1.    The student understands and uses different skills and strategies to read.

Component 1:1
Uses word recognition and word meaning skills to read and comprehend text (such as phonics, context clues, picture clues, and word origins; roots, prefixes, and suffixes of words).

1. Uses context and picture clues to confirm text.
2. Identifies all lower case and capital letters.
3. Identifies letter sounds.
4. Uses beginning and ending consonants and consonant clusters to decode words.
5. Demonstrates a knowledge of vowel sounds and patterns and uses them to decode words.
6. Identifies sound sequence within words (initial, medial, final sounds).
7. Blends letter sounds to decode words.
8. Understands the relationship between reading and writing.
9. Uses knowledge of compound words and contractions for predicting and/or confirming text.
10. Begins to identify, discuss, and use reading strategies to recognize unknown words; self-corrects, and rereads for comprehension.
11. Matches spoken and written word.

Component 1:2
Builds vocabulary through exposure to reading.

1. Predicts words in familiar text.
2. Develops sight word vocabulary.
3. Increases vocabulary through exposure to text.
4. Begins to use dictionaries and glossaries to check meaning and spelling.

Component 1:3
Reads fluently, adjusting reading for purpose and material.

1. Reads familiar text with ease.
2. Rereads to gain fluency.
3. Adjusts pace to enhance comprehension.
4. Begins to read expressively, observing punctuation.

1. Retells a story using beginning, middle, and end.
2. Identifies story elements such as story character, setting, problem, and solution.
3. Recognizes sentences and begins to recognize paragraphs and chapters.

Component 1:5
Uses features of non-fiction text and computer software (such as titles, headings, pictures, maps, and charts to find and understand specific information).

1. Begins to interpret and use non-fiction and computer text features such as titles, pictures, labels, and photographs.
2. Reads non-fiction to gain information.
3. Begins to use computer text features such as icons and file menus.

2.    The student understands the meaning of what is read.

Component 2:1
Comprehends important ideas and details.

1. Begins to use important details in story retellings.
2. Develops an understanding of main idea.
3. Identifies cause and effect.
4. Is exposed to different types of text (fiction, non-fiction, and instructions).
5. Begins to draw on previous experience/knowledge to understand characters, events, and information.
6. Makes inferences and predictions from illustrations and text.

Component 2:2
Expands comprehension by analyzing, interpreting, and synthesizing information and ideas.

1. Demonstrates a personal response to a selection.
2. Interprets meaning from text.
3. Connects character with actions.
4. Uses a sequence to accurately retell a story.
5. Recounts items of information from non-fiction and retells steps of procedural text (compare/contrast).
6. Begins to see relationships within a text or between two simple texts.

Component 2:3
Thinks critically and analyzes authors’ use of language, style, purpose, and perspective.

1. Begins to recognize writing traits and illustration styles in different texts.
2. Responds to what is read and provides rationale for the response.
3. Begins to use writing and pictures as a tool to enhance critical thinking about what is read.
4. Discriminates reality from fantasy.

3.    The student reads different materials for a variety of purposes.

Component 3:1
Reads to learn new information (such as reading science and mathematics texts, technical documents, and for personal interest).

1. Understands environmental print and signs, labels, and instructions expressed through words, symbols, and pictures.
2. Begins to use basic reference tools (dictionaries, maps, and globes).
3. Begins to use text and illustrations as a resource to answer questions or solve problems.
4. Selects and begins to read for personal interest.

Component 3:2
Reads to perform a task (such as using schedules, following directions, filling out job applications, and solving problems).

1. Reads and follows simple directions using appropriate sequence.
2. Begins to read simple maps.

Component 3:3
Reads for literary experience in a variety of forms (such as novels, short stories, poems, plays, and essays to understand self and others).

1. Expands literary experiences through pattern books, poetry, folk tales, stories, and non-fiction text.
2. Begins to respond to texts in a variety of ways, including writing.
3. Is exposed to and begins to read a variety of literature representing different cultures.
4. Relates new information to prior knowledge and personal experiences as a foundation for understanding cultures, friendships, family, and traditions found in literature.

Component 3:4
Reads for career applications.

1. Sees reading as a useful tool both in and out of the classroom.
2. Begins to use reading beyond the classroom.
3. Is exposed to a variety of careers through the sharing of books and related experiences.

4.    The student sets goals and evaluates progress to improve reading.

Component 4:1
Assesses strengths and needs for improvement.

1. Refers to self as a reader.
2. Recognizes growth as a reader and is motivated to improve.
3. With guidance from the teacher, identifies and discusses strategies to improve reading.
4. With guidance from the teacher, asks questions and makes predictions prior to and during reading.

Component 4:2
Seeks and offers feedback to improve reading.

1. Is motivated by acknowledgment and encouragement to improve.
2. Asks for assistance when needed.

Component 4:3
Develops interests and shares reading experiences.

1. Rereads favorite books.
2. Shares favorite reading materials and encourages others to read them.
3. Seeks out reading materials according to interest and purpose.
4. Sees reading as a pleasurable activity.