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. Integrates appropriate reading strategies to adapt reading to different types of text.
2. Revisits and analyzes text for a specific purpose.
3. Uses a full range of strategies to comprehend words and ideas (self-correct, reread, read on, slow down).
4. Uses language structure to understand reading materials including sentence structure, prefixes, suffixes, contractions, and simple abbreviations.
5. Understands and applies reading strategies including word origins, word roots, prefixes, suffixes; makes predictions, verifies, and revises understanding while reading.
6. Interprets general and specialized vocabulary critical to the meaning of the text.

Component 1:2
Builds vocabulary through exposure to reading.

1. Develops general and specialized vocabulary through reading and specific fields of academic study.
2. Recognizes denotation (literal meaning) and connotation (implied meaning).

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

1. Demonstrates fluency in reading.
2. Adjusts reading pace to accommodate form, style, and difficulty of material and purpose for 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. Identifies literary devices of figurative language, irony, humor, exaggeration, and dialogue.
2. Understands sentence structure, paragraphs, and chapters.
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. Uses organization features of electronic information (microfiche headings and numberings, CD-ROM, Internet, etc.).
2. Locates specific information to pursue an interest or complete a project.
3. Analyzes the validity of electronic information.
4. Uses organizational features of printed text (titles, headings, table of contents, indexes, glossaries, prefaces, appendices, captions, etc.).

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

Component 2:1
Comprehends important ideas and details.

1. Readily identifies and comprehends the main idea and supporting facts and details; summarizes ideas in own words.
2. Links characters, events, and information to prior knowledge, previous experience, and current issues.
3. Makes, confirms, or revises predictions and inferences based on the reading.
4. Demonstrates comprehension of complex texts including fiction, non-fiction, information, and task-oriented texts.

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

1. Compares, contrasts, and makes connections within and among several texts.
2. Makes generalizations beyond the text to other texts a broader idea or concept.
3. Uses logical sequence to accurately retell stories; order and/or sequence parts of text.

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

1. Recognizes author’s purposes for writing (point of view, tone, use of persuasive devices and language choices intended to influence an audience).
2. Evaluates the validity of what is read.
3. Recognizes that authors make language choices to influence an audience.
4. Evaluates an author’s effectiveness for a chosen audience.
5. Applies information gained from reading to give a response and express insight.
6. Evaluates reasoning and ideas related to a text.
7. Makes generalizations beyond the texts to other texts, ideas, or situations.

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 material to investigate a topic (reference materials, encyclopedias, manuals, public documents, trade publications, bibliographies, electronic databases, human resources)
4. Reads to expand understanding of specific fields of study.
5. Fluently reads and comprehends a full range of texts (instructions, news articles, poetry, novels, short stories, professional-level materials that match career or academic interests, electronic information, etc.).
6. Reads for a variety of personal reasons such as inspiration, decision-making, problem-solving, personal growth, following directions, discussing benefits of books.

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 and contemporary literature (poetry, essays, short stories, novels, biographies, non-fiction narratives, and plays).
2. Reads, discusses, and uses literature to understand a variety of perspectives of self, others, and world issues.
3. Identifies recurring themes in literature such as identity, conflict and struggle, and social and economic change.
4. Reads to explore issues, authors, or subjects in depth.

Component 3:4
Reads for career applications.

1. Identifies particular documents one might be required to read for occupational/career areas of interest.
2. 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, evaluate, and improve own reading progress.
2. Sets reading goals and develops strategies to meet goals and monitor progress.

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

1. Sets and meets reading goals.
2. Develops shared standards and evaluates reading skills of fluency, comprehension, and text choice.

Component 4:3
Develops interests and shares reading experiences.

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