|
Benchmark |
Description |
Lessons |
|
Phonemic
Awareness |
|
|
|
I-A |
Teachers
needing assistance with students not yet established in phonemic
awareness should refer to the phonemic awareness benchmarks for
kindergarten through second grade. |
|
|
Phonics |
|
|
|
II-A |
Use word-solving strategies to
independently read unknown words |
2 |
|
II-B |
Recognize within words the structural
elements required for reading unknown words. |
1 |
|
II-C |
Relate consonant sounds and vowel
sounds to their most common spelling patterns |
2 |
|
Fluency |
|
|
|
III-A |
Read fluently (accurately and with
automaticity) at approximately 120 words per minute |
4 |
|
III-B |
Develop and utilize reading fluency
strategies |
4 |
|
III-C |
Develop automaticity with high
frequency vocabulary in oral and written language |
2 |
|
Vocabulary |
|
|
|
IV-A |
Use structural analysis to develop
meaning |
0 |
|
IV-B |
Draw semantic maps |
4 |
|
IV-C |
Learn new synonyms, antonyms and
homonyms |
5 |
|
IV-D |
Use context clues to assign
meaning to an unknown word |
3 |
|
IV-E |
Spell correctly compound words,
phonetically regular words, contractions, and possessives; use
dictionary and other reference aids to check spelling |
4 |
|
IV-F |
Determine in a given context the
meaning of words with multiple meanings |
4 |
|
IV-G |
Increase vocabulary through
substantial daily reading including appropriate content area,
assigned, and self-selected materials |
1 |
|
IV-H |
Use vocabulary knowledge in the
content area |
2 |
|
IV-I |
Listen to daily read alouds and
participate in conversations about the literature to enhance
vocabulary development |
3 |
|
Comprehension |
|
|
|
V-A |
Use a wide range of strategies,
including using context clues and predicting outcomes, to
comprehend third grade literary/recreational materials in a
variety of genre |
5 |
|
V-B |
Use cueing systems at current
independent and instructional level |
8 |
|
V-C |
Identify, read, and construct meaning
from a variety of literary genres while reading
literary/recreational texts |
4 |
|
V-D |
Synthesize and evaluate explicit and
implicit information in a variety of reading selections |
6 |
|
V-E |
Form an interpretation of a variety of
reading selections based on explicit and implicit information |
3 |
|
V-F |
Use a wide range of strategies and
skills, including retelling information, using general context
clues, and making inferences to identify the main idea, to
comprehend third grade functional and textual/informational
reading materials |
2 |
|
V-G |
Construct meaning with material
typically encountered in everyday-life situations |
3 |
|
V-H |
Use reference materials |
5 |
|
V-I |
Use text features to gain meaning
|
4 |
|
V-J |
Use study strategies to gain
information |
3 |
|
Reading Behaviors/Habits |
|
|
|
VI-A |
Demonstrate reading improvement gained
through substantial amounts of daily reading using a variety of
materials and respond frequently |
6 |
|
VI-B |
Select appropriate books and materials
voluntarily to read independently, for a variety of purposes
|
2 |
|
VI-C |
Incorporate new vocabulary encountered
in reading |
3 |
|
VI-D |
Self-monitor reading in meaningful
ways |
2 |
|
VI-E |
Use effective test-taking strategies
|
2 |
|
VI-F |
Use technology to reinforce and
support reading behaviors across all content areas |
2 |
|
Oral Language |
|
|
|
VII-A |
Interpret verbal messages, selections,
and other cues |
7 |
|
VII-B |
Communicate orally for varied
audiences and purposes |
9 |
