1st_LA-Reading

__ Comprehension (Comprehends text at expected level) __
 ·  Orally retells 1 event with direct guidance  ·  Relies on one strategy, such as, a picture or a sound to read  ·  Retells story to include main idea and important details  ·  Begins to monitor own comprehension using picture clues, rereading, and asking for help  ·  Makes and explains inferences from texts  ·  Understands causes and effects  ·  Makes predictions  ·  Draws conclusions  ·  Compares and contrasts across texts  ·  Consistently answers explicit and implicit questions  ·  Analyzes information from a variety of texts and relates to text, self, world  ·  Varies reading strategies in above grade level text
 * Performance Level 1 **
 * Performance Level 2 **
 * Performance Level 3 **
 * Performance Level 4 **

__ Response (Responds to various texts orally and in writing) __
 ·  Needs support in making connections across text  ·  Begins to connect ideas and themes across text  ·  Consistently connects ideas and themes across text through discussion, writing, art, and drama  ·  Demonstrates a greater depth of understanding and interpretation of connections across above level text
 * Performance Level 1 **
 * Performance Level 2 **
 * Performance Level 3 **
 * Performance Level 4 **

__ Fluency (Reads familiar text fluently) __
<span style="FONT-SIZE: 8pt; COLOR: black; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol"> ·  Reads instructional level text in which more than 1 in 10 is difficult for the reader <span style="FONT-SIZE: 8pt; COLOR: black; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol"> ·  Reads word by word <span style="FONT-SIZE: 8pt; COLOR: black; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol"> ·  Begins to read with accuracy, expression, appropriate phrasing and attention to punctuation <span style="FONT-SIZE: 8pt; COLOR: black; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol"> ·  Reads in short phrases of text (2-3 words) <span style="FONT-SIZE: 8pt; COLOR: black; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol"> ·  Reads orally from familiar texts with fluency (accuracy, expression, appropriate phrasing and attention to punctuation) <span style="FONT-SIZE: 8pt; COLOR: black; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  Reads 60 wpm in instructional level text on grade level <span style="FONT-SIZE: 8pt; COLOR: black; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol"> ·  Reads 60 + wpm in instructional level text above grade level
 * Performance Level 1 **
 * Performance Level 2 **
 * Performance Level 3 **
 * Performance Level 4 **

__ Strategies (Decodes unknown words effectively) __
<span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol"> ·  Uses picture clues <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol"> ·  Begins to balance phonetic, meaning, language structure cues while decoding and comprehending <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol"> ·  Balances phonetic, meaning, language structure cues while decoding and comprehending at grade level expectations <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol"> ·  Balances phonetic, meaning, language structure cues while decoding and comprehending above grade level expectations
 * Performance Level 1 **
 * Performance Level 2 **
 * Performance Level 3 **
 * Performance Level 4 **

__ Vocabulary (Increases high frequency vocabulary) __
<span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol"> ·  Needs support to recall high frequency words <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  Begins to read high frequency words automatically (based on campus chosen high frequency words) <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol"> ·  Reads both regular and irregular words automatically (based on campus chosen high frequency words) <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol"> ·  Reads both regular and irregular words automatically above grade level (based on campus chosen high frequency words)
 * Performance Level 1 **
 * Performance Level 2 **
 * Performance Level 3 **
 * Performance Level 4 **

** ELLs - English Language Learners
 * In addition to the above expectations, English language learners (ELLs) are expected to progress through the following language proficiency continuum. Language proficiency progress will be assessed in the spring and reported to the state using the Texas English Language Proficiency Assessment System.


 * Beginning -** Beginning ELLs have little or no ability to use the English language to build foundational reading skills.


 * Intermediate -** Intermediate ELLs have a limited ability to use the English language to build foundational reading skills.


 * Advanced -** Advanced ELLs have the ability to use the English language, with second language acquisition support, to build foundational reading skills.


 * Advanced High -** Advanced high ELLs have the ability to use the English language, with minimal second language acquisition support, to build foundational reading skills.