1.3 Students read for meaning, demonstrating both initial understanding and personal response to what is read. This is evident

when students:

a. Comprehend grade-appropriate materials;

b. Analyze and interpret features of a variety of types of text; and

c. Make connections among various parts of a text, among several texts, and between texts and other experiences in and out of school.

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d. Make extensions/applications of a text;

e. Identify the textual structure and/or the technical, artistic, and literary conventions of text; and

f. Explain the meaning of various forms of representation (e.g., narrative, graphical, cartographic, symbolic, mathematical).

Reading Strategies

1.1 Students use a variety of strategies to help them read. This is evident when

students use a combination of strategies including:

a. Sounds, syllables, and letter patterns (e.g. phonological, phonic, and graphic knowledge);

b. Syntax

c. Meaning in context

d. A range of cueing systems to discover pronunciation and meaning;

e. Self-correcting when subsequent reading indicates an earlier miscue;

f. Questioning; and

g. Prior knowledge of the topic and sense of story.

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h. Predicting

i. Skimming;

j. Following themes;

k. Previewing for book selection (e.g., for content, format, style);

l. Synthesizing across sources;

m. Using knowledge of word structure to extend vocabulary

n. Identifying transition words to help understand organization of text; and

o. Adjusting rate of reading and strategy use according to purpose of reading and type of text.

5.13 Students respond to literary texts and public documents using interpretive,

critical, and evaluative processes. This is evident when students:

a. Make inferences about content, events, story, characters, and setting, and about the relationship(s) among them; and

b. Explain the differences between various genres

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c. Analyze the impact of authors' decisions regarding word choice and content;

d. Make inferences about themes and styles;

e. Describe how linguistic structures and the diverse features of language can influence interpretation of texts;

f. Identify the characteristics of literary forms and genres;

g. Explain the effects of point of view/bias; and

h. Evaluate literary merit.

Power Standards - Reading