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, structure, and picture clues to comprehend text.
2. Applies phonetic principles to make sense of words including sounding out, using initial letter sounds, and using common letter patterns.
3. Uses language structure to understand reading materials including sentence structure, prefixes, suffixes, contractions, and simple abbreviations.
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 vocabulary by interpreting context clues and using word parts.
2. Uses reference tools such as a glossary, dictionary, and thesaurus to acquire new vocabulary.

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

1. Reads familiar texts with ease.
2. Adjusts reading to support a particular purpose such as skimming, scanning, and rereading.

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

1. Identifies literary devices, figurative language, and exaggeration.
2. Understands sentence structure, paragraphs, and chapters.
3. Understands story elements - plot, characters, setting, point of view, problem, and solution.

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. Finds and selects information for a specific topic or purpose.
2. Locates and uses text organizers - title, page format, headings, table of contents, index, captions, glossaries, and ordering sequences (alphabetical, numerical).
3. 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. Connects previous experiences and knowledge to understand characters, events, and information.
3. Demonstrates comprehension of the main idea and supporting details of a piece; summarizes ideas in own words.
4. Makes inferences and predictions based on the reading text.

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

1. Finds similarities and differences in stories.
2. Understands relationships within a text or between two simple texts.
3. Uses logical sequence to retell stories accurately and to sequence parts of a text.

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

1. Discriminates between fact and opinion.
2. Recognizes different purposes for writing; recognizes style appropriate to purpose.
3. Applies information gained from reading to give a response 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. Selects resources to answer a question or solve a problem.
3. Locates and uses a variety of resource materials.
4. Reads for a variety of reasons (pleasure, information, and following directions).
5. Begins to read and comprehend a wide-range of texts (instructions, news articles, poetry, novels and short stories).

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

1. Reads information and performs tasks for a variety of real-life purposes (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 (i.e., novels, folk tales, poetry, myths, plays, short stories, etc.).
2. Reads a variety of literature representing different cultures, perspectives, and issues.
3. Understands different views of family, friendship, culture, and tradition found in literature.

Component 3:4
Reads for career applications.

1. Identifies the kinds of documents one might be required to read in a career setting.
2. Reads and interprets 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. Uses strategies to monitor reading progress and overcome reading difficulties with guidance from the teacher.
2. Sets reading goals, asks questions, and makes predictions prior to and during reading.

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

1. Uses agreed upon standards to improve reading skills such as fluency, vocabulary, and comprehension for self and others.

Component 4:3
Develops interests and shares reading experiences.

1. Selects favorite author, subjects, and books, and shares with others.