Standard 1:  Demonstrates competence in the general skills and strategies of the reading process

Interval Benchmark 1: Uses the skills and strategies of the print-sound code when reading grade appropriate text

a:

Knows the correspondences between speech sounds and the letters or letter combinations that represent these sounds

b:

Converts written word to spoken word

Interval Benchmark 2: Demonstrates accuracy and fluency when reading grade appropriate text

a:

Knows by sight a minimum of 200 high-frequency words

b:

Reads independently by the end of second grade (at a minimum) unfamiliar Level L books -- with 90% or better accuracy of word recognition (self-correction allowed)

c:

Reads aloud independently by the end of second grade (at a minimum) unfamiliar Level L books (they have previewed themselves, using intonation, pauses, and emphasis that signal the structure of the sentence and the meaning of the text)

d:

Uses the cues of punctuation (including commas, periods, question marks, and quotations marks) as a guide in getting meaning and in fluently reading aloud

Interval Benchmark 3: Uses the skills and strategies of a cueing system when reading grade appropriate text

a:

Uses self-monitoring and self-correcting strategies when reading familiar and unfamiliar material

b:

Uses text/print clues (e.g., pictures, sentence structure, compound words, contractions, suffixes, prefixes) and contextual cues to check meaning

c:

Uses prior knowledge or experience with the story or the topic to monitor meaning

Interval Benchmark 4: Uses a variety of comprehension processes

a:

Retells stories, parts of stories, or books in own words

b:

Summarizes what a story or book is about

c:

Uses self-monitoring and self-correcting strategies

d:

Responds to stories in a variety of ways (oral, written, kinesthetic) to show comprehension

e:

Makes and supports predictions

f:

Draws and supports conclusions

Interval Benchmark 5: Uses the structural features of a variety of text

a:

Knows the parts of a book

b:

Knows the structural features of written text

	Standard 2:  Demonstrates competence in the general skills and strategies for comprehending a variety of literary texts

Interval Benchmark 1: Uses reading strategies to understand a variety of fiction and nonfiction texts

a:

Responds to literature using oral, written, visual, and/or kinesthetic means

b:

Monitors whether the story is making sense to them when listening to stories read aloud and when reading independently

Interval Benchmark 2: Knows sequence, setting, characters, main events, and problems and solutions in literary texts

a:

Visualizes the story

b:

Makes predictions

c:

Compares and/or contrasts one story to another

d:

Recalls information from a story by sequencing events

e:

Answers literal questions about independently read texts

f:

Retells or summarizes a story in own words

g:

Learns new vocabulary

h:

Draws conclusions

Interval Benchmark 3: Understands the main ideas or themes in literary texts

a:

Knows the difference between fiction and nonfiction

b:

Understands the difference between fantasy and realistic fiction

c:

Knows stories have a theme, characters, a setting, and important events

d:

Knows stories have a problem and a solution

e:

Understands patterns exist in a variety of literary texts

f:

Understands story events follow a sequence

g:

Recognizes a variety of literary texts

	Standard 3:  Demonstrates competence in the general skills and strategies for comprehending a variety of informational texts

Interval Benchmark 1: Uses reading strategies to understand a variety of informational texts

a:

Responds to text using oral, written, visual, and/or kinesthetic means

b:

Monitors whether the text is making sense when listening to text read aloud

c:

Monitors whether the text is making sense when reading independently

Interval Benchmark 2: Understands the main idea and relevant facts in informational texts

a:

Visualizes the topic of the text

b:

Makes predictions and/or draws conclusions based on picture clues, text information, and prior knowledge and experience about the topic or concept

c:

Compares and/or contrasts books about the same topic or concept

d:

Recalls information from the text

e:

Answers literal questions about independently read text

f:

Summarizes and/or paraphrases main ideas from informational text

g:

Uses new vocabulary learned from text in oral discussions and/or written responses about the topic of concept

Interval Benchmark 3: Summarizes and paraphrases information found in informational texts

a:

Knows the difference between fiction and informational text

b:

Uses pictures, titles, headings, charts, diagrams, graphs, and labels to gain meaning from text

c:

Recognizes a variety of informational text such as magazines, newspapers, dictionaries, and topic specific text

d:

Knows the purpose of informational text is to inform

e:

Knows the parts of an informational book