Read with Understanding
Framework
OREGON ADULT BASIC SKILLS
Learning Standards Project
Oregon Department of Community Colleges and Workforce Development
Table of Contents
Introduction
…….……………………………………………………..……………………………..…………….
1
Elements of the Framework
Learning Standard …….……………………………………………………………..………….………….
9
Level Descriptions (Cross-Level Matrix) …..……………………………..……………….……… 10
Benchmarks/Sub-Benchmarks (Cross-Level Matrix) ……………………………..……….. 14
Key References……………………...………….……………………………………………………………….. 36
Appendices
Appendix A – Single-Level Views …………………………………..…………………..……….….. 39
Appendix B – Glossary ………………….………………………………………………………...……… 87
Appendix C – Correspondence of Learning Standard Levels
and Standardized Test Scores ………………..…………………………..…….. 99
Acknowledgements …….………………………………………..……………………………..…………. 100
Read with Understanding Framework: Introduction
Introduction to the Read with Understanding Framework
In order to realize a consistent set of expectations and
understandings about teaching and learning in Oregon's Adult Basic
Skills (ABS) programs, instructors, administrators, professional
developers, and state leadership collaborated to develop and pilot
Learning Standards for the state. In April 2010, the Oregon Council
of Adult Basic Skills Development adopted Learning Standards that
reflect a common vision of what adults need to know and be able to
do in the areas of reading, speaking, listening, and math in order to
carry out their life goals and purposes. The “Vision for the Oregon
ABS Learning Standards,” which guides this initiative, is presented to
the right and outlines the role of the ABS Learning Standards in
supporting practitioners in their ongoing work to create a
responsive, accountable, and adult-focused system.
Each of Oregon’s ABS Learning Standards is presented through a
Learning Standards Framework, which provides detailed information
for the performance levels defined by the National Reporting
System1, as well as any additional levels needed for transition into
postsecondary education and training. This document presents the
Framework for the Learning Standard Read with Understanding.
Elements of the Learning Standard Framework
The Read with Understanding (RWU) Framework was developed by
instructors and administrators from Adult Basic Education (ABE),
Adult Secondary Education (ASE), and English for Speakers of Other
Languages (ESOL) classes/programs and is intended to be used in
teaching reading to both native and non-native English speakers. It
supports adults in effectively using reading skills in family,
community, work, and school contexts, with an eye toward
preparing upper level students to succeed in post-secondary
settings. Level 8 focuses, in particular, on the reading skills that
students need for successful transition to college and/or
occupational training programs.
In developing the Learning Standard Framework, practitioners
attended to four core criteria: 1) maintaining a focus on adults,
2) drawing from research to describe the development of
knowledge, skills, and strategies across levels, 3) being as clear as
possible and providing supports for the reader (e.g., examples,
definitions, etc.), and 4) formatting the document in a way that
permits flexible use in integrated, multi-level, and single-level
classrooms. This section explains how the elements comprising the
Framework reflect these core criteria.
1
The National Reporting System (NRS) is the outcome-based reporting system for stateadministered, federally-funded adult education programs. One of the primary outcomes
sought is student progress in moving up through the NRS-defined Educational Functioning
Levels.
Oregon ABS Read with Understanding Framework, August 2010
Vision for the Oregon
ABS Learning Standards
(revised August 2010)
The Oregon Adult Basic Skills Learning
Standards support students in developing the
knowledge and skills they need to achieve their
goals as family members, workers, community
members, and lifelong learners. The Learning
Standards and their corresponding frameworks
are accessible and practical tools used by
teachers, program administrators, professional
developers, and State leadership.
Each Learning Standard Framework supports
learning by providing:
 An articulation of key sets of knowledge
and skills which are transferable to postsecondary education/training,
employment, family self-sufficiency, civic
participation, and lifelong learning
 A clearly-delineated continuum of skill
development that guides goal-setting,
curriculum, instruction, assessment, and
accountability
 A focus for instruction and formal and
informal assessment, to supplement
the State-approved standardized
assessments (i.e., CASAS, BEST Plus, GED)
 Consistency in expectations across
programs for learners who transfer
between institutions.
The Learning Standard Frameworks build the
Oregon ABS system by:
 Supporting student transition to post-
secondary education/training and work
 Supporting program efforts in course
development or revision as part of college
institutional effectiveness goals and
individual program goals
 Providing a common language for the
system to talk about teaching and
learning
 Providing the basis for statewide
professional development grounded
in research and best practice.
1
Read with Understanding Framework: Introduction
The Read with Understanding Framework is organized into eight performance levels, each containing the following
elements:
 Learning Standard
 Level Description
 Benchmarks/Sub-Benchmarks, organized by Strands
Learning Standard
The Learning Standard is a global statement of what learners at any level should be able to do, related to reading.
Drawing from cognitive science research and the field research/work of Equipped for the Future (see Key
References), the Learning Standard describes a problem-solving process adults use when they engage in reading
tasks for authentic purposes, such as reading school letters to find out about upcoming events at their children’s
school, reading directions in a work manual, or reading academic or technical material in order to prepare for a
research project or presentation. The Learning Standard for reading is presented in the box below:
Learning Standard: Read with Understanding2
Adult learners read diverse texts for a variety of purposes, integrating their knowledge, skills, and strategies
in the following process:

Determine the reading purpose

Select and use reading strategies appropriate to the purpose

Monitor comprehension and adjust reading strategies

Analyze the content and reflect on the underlying meanings

Integrate the content with prior knowledge to address the reading purpose
Each bullet in the Standard is called a component of the Standard, or component, and describes one important
aspect of the problem-solving process. The components are not numbered because they are not always used
sequentially; individuals move back and forth among components as they use their skills to carry out real activities.
The Standard is reiterated throughout the document as a reminder to keep the focus on reading for meaningful
adult purposes and to engage students in applying the full problem-solving process.
Level Descriptions
The Level Descriptions for RWU’s eight performance levels draw from a variety of research and seminal sources
(see Key References) to describe what independent adult performance of the Learning Standard looks like when
exiting each level. Although people at every level use a similar problem-solving process to read with
understanding, they draw upon a broadening base of knowledge, skills, and strategies as they move up the levels.
In addition, the range of situations in which they can use that process, as well as their independence and fluency,
increase. The Level Descriptions support instructors in identifying reading tasks which will provide an appropriate
amount of challenge to learners at particular levels. The Level Descriptions may also be used to guide placement
and to develop or select informal and formal assessments. An example of a Level Description is provided on the
following page:
2
The Learning Standard has been adapted from Equipped for the Future’s Content Standard Read with Understanding (http://eff.cls.utk.edu/fundamentals/
standard_read_with_understanding.htm ). For more information about EFF, see http://eff.cls.utk.edu
2
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: Introduction
Example: Level Description for Level 3
Adult learners exiting this level can independently read with understanding...
Some personally-relevant and simplified
texts, including:
(context,
settings,
tasks)
Fluency
Range of
Situations
days on a calendar, personal information
prompts on forms)
 Simplified or learner-created connected
texts with:
 familiar content
 mostly simple and compound sentences (may be in short, linked paragraphs)
 personally-relevant or “sight” words,
and/or phonetically-regular one- or
two-syllable words
 vocabulary common to everyday oral
contexts
In some familiar contexts/settings
In simple, structured reading tasks
Examples
Range of Texts
 Important single words/phrases in visually-supported or predictable text (e.g.,
 Read a grocery list and a store ad to make decisions about what to buy
 Read personal names and addresses to make
an invitation list
 Read personal information prompts to accurately fill out a simple school form
 Read months, days and dates on a personal
calendar/PDA to identify and enter important
events
 Read familiar product names and quantities to
fill a purchase order
 Read and follow the directions at a movie ticket
kiosk to buy a movie ticket
 Read a familiar canteen list to order items
 Read a phone list of familiar names to locate a
specific number
 Read a simplified narrative or own writing for
enjoyment
 Read a simple weather forecast in print or
online to determine appropriate clothes for the
weekend
 Read a simple MP3 or DVD menu to select a
familiar title or track
Perhaps slowly, displaying some effort but
few errors
Benchmarks/Sub-Benchmarks
Informed by research and best practice (see Key References), the Benchmarks utilize a broad research base to provide
information about the specific knowledge, skills, and strategies learners draw from to perform the Learning Standard as
described in the Level Description for that level, or to lay the foundation for performance at higher levels. As illustrated
in the Example below, Sub-Benchmarks are more explicit examples of the sub-skills/strategies comprising a Benchmark.
Example: A Level 3 Benchmark and Its Sub-Benchmarks
Benchmark
R3S2 Use one or two
simple strategies to
pronounce and/or discern
the meanings of unfamiliar
words in environmental
print or a simplified text.
Sub-Benchmark
a. Match individual letters or letter combinations to sounds and then blend together
b. Use beginning and end letters of long words in combination with context to predict
the word
c. Apply current understanding of text, knowledge of topic, oral vocabulary, picture
aids, and/or knowledge of English syntax
d. Compare English to first language (e.g., cognates; grammar; sounds; morphology)
e. Use a beginner’s, picture, or bilingual dictionary
Oregon ABS Read with Understanding Framework, August 2010
3
Read with Understanding Framework: Introduction
Together, Benchmarks and Sub-Benchmarks can be used by teachers as objectives for instruction. The primary
instructional focus should be the Benchmarks, using the Sub-Benchmarks to identify and practice specific sub-skills
that would help learners with the broader Benchmarks. It is important to remember that the list of Sub-Benchmarks is
not all-inclusive, and it is possible that learners may require instruction in a sub-skill that is not mentioned in order to
achieve the performance described by the Benchmark.
The next sub-sections overview key information about how the Benchmarks/Sub-Benchmarks are organized:
Strands: The RWU Benchmarks are clustered into the following four Strands:
 Reading with Purpose (P)
 Fluent Reading (F)
 Strategic Reading (S)
 Analytical and Critical Reading (A)
Readers integrate knowledge from all of these Strands when they use their skill in real situations, but grouping the
Benchmarks into Strands is intended to help practitioners easily find specific Benchmarks of interest.
Notation: Each Benchmark is notated by indicating the Learning Standard (a letter), the level (a number), the Strand (a
letter), and the placement of the Benchmark in the Strand (a number). Therefore, for R3S2: R=Reading, 3=Level 3,
S=Strategic Reading, and 2=the 2nd benchmark in that Strand.
The Benchmarks have been constructed so that each one addresses the same content in every level. For example, F1
addresses word recognition at all levels; S1 is about drawing upon prior knowledge. The Sub-Benchmarks add
lowercase letters to the Benchmark notation. See the example below:
Example: Two of the Level 3 Benchmarks/Sub-Benchmarks in the Strategic Reading Strand
Benchmarks
Sub-Benchmarks
Word-level Strategies
Prior
Knowledge
Strand: Strategic Reading (S)
R3S1 Apply prior knowledge
of the content and situation,
including cultural
understanding, to support
comprehension.
a. Apply knowledge related to personal experience and interests
b. Apply specialized knowledge related to work, family, and community
topics
c. Apply knowledge of the setting/situation (e.g., What kind of information
is usually on this kind of text? May I ask for help?)
R3S2 Use one or two
a. Match individual letters or letter combinations to sounds and then blend
simple strategies to
together
pronounce and/or discern the b. Use beginning and end letters of long words in combination with context
meanings of unfamiliar words
to predict the word
in environmental print or a
c. Apply current understanding of text, knowledge of topic, oral vocabulary,
simplified text.
picture aids, and/or knowledge of English syntax
d. Compare English to first language (e.g., cognates; grammar; sounds;
morphology)
e. Use a beginner’s, picture, or bilingual dictionary
NOTE: Whereas the Benchmark notation is consistent from level to level, the use of lower-case letters associated with
specific content in the Sub-Benchmarks is not. For instance, “b” at Level 3 may not be about the same sort of
information as “b” at Level 4.
4
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: Introduction
Progression across Levels: Similar concepts, skills, and/or strategies are found in Benchmarks and Sub-Benchmarks
across multiple levels; however, differences in language or in the examples provided will mark (perhaps subtly)
important changes in the range or complexity of what is being described. Concepts, skills, and strategies that are
mentioned at a lower level but not at higher levels are assumed to be mastered by most learners performing at those
higher levels. If gaps in those areas are noted and are affecting performance of the Benchmark, instruction should be
provided.
In the RWU Framework, when verbatim language is found moving up the levels, it may be assumed that it is because
application of the described concepts, skills, or strategies in more challenging texts or to a greater range of texts/
situations is key for continued reading development. The development team felt that attempted changes in language
in these cases were artificial, so the same language was kept from level to level.
Considerations
The Role of Content Knowledge: Most adult students need ongoing development in a range of knowledge areas (e.g.,
science, government, work culture, etc.) that are not identified in the Learning Standard Framework but which provide
important contexts for skill development and application. This knowledge is identified and developed through
initiatives such as Oregon Pathways to Adult Basic Skills (OPABS), the Ocean Sciences and Math Collaborative, EL/Civics,
and class-negotiated themes.
Learners with Disabilities: The Learning Standard Framework describes what students need to know and be able to do
at each level. The Learning Standard, Level Descriptions, and Benchmarks/Sub-Benchmarks apply to all students except
when the nature of a disability directly affects the student’s capacity to perform in a specific area. For instance,
students with certain severe processing issues are likely to continue to have fluency difficulties, even as they progress
in other areas of reading. These students may be exempt from demonstrating fluency-related aspects of the RWU
Framework. In other cases, learners have the ability to perform in a specific area but may need accommodations either
in how they are instructed or how they are assessed in order to develop and demonstrate their skills. Programs need
to consider carefully how best to use the Learning Standard Framework equitably with students with disabilities
without sacrificing rigor and opportunity to learn.
Organization of the Document
This document presents the elements of the Framework (Learning Standard, Level Descriptions, Benchmarks/SubBenchmarks) in two formats: cross-level matrices and single-level views. In the cross-level matrices, each Framework
element is presented separately, with one matrix showing all the Level Descriptions across the eight levels and then
another matrix showing all the Benchmarks/Sub-Benchmarks across the eight levels. The purpose of this format is to
enable practitioners to track the development of a particular aspect over multiple levels and to support instructors who
teach in multi-level settings. In the single-level views (Appendix A), all the elements for a level are lifted from the
matrices and pulled together by level.
Although the single-level view may be preferred by teachers in single-level classes, it should be used in conjunction
with the cross-level matrices, since students will have strengths and gaps. Instructors should not assume, for instance,
that students are working at the same level for all the Benchmarks. For instance, a “Level 6” student may have strong
vocabulary skills which enable her to offset, to some degree, weak word identification skills and to generally perform in
a manner described by the Level Description for Level 6. However, because of her weakness in word identification, this
student may read slowly, making reading an inefficient way for her to find information. In order to help this student
continue to develop as a reader and to manage the reading load she is likely to face in college (her goal), the teacher
may need to work with this student on some of the Fluent Reading Benchmarks at Level 4. In essence, the cross-level
matrices will help instructors identify which concepts, skills, and strategies—from whichever level—students need to
develop in order to keep progressing as readers.
Oregon ABS Read with Understanding Framework, August 2010
5
Read with Understanding Framework: Introduction
In addition to presenting the elements of the Learning Standard Framework, this document also includes features to
aid practitioners in using the elements. A Glossary (Appendix B) has been developed to clearly state how particular
terms found in the Framework are defined. Finally, Appendix C presents a table showing the correspondences
provided by the National Reporting System for CASAS scores levels and each of the eight performance levels
addressed by the Framework.
A Final Word
The Learning Standard Framework is designed to be used flexibly by experienced and new practitioners alike to meet
the diverse needs of students throughout Oregon. By maintaining a focus on adult contexts, research-based skill
development, clarity, and usability, this Framework is a vital tool for the continuous improvement of the field and its
service to ABS learners.
6
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: Elements
Elements of the Framework:



