Reading Standards

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Reading Standards by Mind Map: Reading Standards

1. Alphabet

2. Print Concepts

2.1. Kindergarten

2.1.1. Literature

2.1.1.1. Recognize common types of texts (e.g., storybooks, poems). (RL.K.5) (DOK 1)

2.1.1.2. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. (RL.K.6) (DOK 1

2.1.2. Informational Texts

2.1.2.1. Identify the front cover, back cover, and title page of a book. (RI.K.5) (DOK 1

2.1.2.2. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. (RI.K.6) (DOK 1)

2.1.3. Foundational Skills

2.1.3.1. Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper- and lowercase letters of the alphabet. (RF.K.1) (DOK 1

2.2. First

2.2.1. Informational Texts

2.2.1.1. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. (RI.1.5) (DOK 1)

2.2.2. Foundational Skills

2.2.2.1. Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). (RF.1.1) (DOK 1

3. Phonemic/Phonological Awareness

3.1. Kindergarten

3.1.1. Foundational Skills

3.1.1.1. Demonstrate understanding of spoken words, syllables, and sounds phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single-syllable spoken words. d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/) e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. (RF.K.2) (DOK 1

3.2. First

3.2.1. Foundational Skills

3.2.1.1. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). (RF.1.2) (DOK 1)

4. Phonics and Word Recognition

4.1. Kindergarten

4.1.1. Foundational Skills

4.1.1.1. Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (RF.K.3) (DOK 1)

4.2. First

4.2.1. Foundational Skills

4.2.1.1. Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable words. c. Know final -e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two-syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read grade-appropriate irregularly spelled words. (RF.1.3) (DOK 1

4.3. Second

4.3.1. Foundational Skills

4.3.1.1. Know and apply grade-level phonics and word analysis skills in decoding words. a. Distinguish long and short vowels when reading regularly spelled one-syllable words. b. Know spelling-sound correspondences for additional common vowel teams. c. Decode regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling-sound correspondences. f. Recognize and read grade-appropriate irregularly spelled words. (RF.2.3) (DOK 1)

5. Vocabulary

5.1. Kindergarten

5.1.1. Literature

5.1.1.1. Ask and answer questions about unknown words in a text. (RL.K.4) (DOK 1,2)

5.1.2. Informational Text

5.1.2.1. With prompting and support, ask and answer questions about unknown words in a text. (RI.K.4) (DOK 1)

5.1.3. Language Standards

5.1.3.1. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. (L.K.4) (DOK 1,2

5.1.3.2. With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. (L.K.5) (DOK 1,2)

5.1.3.3. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. (L.K.6) (DOK 1,2)

5.2. First

5.2.1. Literature

5.2.1.1. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (RL.1.4) (DOK 1,2)

5.2.2. Informational Texts

5.2.2.1. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (RI.1.4) (DOK 1,2)

5.2.3. Language Standards

5.2.3.1. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word. c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). (L.1.4) (DOK 2)

5.2.3.2. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. (L.1.5) (DOK 2)

5.2.3.3. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). (L.1.6) (DOK 1,2)

5.3. Second

5.3.1. Informational Text

5.3.1.1. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (RI.2.4) (DOK 2)

5.3.2. Language Standards

5.3.2.1. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. (L.2.4) (DOK 2)

5.3.2.2. Demonstrate understanding of word relationships and nuances in word meanings. a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). (L.2.5) (DOK 2)

5.3.2.3. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). (L.2.6) (DOK 2)

6. Fluency

6.1. Kindergarten

6.2. First

6.2.1. Literature

6.2.1.1. With prompting and support, read prose and poetry of appropriate complexity for grade 1. (RL.1.10) (DOK 1)

6.2.2. Informational Texts

6.2.2.1. With prompting and support, read informational texts appropriately complex for grade 1. (RI.1.10) (DOK 1)

6.2.3. Foundational Skills

6.2.3.1. Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (RF.1.4) (DOK 1

6.3. Second

6.3.1. Literature

6.3.1.1. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (RL.2.4) (DOK 2

6.3.1.2. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (RL.2.10) (DOK 2)

6.3.2. Foundational Skills

6.3.2.1. Read with sufficient accuracy and fluency to support comprehension a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (RF.2.4) (DOK 1)

