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, letters/words, and pictures automatically to gain meaning from text and expand sight vocabulary.
2. Uses language structure to understand reading materials including sentence structure, prefixes, suffixes, contractions, and simple abbreviations.
3. Integrates appropriate reading strategies to adapt to reading different types of text.
4. Uses a variety of reading strategies to comprehend words and ideas, including self-correcting, rereading, reading on, and slowing down.
5. Interprets general and specialized vocabulary critical to the meaning of the text.

Component 1:2
Builds vocabulary through exposure to reading.

1. Builds vocabulary by interpreting context clues, using meaning of familiar word parts such as prefixes, suffixes, and roots.
2. Independently uses reference tools such as a glossary, dictionary, and thesaurus to acquire new vocabulary.
3. Begins to develop specialized vocabularies through content area reading.

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

1. Reads orally and silently with fluency.
2. Reads orally with expression so the meaning is clear to the listener.
3. Adjusts reading to support a particular purpose such as skimming, scanning, and rereading.
4. Adjusts reading pace to accommodate the form, style, and difficulty of material.

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

1. Understands sentence structure, paragraphs, and chapters.
2. Identifies literary devices: figurative language, exaggeration, humor, and dialogue.
3. Analyzes literary elements: plot, characters, setting, theme, point of view, conflict, and resolution.

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 sorts information for a specific topic or to complete a project.
2. Uses organizational features of printed text (titles, headings, table of contents, indexes, graphs, glossaries, prefaces, page formats, appendices, captions, etc.).
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 when reading to understand characters, events, and information.
3. Identifies and comprehends the main idea and supporting details; summarizes ideas in own words.
4. Makes, confirms, or revises predictions and inferences based on the reading text.

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

1. Analyzes and synthesizes information and ideas.
2. Compares, contrasts, and makes connections within and among several texts.
3. Makes generalizations and classifications.
4. Uses logical sequence to accurately retell stories; order and sequence parts of a text.

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

1. Evaluates the validity of what is read.
2. Recognizes bias and author’s purpose.
3. Demonstrates understanding of author’s message in fiction and non-fiction.
4. Supports judgment by drawing evidence from the text, including direct quotations.
5. Recognizes author’s purposes for writing: points of view, tone, and use of persuasive devices.
6. Makes generalizations beyond the text to other texts, ideas, or situations.
7. Applies information gained from reading to give 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. Evaluates with assistance the appropriateness of a variety of resource materials for a specific task.
3. Understands and uses materials to investigate a topic (reference materials, encyclopedia, manuals, public documents, newspaper and magazine articles, trade publications, electronic information, etc.).
4. Reads for a variety of reasons (pleasure, information, following directions, and problem-solving).
5. Reads and comprehends a full range of texts (instructions, news articles, poetry, novels, short stories, electronic information, etc.).

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

1. Reads and understands to perform a specific task (schedules, maps, recipes, instructions, newspaper want ads, travel books, first aid manuals, catalogs, yellow pages, 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 (poetry, essays, short stories, novels, biographies, non-fiction, narratives, myths, and plays).
2. Reads, discusses, and uses literature to understand different perspectives of self, others, and issues.
3. Identifies common themes in literature such as self, family, culture, conflict, and change.

Component 3:4
Reads for career applications.

1. Identifies the kinds of documents which may be required reading in a career setting.
2. Reads and interprets non-technical documents from career settings such as memos, directories, and schedules.
3. Reads and completes simple applications.

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

Component 4:1
Assesses strengths and needs for improvement.

1. With some guidance from the teacher, uses a variety of strategies and tools to monitor reading progress and overcome reading difficulties.
2. Sets reading goals and develops strategies to meet goals and monitor progress.

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

1. Uses agreed upon standards to evaluate and 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 authors, subjects, and books, and shares with others.
2. Expresses reasons for recommending books to others.