Read with Understanding Learning Standard
Level Descriptions & Examples (cross-level matrix)
Benchmarks/Sub-benchmarks (cross-level matrix)
Read with Understanding Framework: Learning Standard
Learning Standard: Read with Understanding
Adult learners read diverse texts for a variety of purposes,
integrating their knowledge, skills, and strategies in the
following process:

Determine the reading purpose

Select and use reading strategies appropriate to the
purpose

Monitor comprehension and adjust reading strategies

Analyze the content and reflect on the underlying
meanings

Integrate the content with prior knowledge to address
the reading purpose
Oregon ABS Read with Understanding Framework, August 2010
9
Read with Understanding Framework: Level Descriptions
Level 1
Level 2
Level 3
Level 4
Beginning ESL Literacy
Low Beginning ESL
High Beginning ESL/
Beginning ABE Literacy
Low Intermediate ESL/
Beginning ABE
Adult learners exiting each level can independently read with understanding...
Highly-relevant
symbols, numbers,
and words in personal
and environmental
print
Some personallyrelevant texts,
including:
Some personally-relevant
and simplified texts,
including:
A range of personal and
simplified texts and some
simple, everyday texts,
including:
 Frequently-
 Important single words/
 Small blocks of simple
(context, settings,
tasks)
Fluency
Range of
Situations
Range of Texts
encountered
symbols, numbers,
words and phrases in
personal and
environmental print
10
 Very simple and
familiar or patterned
sentences on familiar
subjects (e.g., “I like
baseball. I like pizza. I
like ___.”)
In one or two familiar
contexts/settings
In a few familiar
contexts/settings
In very simple, highly- In simple, highlystructured reading
structured reading
tasks
tasks
Slowly and with
considerable effort
and errors
phrases in visuallysupported or predictable
text (e.g., days on a
calendar; personal
information prompts on
forms)
 Simplified or learnercreated connected texts
with:
 familiar content
 mostly simple and
compound sentences
(may be in short, linked
paragraphs)
 personally-relevant or
“sight” words, and/or
phonetically-regular
one- or two-syllable
words
 vocabulary common to
everyday oral contexts
text (e.g., short, bulleted
information) and some
simple tables, graphs,
maps, and diagrams
conveying limited
information (e.g., child’s
report card; hand-drawn
local map)
 Multiple pages of
simplified/simple
connected texts with:
 everyday or highinterest content
 short paragraphs with
clear main ideas and
obvious organizational
structures (e.g.,
sequence, description)
 compound and short
complex sentences
 common multi-syllabic
words
 high-frequency
academic words
 vocabulary related to
personal interests
In some familiar contexts/
settings
In familiar and some
common contexts/settings
In simple, structured
reading tasks
In simple, structured
reading tasks
Perhaps slowly, displaying
Slowly and with
considerable effort and some effort but few errors
errors
Perhaps slowly but often
comfortably and with few
errors
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: Level Descriptions
Level 5
Level 6
Level 7
Level 8
High Intermediate ESL/
Low Intermediate ABE
Advanced ESL/
High Intermediate ABE
Beginning Transition/
Low ASE
Transition/
High ASE
Adult learners exiting each level can independently read with understanding...
A range of simple, everyday or A range of introductory
personal texts, including:
academic texts, popular
literary texts, and everyday
work and community
documents, including:
A range of secondary-level
academic texts, well-known
literary texts, and work and
community documents,
including:
A wide range of postsecondary academic texts,
foundational literary texts, and
work and community
documents, including:
 Blocks of texts (e.g., simple,
 Complex tables, graphs,
 Complex tables, graphs,
bulleted information) and
tables, graphs, maps, and
diagrams conveying limited
information (e.g., order
forms; U.S. map)
 Multipart or multiple pages
of simple connected text
with:
 everyday or high-interest
content
 paragraphs with clear
main ideas and
organizational structures
(e.g., sequence;
description)
 compound and short
complex sentences
 common multi-syllabic
words
 high-frequency academic
words
 vocabulary related to
personal interests
 Tables, graphs, maps,
diagrams, political cartoons,
and other visual
presentations carrying
multiple levels of
information/ideas (e.g., food
pyramid; work flow
diagrams; road maps)
 Multipart and/or multiple
pages of connected text
with:
 everyday or some
specialized content
 connected paragraphs
with common structures
(e.g., cause/effect;
compare/contrast)
 lengthy sentences,
sometimes composed of
multiple clauses
 multisyllabic words
 high-frequency academic
words
 content-specific terms
related to parenting,
work, community issues,
health, and/or some
academic subjects
maps, diagrams, political
cartoons, and other visual
presentations (e.g.
organizational diagram for a
large workplace; census
chart; maps showing
population, climate, and
natural resources)
 Lengthy and/or complex
maps, diagrams, political
cartoons, and other visual
presentations (e.g., financial
aid tables; stock market
graphs)
 Lengthy, dense, abstract,
connected text with:
 specialized or abstract
content
 common and unique
organizational structures
 lengthy sentences,
typically composed of
multiple clauses
 common academic words
 content-specific terms
and/or complex connected
text with:
 specialized or abstract
content
 complex organizational
structures
 lengthy or “packed”
sentences with
complicated syntax
 advanced academic
words
 content-specific terms
In a range of work, family, and
community contexts/settings
In some academic and a range In a range of academic, work,
of work, family, and
community, and family
community contexts/situations contexts/situations, including
some novel ones
In a wide range of academic,
work, community, and family
contexts/situations, including
novel ones
In somewhat complex but
structured reading tasks
In complex and structured
reading tasks
In complex and somewhat
structured reading tasks
In complex and unstructured
reading tasks
Comfortably but perhaps with
inconsistent ability to adjust
pace or strategies with more
complex tasks
Comfortably and with
appropriate consideration of
the complexities related to the
task
Comfortably and with
appropriate consideration of
the complexities related to the
task
Comfortably and with
appropriate consideration of
the complexities related to the
task
Oregon ABS Read with Understanding Framework, August 2010
11
Read with Understanding Framework: Level Descriptions
Level 1
Level 2
Level 3
Level 4
Beginning ESL Literacy
Low Beginning ESL
High Beginning ESL/
Beginning ABE Literacy
Low Intermediate ESL/
Beginning ABE
The following examples are representative of what a student exiting each level can do:
Examples
 Read word and picture
cues on a store sign to
know whether the store is
the correct one
 Read the signs in a
restaurant to know where
to exit
 Read familiar word and
picture cues to choose
correct grocery store item
 Read family members’
birthdates to confirm them
 Read familiar street signs
and numbers to locate
places
 Read familiar traffic and
safety signs to travel safely
 Read a very simple work
schedule to see when to
work
12
 Read the signs on two
doors to know which is the
correct restroom
 Read a product label to
check for a poison symbol
 Read and recognize words
and prices in store ads to
make decisions about
what to buy at the best
price
 Read days and dates on a
personal calendar to
identify and enter
important dates
 Read a simple hand-drawn
map to get to a destination
 Read illustrated cooking
directions to prepare a
frozen dinner
 Read simple word and
picture cues to check out
and pay the appropriate
amount at a “U-Scan”
station in a local grocery
store
 Read a short phone list of
familiar names to locate a
specific number
 Read self-written
patterned sentences (e.g.,
“I like dogs”) to share
personal preferences with
a group
 Read a grocery list and a
store ad to make decisions
about what to buy
 Read personal names and
addresses to make an
invitation list
 Read personal information
prompts to accurately fill
out a simple school form
 Read months, days and
dates on a personal
calendar/PDA to identify
and enter important
events
 Read familiar product
names and quantities to fill
a purchase order
 Read and follow the
directions at a movie ticket
kiosk to buy a movie ticket
 Read a familiar canteen list
to order items
 Read a phone list of
familiar names to locate a
specific number
 Read a simplified narrative
or own writing for
enjoyment
 Read a simple weather
forecast in print or online
to determine appropriate
clothes for the weekend
 Read a simple MP3 or
DVD menu to select a
familiar title or track
 Read aloud a picture book
with simple text to a young
child
 Read greeting cards to
choose an appropriate one
for a friend
 Read simple email
messages to communicate
with a family member
 Read directions from an
online mapping site or GPS
to get to a chosen location
 Read utility bills to
understand how and when
to pay them
 Read the interactive TV
program guide to select
programs to record on a
digital video recorder
(DVR)
 Read a simple description
of entry-level job duties to
decide whether to apply
 Read a simple work order
to know what to do
 Read a simple short
narrative about a
community concern to
decide whether or not to
become involved
 Read short narratives
about immigrant
experiences to reflect on
and learn about personal
heritage
 Read simple poems about
everyday items to enjoy
looking at things in a new
way
 Read a simplified chapter
book for enjoyment
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: Level Descriptions
Level 5
Level 6
Level 7
Level 8
High Intermediate ESL/
Low Intermediate ABE
Advanced ESL/
High Intermediate ABE
Beginning Transition/
Low ASE
Transition/
High ASE
 Read print or online housing
rental ads to compare
options and make a decision
about which to rent
 Read interactive TV program
guide to determine if specific
movies/TV shows are
appropriate for children
 Read a simple novel about
losing a job to reflect on the
ways job loss can affect
family relationships
 Read an interoffice memo or
email on changes in the
company dress code to know
what to wear
 Read a simple chart about a
company’s job benefits to
make decisions about them
 Read a minimum-wage
poster to determine if a job
wage is legal
 Read citizenship application
procedures to decide
whether to pursue
citizenship
 Read about family traditions
on a class wiki to relate
family traditions from
different countries, cultures
and/or regions of the
country to own
 Read a play about a
historical figure to learn
about his/her life
 Read a simple webpage to
research a personal need or
interest
 Read a variety of books and
articles about a health issue
to write an article for a class
publication
 Read textbooks and Internet
articles to prepare a
presentation on the justice
system
 Read poetry by a favorite
author to add to a personal
collection
 Read a popular novel to
prepare for a book club
 Read a screenplay of a TV
show to compare the written
and visual versions
 Read newspaper editorials
on opposing sides of a
subject of interest to clarify
and explain a personal
opinion on the subject
 Read information about a
union to decide whether to
join
 Read promotional materials
for job-related products to
help decide if replacements
or updates are necessary
 Read part of a user’s guide
to find out how to scan a
picture
 Read nutrition information
on a restaurant’s website to
choose a meal that is low in
fat
 Read a cell phone manual to
set up voice mail
 Read print or online articles
about toddlers to identify
strategies to use for a twoyear-old’s tantrums
 Read various websites to
determine the best mode of
transportation to use for a
long trip
 Read reports, online articles,
and brochures about a local
geographic landmark to
prepare a poster display of
its creation and significance
 Read a variety of books and
online articles about a region
or country of the world to
prepare a class presentation
 Read a section in a math
textbook to figure out how
to solve a specific kind of
problem
 Read essays and articles on
an immigration issue to
prepare an editorial for the
program newspaper
 Read and analyze a short
story to contribute to a
group discussion
 Read poetry about certain
themes to prepare one’s
own poem
 Read articles on O*Net
Online to answer own
questions about different
careers
 Read articles about job
interviewing to develop a
personal list of reminders
 Read ingredients, directions,
and warnings on over-thecounter medicine labels to
choose the right product for
a sick child
 Read directions about wi-fi
connections to add a
computer to an existing
network
 Read information about
advertising techniques to
make decisions about
purchases
 Read books and online
articles about an
environmental issue to
explain the key issues in a
paper
 Read primary and secondary
sources about a major world
event to prepare a
presentation on the shortterm and long-term effects
on the local people
 Read print and online
editorials, articles, and
reports about a national
issue to prepare for a
debate
 Read an American novel
from the 19th century to
prepare a paper about how
the novel reflects the era in
which it was written
 Read a Shakespearian play to
compare it to a live or movie
performance
 Read a chapter from a
training manual to prepare
for a certification test
 Read a complex table from
the U.S. Bureau of Labor &
Statistics to research a
particular occupation
 Read a booklet on workplace
medical benefits to choose a
plan
 Read information about
financial aid to decide
whether to apply for loans
 Read a dense rental contract
to ascertain rights and
responsibilities
Oregon ABS Read with Understanding Framework, August 2010
13
Read with Understanding Framework: Benchmarks/Sub-Benchmarks
Level 1
Level 2
Level 3
Level 4
Beginning ESL Literacy
Low Beginning ESL
High Beginning ESL/
Beginning ABE Literacy
Low Intermediate ESL/
Beginning ABE
Strand: Reading with Purpose (P)
Reading Regularly
R1P1 Read for own purposes, inside and outside of
class.
R2P1 Read for own purposes, inside and outside of
class.
a. Read patterned or selfa. Read familiar store signs,
written sentences
product labels, and related
ads
b. Read short, simplified or
b. Read high-frequency pracself-written stories
tical and survival signs and
c. Read familiar store signs,
symbols (e.g., EXIT; DANproduct labels, related ads
GER; poison symbol; red. Read high-frequency pracstroom; hospital; school)
tical and survival signs and
c. Read very simple charts
symbols (e.g., EXIT; DAN(e.g., scoreboards)
GER; poison symbol; restroom; hospital; school)
R3P1 Read regularly for own R4P1 Read regularly for own
purposes, inside and outside purposes, inside and outside
of class.
of class.
a. Read simplified or selfwritten stories and poetry
a. Read simple or self-written
stories, poetry, and scripts
b. Read familiar store signs,
b. Read short, simple personproduct labels, and related
al and functional texts
ads
(e.g., personal notes/
letters; labels; greeting
c. Read common practical
cards; simple ads)
and survival signs and symbols (e.g., EXIT; DANGER;
c. Read simple instructions
poison)
(e.g., for a familiar recipe;
directions to a residence)
d. Read parts of simple forms
(e.g., Name; Address; Tele- d. Read simple forms or parts
phone Number)
of more complex forms
e. Read parts of simple forms
(e.g., work order forms;
(e.g., Name; Address)
e. Read self-written lists (e.g.,
library card applications)
grocery lists; addresses)
f. Read short, self-written
e. Read some simple tables,
lists (e.g., grocery lists;
f. Read simple charts (e.g.,
graphs, and maps (e.g.,
addresses)
scoreboards; simple order
child’s report card; mediforms; calendars)
g. Read simple charts (e.g.,
cine dosage chart; map of
scoreboards; calendars)
