students will:
• interpret information for note-taking to chart information and practice in identifying main idea.
• identify main idea and supporting details.
• scan as a means of locating specific information.
• skim as a means of quickly surveying a whole text to assess a specific purpose.
• interpret information from graphic organizers (e.g., diagrams, charts, graphs, and timelines).
• use reference materials (e.g., library card catalog, encyclopedia, and search engines) taught within an integrated unit.

FLUENCY
Students will:
• read dialogue with character’s voice (as in plays).
• pause appropriately for punctuation.
• read smoothly with appropriate pacing.
• adjust rate of reading for purpose.

READING BEHAVIORS
Students will:
• monitor the adequacy of their understanding.
• repair faulty comprehension.
• read from a variety of sources.
• read for specific purposes.
• demonstrate think-aloud behaviors as modeled by the teacher.
• cite evidence from text to support thinking.

METACOGNITIVE STRATEGIES
Students will:
• use comprehension strategies (flexibly and as needed) while reading or listening to literary and informational text.

CONNECTING
Students will:
• search for connections between what they know and the new information encountered in new text.

QUESTIONING
Students will:
• ask questions of themselves, the author, and text.

VISUALIZING
Students will:
• visualize from a vivid piece of text.
• visualize in nonfiction text to better understand the dimensions of size, shape, and time.
• use all the senses to comprehend text.

DETERMINING IMPORTANCE
Students will:
• distinguish important from less important ideas in text.

INFERRING
Students will:
• draw inference(s) during and after reading.

SYNTHESIZING
Students will:
• gather information from reading and combine with prior knowledge to formulate ideas and draw conclusions.
• synthesize information within or across text(s) (e.g., construct appropriate titles, or formulate assertions or controlling ideas).

Grade – 6

VOCABULARY
Students will:
• define and use vocabulary generated from all types of reading from all content areas.
• explain, use, and analyze less common roots, affixes, and origins of words.
• infer word meaning using context clues.
• generate and discuss words in a cloze-type activity.
• use word analysis and decoding skills to unlock meaning of new vocabulary.
• give multiple meanings for some words (e.g., sentence, roll).
• understand hyperbole as figurative language.

TEXT STRUCTURE
Students will:
• scan as a means of locating specific information.
• skim as a means of assessing specific purposes for reading.
• summarize main idea and supporting details.
• utilize note-taking strategies for mapping as a means to present a topic.
• interpret a scale and legend.
• interpret graphs and diagrams in association with print.
• interpret information from graphic organizers (e.g., venn diagrams, flow charts, graphs).
• use reference materials (e.g., subject encyclopedia and atlas) for research purposes.
• recognize author’s use of dialect.

FLUENCY
Students will:
• read dialogue with character’s voice in plays.
• respond appropriately to punctuation.
• read smoothly with appropriate pacing.
• adjust rate of reading for purpose.

READING BEHAVIORS
Students will:
• repair faulty comprehension.
• monitor the adequacy of their understanding.
• read from a variety of sources.
• read for specific purposes.
• demonstrate think-aloud behaviors as modeled by the teacher.
• cite evidence from text to support thinking.

METACOGNITIVE STRATEGIES
Students will:
• use comprehension strategies (flexibly and as needed) while reading or listening to literary and informational text.

CONNECTING
Students will:
• search for connections between what they know and the new information encountered in text.

QUESTIONING
Students will:
• ask questions of themselves, the author, and text.

VISUALIZING
Students will:
• visualize from a vivid piece of text.
• visualize in non-fiction text to better understand the dimensions of size, shape, and time.
• use all the senses to comprehend text.

DETERMINING IMPORTANCE
Students will:
• distinguish important from less important ideas in text.

INFERRING
Students will:
• draw inference(s) during and after reading.

SYNTHESIZING
Students will:
• gather information from reading and combine with prior knowledge to formulate ideas and draw conclusions.

