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 illustrations to construct meaning.
2. Uses pictures to predict text.
3. Identifies capital and lower case letters.
4. Identifies sounds of letters.
5. Distinguishes between individual letters and words.
6. Recognizes rhyming patterns.
7. Identifies beginning sounds of words.
8. Begins to see the relationship between reading and writing.
9. Begins to match spoken and written words.

Component 1:2
Builds vocabulary through exposure to reading.

1. Begins to predict words in familiar texts.
2. Recognizes some words in different contexts.

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

1. Understands importance of directionality.
2. Memorizes simple patterns in familiar texts.

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

1. Identifies the beginning, middle, and end of a story.
2. Identifies story elements such as story character and setting.

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. Interprets and uses titles, pictures, labels, and photographs.

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

Component 2:1
Comprehends important ideas and details.

1. Recounts information gained from books and other materials such as poems, songs, charts, and tapes.
2. Uses illustrations to tell and/or retell stories.
3. Uses prior knowledge to make reasonable predictions.

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

1. Demonstrates a personal response to a selection.
2. Interprets meaning from text.
3. Connects characters with actions.
4. Retells a simple text in sequence.

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

1. Responds to what is read.
2. Begins to discriminate reality from fantasy.

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. Reads labels and captions around the classroom (i.e., in centers and displays).
2. Understands environmental print and signs, labels and instructions expressed through words, symbols, and pictures.
3. Explores a variety of new books, including non-fiction.

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

1. Begins to read and follow simple directions and symbols.

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. Participates in the reading of stories, poems, and songs.
2. Is exposed to literature representing different cultures.
3. Relates new information to personal experience and family.

Component 3:4
Reads for career applications.

1. Is exposed to a variety of careers through the sharing of books and related experiences.

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

Component 4:1
Assesses strengths and need for improvement.

1. Recognizes own ability to identify letters, sounds, and words.
2. Refers to self as a reader.
3. Recognizes growth as a reader.

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

1. Responds to acknowledgment and encouragement.

Component 4:3
Develops interests and shares reading experiences.

1. Returns to read and/or review favorite books.
2. Shares favorite selections with others.