g. Read simple, visuallya familiar area)
supported digital texts
h. Read some simple,
f. Read high-interest, simpli(e.g., familiar DVD menu)
visually-supported digital
fied informational sources
texts (e.g., U-Scan at the
(e.g., simplified article
grocery store)
about a famous person)
g. Read sections of newspapers and simplified magazines (e.g., bulleted sidebar about how to plant a
bulb)
h. Read some simple digital
texts (e.g., personal email)
14
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: Benchmarks/Sub-Benchmarks
Level 5
Level 6
Level 7
Level 8
High Intermediate ESL/
Low Intermediate ABE
Advanced ESL/
High Intermediate ABE
Beginning Transition/
Low ASE
Transition/
High ASE
Strand: Reading with Purpose (P)
R5P1 Read regularly for own
purposes, inside and outside
of class.
R6P1 Read regularly for own
purposes, inside and outside
of class.
a. Read simple novels, biographies, stories, poetry, and
scripts
a. Read popular novels, bioga. Read novels, biographies,
a. Read literary texts from variraphies, essays, short stories,
essays, short stories, poetry,
ous historical and cultural
poetry, and scripts
and scripts
perspectives, including foundational American and world
b. Read everyday functional
b. Read some complex funcliteratures
texts (e.g., health brochures;
tional texts/documents (e.g.,
political ads)
simple wills; voter eligibility b. Read complex functional
materials)
texts/documents (e.g., warc. Read forms, tables, graphs,
ranties; contracts)
diagrams, and maps (e.g.,
c. Read complex forms, tables,
job applications; food pyragraphs, diagrams, and maps c. Read complex forms, tables,
mid; work flow diagram;
(e.g., organizational diagram
graphs, diagrams, and maps
nutrition charts; road maps)
for a workplace; census
(e.g., financial aid table;
charts; climate maps)
stock market charts/graphs)
d. Read political cartoons depicting current people or
d. Read political cartoons
d. Read political cartoons
events
e. Read specialized informae. Read specialized informae. Read common informational
tional sources related to
tional sources related to
texts (e.g., self-help books;
math, social studies, science,
math, social studies, science,
textbooks; books on special
and work (e.g., high school
and work (e.g., college-level
interests)
level textbooks; training
textbooks; content-area jourmanuals)
nals; certification materials)
f. Read articles and editorials
in popular magazines and
f. Read common historical
f. Read historical American
local newspapers
American documents (e.g.,
documents (e.g., The FederThe Declaration of Independalist; presidential addresses)
g. Read digital texts (e.g., most
ence; U.S. Constitution; the
web pages; electronic encyg. Read articles and editorials
“I Have a Dream” speech)
clopedias)
in major magazines and
g. Read articles and editorials
newspapers
in news magazines and mah. Read complex digital texts
jor newspapers
(e.g., complex web sites;
h. Read complex digital texts
online reports)
(e.g., dense web pages/sites;
online reports)
b. Read simple personal and
functional texts (e.g., flyers
of upcoming events; ads;
recipes)
c. Read simple forms, tables,
graphs, diagrams, and maps
(e.g., catalog order forms;
menus; nutrition labels;
maps of the U.S.; TV schedules)
d. Read high-interest, simple,
informational texts
e. Read selected sections of
magazines and newspapers
f. Read simple digital texts
(e.g., personal e-mail; video
games; DVD menus; simple
web pages)
Oregon ABS Read with Understanding Framework, August 2010
R7P1 Read regularly for own
purposes, inside and outside
of class.
R8P1 Read regularly for own
purposes, inside and outside
of class.
15
Read with Understanding Framework: Benchmarks/Sub-Benchmarks
Level 1
Level 2
Level 3
Level 4
Beginning ESL Literacy
Low Beginning ESL
High Beginning ESL/
Beginning ABE Literacy
Low Intermediate ESL/
Beginning ABE
Determining Purpose
(cont.) Strand: Reading with Purpose (P)
16
R1P2 Identify, clarify, and/or
prepare for the purpose for
reading familiar
environmental print or
personal texts (e.g., to get
on the right bus; to buy the
right can of beans).
R2P2 Identify, clarify, and/or R3P2 Identify, clarify, and/or R4P2 Identify, clarify, and/
prepare for the purpose for prepare for a concrete
or prepare for a concrete
reading familiar
reading purpose.
reading purpose.
environmental print or
personal texts (e.g., to know
how much to pay; to turn on
the correct street).
a. Make predictions about
content and organization
based on text type and
context (e.g., scoreboard;
label)
a. Make predictions about
content and organization
based on text type and
context (e.g., label; form)
b. Prepare simple notes to
use as a reference (e.g.,
picture cues; bus number
to look for)
b. Prepare notes to use as a
reference (e.g., picture
cues; street names to look
for)
a. Make predictions about
content and organization
based on title, pictures,
text type, and/or
knowledge of the topic or
reading situation
b. Ask simple questions to
guide reading (e.g., What
is the price?)
a. Identify the intended
audience and purpose of
the text type
b. Make predictions about
content and organization
based on title, pictures,
text type, and/or
knowledge of the topic or
reading situation
c. Identify a specific purpose c. Ask simple questions to
for reading (e.g., to choose
guide reading (e.g., Who is
the right product)
the man in the picture?)
d. Identify specific purposes
for reading (e.g., to check
predictions; to answer own
questions; to find due
date)
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: Benchmarks/Sub-Benchmarks
Level 5
Level 6
Level 7
Level 8
High Intermediate ESL/
Low Intermediate ABE
Advanced ESL/
High Intermediate ABE
Beginning Transition/
Low ASE
Transition/
High ASE
(cont.) Strand: Reading with Purpose (P)
R5P2 Identify, clarify, and/or
prepare for the reading
purpose.
R6P2 Identify, clarify, and/or
prepare for the reading
purpose.
R7P2 Identify, clarify, and/or R8P2 Identify, clarify, and/or
prepare for a complex reading prepare for a complex reading
purpose.
purpose.
a. Identify the intended
audience and general
purpose of the text type
a. Identify the intended
audience and general
purpose of the text type
a. Preview key sections of the
text (e.g., advanced
organizers; headings/subheadings; first/last
paragraphs; first/last
sentences of paragraphs)
a. Preview key sections of the
text (e.g., advanced
organizers; headings/
subheadings; first/last
paragraphs; first/last
sentences of paragraphs)
b. Make predictions or ask
b. Preview key sections of the
questions based on title,
text (e.g., advanced
pictures, headings, captions,
organizers; headings/subtext type, and/or knowledge
headings; first sentences of
b. Make predictions or ask
b. Make predictions or ask
of the topic or reading
paragraphs)
questions based on prior
questions based on prior
situation
knowledge about text type,
knowledge about text type,
c. Make predictions or ask
literary genre, topic, and/or
literary genre, topic, and/or
c. Identify specific purpose(s)
questions based on prior
reading situation
reading situation
for reading (e.g., confirm
knowledge about text type,
predictions; answer
literary genre, topic, and/or c. Identify specific purposes for c. Identify specific purpose(s)
questions; gather facts/
reading situation
reading (e.g., answer
for reading (e.g., to compare
evidence)
questions; identify gaps to
and contrast styles; gather
d. Identify specific purposes for
study for test; look for
facts/evidence for a research
d. Select appropriate print and
reading (e.g., confirm
interesting points to bring up
paper)
digital text, specifying how
predictions; answer
in discussion)
the text addresses the
questions; gather facts/
d. Select appropriate print and
reader’s goal (e.g., by
evidence)
d. Select appropriate print and
digital text(s), specifying how
considering topic,
digital text(s), specifying how
the text addresses the
e. Select appropriate print and
“friendliness” of text,
the text addresses the
reader’s goal (e.g., by
digital text, specifying how
familiarity with author)
reader’s goal (e.g., by
considering writing style,
the text addresses the
considering writing style,
text features and supports,
reader’s goal (e.g., by
text features and supports,
familiarity with source/
considering writing style,
familiarity with source/
author, appropriateness of
text features and supports,
author, appropriateness of
text type)
familiarity with source/
text type)
author, appropriateness of
text type)
Oregon ABS Read with Understanding Framework, August 2010
17
Read with Understanding Framework: Benchmarks/Sub-Benchmarks
Level 1
Level 2
Level 3
Level 4
Beginning ESL Literacy
Low Beginning ESL
High Beginning ESL/
Beginning ABE Literacy
Low Intermediate ESL/
Beginning ABE
Strand: Fluent Reading (F)
Word Parts
Word Recognition
R1F1 Pronounce1 “on
sight” a few highfrequency and personallyrelevant symbols and
words found at home and
in the community.
18
R2F1 Pronounce1 “on
sight” some high
frequency and personallyrelevant symbols and
words found at home and
in the community.
R3F1 Pronounce1 “on sight” some
high-frequency, personallyrelevant, and phonetically-regular
one- and two-syllable words
found in own environment and in
simplified texts.
R4F1 Pronounce1 “on sight”
most high-frequency,
personally-relevant, and
phonetically-regular words
found in own environment
and in simplified texts.
a. Pronounce own printed a. Pronounce printed
a. Pronounce words common in
name and names of
personal information
meaningful discontinuous texts
family members
(e.g., names of family
(e.g., names of self and family
b. Pronounce symbols and
members; address;
members; own address;
words on familiar signs
phone number)
common grocery items)
(e.g., McDonald’s)
b. Pronounce symbols and b. Pronounce many highc. Pronounce single digit
words on familiar signs
frequency words (e.g., as
numerals and some
(e.g., Target; yield)
identified on the Dolch list)
c. Pronounce one-syllable words
higher numerals in
c. Pronounce some high
with short-vowel or common
context (e.g., home
frequency words (e.g.,
long-vowel patterns (e.g., mat;
address; phone numbers;
as identified on the
make; maid)
Social Security number)
Dolch list)
d. Pronounce simple contractions
d. Pronounce printed
and abbreviations (e.g., I’m;
numerals 0-100 and
he’s; Mr.; Mrs.; St.)
familiar numerical
e. Pronounce printed numerals
expressions (e.g., own
from 0-1000 and common
address and phone
numerical expressions (e.g.,
number; Social Security
prices; current year; dates;
number; family
phone numbers)
birthdates)
a. Pronounce words on most
simple forms, labels, and
signs
b. Pronounce high-frequency
words (e.g., such as words
on the Dolch list)
c. Pronounce two- and threesyllable phoneticallyregular words (e.g.,
airplane; informed)
d. Pronounce common
contractions and
abbreviations common to
calendars, addresses, and
dates (e.g., wasn’t; won’t;
Ave.; Tues.; Mar.)
e. Pronounce printed
numerals of up to five digits
(e.g., car/house prices;
addresses)
R1F2 Recognize the
sounds of English language
and some one-to-one
letter-sound
correspondences.
R2F2 Recognize the
sounds of English
language and common
one-to-one letter-sound
correspondences.
R3F2 Recognize “on sight” printsound correspondences in onesyllable words.
R4F2 Recognize “on sight”
print-sound correspondences
in common two- and threesyllable words.
a. Identify initial and final
consonant sound in
1-syllable spoken words
b. Identify sounds
associated with most
consonants
c. Distinguish between
consonant sounds in
minimal pairs (e.g.,/him/
vs. /his/)
d. Recognize upper- and
lower-case letters of the
alphabet, distinguishing
between similar letters
(e.g., p/q; b/d; o/c)
e. Distinguish between
consonants and vowels
a. Recognize initial and
final consonant sounds
in 1-syllable spoken
words
b. Recognize sounds
associated with
consonants
c. Distinguish between
vowel sounds in
minimal pairs
(e.g.,/bed/ vs. /bad/;
/ran/ vs. /run/)
a. Recognize some shortvowel syllable patterns
in print (e.g., -at; -an)
a. Recognize individual sounds in
a. Recognize consonant
1-syllable spoken words
digraphs and blends
b. Recognize sounds associated
b. Recognize common
with consonants, including
syllable patterns in twothose with alternative sounds
and three syllable words
(e.g., /sit/; /ads/)
(e.g., short vowels; long
c. Recognize high-frequency
vowels; r-controlled;
consonant digraphs and blends
diphthongs)
d. Recognize short-vowel syllable c. Recognize high-frequency
patterns (e.g., -in; -op; -et)
prefixes and suffixes (e.g.,
e. Recognize silent-e and common
un-; re-; dis-; -est; -ful)
vowel-team syllable patterns for
long vowels (e.g., ai; ay; ee)
f. Recognize high-frequency
suffixes (e.g., -s; –ed; -ing)
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: Benchmarks/Sub-Benchmarks
Level 5
Level 6
Level 7
Level 8
High Intermediate ESL/
Low Intermediate ABE
Advanced ESL/
High Intermediate ABE
Beginning Transition/
Low ASE
Transition/
High ASE
Strand: Fluent Reading (F)
R5F1 Pronounce1 “on sight”
most words and abbreviations
found in simple texts.
R6F1 Pronounce1 “on sight”
most words and abbreviations
found in everyday texts and
some terms related to areas of
interest or study.
R7F1 Pronounce1 “on sight”
words, abbreviations, and
acronyms found in everyday
texts and a range of terms
related to areas of interest or
study.
R8F1 Pronounce1 “on sight”
words, abbreviations, and
acronyms found in diverse
texts, including a wide range
of terms related to specialized
topics.
a. Pronounce printed names in
own environment (e.g., coworkers; classmates)
a. Pronounce multi-syllabic
words
a. Pronounce multi-syllabic
words
a. Pronounce multi-syllabic
words
b. Pronounce words common
b. Pronounce some terms
to fields of personal interest
specific to particular fields
or academic study (e.g.,
of interest/study (e.g.,
developmental stage; engine
cardiology; bicameral;
block; coastal range)
peninsula)
b. Pronounce many terms
specific to particular fields
of interest/study (e.g.,
humerus; topographical)
R5F2 Recognize “on sight”
syllable patterns/types, base
words, and affixes in common
multi-syllabic words.
R6F2 Recognize “on sight”
syllable patterns/types, root
words, and affixes in multisyllabic words.
R8F2 Recognize “on sight”
syllable patterns/types, root
words, and affixes in multisyllabic words.
a. Recognize syllable patterns/
types (e.g., closed syllable;
open syllable; VCe; vowel
digraphs/ diphthongs; rcontrolled; -Cle)
a. Recognize syllable patterns/ (See previous levels, as
types
needed)
b. Recognize a range of roots
(e.g., spect; rupt; port)
c. Recognize a range of prefixes
and suffixes (e.g., semi-;
quad-; milli-; -logist; -ician)
b. Pronounce common multisyllabic words
c. Pronounce some
abbreviations found in
c. Pronounce abbreviations
everyday texts, including
c. Pronounce abbreviations
c. Pronounce abbreviations
and acronyms found in
those common to maps,
found in everyday texts
and acronyms used in
advanced work, community,
measurement, and classified
(e.g., states; pkg.; inc.)
specific contexts (e.g., CPA;
and academic texts (e.g.,
ads (e.g., some states; ft.; P-T)
dept.)
etc.; ibid.; AWOL)
d. Pronounce printed numerals
d. Pronounce most printed
d. Pronounce a range of
d. Pronounce a range of
e. Pronounce some common
numerals
common words from other
words from other languages
words from other languages
languages (e.g., ciao; por
(e.g., sayonara; C’est la vie;
(e.g., si; gracias; Juan, oui)
favor; Buenos dias)
junta)
b. Recognize base words (e.g.,
information)
R7F2 Recognize “on sight”
syllable patterns/types, root
words, and affixes in multisyllabic words.
(See previous levels, as
needed)
c. Recognize common prefixes
and suffixes (e.g., pre-; bi-;
anti-; -ness; -tion)
1
The focus of this benchmark is on correctly recognizing and saying a word encountered in print, in order to access meaning that may be attached
to the word through one’s oral vocabulary. Issues related to dialect and accents are not the focus.
Oregon ABS Read with Understanding Framework, August 2010