Grade – 7

VOCABULARY
Students will:
• define and use vocabulary generated from all types of reading from all content areas.
• explain, use, and analyze roots, affixes, and origins of words.
• use word analysis and decoding skills to unlock meaning of new vocabulary.
• predict and/or infer words using context clues.
• practice and study dictionary skills including pronunciation, parts of speech, etymology, and usage.
• generate a list of new vocabulary words from readings.
• generate and discuss words in a cloze-type activity.

TEXT STRUCTURE
Students will:
• scan as a means of locating specific information.
• skim as a means of assessing specific purposes for reading.
• identify use of titles, subtitles, bold, and italics in content-area textbooks.
• begin to set a purpose for reading according to text structure.
• identify different patterns of organization in a text (e.g., example, definition, chronological order, • cause and effect, and compare and contrast).
• use reference materials, including world almanac, for research purposes.
• summarize information including main idea and supporting data and begin to analyze for • relevance.
• begin to analyze for writer’s bias.

FLUENCY
Students will:
• develop a greater awareness of the more subtle intonations which characterize mood, atmosphere, pace, and tension.
• adjust rate of reading for purpose.

READING BEHAVIORS
Students will:
• repair faulty comprehension.
• monitor the adequacy of their understanding.
• read from a variety of sources.
• read for specific purposes.
• demonstrate think-aloud behaviors as modeled by the teacher.
• cite evidence from text to support thinking.

METACOGNITIVE STRATEGIES
Students will:
• use comprehension strategies (flexibly and as needed) while reading or listening to literary and informational text.

CONNECTING
Students will:
• consider ideas and information in the text with their own experience and prior knowledge.

QUESTIONING
Students will:
• formulate questions (who, what, when, where, why, how) from titles, headings, etc., particularly in a nonfiction text, and read to find the information (e.g., SQ3R: survey, question, read, recite, respond), skimming, and scanning.

VISUALIZING
Students will:
• create visual images in their minds based on literal and figurative language from text to enhance comprehension.

DETERMINING IMPORTANCE
Students will:
• identify essential and supporting ideas that are central to the meaning.

INFERRING
Students will:
• practice inferential skills (predicting outcomes, implied but not stated ideas) in selected comprehension paragraphs.

SYNTHESIZING
Students will:
• gather information from reading and combine with prior knowledge to formulate ideas and draw conclusions.

Grade – 8

VOCABULARY
Students will:
• define and use vocabulary generated from all types of reading from all content areas.
• explain, use, and analyze roots, affixes, and origins of words.
• use word analysis and decoding skills to unlock meaning of new vocabulary.
• practice and study dictionary skills including pronunciation, parts of speech, etymology, and usage.
• infer word meaning using context clues.

TEXT STRUCTURE
Students will:
• identify main idea/topic sentences and supporting details across a variety of text structures.
• identify different patterns of organization in a text (e.g., example, definition, chronological order, cause and effect, compare and contrast).
• continue to identify the use of titles, subtitles, bold, and italics in content area textbooks.
• summarize information including main idea, supporting data, and relevance.
• begin to analyze for source credibility.
• analyze for writer’s bias.

FLUENCY
Students will:
• read aloud with subtle inflections which characterize mood, atmosphere, pace, and tension.
• vary reading rate and style to match their reading task.

READING BEHAVIOR
Students will:
• monitor the adequacy of their understanding.
• repair faulty comprehension.
• demonstrate think-aloud behaviors as modeled by the teacher.
• cite evidence from text to support thinking.

METACOGNITIVE STRATEGIES
Students will:
• use comprehension strategies (flexibly and as needed) while reading or listening to literary and informational text.

CONNECTING
Students will:
• consider ideas and information in the text with their own experience and prior knowledge.

QUESTIONING
Students will:
• formulate questions (who, what, when, where, why, how) from titles, headings, etc., particularly in a nonfiction text, and read to find the information (e.g., SQ3R – Survey, Question, Read, Recite, Respond).

VISUALIZING
Students will:
• create visual images in their minds based on literal and figurative language from texts to enhance comprehension.

