Content+Standards

**Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies**
Grade 1 - 2. Establish a purpose for reading (e.g., to be informed, to follow directions or to be entertained). Grade 2 - 1. Establish a purpose for reading (e.g., to be informed, to follow directions or to be entertained). Grade 3 - 1. Establish a purpose for reading (e.g., to be informed, to follow directions or to be entertained). Grade 1 - 4. Make predictions while reading and support predictions with information from the text or prior experience. Grade 2 - 2. Predict content, events and outcomes from illustrations and prior experience and support those predictions with examples from the text or background knowledge. Grade 3 - 2. Predict content, events and outcomes by using chapter titles, section headers, illustrations and story topics, and support those predictions with examples from the text. Grade 1 - 5. Compare information (e.g., recognize similarities) in texts with prior knowledge and experience. Grade 2 - 3. Compare and contrast information in texts with prior knowledge and experience. Grade 3 - 3. Compare and contrast information between texts and across subject areas. Grade 1 - 6. Recall the important ideas in fictional and non-fictional texts. Grade 2 - 4. Summarize text by recalling main ideas and some supporting details. Grade 3 - 4. Summarize texts, sequencing information accurately and includemain ideas and details as appropriate. 5. Make inferences regarding events and possible outcomes from information in text. Grade 1 - 8. Answer literal, simple inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. Grade 2 - 6. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. Grade 3 - 7. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. Grade 1 - 9. Monitor comprehension of independently- or group-read texts by asking and answering questions. <span style="color: rgb(90, 178, 56);">Grade 2 - 7. Monitor comprehension by recognizing when text does not make sense and look back or read on to reinforce comprehension. 8. Monitor reading comprehension by identifying word errors and self-correcting. 10. Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task). <span style="color: rgb(240, 51, 51);">Grade 3 - 8. Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on or looking back. 9. Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others). 10. Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).
 * A. Establish a purpose for reading and use a range of reading comprehension strategies to understand literary passages and text.**
 * B. Make predictions from text clues and cite specific examples to support predictions.**
 * C. Draw conclusions from information in text.**
 * D. Apply reading skills and strategies to summarize and compare and contrast information in text, between text and across subject areas.**
 * E. Demonstrate comprehension by responding to questions (e.g., literal, informational and evaluative).**
 * F. Apply and adjust self monitoring strategies to assess understanding of text.**

**Reading Applications: Informational, Technical and Persuasive Text**
<span style="color: rgb(239, 101, 26);">Grade 1 - 1. Use title page, photographs, captions and illustrations (text features) to develop comprehension of informational texts. <span style="color: rgb(90, 178, 56);">Grade 2 - 1. Use the table of contents, glossary, captions and illustrations to identify information and to comprehend text. <span style="color: rgb(240, 51, 51);">Grade 3 - 1. Use the table of contents, chapter headings, glossary, index, captions and illustrations to locate information and comprehend texts. <span style="color: rgb(239, 101, 26);">Grade 1 - 3. Ask questions concerning essential elements of informational text (e.g., why, who, where, what, when and how). <span style="color: rgb(90, 178, 56);">Grade 2 - 3. List questions about essential elements from informational text (e.g., why, who, where, what, when and how) and identify answers. <span style="color: rgb(240, 51, 51);">Grade 3 - 2. List questions about essential elements (e.g., why, who, where, what, when and how) from informational text and identify answers. <span style="color: rgb(239, 101, 26);">Grade 1 - 4. Identify central ideas and supporting details of informational text with teacher assistance. <span style="color: rgb(90, 178, 56);">Grade 2 - 4. Classify ideas from informational texts as main ideas or supporting details. <span style="color: rgb(240, 51, 51);">Grade 3 - 3. Identify and list the important central ideas and supporting details of informational text. <span style="color: rgb(239, 101, 26);">Grade 1 - 5. Identify and discuss simple diagrams, charts, graphs and maps as characteristics of nonfiction. <span style="color: rgb(90, 178, 56);">Grade 2 - 5. Identify information in diagrams, charts, graphs and maps. <span style="color: rgb(240, 51, 51);">Grade 3 - 4. Draw conclusions from information in maps, charts, graphs and diagrams.
 * A. Use text features and structures to organize content, draw conclusions and build text knowledge.**
 * B. Ask clarifying questions concerning essential elements of informational text.**
 * C. Identify the central ideas and supporting details of informational text.**
 * D. Use visual aids as sources to gain additional information from text.**

=**Research**= <span style="color: rgb(239, 101, 26);">Grade 1 - 1. Discuss ideas for investigation about a topic or area of personal interest. <span style="color: rgb(90, 178, 56);">Grade 2 - 1. Create questions for investigations, assigned topic or personal area of interest. 3. Acquire information, with teacher assistance, from multiple sources (e.g., books, magazines, videotapes, CD-ROMs, Web sites) and collect data (e.g., interviews, experiments, observations or surveys) about the topic. <span style="color: rgb(240, 51, 51);">Grade 3 - 1. Choose a topic for research from a list of questions, assigned topic or personal area of interest. 2. Utilize appropriate searching techniques to gather information from a variety of locations (e.g., classroom, school library, public library or community resources). 3. Acquire information from multiple sources (e.g., books, magazines, videotapes, CD-ROMs, Web sites) and collect data (e.g., interviews, experiments, observations or surveys) about the topic. 4. Identify important information found in the sources and summarize the important findings. 5. Sort relevant information into categories about the topic. 6. Understand the importance of citing sources. <span style="color: rgb(239, 101, 26);">Grade 1 - 4. Recall important information about a topic with teacher assistance. 5. Report information to others. <span style="color: rgb(90, 178, 56);">Grade 2 - 4. Identify important information and write brief notes about the information. 5. Sort relevant information about the topic into categories with teacher assistance. 6. Report important findings to others. <span style="color: rgb(240, 51, 51);">Grade 3 - 7. Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information gathered.
 * A. Generate questions for investigation and gather information from a variety of sources.**
 * B. Retell important details and findings.**