19
Read with Understanding Framework: Benchmarks/Sub-Benchmarks
Level 1
Level 2
Level 3
Level 4
Beginning ESL Literacy
Low Beginning ESL
High Beginning ESL/
Beginning ABE Literacy
Low Intermediate ESL/
Beginning ABE
(cont.) Strand: Fluent Reading (F)
Word Meaning
R1F3 Acquire and apply
meanings of some very
simple and common signs/
symbols and some words
related to health, safety,
and personal interests.
20
R2F3 Acquire and apply
meanings of very simple and
common signs/symbols and
some words related to
health, safety, and everyday
life.
R3F3 Acquire and apply
meanings of most simple,
common signs/symbols and
words related to everyday
life.
R4F3 Acquire and apply
meanings of simple,
everyday words and of
words related to personal
interests/needs.
a. Interpret some basic signs a. Interpret basic signs and
a. Interpret common signs
a. Interpret words and
and symbols related to
symbols related to safety
and symbols (e.g., for
phrases used on common
safety (e.g., poison symbol;
and personal interests
recycling; cost per unit)
bills and forms (e.g.,
STOP; EXIT; DANGER)
(e.g., DANGER; DO NOT
Payment Due, Dates of
b. Interpret varied prompts
ENTER; restaurant sign;
Service)
b. Interpret some basic signs
for personal information
product sign)
and symbols that provide
(e.g., Date of Birth/
b. Apply meanings of printed
direction (e.g., “no
b. Apply meanings of some
Birthdate)
words and phrases which
smoking” symbol; OPEN;
simple words and phrases
are commonly heard/
c. Apply meanings of printed
WOMEN)
found in daily
spoken in relation to
words and phrases which
environmental print (e.g.,
family, work, and
c. Interpret some signs and
are commonly heard/
for sale; product names)
community life2
symbols related to
spoken in relation to
personal interests (e.g.,
c. Interpret prompts for key
family, work, and
c. Apply meaning of printed
McDonald’s; grocery store
personal information (e.g.,
community life2
words related to hobbies
logo)
Name; Address; Telephone
or personal interests4
Number)
d. Build oral vocabulary for
everyday words2
d. Build oral vocabulary for
everyday words2
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: Benchmarks/Sub-Benchmarks
Level 5
Level 6
Level 7
Level 8
High Intermediate ESL/
Low Intermediate ABE
Advanced ESL/
High Intermediate ABE
Beginning Transition/
Low ASE
Transition/
High ASE
(cont.) Strand: Fluent Reading (F)
R5F3 Acquire and apply
meanings of words and
phrases found in simple
everyday texts and related to
personal interests.
R6F3 Acquire and apply
meanings of most words and
phrases found in everyday
texts and of small sets of
terms related to a few
specialized topics.
R7F3 Acquire and apply
meanings of most words and
phrases found in everyday and
academic texts, including
terms related to specialized
topics.
R8F3 Acquire and apply
meanings of most words and
phrases found in complex and
dense texts, including a range
of terms related to specialized
topics.
a. Apply appropriate meanings a. Apply appropriate and
a. Apply appropriate and
(perhaps out of a set of
perhaps nuanced meanings
nuanced meanings of
possible meanings) of
of academic words found
academic words found
academic words found
across a range of texts3
across a range of texts3
3
across a range of texts
b. Apply meanings of terms
b. Apply meanings of terms
b. Apply meanings of terms
b. Apply meanings of terms
and abbreviations related to
related to specific topics of
related to academic or work
related to some specific
a range of academic or work
personal interest (e.g., work,
topics (e.g., math, social
academic areas or other
topics (e.g., math, social
health, community concerns)4
studies, science, literature,
specialized topics (e.g.,
studies, science, literature,
and/or occupational terms)4
c. Interpret high frequency
related to pre-GED topics,
and/or occupational terms;
idioms, expressions, and/or
c. Interpret idioms,
work, or interests) 4
i.e.; a.k.a; QID for quantity
collocations (e.g., knock on
expressions, and/or
intake daily) 4
wood; prim and proper; make c. Interpret common idioms,
collocations (e.g., jury is still
the bed)
expressions, and/or
out; in conclusion; auspicious c. Interpret idioms,
occasion)
collocations (e.g., live for the
expressions, and/or
moment; crystal clear; face
collocations (e.g., short
the consequences)
circuit; economic downturn;
form a hypothesis)
a. Apply common meanings of
everyday2 and simple
academic words3 found
across everyday texts
2
Everyday words are words which are common in everyday speech (e.g., walk; man; great). Beck, McKeown, & Kucan (2002) call these words
“Tier 1,” and native-English speakers are likely to learn these through participation in everyday life. Non-native English speakers, however,
may need to be taught these words.
3
Academic words are words which characterize mature discourse and appear in a wide variety of written texts, regardless of the subject matter
(e.g., coincidence; reform; benefit). Beck et al. (2002) call these “Tier 2” words. The Academic Word List provides a list of the most common
academic words found in English texts (http://www.victoria.ac.nz/lals/resources/academicwordlist/).
4
Terms are words which are specific to a particular domain or subject matter (e.g., peninsula; isotope). Beck et al., (2002) call these words “Tier
3” words. They are also known as “technical vocabulary.”
Oregon ABS Read with Understanding Framework, August 2010
21
Read with Understanding Framework: Benchmarks/Sub-Benchmarks
Level 1
Level 2
Level 3
Level 4
Beginning ESL Literacy
Low Beginning ESL
High Beginning ESL/
Beginning ABE Literacy
Low Intermediate ESL/
Beginning ABE
(cont.) Strand: Fluent Reading (F)
R1F4 (Begins at Level 3)
R2F4 (Begins at Level 3)
R3F4 Accurately read aloud
connected simplified or selfwritten sentences with basic
expression.
R4F4 Accurately read aloud
connected text composed
primarily of simple and
compound sentences with
appropriate pacing,
phrasing, and expression.
Fluency
a. Use capitalization as a cue a. Use capitalization and
to begin a sentence
punctuation cues to aid
b. Use end punctuation to aid
expression (e.g., end
expression
punctuation; commas used
in a series; quotation
marks)
b. Group words into short
phrases (e.g., The old man/
left his home,/and he drove
slowly/to the drugstore/for
his medicine.)
c. Apply appropriate
emphasis and intonation
to reflect meaning
Strand: Strategic Reading (S)
Prior Knowledge
R1S1 Apply prior knowledge
about language, uses of
print, everyday life, and
cultural understanding to
support comprehension.
22
R2S1 Apply prior knowledge
about language, uses of
print, everyday life, and
cultural understanding to
support comprehension.
R3S1 Apply prior knowledge
of the content and
situation, including cultural
understanding, to support
comprehension.
a. Understand that pictures, a. Understand that pictures, a. Apply knowledge related
symbols, and print
symbols, and print
to personal experience
represent things and ideas
represent things and ideas
and interests
b. Apply knowledge of the
b. Apply knowledge of the
b. Apply specialized
setting/situation (e.g.,
setting/situation (e.g.,
knowledge related to
where restroom signs are
where store signs are
work, family, and
typically posted; where
posted; what kind of
community topics
scoreboards are located)
information is provided on c. Apply knowledge of the
doors)
setting/situation (e.g.,
What kind of information
is usually on this kind of
text? May I ask for help?)
R4S1 Apply prior knowledge
of the content and
situation, including cultural
understanding, to support
comprehension.
a. Apply knowledge related
to personal experience
and interests
b. Apply specialized
knowledge related to
work, family, and
community topics
c. Identify and manage the
effects of the reading
situation on the reading
task (e.g., May I ask for
help? Do I need to wear
earplugs to concentrate?)
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: Benchmarks/Sub-Benchmarks
Level 5
Level 6
Level 7
Level 8
High Intermediate ESL/
Low Intermediate ABE
Advanced ESL/
High Intermediate ABE
Beginning Transition/
Low ASE
Transition/
High ASE
(cont.) Strand: Fluent Reading (F)
R5F4 Accurately read aloud
connected text composed of
simple, compound, and short
complex sentences with
appropriate pacing, phrasing,
and expression.
R6F4 Accurately read text
composed of a variety of
complex sentence structures
with appropriate pacing,
phrasing, and expression.
R7F4 Accurately read text
composed of dense or long,
complex sentences and
paragraphs with appropriate
pacing, phrasing, and
expression.
R8F4 Accurately read text
composed of dense or long,
complex sentences and
paragraphs with appropriate
pacing, phrasing, and
expression.
a. Use common punctuation
a. Use a range of punctuation (See previous levels as needed) (See previous levels as needed)
cues to aid expression (e.g.,
cues to aid expression
commas separating phrases/
(e.g., semicolons; colons)
b. Group words into
clauses)
b. Group words into
meaningful phrases (e.g.,
Despite her past insincerity/
meaningful phrases (e.g., A
new employee/ should watch
others carefully/ and ask
questions/ when she doesn’t
understand something.)
c. Apply appropriate emphasis
and intonation to reflect
meaning
and her current obsession
with his best friend/, he chose
to interpret her actions /as
“friendly” and not “flirty.”)
c. Apply appropriate
emphasis and intonation
to reflect meaning
Strand: Strategic Reading (S)
R5S1 Apply prior knowledge
of the content and situation,
including cultural
understanding, to support
comprehension.
R6S1 Apply prior knowledge
of the content and situation,
including cultural
understanding, to support
comprehension.
a. Apply knowledge related to a. Critique existing
personal experience and
knowledge (e.g., How does
this compare with what I
interests
knew before?)
b. Apply specialized knowledge
related to work, family, and b. Apply some academic
knowledge related to
community topics
literature and the social,
c. Identify and manage the
physical, and life sciences
effects of the reading
c.
Apply specialized
situation on the reading task
knowledge related to
(e.g., May I ask for help? Is the
work, family, and
lighting and noise level okay?
What can I change to
community topics
concentrate better?)
d. Identify and/or manage
the effects of the reading
situation on the reading
task (e.g., May I ask for help?
R7S1 Evaluate and/or apply
prior knowledge of the
content and situation,
including cultural
understanding, to support
comprehension.
R8S1 Evaluate and/or apply prior
knowledge of the content and
situation, including cultural
understanding, to support
comprehension.
a. Critique existing knowledge
a. Critique existing knowledge
(e.g., The author is saying
something different from what I
thought was true. Who’s right?)
(e.g., The author is saying
something different from what I
thought was true. Who’s right?)
b. Apply a range of academic
b. Apply a wide range of academic
knowledge related to
knowledge related to literature
literature and the social,
and the social, physical, and life
physical, and life sciences
sciences
c. Apply specialized knowledge c. Apply specialized knowledge
related to work, family, and
related to work, family, and
community topics
community topics
d. Identify and/or manage the d. Imagine applications to
effects of the reading
personal or hypothetical
situation on the reading task
experiences
(e.g., May I ask for help? What e. Identify and/or manage the
can I change to concentrate
effects of the reading situation
better? How long do I have for
on the reading task (e.g., What
Am I comfortable? What can
I change to concentrate
better? What tools do I have
on hand?)
Oregon ABS Read with Understanding Framework, August 2010
this task? What tools may I
use?)
can I change to concentrate better?
How long do I have for this task?
What tools may I use?)
23
Read with Understanding Framework: Benchmarks/Sub-Benchmarks
Level 1
Level 2
Level 3
Level 4
Beginning ESL Literacy
Low Beginning ESL
High Beginning ESL/
Beginning ABE Literacy
Low Intermediate ESL/
Beginning ABE
Word-Level Strategies
(cont.) Strand: Strategic Reading (S)
R1S2 Use one or two very
simple strategies to
pronounce and/or discern
the meanings of unfamiliar
printed words.
R2S2 Use one or two simple
strategies to pronounce
and/or discern the meanings
of unfamiliar printed words.
R3S2 Use one or two
simple strategies to
pronounce and/or discern
the meanings of unfamiliar
words in environmental
print or a simplified text.
R4S2 Use strategies in
combination to pronounce
and/or discern the meanings
of unfamiliar words in
environmental print or a
simplified text.
a. Identify word boundaries
a. Compare an unfamiliar
word to a word and/or
picture on a flash card or
personal notes
a. Match individual letters
or letter combinations to
sounds and then blend
together
a. Identify and blend syllables,
prefixes, and suffixes,
applying common
syllabication guidelines
b. Compare unfamiliar word
with personal notes (e.g.,
a previously copied word; a
picture and word on a
b. Use beginning and end
b. Use beginning and end
flash card; personal notes
letters in combination with
letters of long words in
in native language)
context to predict the
combination with context
word
to predict the word
c. Use beginning and end
letters in combination with c. Use pictures, symbols,
c. Apply current
context to predict the
colors, and/or shapes as
understanding of text,
word
cues (e.g., as on signs)
knowledge of topic, oral
vocabulary, picture aids,
d. Use pictures, symbols,
d. Associate unfamiliar word
and/or knowledge of
colors, and/or shapes as
with a learned visual or
English syntax
cues (e.g., as on signs)
physical prompt
d. Compare English to first
e. Associate a word with a
e. Use a picture or bilingual
language (e.g., cognates;
learned visual or physical
dictionary
grammar; sounds;
prompt
morphology)
b. Break down compound
words
c. Apply meanings of highfrequency prefixes and
suffixes (e.g., re-; un-; dis-;
-est; -ful)
d. Compare the unknown
word to a known form of
the word (e.g., cognate;
base word)
e. Use context (e.g., clues in
close proximity to the word;
knowledge of topic; picture
aids; knowledge of English
syntax)
e. Use a beginner’s, picture,
or bilingual dictionary
f. Apply knowledge of simple
homographs (e.g., read;
present; close)
g. Use a glossary or a
beginner’s, picture, or
bilingual dictionary
24
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: Benchmarks/Sub-Benchmarks
Level 5
Level 6
Level 7
Level 8
High Intermediate ESL/
Low Intermediate ABE
Advanced ESL/
High Intermediate ABE
Beginning Transition/
Low ASE
Transition/
High ASE
(cont.) Strand: Strategic Reading (S)
R5S2 Use strategies in
combination to pronounce
and/or discern the
meanings of unfamiliar
words in a simple text.
R6S2 Use strategies in
combination to pronounce and/
or discern the meanings of
unfamiliar words in an
everyday text.
R7S2 Use strategies easily and
in combination to pronounce
and/or discern the meanings of
unfamiliar words found in a
complex text.
a. Identify and blend
syllables, roots, prefixes,
and suffixes, applying
common syllabication
guidelines
a. Identify and blend syllables,
roots, prefixes, and suffixes,
applying common
syllabication guidelines
a. Apply meanings of a range of a. Apply meanings of a range of
roots, prefixes, and suffixes
roots, prefixes, and suffixes
(e.g., phil; carn; chron; hyper-;
(e.g., frater; domin; magni-;
counter-; -ify; -cracy; -wise)
omni-; -acious; -ulent)
b. Use the pronunciation
information in a dictionary or
glossary
b. Distinguish between
connotative and denotative
meanings (e.g., a cheap
person versus a thrifty
person)
b. Distinguish between
connotative and denotative
meanings (e.g., critical as
“examining carefully” versus
“negative input”)
c. Use context
c. Use context
b. Use the pronunciation
information in a simple
dictionary or glossary
c. Apply meanings of simple
roots, prefixes, and
suffixes (e.g., pre-; bi-;
-ness; -tion)
d. Use context (e.g.,