7. Comprehension

7.1. Kindergarten

7.1.1. Informational Texts

7.1.1.1. With prompting and support, ask and answer questions about key details in a text. (RI.K.1) (DOK 1)

7.1.1.2. With prompting and support, identify the main topic and retell key details of a text. (RI.K.2) (DOK 1)

7.1.1.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (RI.K.3) (DOK 2)

7.1.1.4. IA.1.Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension. (RI.K.IA.1) (DOK 2,3)

7.1.1.5. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). (RI.K.7) (DOK 2)

7.1.1.6. With prompting and support, identify the reasons an author gives to support points in a text. (RI.K.8) (DOK 2)

7.1.1.7. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). (RI.K.9) (DOK 2,3)

7.1.1.8. Actively engage in group reading activities with purpose and understanding. (RI.K.10) (DOK 1,2

7.1.2. Literature

7.1.2.1. With prompting and support, identify characters, settings, and major events in a story. (RL.K.3) (DOK 1)

7.1.2.2. With prompting and support, ask and answer questions about key details in a text. (RL.K.1)

7.1.2.3. Actively engage in group reading activities with purpose and understanding. (RL.K.10) (DOK 1)

7.1.2.4. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. (RL.K.9) (DOK 2)

7.1.2.5. IA.1.Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension. (RL.K.IA.1) (DOK 2,3)

7.1.2.6. With prompting and support, retell familiar stories, including key details. (RL.K.2) (DOK 1)

7.2. First

7.2.1. Literature

7.2.1.1. Ask and answer questions about key details in a text. (RL.1.1) (DOK 1,2)

7.2.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. (RL.1.2) (DOK 1,2)

7.2.1.3. Describe characters, settings, and major events in a story, using key details. (RL.1.3) (DOK 1)

7.2.1.4. IA.1.Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension. (RL.1.IA.1) (DOK 2,3)

7.2.1.5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. (RL.1.5) (DOK 2,3)

7.2.1.6. Identify who is telling the story at various points in a text. (RL.1.6) (DOK 2)

7.2.1.7. Use illustrations and details in a story to describe its characters, setting, or events. (RL.1.7) (DOK 2)

7.2.1.8. Compare and contrast the adventures and experiences of characters in stories. (RL.1.9) (DOK 2)

7.2.2. Informational Texts

7.2.2.1. Ask and answer questions about key details in a text. (RI.1.1) (DOK 1,2)

7.2.2.2. Identify the main topic and retell key details of a text. (RI.1.2) (DOK 1

7.2.2.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text. (RI.1.3) (DOK 2

7.2.2.4. IA.1.Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension. (RI.1.IA.1) (DOK 2,3)

7.2.2.5. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (RI.K.6) (DOK 2)

7.2.2.6. Use the illustrations and details in a text to describe its key ideas. (RI.1.7) (DOK 2)

7.2.2.7. Identify the reasons an author gives to support points in a text. (RI.1.8) (DOK 2)

7.2.2.8. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). (RI.1.9) (DOK 3)

7.2.3. Foundational Skills

7.2.3.1. Read emergent-reader texts with purpose and understanding. (RF.K.4) (DOK 1)

7.3. Second

7.3.1. Literature

7.3.1.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (RL.2.1) (DOK 1,2)

7.3.1.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (RL.2.2) (DOK 2)

7.3.1.3. Describe how characters in a story respond to major events and challenges. (RL.2.3) (DOK 2)

7.3.1.4. IA.1.Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension. (RL.2.IA.1) (DOK 2,3)

7.3.1.5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (RL.2.5) (DOK 2)

7.3.1.6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. (RL.2.6) (DOK 2)

7.3.1.7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (RL.2.7) (DOK 2)

7.3.2. Informational Texts

7.3.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (RI.2.1) (DOK 1,2)

7.3.2.2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. (RI.2.2) (DOK 2)

7.3.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (RI.2.3) (DOK 2)

7.3.2.4. IA.1.Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension. (RI.2.IA.1) (DOK 2,3)

7.3.2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. (RI.2.5) (DOK 1)

7.3.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (RI.2.6) (DOK 2)

7.3.2.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. (RI.2.7) (DOK 2)

7.3.2.8. Describe how reasons support specific points the author makes in a text. (RI.2.8) (DOK 2)

7.3.2.9. Compare and contrast the most important points presented by two texts on the same topic. (RI.2.9) (DOK 3)

7.3.2.10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (RI.2.10) (DOK 2)