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, pictures 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 in increasingly complex texts such as analyzing language structure (word origin, word roots, prefixes, suffixes), self-monitoring (self-correct, reread, read on, slow down), predicting, verifying, and revising while reading.
4. Interprets general and specialized vocabulary critical to the meaning of the text.

Component 1:2
Builds vocabulary through exposure to reading.

1. Constructs general and specialized vocabularies through reading and specific fields of academic study such as science, social studies, mathematics, and the arts.
2. Examines and increases vocabularies relevant to different contexts, cultures, and communities.

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.
3. Samples text rather than focusing on every text detail.

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, dialogue, devices that develop characterization, tension, and mood.
2. Analyzes literary elements (plot, characters, setting, theme, point of view, conflict, and resolution).
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, reads, analyzes, and uses informational materials to pursue an interest or complete a project.
2. Analyzes the validity of electronic information.
3. Uses increasingly complex organization features of electronic information (microfiche headings and numberings, CD-ROM, Internet, electronic bulletin boards, data bases, E-mail, etc.).
4. Uses increasingly complex features of organizational printed text (titles, headings, table of contents, indexes, glossaries, prefaces, appendices, captions, citations, endnotes, etc.).

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

Component 2:1
Comprehends important ideas and details.

1. Comprehends increasingly complex non-fiction, informational sources, technical materials, complex narratives, and exposition.
2. Links characters, events, and information to prior knowledge, previous experiences, and current issues to examine texts and extend understanding.
3. Readily identifies and comprehends the main idea and supporting facts and details; summarizes ideas in own words.
4. Synthesizes ideas from a variety of sources to make predictions and inferences.

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

1. Critically compares, contrasts, and connects ideas within and among a broad range of texts.
2. 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. Draws conclusions based on the validity and accuracy of what is read.
2. Explains how an author uses language to influence different audiences.
3. Analyzes and evaluates author’s effectiveness for different audiences.
4. Analyzes the author’s point of view, tone, and use of persuasive devices such as bias, stereotype, over-generalization, and association.
5. Applies information gained from reading to give a response and express insight.
6. Interprets and evaluates reasoning and ideas related to multiple texts.

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. Organizes information from resource materials and communicates findings effectively.
3. Locates, analyzes, and interprets material to investigate a question, topic, or issue (encyclopedia and other reference materials, pamphlets, book excerpts, newspaper and magazine articles, letters to an editor, etc.).
4. Reads, analyzes, and begins to interrupt a full range of texts (instructions, news articles, poetry, novels, short stories, professional-level materials matching career or academic interests, electronic information, etc.).
5. 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. Understands and follows increasingly complex information to perform tasks (schedules, maps, recipes, instructions, newspaper want ads, consumer reports, travel books, first aid or other manuals, catalogs, yellow pages, credit card or job applications, legal documents, 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, plays).
2. Reads, discusses, and uses literature to understand a variety of perspectives of self, others, and world issues.
3. Understands impact of social issues and historical context on literature.
4. Analyzes recurring themes in literature such as human interaction, identity, conflict and struggle, and economic change.

Component 3:4
Reads for career applications.

1. Identifies particular documents one might be required to read for occupational/career areas of interest.
2. Locates and interprets technical and non-technical documents from different career settings such as blueprints, graphs, labels, 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. Develops and begins to apply academic standards to evaluate and improve reading 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. Shares reading experiences with others.
3. Expresses reasons for recommending books to others.