embedded clues;
knowledge of topic;
knowledge of English
syntax)
e. Apply knowledge of
common homographs
and homophones (e.g.,
bow; wind; sent/cent/
scent)
c. Apply meanings of common
roots, prefixes, and suffixes
(e.g., spect; bio; port; bene-;
inter-; -ary; -ology)
d. Use context (e.g., embedded
clues; knowledge of topic;
knowledge of English syntax)
e. Apply knowledge of
homographs and
homophones (e.g., abuse;
conflict; principle/principal)
R8S2 Use strategies easily and
in combination to pronounce
and/or discern the meanings of
unfamiliar words found in a
complex or dense text.
d. Use a college dictionary or
d. Use a college dictionary or
thesaurus, identifying the
thesaurus, identifying the
appropriate definition and/or
appropriate definition and/or
using etymological
using etymological
information
information
f. Identify and apply the
appropriate definition in a
standard dictionary or
thesaurus
f. Use text aids (e.g., margin
notes; illustrations;
glossary; etc.)
g. Identify and apply the
appropriate definition in
a simple dictionary
Oregon ABS Read with Understanding Framework, August 2010
25
Read with Understanding Framework: Benchmarks/Sub-Benchmarks
Level 1
Level 2
Level 3
Level 4
Beginning ESL Literacy
Low Beginning ESL
High Beginning ESL/
Beginning ABE Literacy
Low Intermediate ESL/
Beginning ABE
Text Comprehension Strategies
(cont.) Strand: Strategic Reading (S)
R1S3 Apply a small set of
simple strategies to check
and/or enhance text
comprehension.
R2S3 Apply a small set of
simple strategies to check
and/or enhance text
comprehension.
R3S3 Integrate simple
strategies to monitor and/
or enhance text
comprehension.
R4S3 Choose from a range of
simple strategies and
integrate them to monitor
and/or enhance text
comprehension.
a. Attend to features of
English print (e.g., left-toright orientation; word
boundaries)
a. Attend to features of
English print (e.g., left-toright orientation; word
boundaries; paragraph
indentation)
a. Use knowledge of
common text formats
(e.g., simple forms;
coupons; calendars)
a. Use knowledge of common
text formats (e.g., of
familiar bills, report cards,
telephone books, simple
magazines)
b. Use knowledge of highfrequency text formats
(e.g., signs; labels)
b. Use common text features
(e.g., titles; headings;
c. Compare text to prepared
illustrations; bold print;
notes
bullets)
d. Check decoding
c. Apply knowledge of list and
e. Scan for key words/
sequence text structures
numbers
and their signal words (e.g.,
first; next; then)
f. Answer simple questions
posed by self or others
d. Scan for key words/
(e.g., What time do I need
numbers
to show up?)
e. Answer simple questions
g. Check pronoun referent
posed by self or others
(e.g., “What happens
h. Make inferences
next?”)
i. Reread
f. Check pronoun referent
j. Compare understanding
g. Make inferences
with another reader
h. Retell
b. Use knowledge of highfrequency text formats
(e.g., signs; labels)
c. Use illustrations and
symbols as clues to
meaning
d. Compare text to prepared
notes
e. Reread
f. Compare understanding
with another reader
c. Use illustrations and
symbols as clues to
meaning
d. Compare text to prepared
notes
e. Reread
f. Compare understanding
with another reader
b. Use illustrations as clues
to meaning
i. Reread
j. Use simple graphic
organizers (e.g., T-charts;
Venn diagrams)
k. Discuss with others
l. Create a mental picture
26
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: Benchmarks/Sub-Benchmarks
Level 5
Level 6
Level 7
Level 8
High Intermediate ESL/
Low Intermediate ABE
Advanced ESL/
High Intermediate ABE
Beginning Transition/
Low ASE
Transition/
High ASE
(cont.) Strand: Strategic Reading (S)
R5S3 Choose from a range
of simple strategies and
integrate them to monitor
and/or enhance text
comprehension.
R6S3 Choose from a range of
strategies and integrate them
to monitor and/or enhance text
comprehension.
R7S3 Choose from a range of
strategies, including some
sophisticated ones, and
integrate them to monitor
and/or enhance text
comprehension.
R8S3 Choose from a range of
sophisticated strategies and
integrate them to monitor
and/or enhance text
comprehension.
a. Use text format and
features (e.g., headings;
subheadings; bullets;
sidebars; illustrations;
captions; guide words)
a. Use text format and features
(e.g., table of contents; index;
sidebars; topic menus)
a. Use text format and features
(e.g., search engines; dropdown menus; indices;
advanced organizers)
a. Use text format and
features (e.g., search
engines; drop-down menus;
indices; advanced
organizers)
b. Apply knowledge of
simple text structures
(e.g., list; sequence;
description) and their
signal words (e.g.,
second; another)
c. Scan for key words/
numbers
d. Answer questions posed
by self or others (e.g.,
using who, what, where,
when, why, how)
e. Check pronoun referent
f. Make inferences
g. Use simple text markings
(e.g., highlighting;
underlining; noting
personal reactions/
questions)
h. Retell/paraphrase/
summarize
i. Reread/adjust reading
pace
j. Use graphic organizers
(e.g., Venn diagrams;
bubble maps; causeeffect)
b. Apply knowledge of common
text structures (e.g.,
description; cause-effect;
compare-contrast; problemsolution) and their signal
words
b. Identify how facts/ideas are
organized (e.g., by looking for b. Identify how facts/ideas are
common text structures; by
organized (e.g., by looking
attending to signal words)
for common text structures;
by attending to signal
c. Scan/skim
words)
c. Scan/skim
d. Ask and answer higher-order
c. Scan/skim
d. Answer questions posed by
questions to guide/assess
self and others (e.g., turning
reading (e.g., Why is the
d. Ask and answer highersub-headings into questions)
author telling me this right
order questions to guide/
now? Why did the author
assess reading (How is this
e. Make inferences
choose this word?)
different from what I read
f. Mark texts and/or make notes
somewhere else? Can I think
e. Make inferences
of an example of how to use
g. Write a summary to check
f. Break long sentences into
this information?)
understanding
phrases and think about their
e. Make inferences
h. Select and use an appropriate
meaning
graphic organizer
f. Break long sentences into
g. Mark texts and/or make
phrases and think about
i. Discuss with others
notes
their meaning
h. Organize notes and/or make
g. Mark texts and/or make
own graphic organizer/text
notes
map
h. Organize notes and/or make
i. Write a summary to check
own graphic organizer/text
understanding
map
j. Discuss with others
i. Write a summary to check
understanding
k. Discuss with others
j. Discuss with others
k. Research other
interpretations (e.g., literary
analysis)
l. Create a mental picture
Oregon ABS Read with Understanding Framework, August 2010
27
Read with Understanding Framework: Benchmarks/Sub-Benchmarks
Level 1
Level 2
Level 3
Level 4
Beginning ESL Literacy
Low Beginning ESL
High Beginning ESL/
Beginning ABE Literacy
Low Intermediate ESL/
Beginning ABE
Strand: Analytical and Critical Reading (A)
Non-Literary Texts
R1A1 Locate and draw
conclusions about clearly
stated information and
some implied messages
found in a very simple and
familiar functional text (e.g.,
sign; label).
28
R2A1 Locate and draw
conclusions about clearly
stated information and
some implied messages
found in a very simple and
familiar functional text (e.g.,
sign; label).
R3A1 Locate and draw
conclusions about stated
information and implied
messages in a simple
functional or persuasive
text.
R4A1 Locate, analyze, and
critique stated information
and implied messages in a
simplified or very simple
functional, informational, or
persuasive text.
a. Locate key information in a. Locate key information in a. Locate key information in a. Locate specific information
text with strong visual
text with strong visual
text with strong visual
in a short paragraph and/or
supports (e.g., brand
supports (e.g., brand
supports (e.g., item on a
a very simple table, map, or
names/logos; store names;
names/logos; store names;
calendar; where to sign)
diagram (e.g., about an
scores on a simple
scores on a simple
event; bill payment due
b. Locate specific
scoreboard)
scoreboard)
date; where hospital is on
information in a familiar
neighborhood map)
b. Recognize implied claims
b. Locate needed information
alphabetized or
evident in pictures (e.g.,
in a short, (perhaps)
categorized list (e.g., a
b. Locate specific information
using a product will result
alphabetized list (e.g., a
familiar menu; a canteen
in a multi-page listing (e.g.,
in a happier life; this
list of family members)
list)
a telephone book;
candidate is a “patriot”)
dictionary)
c. Recognize implied claims
c. Recognize simple
evident in pictures (e.g.,
persuasive techniques
c. Identify the topic, stated
since this celebrity uses the
(e.g., implied claims in
main idea, and key details
product, so should you)
pictures; celebrity
within a short paragraph
statements in ads)
d. Evaluate the reliability,
accuracy, and sufficiency of
information and claims
(e.g., checking for missing
details, as on an invitation;
distinguishing fact v.
opinion; identifying
misleading statement, as
in“4 out of 5 dentists”)
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: Benchmarks/Sub-Benchmarks
Level 5
Level 6
Level 7
Level 8
High Intermediate ESL/
Low Intermediate ABE
Advanced ESL/
High Intermediate ABE
Beginning Transition/
Low ASE
Transition/
High ASE
Strand: Analytical and Critical Reading (A)
R5A1 Locate, analyze,
and critique stated and
implied information and/
or ideas in a simple
functional, informational,
or persuasive text.
R6A1 Locate, analyze, and
critique stated and implied
information and/or ideas in an
everyday functional,
informational, or persuasive text.
R7A1 Locate, analyze and
critique stated and unstated
information, ideas/arguments,
and/or themes in a complex
functional, informational, or
persuasive text.
a. Locate and interpret
a. Locate and interpret
a. Locate and interpret
information in simple
information in multi-featured
information in complex
tables, graphs, and
tables, graphs, and diagrams
tables, graphs, and diagrams
diagrams (e.g., with one
(e.g., a graph displaying oil spills
b. Locate specific information in
level of information on
by country, gallons, and dollars
a lengthy or dense source
each axis)
spent on cleanup)
(e.g., on the Internet; in a
b. Locate specific
b. Locate specific information in a
textbook or training manual)
information in a simple
lengthy source (e.g., on the
c. Interpret political cartoons
multi-page source (e.g.,
Internet; within a textbook
depicting current or historical
within a class wiki; in an
chapter)
people and events
article; within a book
c. Interpret political cartoons
d. Determine, analyze, and
with an index)
depicting current people or
summarize the stated and/or
c. Identify the topic,
events
implied main idea of a
stated or clearly
d. Determine, analyze, and
paragraph and the details/
implied main idea,
summarize the stated or implied
evidence used to develop it
and supporting details
main idea of a paragraph and
e. Determine, analyze, and
within a paragraph
the key details/evidence used to
summarize the author’s
d. Draw conclusions about
develop it
central idea and major points
specific details (e.g.,
e. Determine, analyze, and
(over multiple paragraphs/
stated cause and effect)
summarize an author’s clearlypages)
e. Evaluate the reliability,
stated central idea and major
f. Analyze specific details,
accuracy, and
points (over multiple
including how they are
sufficiency of
paragraphs/pages)
related to each other and/or
information and claims
f. Analyze specific details,
to the main/central idea
(e.g., checking for
including how they are related
g. Evaluate the reliability,
missing information, as
to each other and/or to the
accuracy, and sufficiency of
in a classified ad;
main/central idea (e.g., implied
information, claims, or
explaining how author
cause and effect; types and subarguments (e.g., by
uses fact and opinion;
types; problems and solutions)
investigating the biases of
identifying techniques
g. Evaluate the reliability,
author/publisher/website;
such as use of fear,
accuracy, and sufficiency of
identifying techniques such as
bandwagon)
information, claims, or
manipulation of graphs/
arguments (e.g., by
visuals, ad hominem attacks,
investigating the biases of
straw man; confirming with
author/publisher/website;
another source)
distinguishing between fact and
opinion; recognizing
understatement/
overstatements)
Oregon ABS Read with Understanding Framework, August 2010
R8A1 Locate, analyze and
critique stated and unstated
information, ideas/arguments,
and/or themes in a complex or
dense functional, informational,
or persuasive text.
a. Locate and interpret
information in complex
tables, graphs, and diagrams
b. Locate specific information in
a lengthy or dense source
(e.g., on the Internet; in a
college catalog; in a contract)
c. Interpret political cartoons
depicting current or historical
people and events
d. Determine, analyze, and
summarize the stated and/or
implied main idea of a
paragraph and the details/
evidence used to develop it
e. Determine, analyze, and
summarize one or more
central ideas (over multiple
paragraphs/pages) and their
major points and connections
f. Analyze specific details,
including how they are related
to each other and/or to a
main/central idea
g. Evaluate the reliability,
accuracy, and sufficiency of
information, claims, or
arguments (e.g., investigating
the source and associated
biases; identifying fallacious
arguments; confirming with
another source)
h. Interpret source and clarifying
information provided in
embedded citations,
footnotes, and endnotes (e.g.,
APA /MLA style)
29
Read with Understanding Framework: Benchmarks/Sub-Benchmarks
Level 1
Level 2
Level 3
Level 4
Beginning ESL Literacy
Low Beginning ESL
High Beginning ESL/
Beginning ABE Literacy
Low Intermediate ESL/
Beginning ABE
(cont.) Strand: Analytical and Critical Reading (A)
R1A2 (Begins at Level 3)
R2A2 (Begins at Level 3)
R3A2 Identify basic story
elements in a simplified or
self-written story or in a
story read aloud (e.g., by
the teacher).
R4A2 Identify basic literary
genres and draw conclusions
related to their basic
structural elements.
a. Identify and describe
major characters
a. Classify a literary work as a
story, poem, or play
Literary Texts
b. Identify the setting (e.g.,
place; time of year)
b. Describe key aspects of
how a specific poem or play
is organized (e.g., use of
c. Sequence major events
rhyme; use of shape or a
(e.g., beginning, middle,
specific rhythm, as in haiku;
end)
role of character list, stage
d. Identify a stated theme/
directions, and/or dialogue
message (e.g., “Be true to
markers)
yourself.”)
c. Identify and describe major
and minor characters
d. Identify the setting, even
when aspects of time or
place are implied (e.g.,
characters are wearing
coats so it may be winter)
e. Identify the main
character’s problem and
sequence major events
f. Identify a stated or obvious
(but implied) theme/
message
30
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: Benchmarks/Sub-Benchmarks
Level 5
Level 6
Level 7
Level 8
High Intermediate ESL/
Low Intermediate ABE
Advanced ESL/
High Intermediate ABE
Beginning Transition/
Low ASE
Transition/
High ASE
(cont.) Strand: Analytical and Critical Reading (A)
R5A2 Draw conclusions
related to the common
structural elements of a
simple literary work.
R6A2 Draw conclusions related
to the common structural
elements of a literary work.
R7A2 Draw conclusions related
to the structural elements of a
complex literary work, using
literary terms.
R8A2 Draw conclusions related
to the structural elements of a
complex, dense, or abstract
literary work, using literary
terms.
a. Classify a literary work as
a short story, novel,
poem, play/script,
biography, or
autobiography
a. Classify a literary work as a
short story, novel, poem,
play/script, biography,
autobiography, speech, or
essay
a. Identify and analyze the
characteristics and purposes