INFERRING
Students will:
• practice inferential skills (predicting outcomes, implied but not stated ideas) in selected comprehension paragraphs.

DETERMINING IMPORTANCE
Students will:
• identify essential and supporting ideas that are central to the meaning.

INFERRING
Students will:
• practice inferential skills (predicting outcomes, implied but not stated ideas) in selected comprehension paragraphs.

SYNTHESIZING
Students will:
• gather information from reading and combine with prior knowledge to formulate ideas and draw conclusions.

Grade – 9

VOCABULARY
Students will:
• define and use vocabulary generated from all types of reading from all content areas.
• explain, use, and analyze roots, affixes, and origins of words.
• continue to use word analysis and decoding skills to unlock meaning of new vocabulary.
• infer word meaning using context clues.

TEXT STRUCTURE
Students will:
• demonstrate familiarity with the elements of a textbook across content areas.
• identify different patterns of organization in a text (e.g., example, definition, chronological order, • cause and effect, compare and contrast).
• identify main idea/topic sentence and supporting details across a variety of text structures.
• summarize information including main idea, supporting data, bias, and relevance.
• analyze for source credibility.

FLUENCY
Students will:
• read aloud with subtle inflections which characterize mood, atmosphere, pace, and tension.
• vary reading rate and style to match their reading task.

READING BEHAVIOR
Students will:
• monitor the adequacy of their understanding.
• repair faulty comprehension.
• demonstrate “think aloud” behaviors as modeled by the teacher.
• cite evidence from text to support thinking.

METACOGNITIVE STRATEGIES
Students will:
• use comprehension strategies (flexibly and as needed) while reading or listening to literary and informational text.

CONNECTING
Students will:
• connect with their own experience, prior knowledge, and different texts.

QUESTIONING
Students will:
• use questioning strategies to enhance comprehension.

VISUALIZING
Students will:
• create visual images in their minds based on literal and figurative language from texts to enhance comprehension.

DETERMINING IMPORTANCE
Students will:
• readily identify main ideas, supporting details, and characteristics of fiction, nonfiction, and textbooks.

INFERRING
Students will:
• continue to practice inferential skills with fiction and nonfiction texts.

SYNTHESIZING
Students will:
• gather information from reading and combine with prior knowledge to formulate ideas and draw conclusions.

Grade – 10

VOCABULARY
Students will:
• define and use vocabulary generated from all types of reading from all content areas.
• master common roots, affixes, and origins of words.
• continue to use word analysis and decoding skills to unlock meaning of new vocabulary.
• infer word meaning using context clues.

TEXT STRUCTURE
Students will:
• demonstrate familiarity with the elements of a textbook across content areas.
• readily identify different patterns of organization in a text (e.g., example, definition, chronological • order, cause and effect, compare and contrast).
• readily identify main idea/topic sentence and supporting details.
• analyze information for clarity, relevance, bias, and credibility.

FLUENCY
Students will:
• read aloud with subtle inflections which characterize mood, atmosphere, pace, and tension.
• vary reading rate and style to match their reading task.

READING BEHAVIOR
Students will:
• monitor the adequacy of their understanding.
• repair faulty comprehension.
• demonstrate “think aloud” behaviors as modeled by the teacher.
• cite evidence from text to support thinking.

METACOGNITIVE STRATEGIES
Students will:
• use comprehension strategies (flexibly and as needed) while reading or listening to literary and informational text.

CONNECTING
Students will:
• connect with their own experience, prior knowledge, and different texts.

QUESTIONING
Students will:
• use questioning strategies to enhance comprehension.

VISUALIZING
Students will:
• create visual images in their minds based on literal and figurative language from texts to enhance comprehension.

DETERMINING IMPORTANCE
Students will:
• readily identify main ideas, supporting details, and characteristics of fiction, nonfiction, and textbooks.

INFERRING
Students will:
• continue to practice inferential skills with fiction and nonfiction texts.

SYNTHESIZING
Students will:
• gather information from reading and combine with prior knowledge to formulate ideas and draw conclusions.

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