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 grapho-phonic, semantic, and structural analysis for word identification.
2. Constructs meaning from a variety of word origins and word parts, roots, prefixes, and suffixes.
3. Verifies and revises understanding while reading.
4. Uses a variety of reading strategies to comprehend words and ideas including self-correcting, rereading, reading on, and slowing down.
5. Begins to integrate appropriate reading strategies to adapt reading to different types of text.
6. Interprets general and specialized vocabulary critical to the meaning of the text.

Component 1:2
Builds vocabulary through exposure to reading.

1. Uses vocabulary and sentence structure from reading materials in conversation and written work.
2. Recognizes denotation (literal meaning) and connotation (implied meaning).
3. Begins to develop specialized vocabularies through reading specific fields of academic study such as science, social studies, mathematics, and the arts.

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

1. Reads orally with expression so the meaning is clear to the listener.
2. Adjusts speed, silently and orally, to accommodate the form, style, and difficulty of material and purpose of reading such as skimming, scanning, and rereading.

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

1. Increases knowledge of story elements (setting, characters, plot, conflict, resolution, theme).
2. Begins to identify literary devices (figurative language, exaggeration, irony, humor, dialogue).
3. Understands sentence structure, 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. Locates specific information to pursue an interest or complete a project.
2. Uses organizational features of printed text (titles, headings, table of contents, indexes, glossaries, prefaces, appendices, captions, etc.).
3. Uses organizational features of electronic information.

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

Component 2:1
Comprehends important ideas and details.

1. Demonstrates comprehension of complex text including fiction, non-fiction, informational, and task oriented.
2. Links characters, events, and information to prior knowledge and previous experience to increase understanding.
3. Identifies main idea with supporting evidence; summarizes ideas in own words.
4. Makes, confirms, or revises predictions and inferences based on the reading of text.

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

1. Analyzes and synthesizes information and ideas from text.
2. Makes connections within the text by sequencing information and written directions, comparing, contrasting, drawing conclusions, predicting outcomes, and drawing from experience.
3. Makes generalizations and classifications.

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

1. Recognizes bias and author’s purpose.
2. Demonstrates understanding of author’s message in fiction and non-fiction.
3. Supports judgment by drawing evidence from the text, including direct quotations.
4. Begins to recognize the author’s point of view, tone, and use of persuasive devices.

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 the appropriateness of a variety of resource materials for a specific task.
3. Understands and uses text organizers (table of contents, index, captions) and information divisions (chapter titles, and section headings).
4. Understands and uses materials to investigate a topic (reference materials, encyclopedias, manuals, public documents, newspaper and magazine articles, trade publications, etc.).
5. Fluently reads and comprehends a full range of texts (instructions, news articles, poetry, novels, short stories, electronic information, non-fiction, etc.).
6. Reads for a variety of reasons (pleasure, information, following directions and problem solving).

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 information to perform a specific task (schedules, maps, recipes, instructions, newspaper want ads, consumer reports, 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 literature (novels, folk tales, stories, myths, rhymes, poems, plays, etc.).
2. Reads and discusses literature to understand a variety of perspectives of self, others, and world issues.
3. Identifies reoccurring themes in literature such as identity, conflict, struggle, and social change.

Component 3:4
Reads for career applications.

1. Identifies particular documents which may be required reading for occupation/career areas of interest.
2. Begins to locate and interpret technical and non-technical documents from different career settings such as blueprints, graphs, tables, and policies.

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

Component 4:1
Assesses strengths and needs for improvement.

1. Uses a variety of strategies and tools to monitor reading progress and to overcome difficulties.
2. Sets goals and develops strategies to meet goals and monitor progress.

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

1. Develops shared standards and evaluates reading skills such as fluency, comprehension, and text choice for self and others.

Component 4:3
Develops interests and shares reading experiences.

1. Reads to explore issues, authors, or subjects of personal interest.
2. Expresses reasons for recommending books to others.
3. Shares reading experiences with others.