of major literary forms (e.g.,
poetry; short story; drama;
biography; autobiography;
speeches; essays)
a. Identify and analyze the
characteristics and purposes
of various literary forms (e.g.,
sonnet; ballad; ode; tragedy;
satire)
b. Describe how an author
b. Describe the effects of how an
organizes a poem or play
author organizes a poem or
(e.g., how rhyme, rhythm,
script (e.g., lack of
capitalization,
punctuation permits the
punctuation are used in a
reader to group ideas in a
poem; how character and
variety of ways)
prop lists, stage
c. Describe a character’s traits
directions, scenes/acts
and/or motivation, providing
are handled)
examples
c. Describe a character in
d. Identify conflicts and
terms of dominant
determine whether they are
physical and personality
external or internal (e.g.,
traits, providing examples
person against group; person
from the text
against self)
d. Identify the setting and its
e. Identify and name the key
role
components of the plot’s
e. Describe the main
development (e.g., exposition;
character’s problem and
rising action; climax; falling
summarize major events
action; resolution)
f. Identify an obvious (but
perhaps implied) theme/
message
f. Assess how the point of view
from which the account is told
affects the reader’s
experience (e.g., from the
main character’s perspective)
g. Determine a major theme,
providing evidence
Oregon ABS Read with Understanding Framework, August 2010
b. Analyze how features/
sections of a poem or script
further the author’s purpose
c. Describe a character’s traits,
motivation, and
development, providing
examples
d. Identify and describe
conflicts/moral dilemmas
e. Determine how author’s
decisions about setting, plot,
and/or point of view
contribute to the author’s
purpose
f. Determine major themes and
how they interact, providing
evidence
b. Analyze how dramatic
conventions support or
enhance dramatic text (e.g.,
monologue; soliloquy; chorus;
aside; dramatic irony)
c. Identify by name major
rhythm and rhyme schemes,
explaining their effects on the
reader (e.g., iambic
pentameter; heroic couplets)
d. Discuss characterizations using
sophisticated literary terms
(e.g., tragic hero; protagonist;
static character; round
character)
e. Determine how author’s
decisions about setting, plot
(including conflict), and/or
point of view contribute to the
author’s purpose
f. Determine major and/or
universal themes and describe
how the author develops and
interrelates them
g. Explain how a literary work
reflects a theme common in
foundational American
literature (e.g., individualism;
the struggle for equality)
31
Read with Understanding Framework: Benchmarks/Sub-Benchmarks
Level 1
Level 2
Level 3
Level 4
Beginning ESL Literacy
Low Beginning ESL
High Beginning ESL/
Beginning ABE Literacy
Low Intermediate ESL/
Beginning ABE
(cont.) Strand: Analytical and Critical Reading (A)
Style
R1A3 (Begins at Level 3)
R2A3 (Begins at Level 3)
R3A3 Identify, interpret,
and/or appreciate how an
author uses language.5
R4A3 Identify, interpret,
and/or appreciate an
author’s use of language and
very simple literary
techniques. 5
a. Locate favorite
a. Locate favorite descriptive
descriptive words or
words or phrases and
phrases in a text and
explain their effects
explain their effects (e.g.,
b. Interpret simple figurative
“the lady in the fire-red
language (e.g., “the wall of
coat”)
water”; “tall as a tree”).
b. Describe the effects of an
*NOTE: Naming the type of
author’s use of
figurative language—e.g.,
alliteration, repetition,
simile; metaphor—is not
and/or rhyme
required.+
c. Locate examples of
alliteration, repetition, and/
or rhyme and explain their
effect(s)
d. Explain personal opinion
about the author’s style
32
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: Benchmarks/Sub-Benchmarks
Level 5
Level 6
Level 7
Level 8
High Intermediate ESL/
Low Intermediate ABE
Advanced ESL/
High Intermediate ABE
Beginning Transition/
Low ASE
Transition/
High ASE
(cont.) Strand: Analytical and Critical Reading (A)
R5A3 Identify, interpret,
and appreciate an author’s
use of language and simple
literary techniques. 5
R6A3 Analyze and evaluate an
author’s style, attending to the
use of language and specific
literary techniques. 5
R7A3 Analyze and evaluate an
author’s style, attending to the
use of language and literary
techniques and to influences
on the writing. 5
a. Explain the purpose of
specific examples of an
author’s use of imagery
a. Locate, name, interpret, and
critique descriptive and
figurative language (e.g.,
imagery; metaphor;
hyperbole; personification)
a. Locate, name, interpret, and a. Locate, name, interpret, and
critique the use of descriptive
critique the use of descriptive
and figurative language and
and figurative language and
literary techniques (e.g.,
sophisticated literary
symbolism; metaphors;
techniques (e.g., irony;
foreshadowing)
allusions; sarcasm)
b. Identify, name, and
interpret simple
figurative language (e.g.,
simile; metaphor;
hyperbole)
b. Explain the intended effects of
common literary techniques
b. Assess how the author’s
used within a text (e.g.,
purpose affected decisions
flashback; rhetorical question)
about the type of
c. Locate examples of
presentation to use (e.g.,
alliteration, repetition,
c. Identify the author’s tone or
article vs. editorial; poem vs.
and/or rhyme and explain
the mood of the text, when
story)
their effect(s)
provided options, and support
with evidence
c. Identify the author’s tone or
d. Explain personal opinion
the mood of the text,
about the author’s style
d. Evaluate the effectiveness/
providing evidence
appeal of the author’s style,
citing specific examples
d. Identify examples of the
cultural, personal, and/or
historical influences on the
writing
e. Evaluate the effectiveness/
appeal of the author’s style,
citing specific examples
5
R8A3 Analyze and evaluate the
author’s style, attending to the
use of sophisticated language
and literary techniques and to
influences on the writing. 5
b. Determine the author’s tone
or the mood of the text,
providing evidence
c. Assess how the author’s
purpose affected decisions
about the type of presentation
to use (e.g., article vs.
editorial; poem vs. story)
d. Identify the cultural, personal
and/or historical influences on
the writing, providing
evidence
e. Evaluate the effectiveness/
appeal of the author’s style,
citing specific examples
This benchmark addresses all types of texts, not just literary. Literary techniques, style, and tone can be discussed with bumper
stickers, ads, greeting cards, editorials, etc., in addition to literary works.
Oregon ABS Read with Understanding Framework, August 2010
33
Read with Understanding Framework: Benchmarks/Sub-Benchmarks
Level 1
Level 2
Level 3
Level 4
Beginning ESL Literacy
Low Beginning ESL
High Beginning ESL/
Beginning ABE Literacy
Low Intermediate ESL/
Beginning ABE
Making Connections
(cont.) Strand: Analytical and Critical Reading (A)
R1A4 Make connections
between people/
characters, events, or
information presented in
text (perhaps read aloud)
and own life to address the
reading purpose.
R2A4 Make connections
between people/
characters, events, or
information presented in
text (perhaps read aloud)
and own life to
address the reading
purpose.
R3A4 Connect people/
characters, events,
information, or ideas
presented in one text with
those in another text or in
real life to address the
reading purpose.
a. Determine the relevance
of the ideas/information
presented in the text to
the reading purpose (e.g.,
Does this tell me how
much the item costs?)
a. Determine the relevance
of the ideas/information
presented in the text to
the reading purpose (e.g.,
Do I want this product?)
a. Determine the relevance a. Determine the relevance of
of ideas/information
the ideas/information
presented in the text to
presented in the text to the
the reading purpose (e.g.,
reading purpose (e.g., Is
Is this the address I
this the recipe I want to
need?)
prepare? Which of these
planting tips applies to
b. Describe the impact of
me?)
the text, as a whole, on
the reader (e.g., feelings/ b. Agree or disagree with an
thoughts evoked)
idea or theme and explain
reasoning
c. Follow very simple
written and illustrated
c. Follow simple directions
directions (e.g., food
consisting of a short
product preparation;
sequence of written steps
simply-written class
and/or graphic information,
instructions)
with or without visual
supports (e.g., simple
d. Identify similarities
recipe)
between a character and
someone else (fictional or d. Relate characters or events
real)
to own experiences or to
another text (e.g., compare
e. Relate to own
and contrast a character
experiences or to another
with someone else;
text (e.g., identify with
compare own experience
the character’s emotions)
immigrating to the one
described by the author)
b. Identify similarities
between a character in a
story and self, a friend, or
family member*
*Only if oral English abilities
exceed reading abilities
b. Identify similarities
between a character in a
story and self, a friend, or
family member*
c. Follow familiar and very
simple written and/or
illustrated directions (e.g.,
cake mix directions;
clothing care labels)
*Only if oral English abilities
exceed reading abilities
R4A4 Connect people/
characters, events,
information, or ideas
presented in one text with
another text and/or in real
life to address the reading
purpose.
e. Compare an idea or theme
to one read in a previous
text or to own life
34
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: Benchmarks/Sub-Benchmarks
Level 5
Level 6
Level 7
Level 8
High Intermediate ESL/
Low Intermediate ABE
Advanced ESL/
High Intermediate ABE
Beginning Transition/
Low ASE
Transition/
High ASE
(cont.) Strand: Analytical and Critical Reading (A)
R5A4 Connect people/
characters, events,
information, ideas, or
themes presented in one
text with those in other
texts and/or in real life to
address the reading
purpose.
R6A4 Integrate the people/
characters, events, information,
ideas/arguments, or themes
presented in a text with those
in other texts and/or with
knowledge of the world to
address the reading purpose.
a. Determine the relevance a. Determine the relevance of
of the ideas/information
the ideas/information
presented in the text to
presented in the text to the
the reading purpose (e.g.,
reading purpose (e.g., Which
What information from
part of this article answers my
this job benefits chart is
questions? What aspect of this
important to me? What
chapter do I want to discuss in
have I learned about why
the book club?)
this person was famous?)
b. Agree or disagree with an
b. Agree or disagree with an
idea/argument or theme and
idea or theme and explain
explain reasoning
reasoning
c. Follow lengthy, multi-step
c. Follow simple multi-step
directions, integrating written
written directions,
and graphic information (e.g.,
integrating written and
directions for solving a type of
graphic information (e.g.,
math problem)
game directions)
d. Compare and contrast
d. Identify similarities and/
people/characters/events in
or differences between
different texts
characters or between a
e. Compare, contrast, and/or
character and a real
critique ideas and arguments
person
in different texts
e. Compare an idea or
f. Combine, compare, contrast,
theme to one read in a
and/or critique information
previous text or to own
from different sources
life
f. Combine, compare, and/
or contrast information
presented in different
simple sources
Oregon ABS Read with Understanding Framework, August 2010
R7A4 Integrate the people/
characters, events,
information, ideas/ arguments,
themes, or writing styles in
lengthy or multiple complex
texts with each other and/or
with knowledge of the world to
address a complex reading
purpose.
R8A4 Integrate the people/
characters, events, information,
ideas/ arguments, themes, or
writing styles from multiple
complex or dense texts with
each other and/or with
knowledge of the world to
address a complex reading
purpose.
a. Determine the relevance of
the ideas/information
presented in the text to the
reading purpose (e.g., How
does this policy apply in this
situation?)
a. Determine the relevance of
the ideas/information
presented in the text to the
reading purpose (e.g., What
from this resource do I need to
include in my research paper?)
b. Agree or disagree with an
idea/argument or theme and
explain reasoning
b. Agree or disagree with an
idea/argument or theme and
explain reasoning
c. Follow complex, multi-step
c. Follow complex, multi-step
directions, integrating written
directions, integrating written
and graphic information (e.g.,
and graphic information (e.g.,
science experiment)
registering for college courses;
applying for financial aid)
d. Compare and contrast
people/characters/events in d. Discuss how an author’s style/
different texts
typical theme is evidenced in
different works
e. Combine, compare, contrast,
and/or critique ideas/
e. Combine, compare, and/or
arguments or themes in
contrast styles, ideas/
different texts (e.g., discuss
arguments, or themes from
the effect of genre on how the
different texts
theme of prejudice is
f. Compare and contrast
developed in a specific poem
information presented in
vs. a specific essay)
different sources, including
f. Combine, compare, and/or
primary and secondary
contrast information from
sources
different sources (e.g., for a
research paper)
35
Key References
for the Development of the Read with Understanding Framework
Beck, I.L., McKeown, M.G., & Kucan, M.G. (2002). Bringing words to life: Robust vocabulary instruction. New York:
The Guilford Press.
Bransford, J.D., Brown, A.L., & Cocking, R.R. (Eds.). (1999). How people learn: Brain, mind, experience, and school.
Washington, DC: National Academy Press.
Burt, M., Peyton, J.K., & Duzer, C.V. (2005). CAELA Brief: How should adult ESL reading instruction differ from ABE
reading instruction? Washington, DC: Center for Applied Linguistics. http://www.cal.org/caela/
esl_resources/briefs/readingdif.html
Council of Chief State School Officers (CCSSO) & National Governors Association Center for Best Practices (NGA
Center) (2010). Common core standards for English language arts & literacy in history/social studies, science,
and technical subjects. http://www.corestandards.org/the-standards
Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213-238.
EFF Assessment Consortium (2002). EFF/NRS data collection project, 2000-2001. Washington, D.C.: National
Institute for Literacy. http://eff.cls.utk.edu/PDF/EFFNRS Interim Report2.pdf
Kruidenier, J. (2002). Research-based principles for adult basic education. Washington, DC: National Institute for
Literacy. http://www.nifl.gov/publications/pdf/adult_ed_02.pdf
School of Linguistics and Applied Language Study. (2007). The academic word list. New Zealand: Victoria University
of Wellington. http://www.victoria.ac.nz/lals/resources/academicwordlist/
Stein, S. (2000). Equipped for the Future content standards: What adults need to know and be able to do in the 21st
century. Washington, D.C.: National Institute for Literacy. http://eff.cls.utk.edu/PDF/standards_guide.pdf
U.S. Department Of Education, Office Of Vocational And Adult Education, Division Of Adult Education And Literacy
( 2010). Implementation Guidelines. Measures and Methods for the National Reporting System for Adult
Education. Chapter II NRS Measure Definitions and Data Collection Methods. http://www.nrsweb.org/
foundations/implementation_guidelines.aspx
Wrigley, H. (2010). ABE and adult ESOL: What’s the difference? Special characteristics of adult English language
learners. Washington, DC: National Institute for Literacy.
36
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: SINGLE-LEVEL VIEWS
Appendix A: Single-Level Views
Appendix A: Single-Level Views
Read with Understanding Framework: LEVEL 1 (Beginning ESL Literacy)
Learning Standard: Read with Understanding
Adult learners read diverse texts for a variety of purposes, integrating their knowledge, skills, and strategies
in the following process:

