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Reading Standards and Benchmarks
Reading Standard 5:
Uses the general skills and strategies of the reading process
Level III (Grade 6-8)
- Establishes and adjusts purposes for reading (e.g., to understand, interpret, enjoy, solve problems, predict outcomes, answer a specific question, form an opinion, skim for facts; to discover models for own writing)
- Uses a variety of strategies to extend reading vocabulary (e.g., uses analogies, idioms, similes, metaphors to infer the meaning of literal and figurative phrases; uses definition, restatement, example, comparison and contrast to verify word meanings; identifies shades of meaning; knows denotative and connotative meanings; knows vocabulary related to different content areas and current events; uses rhyming dictionaries, classification books, etymological dictionaries)
- Uses specific strategies to clear up confusing parts of a text (e.g., pauses, rereads the text, consults another source, represents abstract information as mental pictures, draws upon background knowledge, asks for help)
- Reflects on what has been learned after reading and formulates ideas, opinions, and personal responses to texts
Level IV (Grade 9-12)
- Uses context to understand figurative, idiomatic, and technical meanings of terms
- Extends general and specialized reading vocabulary (e.g., interprets the meaning of codes, symbols, abbreviations, and acronyms; uses Latin, Greek, Anglo-Saxon roots and affixes to infer meaning; understands subject-area terminology; understands word relationships, such as analogies or synonyms and antonyms; uses cognates; understands allusions to mythology and other literature; understands connotative and denotative meanings)
- Uses a range of automatic monitoring and self-correction methods (e.g., rereading, slowing down, sub-vocalizing, consulting resources, questioning)
- Understands writing techniques used to influence the reader and accomplish an author's purpose (e.g., organizational patterns, such as cause-and-effect or chronological order; imagery, personification, figures of speech, sounds in poetry; literary and technical language; formal and informal language; point of view; characterization; irony; narrator)
- Understands influences on a reader's response to a text (e.g., personal experiences and values; perspective shaped by age, gender, class, or nationality)
- Understands the philosophical assumptions and basic beliefs underlying an author's work (e.g., point of view, attitude, and values conveyed by specific language; clarity and consistency of political assumptions)
Reading Standard 7:
Uses reading skills and strategies to understand and interpret a variety of informational texts
Level III (Grade 6-8)
- Uses reading skills and strategies to understand a variety of informational texts (e.g., textbooks; biographical sketches; letters; diaries; directions; procedures; magazines; essays; primary source historical documents; editorials; news stories; periodicals; bus routes; catalogs; technical directions; consumer, workplace, and public documents)
- Knows the defining characteristics of a variety of informational texts (e.g., textbooks; biographical sketches; letters; diaries; directions; procedures; magazines; essays; primary source historical documents; editorials; news stories; periodicals; bus routes; catalogs; technical directions; consumer, workplace, and public documents)
- Summarizes and paraphrases information in texts (e.g., arranges information in chronological, logical, or sequential order; conveys main ideas, critical details, and underlying meaning; uses own words or quoted materials; preserves author's perspective and voice)
- Uses new information to adjust and extend personal knowledge base
- Understands techniques used to convey viewpoint (e.g., word choice, language structure, context)
- Draws conclusions and makes inferences based on explicit and implicit information in texts
- Differentiates between fact and opinion in informational texts
Level IV (Grade 9-12)
- Uses reading skills and strategies to understand a variety of informational texts (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, essays, primary source historical documents, editorials, news stories, periodicals, catalogs, job-related materials, schedules, speeches, memoranda, public documents, maps)
- Knows the defining characteristics of a variety of informational texts (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, essays, primary source historical documents, editorials, news stories, periodicals, catalogs, job-related materials, schedules, speeches, memoranda, public documents, maps)
- Scans a passage to determine whether it contains relevant information
- Summarizes and paraphrases complex, implicit hierarchic structures in informational texts, including the relationships among the concepts and details in those structures
- Analyzes techniques (e.g., language, organization, tone, context) used to convey viewpoints or impressions (e.g., sarcasm, criticism, praise, affection)
- Uses discussions with peers as a way of understanding information
- Uses a variety of criteria to evaluate the clarity and accuracy of information (e.g., author's bias, use of persuasive strategies, consistency, clarity of purpose, effectiveness of organizational pattern, logic of arguments, reasoning, expertise of author, propaganda techniques, authenticity, appeal to friendly or hostile audience, faulty modes of persuasion)
- Uses text features and elements to support inferences and generalizations about information (e.g., vocabulary, structure, evidence, expository structure, format, use of language, arguments used)
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Selected Standards and Benchmarks
used by permission:
Copyright
2003 McRel
Mid-continent Research for
Education and Learning
2550 S. Parker Road, Suite 500
Aurora, CO 80014
Telephone: (303) 337-0990
www.mcrel.org/standards-benchmarks
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