Reading Standard 2

Reading Standard 2: Getting the Meaning

Components:
Accuracy
Fluency
Self-Monitoring and Self-Correcting Strategies
Comprehension

Grade 3 (by the end of third grade, we expect students to…):
Accuracy:
-student should independently read aloud unfamiliar Level O books with 90 percent or better accuracy of word recognition (self correction allowed)
Fluency:
-use intonation and pauses to emphasize the meaning of Level O books that they have previewed
-easily read words with irregular suffixes
-use punctuation cues to guide themselves in comprehension and reading aloud
-use pacing and intonation to convey the meaning of clauses and phrases.
Self-Monitoring and Self-Correcting Strategies:
-student should monitor his/her own reading, noticing when sentences or paragraphs are incomplete or when texts do not make sense
-engage syntax to help figure out what new words mean
-infer the meaning of words from roots and affixes as well as from the contextual evidence of what they are reading
-analyze relations among different parts of a text
-raise question about what the author was trying to say and use the text to help answer the questions.
Comprehension:
-understand meaning in figurative language (ex. similes, metaphors, poetic images) and explain the meaning
-point out key details from text
-compare one text to another text they have read or heard
-discuss why the author might have chosen particular words
(Narrative-specific comprehension):
-say how the story relates to a real-life experience
-explain the motives of characters
-discuss plot and setting
(Informational-specific comprehension):
-use the structure of informational text to retrieve information
-analyze the causes, motivations, sequences and results of events
-understand the concepts and relationships described
-use reasoning and information from within and outside the text to examine arguments
-paraphrase new information that they gained from a nonfiction text and how it relates to their prior knowledge

Grade 2:
Accuracy:
-student should independently read Level L books with 90 percent or better accuracy of word recognition (self-correction allowed)
Fluency:
-independently read aloud from unfamiliar Level L books that they have previewed, using intonation, pauses and emphasis that signal the meaning of the text
-use punctuation cues--commas, periods, quotation marks--to guide them in getting meaning and f
Self-monitoring and Self-Correcting Strategies:
-know when they don't understand a paragraph and search for clarification clues within the text
-examine the relationship between earlier and later parts of a text and figure out how they make sense together
Comprehension:
-recognize and be able to talk about organizing structures
-combine information from two different parts of the text
-infer cause-and-effect relationships that are not stated explicitly
-compare the observations of the author to their own observations when reading nonfiction texts
-discuss how, why, and what-if questions about nonfiction texts
-discuss or write about the themes of a book--what its messages are
-trace characters and plots across multiple episodes, perhaps ones that are read on several successive days
-relate later parts of a story to earlier parts, in terms of themes, cause and effect, etc.

Grade 1:
Accuracy:
-read Level I books that they have not seen before, but that have been previewed for them, with 90 percent or better accuracy of word recognition
Fluency:
-independently read aloud from Level I books that have been previewed for them, using intonation, pauses and emphasis that signal the structure of the sentence and the meaning of the text
-use the cues of punctuation--including commas, periods, question marks and quotation marks--to guide them in getting meaning and fluently reading aloud
Self-Monitoring and Self-Correcting Strategies:
-notice whether the words sounds right, given their spelling
-notice whether the words make sense in the context
-notice when sentences don't make sense
-solve reading problems and self-correct, through strategies that include using syntax and word-meaning clues, comparing pronounced sounds to printed letters, gathering context clues from surrounding sentences or pictures, and deriving new words by analogy to known words and word parts
-check their solution to a difficult word against their knowledge of print-sound correspondences and the meaning of the text
Comprehension:
-retell stories
-tell what the book is about
-describe in their own words what new information they gained from the text
-answer comprehension question similar to those for kindergartners
-extend the story
-make predictions about what might happen next and say why
-talk about the motives of characters
-describe the causes and effects of specific events
New Standards Primary Literacy Committee (2004). Reading and writing grade by grade: Primary literacy standards for kindergarten through third grade. Washington, DC: National Center for Education and the Economy. pp.

Ecological Systems Theory

Definition:

/Bioecological theory, also referred to as ecological systems theory, views both nature and nurture as important in human development. More importantly, this theory sees there as being many different aspects of nurture, many overlapping systems that affect an individual.

Components:

/

/Microsystem: contexts in which the child is immediately involved (e.g., home, classroom)

/Mesosystem: two or more microsystems interact, for example in a parent-teacher conference

/Exosystem: child is not immediately involved in this system, but it affects the child (e.g., school board, parent workplace)

/Macrosystem: the larger societal context, such as the economy, the political system, and so on.

/Chronosystem: emphasizes that time affects human development, as tools evolve, for example.

Bronfenbrenner, U. "The bioecological theory of human development." from
Making Human Beings Human, (SAGE PUBLICATIONS INC BOOKS, 2004)/ 1 ed.
pp. 3-15 [13 pages] ISBN: 9780761927129.

Duke, Nell. TE301, Section 003, Fall 2007, Michigan State University.