2nd_LA-Reading

__ Comprehension (Comprehends text at expected level) __
 ·  Orally retells one event  ·  Relies on one strategy such as using a picture clue without attending to the text  ·  Retells story to include main idea and some details  ·  Monitors own comprehension, with support, utilizing reading strategies (may be inconsistent at times)  ·  Summarizes text to include main idea and order of important events  ·  Makes and explains inferences from texts, such as determining important ideas, causes and effects, making predictions, and drawing conclusions  ·  Monitors comprehension utilizing reading strategies  ·  Analyzes information from a variety of texts and relates to text, self, and world  ·  Utilizes a variety of reading strategies to comprehend above grade level text
 * Performance Level 1 **
 * Performance Level 2 **
 * Performance Level 3 **
 * Performance Level 4 **

__ Fluency (Reads familiar text fluently) __
 ·  Reads less than 60 wpm in instructional level text  ·  Reads word by word  ·  Reads 60 to 69 wpm in instructional level text on grade level  ·  Reads with accuracy, expression, appropriate phrasing and attention to punctuation with support (may be inconsistent at times)  ·  Reads in short phrases of text (2-3 words)  ·  Reads 70 wpm in instructional level text on grade level  ·  Reads with accuracy, expression, appropriate phrasing and attention to punctuation <span style="FONT-SIZE: 8pt; COLOR: black; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Reads in longer phrases of text <span style="FONT-SIZE: 8pt; COLOR: black; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Reads 70 + wpm in instructional level text above grade level <span style="FONT-SIZE: 8pt; COLOR: black; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Reads in longer phrases and adjusts rate according to purpose in above grade level text
 * Performance Level 1 **
 * Performance Level 2 **
 * Performance Level 3 **
 * Performance Level 4 **

__ Accuracy (Uses a variety of word identification strategies) __
<span style="FONT-SIZE: 8pt; COLOR: black; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Below 79% accuracy on expected level when using letter-sound correspondences, common vowel spelling patterns, common syllable patterns, structural cues, and knowledge of word order (syntax) and context to read words <span style="FONT-SIZE: 8pt; COLOR: black; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  80-89% accuracy on expected level when using letter-sound correspondences, common vowel spelling patterns, common syllable patterns, structural cues, and knowledge of word order (syntax) and context to read words <span style="FONT-SIZE: 8pt; COLOR: black; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  90-100% accuracy on expected level when using letter-sound correspondences, common vowel spelling patterns, common syllable patterns, structural cues, and knowledge of word order (syntax) and context to read words <span style="FONT-SIZE: 8pt; COLOR: black; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  94-100 % accuracy with 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) __
<span style="FONT-SIZE: 8pt; COLOR: black; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Responds to text providing limited information <span style="FONT-SIZE: 8pt; COLOR: black; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Responds to text to demonstrating an ability to interpret what is read with some prompting <span style="FONT-SIZE: 8pt; COLOR: black; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Makes connections with some prompting <span style="FONT-SIZE: 8pt; COLOR: black; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Responds independently to various texts demonstrating an ability to interpret what is read <span style="FONT-SIZE: 8pt; COLOR: black; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Connects ideas and themes across texts <span style="FONT-SIZE: 8pt; COLOR: black; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Responds to texts demonstrating an ability to interpret what is read with greater understanding <span style="FONT-SIZE: 8pt; COLOR: black; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Connects ideas and themes across texts and relates it to self and world
 * 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 read and understand English used in academic and social contexts.


 * Intermediate -** Intermediate ELLs have the ability to read and understand simple, high-frequency English used in routine academic and social contexts.


 * Advanced -** Advanced ELLs have the ability to read and understand, with second language acquisition support, grade-appropriate English used in academic and social contexts.


 * Advanced High -** Advanced high ELLs have the ability to read and understand, with minimal second language acquisition support, grade-appropriate English used in academic and social contexts.