Determine the reading purpose

Select and use reading strategies appropriate to the purpose

Monitor comprehension and adjust reading strategies

Analyze the content and reflect on the underlying meanings

Integrate the content with prior knowledge to address the reading purpose
Level 1 Description:
Range of Texts
Adult learners exiting this level can independently read with understanding...
 Read word and picture cues on a store sign
Highly-relevant symbols, numbers, and
words in personal and environmental
print




40
In very simple, highly-structured
reading tasks
Examples
(context, settings,
tasks)
Fluency
Range of
Situations
In one or two familiar contexts/settings


to know whether the store is the correct
one
Read the signs in a restaurant to know
where to exit
Read familiar word and picture cues to
choose correct grocery store item
Read family members’ birthdates to
confirm them
Read familiar street signs and numbers to
locate places
Read familiar traffic and safety signs to
travel safely
Read a very simple work schedule to see
when to work
Slowly and with considerable effort
and errors
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: LEVEL 1 (Beginning ESL Literacy)
Level 1 Benchmarks
READING WITH PURPOSE (P)
R1P1 Read for own purposes, inside and outside of class.
R1P2 Identify, clarify, and/or prepare for the purpose for reading familiar environmental print
or personal texts (e.g., to get on the right bus; to buy the right can of beans).
FLUENT READING (F)
R1F1 Pronounce “on sight” a few high- frequency and personally-relevant symbols and words
found at home and in the community.
R1F2 Recognize the sounds of English language and some one-to-one letter-sound
correspondences.
R1F3 Acquire and apply meanings of some very simple and common signs/symbols and some
words related to health, safety, and personal interests.
R1F4 (Begins at Level 3)
STRATEGIC READING (S)
R1S1 Apply prior knowledge about language, uses of print, everyday life, and cultural
understanding to support comprehension
R1S2 Use one or two very simple strategies to pronounce and/or discern the meanings of
unfamiliar printed words.
R1S3 Apply a small set of simple strategies to check and/or enhance text comprehension.
ANALYTICAL AND CRITICAL READING (A)
R1A1 Locate and draw conclusions about clearly stated information and some implied
messages found in a very simple and familiar functional text (e.g., sign; label).
R1A2 (Begins at Level 3)
R1A3 (Begins at Level 3)
R1A4 Make connections between people/characters, events, or information presented in text
(perhaps read aloud) and own life to address the reading purpose.
Oregon ABS Read with Understanding Framework, August 2010
41
Read with Understanding Framework: LEVEL 1 (Beginning ESL Literacy)
Learning Standard: Read with Understanding
Adult learners read diverse texts for a variety of purposes, integrating their knowledge, skills, and strategies in
the following process:

Determine the reading purpose

Select and use reading strategies appropriate to the purpose

Monitor comprehension and adjust reading strategies

Analyze the content and reflect on the underlying meanings

Integrate the content with prior knowledge to address the reading purpose
Benchmarks
Sub-Benchmarks
Determining
Purpose
Reading
Regularly
Strand: Reading with Purpose (P)
R1P1 Read for own
purposes, inside and
outside of class.
a. Read familiar store signs, product labels, and related ads
b. Read high-frequency practical and survival signs and symbols (e.g., EXIT; DANGER;
poison symbol; restroom; hospital; school)
c. Read very simple charts (e.g., scoreboards)
R1P2 Identify, clarify, and/
or prepare for the purpose
for reading familiar
environmental print or
personal texts (e.g., to get
a. Make predictions about content and organization based on text type and context (e.g.,
scoreboard; label)
b. Prepare simple notes to use as a reference (e.g., picture cues; bus number to look for)
on the right bus; to buy the
right can of beans).
Word Parts
“On Sight” Word
Recognition
Strand: Fluent Reading (F)
R1F1 Pronounce1 “on
sight” a few highfrequency and personallyrelevant symbols and
words found at home and
in the community.
a. Pronounce own printed name and names of family members
b. Pronounce symbols and words on familiar signs (e.g., McDonald’s)
c. Pronounce single digit numerals and some higher numerals in context (e.g., home
address; phone numbers; Social Security number)
R1F2 Recognize the sounds a. Identify initial and final consonant sound in 1-syllable spoken words
of English language and
b. Identify sounds associated with most consonants
some one-to-one letterc. Distinguish between consonant sounds in minimal pairs (e.g., /him/ vs. /his/)
sound correspondences.
d. Recognize upper- and lower-case letters of the alphabet, distinguishing between similar
letters (e.g., p/q; b/d; o/c)
Word Meanings
e. Distinguish between consonants and vowels
42
R1F3 Acquire and apply
a. Interpret some basic signs and symbols related to safety (e.g., poison symbol; STOP;
EXIT; DANGER)
meanings of some very
simple and common signs/ b. Interpret some basic signs and symbols that provide direction (e.g., “no smoking”
symbols and some words
symbol; OPEN; WOMEN)
related to health, safety,
c. Interpret some signs and symbols related to personal interests (e.g., McDonald’s;
and personal interests.
grocery store logo)
d. Build oral vocabulary for everyday words2
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: LEVEL 1 (Beginning ESL Literacy)
Benchmarks
Sub-Benchmarks
Fluency
(cont.) Strand: Fluent Reading (F)
R1F4 (Begins at Level 3)
Prior
Knowledge
R1S2 Use one or two very
simple strategies to pronounce and/or discern the
meanings of unfamiliar printed words.
Text Comprehension
Strategies
R1S1 Apply prior knowledge
a. Understand that pictures, symbols, and print represent things and ideas
about language, uses of print, b. Apply knowledge of the setting/situation (e.g., where restroom signs are typically
everyday life, and cultural
posted; where scoreboards are located)
understanding to support
comprehension.
Word-Level
Strategies
Strand: Strategic Reading (S)
a. Identify word boundaries
b. Compare unfamiliar word to a word and/or picture on a flash card or personal notes
c. Use beginning and end letters in combination with context to predict the word
d. Use pictures, symbols, colors, and/or shapes as cues (e.g., as on signs)
e. Associate a word with a learned visual or physical prompt
R1S3 Apply a small set of sim- a. Attend to features of English print (e.g., left-to-right orientation; word boundaries)
ple strategies to check and/or b. Use knowledge of high-frequency text formats (e.g., signs; labels)
enhance text comprehension.
c. Use illustrations and symbols as clues to meaning
d. Compare text to prepared notes
e. Reread
f. Compare understanding with another reader
Making
Connections
Style
Literary
Texts Non-Literary Texts
Strand: Analytical and Critical Reading (A)
a. Locate key information in text with strong visual supports (e.g., brand names/logos;
R1A1 Locate and draw
store names; scores on a simple scoreboard)
conclusions about clearly stated information and some im- b. Recognize implied claims evident in pictures (e.g., using a product will result in a happier
life; this candidate is a “patriot”)
plied messages found in a
very simple and familiar functional text (e.g., sign; label).
R1A2 (Begins at Level 3)
R1A3 (Begins at Level 3)
R1A4 Make connections between people/characters,
events, or information
presented in text (perhaps
read aloud) and own life to
address the reading
purpose.
a. Determine the relevance of the ideas/information presented in the text to the reading purpose (e.g., Does this tell me how much the item costs?)
b. Identify similarities between a character in a story and self, a friend, or family member*
*Only if oral English abilities exceed reading abilities
1
The focus of this benchmark is on correctly recognizing and saying a word encountered in print, in order to access meaning that may be attached to the word through
one’s oral vocabulary. Issues related to dialect and accents are not the focus.
2
Everyday words are words which are common in everyday speech (e.g., walk; man; great). Beck, McKeown, & Kucan (2002) call these words “Tier 1,” and nativeEnglish speakers are likely to learn these through participation in everyday life. Non-native English speakers, however, will need to learn these words.
Oregon ABS Read with Understanding Framework, August 2010
43
Read with Understanding Framework: LEVEL 2 (Low Beginning ESL)
Learning Standard: Read with Understanding
Adult learners read diverse texts for a variety of purposes, integrating their knowledge, skills, and strategies
in the following process:

Determine the reading purpose

Select and use reading strategies appropriate to the purpose

Monitor comprehension and adjust reading strategies

Analyze the content and reflect on the underlying meanings

Integrate the content with prior knowledge to address the reading purpose
Level 2 Description:
Adult learners exiting this level can independently read with understanding...
Some personally-relevant texts, including:
 Read the signs on two doors to know which
 Frequently-encountered symbols,
 Read a product label to check for a poison
is the correct restroom
symbol
numbers, words and phrases in personal and environmental print
 Read and recognize words and prices in
store ads to make decisions about what to
buy at the best price
sentences on familiar subjects (e.g.,
“I like baseball. I like pizza. I like
____.”)
 Read days and dates on a personal calen-
dar to identify and enter important dates
 Read a simple hand-drawn map to get to a
destination
Examples
Range of Texts
 Very simple and familiar or patterned
 Read illustrated cooking directions to pre-
pare a frozen dinner
 Read simple word and picture cues to
(context,
settings,
tasks)
In a few familiar contexts/settings
Fluency
Range of
Situations
check out and pay the appropriate amount
at a “U-Scan” station in a local grocery
store
44
In simple, highly-structured reading
tasks
 Read a short phone list of familiar names
to locate a specific number
 Read self-written patterned sentences
(e.g., “I like dogs”) to share personal preferences with a group
Slowly and with considerable effort
and errors
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: LEVEL 2 (Low Beginning ESL)
Level 2 Benchmarks
READING WITH PURPOSE (P)
R2P1 Read for own purposes, inside and outside of class.
R1P2 Identify, clarify, and/or prepare for the purpose for reading familiar environmental print
or personal texts (e.g., to get on the right bus; to buy the right can of beans).
FLUENT READING (F)
R2F1 Pronounce “on sight” some high frequency and personally-relevant symbols and words
found at home and in the community.
R2F2 Recognize the sounds of English language and common one-to-one letter-sound
correspondences.
R2F3 Acquire and apply meanings of very simple and common signs/symbols and some words
related to health, safety, and everyday life.
R2F4 (Begins at Level 3)
STRATEGIC READING (S)
R2S1 Apply prior knowledge about language, uses of print, everyday life, and cultural
understanding to support comprehension.
R2S2 Use one or two simple strategies to pronounce and/or discern the meanings of
unfamiliar printed words.
R2S3 Apply a small set of simple strategies to check and/or enhance text comprehension.
ANALYTICAL AND CRITICAL READING (A)
R2A1 Locate and draw conclusions about clearly stated information and some implied
messages found in a very simple and familiar functional text (e.g., sign; label).
R2A2 (Begins at Level 3)
R2A3 (Begins at Level 3)
R2A4 Make connections between people/characters, events, or information presented in text
(perhaps read aloud) and own life to address the reading purpose.
Oregon ABS Read with Understanding Framework, August 2010
45
Read with Understanding Framework: LEVEL 2 (Low Beginning ESL)
Learning Standard: Read with Understanding
Adult learners read diverse texts for a variety of purposes, integrating their knowledge, skills, and strategies in
the following process:

Determine the reading purpose

Select and use reading strategies appropriate to the purpose

Monitor comprehension and adjust reading strategies

Analyze the content and reflect on the underlying meanings

Integrate the content with prior knowledge to address the reading purpose
Benchmarks
Sub-Benchmarks
Strand: Reading with Purpose (P)
a. Read patterned or self-written sentences
b. Read short, simplified or self-written stories
c. Read familiar store signs, product labels, related ads
d. Read high-frequency practical and survival signs and symbols (e.g., EXIT; DANGER;
poison symbol; restroom; hospital; school)
e. Read parts of simple forms (e.g., Name; Address)
f. Read short, self-written lists (e.g., grocery lists; addresses)
g. Read simple charts (e.g., scoreboards; calendars)
h. Read some simple, visually-supported digital texts (e.g., U-Scan at the grocery store)
R2P2 Identify, clarify, and/or
prepare for the purpose for
reading familiar
environmental print or
personal texts (e.g., to know
a. Make predictions about content and organization based on text type and context
(e.g., label; form)
b. Prepare notes to use as a reference (e.g., picture cues; street names to look for)
Determining
Purpose
Reading
Regularly
R2P1 Read for own
purposes, inside and outside
of class.
how much to pay; to turn on the
correct street).
WordFluency
Meaning
Word Parts
“On Sight”
Word Recognition
Strand: Fluent Reading (F)
46
R2F1 Pronounce1 “on sight”
some high frequency and
personally-relevant symbols
and words found at home
and in the community.
a. Pronounce printed personal information (e.g., names of family members; address;
phone number)
b. Pronounce symbols and words on familiar signs (e.g., Target; yield)
c. Pronounce some high frequency words (e.g., as identified on the Dolch list)
d. Pronounce printed numerals 0-100 and familiar numerical expressions (e.g., own
address and phone number; Social Security number; family birthdates)
R2F2 Recognize the sounds of a. Recognize initial and final consonant sounds in 1-syllable spoken words
English language and
b. Recognize sounds associated with consonants
common one-to-one letterc. Distinguish between vowel sounds in minimal pairs (e.g., /bed/ vs. /bad/; /ran/ vs.
sound correspondences.
/run/)
d. Recognize some short- vowel syllable patterns in print (e.g., -at; -an)
R2F3 Acquire and apply
meanings of very simple and
common signs/symbols and
some words related to
health, safety, and everyday
life.
a. Interpret basic signs and symbols related to safety and personal interests (e.g.,
DANGER; DO NOT ENTER; restaurant sign; product sign)
b. Apply meanings of some simple words and phrases found in daily environmental print
(e.g., for sale; product names)
c. Interpret prompts for key personal information (e.g., Name; Address; Telephone
Number)
d. Build oral vocabulary for everyday words2
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: LEVEL 2 (Low Beginning ESL)
Benchmarks
Sub-Benchmarks
Word-Level
Strategies
Prior
Knowledge
Fluency
Strand: Strategic Reading (S)
R2S1 (Begins at Level 3)
R2S1 Apply prior knowledge
a. Understand that pictures, symbols, and print represent things and ideas
about language, uses of print, b. Apply knowledge of the setting/situation (e.g., where store signs are posted; what
everyday life, and cultural
kind of information is provided on doors)
understanding to support
comprehension.
R2S2 Use one or two simple
strategies to pronounce and/
or discern the meanings of
unfamiliar printed words.
a. Compare an unfamiliar word to a word and/or picture on a flash card or personal
notes
b. Use beginning and end letters in combination with context to predict the word
c. Use pictures, symbols, colors, and/or shapes as cues (e.g., as on signs)
d. Associate unfamiliar word with a learned visual or physical prompt
Text Comprehension
Strategies
e. Use a picture or bilingual dictionary
R2S3 Apply a small set of sim- a. Attend to features of English print (e.g., left-to-right orientation; word boundaries;
ple strategies to check and/or
paragraph indentation)
enhance text comprehension. b. Use knowledge of high-frequency text formats (e.g., signs; labels)
c. Use illustrations and symbols as clues to meaning
d. Compare text to prepared notes
e. Reread
f. Compare understanding with another reader
R2A2 (Begins at Level 3)
R2A3 (Begins at Level 3)
Making
Connections
Literary
Texts
R2A1 Locate and draw
a. Locate key information in text with strong visual supports (e.g., brand names/logos;
conclusions about clearly statstore names; scores on a simple scoreboard)
ed information and some im- b. Locate needed information in a short, (perhaps) alphabetized list (e.g., a familiar list
plied messages found in a
of family members)
very simple and familiar funcc. Recognize implied claims evident in pictures (e.g., since this celebrity uses the prodtional text (e.g., sign; label).
uct, so should you)
Style
Non-Literary
Texts
Strand: Analytical and Critical Reading (A)
R2A4 Make connections between people/characters,
events, or information presented in text (perhaps read
aloud) and own life to
address the reading purpose.
a. Determine the relevance of the ideas/information presented in the text to the reading purpose (e.g., Do I want this product?)
b. Identify similarities between a character in a story and self, a friend, or family member*
c. Follow familiar and very simple written and/or illustrated directions (e.g., cake mix
directions; clothing care labels)
*Only if oral English abilities exceed reading abilities
1
The focus of this benchmark is on correctly recognizing and saying a word encountered in print, in order to access meaning that may be attached to the word through
one’s oral vocabulary. Issues related to dialect and accents are not the focus.
2
Everyday words are words which are common in everyday speech (e.g., walk; man; great). Beck, McKeown, & Kucan (2002) call these words “Tier 1,” and nativeEnglish speakers are likely to learn these through participation in everyday life. Non-native English speakers, however, will need to learn these words.
Oregon ABS Read with Understanding Framework, August 2010
47
Read with Understanding Framework: LEVEL 3 (High Beginning ESL/Beginning ABE Literacy)
Learning Standard: Read with Understanding
Adult learners read diverse texts for a variety of purposes, integrating their knowledge, skills, and strategies
in the following process:

