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.
