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, structural, and picture clues to comprehend text.
2. Uses knowledge of letter and letter combinations to decode words.
3. Uses increasing knowledge of letter clusters, syllabication, affixes, roots, and compound words for predicting and/or confirming.
4. Identifies, discusses, and uses reading strategies including recognizing unknown words; self-correcting and rereading for comprehension.

Component 1:2
Builds vocabulary through exposure to reading.

1. Builds reading vocabulary by interpreting context clues.
2. Uses dictionaries, glossaries, and other sources to derive meaning.
3. Selects and uses synonyms, antonyms, and homophones.

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

1. Reads familiar text confidently.
2. Adjusts reading speed according to purpose.
3. Uses pacing and intonation to reflect purpose and meaning when reading to others.
4. Rereads and self-corrects over longer passages and on a range of writing forms.

Component 1:4
Understands elements of literature--fiction (such as story elements, use of humor, exaggeration, and figurative language).

1. Identifies the story elements of character, setting, and plot.
2. Understands sentence structure, paragraphs, and chapters.
3. Demonstrates an awareness of figurative language such as similes and metaphors.

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. Uses a wide-range of text organizers such as bold print, table of contents, index, glossary, captions, alphabetizing, and numbering.
2. Uses a wide-range of visual features such as illustrations, maps, charts, and graphs.
3. Begins to find and select information for a specific topic or purpose.
4. Uses organizational features of electronic information such as pull-down menus, key word searches, and icons.

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

Component 2:1
Comprehends important ideas and details.

1. Demonstrates basic comprehension of literary, informational, and task oriented texts such as plays, newspaper articles, and instructions.
2. Draws on previous experience and background knowledge to understand characters, events, and information.
3. Identifies main idea and supporting details; summarizes ideas in own words.
4. Makes inferences and predictions.

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

1. Finds similarities and differences in stories.
2. Begins to understand relationships within a text or between two simple texts.
3. Expands comprehension by sequencing, comparing, and contrasting.
4. Finds evidence to determine cause and effect.

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

1. Recognizes that authors have different purposes and styles for writing.
2. Discriminates between fact and opinion.
3. Begins to apply information gained from reading to respond and express insight.

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. Observes and uses signs, labels, and instructions.
2. Begins to locate and use a variety of resource materials.
3. Begins to select among resources to answer questions or solve problems.
4. Reads for a variety of reasons such as pleasure, information, and entertainment.

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 directions to perform a variety of real-life tasks (schedules, recipes, instructions, maps, etc.).

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. Reads, responds to, and evaluates a variety of traditional and contemporary literature.
2. Reads a variety of literature representing different cultures, perspectives, and issues.
3. Reads literature to understand different views of family, friendship, culture, and tradition.

Component 3:4
Reads for career applications.

1. Begins to identify the kinds of documents that might be required to be read in a career setting.
2. Reads and begins to interpret non-technical documents such as memos, directions, and schedules.

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

Component 4:1
Assesses strengths and needs for improvement.

1. Develops strategies to monitor own reading progress and to improve reading skills of fluency, vocabulary, and comprehension with guidance from teacher.
2. Sets and adjusts reading goals; asks questions and makes predictions prior to and during reading.

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

1. Asks for feedback on reading.
2. Reader identifies and shares strengths, weaknesses, and interests.

Component 4:3
Develops interests and shares reading experiences.

1. Selects and shares favorite authors, subjects, and/or books.