Determine the reading purpose

Select and use reading strategies appropriate to the purpose

Monitor comprehension and adjust reading strategies

Analyze the content and reflect on the underlying meanings

Integrate the content with prior knowledge to address the reading purpose
Level 3 Description:
Adult learners exiting this level can independently read with understanding...
 Read a grocery list and a store ad to make
Some personally-relevant and simplified texts, including:

 Important single words/phrases in


 Simplified or learner-created con-
nected texts with:
familiar content
 mostly simple and compound sentences (may be in short, linked paragraphs)
 personally-relevant or “sight”
words, and/or phonetically-regular
one- or two-syllable words
 vocabulary common to everyday
oral contexts



Examples
Range of Texts
visually-supported or predictable text
(e.g., days on a calendar; personal
information prompts on forms)



(context,
settings,
tasks)
Fluency
Range of
Situations

In some familiar contexts/settings
48
In simple, structured reading tasks

decisions about what to buy
Read personal names and addresses to
make an invitation list
Read personal information prompts to accurately fill out a simple school form
Read months, days and dates on a personal
calendar/PDA to identify and enter important events
Read familiar product names and quantities to fill a purchase order
Read and follow the directions at a movie
ticket kiosk to buy a movie ticket
Read a familiar canteen list to order items
Read a phone list of familiar names to locate a specific number
Read a simplified narrative or own writing
for enjoyment
Read a simple weather forecast in print or
online to determine appropriate clothes
for the weekend
Read a simple MP3 or DVD menu to select
a familiar title or track
Perhaps slowly, displaying some effort
but few errors
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: LEVEL 3 (High Beginning ESL/Beginning ABE Literacy)
Level 3 Benchmarks
READING WITH PURPOSE (P)
R3P1 Read regularly for own purposes, inside and outside of class.
R3P2 Identify, clarify, and/or prepare for a concrete reading purpose.
FLUENT READING (F)
R3F1 Pronounce “on sight” some high-frequency, personally-relevant, and phoneticallyregular one- and two-syllable words found in own environment and in simplified texts.
R3F2 Recognize “on sight” print-sound correspondences in one-syllable words.
R3F3 Acquire and apply meanings of most simple, common signs/symbols and words related
to everyday life.
R3F4 Accurately read aloud connected simplified or self-written sentences with basic
expression.
STRATEGIC READING (S)
R3S1 Apply prior knowledge of the content and situation, including cultural understanding, to
support comprehension.
R3S2 Use one or two simple strategies to pronounce and/or discern the meanings of
unfamiliar words in environmental print or a simplified text.
R3S3 Integrate simple strategies to monitor and/or enhance text comprehension.
ANALYTICAL AND CRITICAL READING (A)
R3A1 Locate and draw conclusions about stated information and implied messages in a simple
functional or persuasive text.
R3A2 Identify basic story elements in a simplified or self-written story or in a story read aloud
(e.g., by the teacher).
R3A3 Identify, interpret, and/or appreciate how an author uses language.
R3A4 Connect people/characters, events, information, or ideas presented in one text with
those in another text or in real life to address the reading purpose.
Oregon ABS Read with Understanding Framework, August 2010
49
Read with Understanding Framework: LEVEL 3 (High Beginning ESL/Beginning ABE Literacy)
Learning Standard: Read with Understanding
Adult learners read diverse texts for a variety of purposes, integrating their knowledge, skills, and strategies in
the following process:

Determine the reading purpose

Select and use reading strategies appropriate to the purpose

Monitor comprehension and adjust reading strategies

Analyze the content and reflect on the underlying meanings

Integrate the content with prior knowledge to address the reading purpose
Benchmarks
Sub-Benchmarks
Reading
Regularly
Strand: Reading with Purpose (P)
R3P1 Read regularly for
own purposes, inside and
outside of class.
a. Read simplified or self-written stories and poetry
b. Read familiar store signs, product labels, and related ads
c. Read common practical and survival signs and symbols (e.g., EXIT; DANGER; poison)
d. Read parts of simple forms (e.g., Name; Address; Telephone Number)
e. Read self-written lists (e.g., grocery lists; addresses)
f. Read simple charts (e.g., scoreboards; simple order forms; calendars)
Determining
Purpose
g. Read simple, visually-supported digital texts (e.g., familiar DVD menu)
R3P2 Identify, clarify, and/
or prepare for a concrete
reading purpose.
a. Make predictions about content and organization based on title, pictures, text type,
and/or knowledge of the topic or reading situation
b. Ask simple questions to guide reading (e.g., What is the price?)
c. Identify a specific purpose for reading (e.g., to choose the right product)
Word Parts
Word Recognition
Strand: Fluent Reading (F)
R3F1 Pronounce1 “on sight”
some high-frequency,
personally-relevant, and
phonetically-regular oneand two-syllable words
found in own environment
and in simplified texts.
a. Pronounce words common in meaningful discontinuous texts (e.g., names of self and
family members; own address; common grocery items)
b. Pronounce many high-frequency words (e.g., as identified on the Dolch list)
c. Pronounce one-syllable words with short-vowel or common long-vowel patterns (e.g.,
mat; make; maid)
d. Pronounce simple contractions and abbreviations (e.g., I’m; he’s; Mr.; Mrs.; St.)
e. Pronounce printed numerals from 0-1000 and common numerical expressions (e.g.,
prices; current year; dates; phone numbers)
R3F2 Recognize “on sight”
print-sound
correspondences in onesyllable words.
a. Recognize individual sounds in 1-syllable spoken words
b. Recognize sounds associated with consonants, including those with alternative sounds
(e.g., /sit/, /ads/)
c. Recognize high-frequency consonant digraphs and blends
d. Recognize short-vowel syllable patterns (e.g., -in; -op; -et)
e. Recognize silent-e and common vowel-team syllable patterns for long vowels (e.g., ai;
ay; ee)
f. Recognize high-frequency suffixes (e.g., -s; -ed; -ing)
50
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: LEVEL 3 (High Beginning ESL/Beginning ABE Literacy)
Benchmarks
Sub-Benchmarks
Fluency
Word
Meanings
(cont.) Strand: Fluent Reading (F)
R3F3 Acquire and apply
meanings of most simple,
common signs/symbols and
words related to everyday life.
a. Interpret common signs and symbols (e.g., for recycling; cost per unit)
R3F4 Accurately read aloud
connected simplified or selfwritten sentences with basic
expression.
a. Use capitalization as a cue to begin a sentence
b. Interpret varied prompts for personal information (e.g., Date of Birth/Birthdate)
c. Apply meanings of printed words and phrases which are commonly heard/spoken
in relation to family, work, and community life2
b. Use end punctuation to aid expression
Word-Level
Strategies
Prior
Knowledge
Strand: Strategic Reading (S)
R3S1 Apply prior knowledge of
the content and situation,
including cultural
understanding, to support
comprehension.
a. Apply knowledge related to personal experience and interests
R3S2 Use one or two
simple strategies to
pronounce and/or discern the
meanings of unfamiliar words
in environmental print or a
simplified text.
a. Match individual letters or letter combinations to sounds and then blend together
b. Apply specialized knowledge related to work, family, and community topics
c. Apply knowledge of the setting/situation (e.g., What kind of information is usually
on this kind of text? May I ask for help?)
b. Use beginning and end letters of long words in combination with context to predict
the word
c. Apply current understanding of text, knowledge of topic, oral vocabulary, picture
aids, and/or knowledge of English syntax
d. Compare English to first language (e.g., cognates; grammar; sounds; morphology)
Text Comprehension Strategies
e. Use a beginner’s, picture, or bilingual dictionary
R3S3 Integrate simple
strategies to monitor and/or
enhance text comprehension.
a. Use knowledge of common text formats (e.g., simple forms; coupons; calendars)
b. Use illustrations as clues to meaning
c. Compare text to prepared notes
d. Check decoding
e. Scan for key words/numbers
f. Answer simple questions posed by self or others (e.g., What time do I need to show
up?)
g. Check pronoun referent
h. Make inferences
i. Reread
j. Compare understanding with another reader
Non-Literary
Texts
Strand: Analytical and Critical Reading (A)
R3A1 Locate and draw
a. Locate key information in text with strong visual supports (e.g., item on a calendar;
conclusions about stated
where to sign)
information and implied
b. Locate specific information in a familiar alphabetized or categorized list (e.g., a
messages in a simple functional
familiar menu; a canteen list)
or persuasive text.
c. Recognize simple persuasive techniques (e.g., implied claims in pictures; celebrity
statements in ads)
(Level 3 continued on the following page.)
Oregon ABS Read with Understanding Framework, August 2010
51
Read with Understanding Framework: LEVEL 3 (High Beginning ESL/Beginning ABE Literacy)
Benchmarks
Sub-Benchmarks
Making
Connections
Style
Literary
Texts
(cont.) Strand: Analytical and Critical Reading (A)
R3A2 Identify basic story
elements in a simplified or
self-written story or in a story
read aloud (e.g., by the
teacher).
a. Identify and describe major characters
b. Identify the setting (e.g., place; time of year)
c. Sequence major events (e.g., beginning, middle, end)
d. Identify a stated theme/message (e.g., “Be true to yourself.”)
R3A3 Identify, interpret, and/ a. Locate favorite descriptive words or phrases in a text and explain their effects (e.g.,
or appreciate how an author
“the lady in the fire-red coat”)
uses language.5
b. Describe the effects of an author’s use of alliteration, repetition, and/or rhyme
R3A4 Connect people/
characters, events,
information, or ideas
presented in one text with
those in another text or in
real life to address the
reading purpose.
a. Determine the relevance of ideas/information presented in the text to the reading
purpose (e.g., Is this the address I need?)
b. Describe the impact of the text, as a whole, on the reader (e.g., feelings/thoughts
evoked)
c. Follow very simple written and illustrated directions (e.g., food product preparation;
simply-written class instructions)
d. Identify similarities between a character and someone else (fictional or real)
e. Relate to own experiences or to another text (e.g., identify with the character’s
emotions)
1
The focus of this benchmark is on correctly recognizing and saying a word encountered in print, in order to access meaning that may be attached to the word
through one’s oral vocabulary. Issues related to dialect and accents are not the focus.
2
Everyday words are words which are common in everyday speech (e.g., walk; man; great). Beck, McKeown, & Kucan (2002) call these words “Tier 1,” and nativeEnglish speakers are likely to learn these through participation in everyday life. Non-native English speakers, however, will need to learn these words.
3
Academic words are words which characterize mature discourse and appear in a wide variety of written texts, regardless of the subject matter (e.g., coincidence;
reform; benefit). Beck et al. (2002) call these “Tier 2” words. The Academic Word List provides a list of the most common academic words found in English texts
(http://www.victoria.ac.nz/lals/resources/academicwordlist/).
4
Terms are words which are specific to a particular domain or subject matter (e.g., peninsula; isotope). Beck et al., (2002) call these words “Tier 3” words. They are
also known as “technical vocabulary.”
5
This benchmark addresses all types of texts, not just literary. Literary techniques, style, and tone can be discussed with bumper stickers, ads, greeting cards, editorials, etc., in addition to literary works.
52
Oregon ABS Read with Understanding Framework, August 2010
Level 4 (Low Intermediate ESL/Beginning ABE)
begins on the following page.
Read with Understanding Framework: LEVEL 4 (Low Intermediate ESL/Beginning ABE)
Learning Standard: Read with Understanding
Adult learners read diverse texts for a variety of purposes, integrating their knowledge, skills, and strategies
in the following process:

Determine the reading purpose

Select and use reading strategies appropriate to the purpose

Monitor comprehension and adjust reading strategies

Analyze the content and reflect on the underlying meanings

Integrate the content with prior knowledge to address the reading purpose
Level 4 Description:
Adult learners exiting this level can independently read with understanding...
(context,
settings,
tasks)
Fluency
Range of
Situations
54
 Small blocks of simple text (e.g., short,
bulleted information) and some simple
tables, graphs, maps, and diagrams
conveying limited information (e.g.,
child’s report card; hand-drawn local
map)
 Multiple pages of simplified/simple
connected texts with:
 everyday or high-interest content
 short paragraphs with clear main ideas
and obvious organizational structures
(e.g., sequence; description)
 compound and short complex
sentences
 common multi-syllabic words
 high-frequency academic words
 vocabulary related to personal
interests
In familiar and some common contexts/
settings
Examples
Range of Texts
A range of personal and simplified texts
and some simple, everyday texts, including:
 Read aloud a picture book with simple text to a
young child
 Read greeting cards to choose an appropriate
one for a friend
 Read simple email messages to communicate
with a family member
 Read directions from an online mapping site or
GPS to get to a chosen location
 Read utility bills to understand how and when
to pay them
 Read the interactive TV program guide to select
programs to record on a digital video recorder
(DVR)
 Read a simple description of entry-level job
duties to decide whether to apply
 Read a simple work order to know what to do
 Read a simple short narrative about a
community concern to decide whether or not
to become involved
 Read short narratives about immigrant
experiences to reflect on and learn about
personal heritage
 Read simple poems about everyday items to
enjoy looking at things in a new way
 Read a simplified chapter book for enjoyment
In simple, structured reading tasks
Perhaps slowly but often comfortably and
with few errors
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: LEVEL 4 (Low Intermediate ESL/Beginning ABE)
Level 4 Benchmarks
READING WITH PURPOSE (P)
R4P1 Read regularly for own purposes, inside and outside of class.
R4P2 Identify, clarify, and/or prepare for a concrete reading purpose.
FLUENT READING (F)
R4F1 Pronounce “on sight” most high-frequency, personally-relevant, and phonetically-regular
words found in own environment and in simplified texts.
R4F2 Recognize “on sight” print-sound correspondences in common two- and three-syllable
words.
R4F3 Acquire and apply meanings of simple, everyday words and of words related to personal
interests/needs.
R4F4 Accurately read aloud connected text composed primarily of simple and compound
sentences with appropriate pacing, phrasing, and expression.
STRATEGIC READING (S)
R4S1 Apply prior knowledge of the content and situation, including cultural understanding, to
support comprehension.
R4S2 Use strategies in combination to pronounce and/or discern the meanings of unfamiliar
words in environmental print or a simplified text.
R4S3 Choose from a range of simple strategies and integrate them to monitor and/or enhance
text comprehension.
ANALYTICAL AND CRITICAL READING (A)
R4A1 Locate, analyze, and critique stated information and implied messages in a simplified or
very simple functional, informational, or persuasive text.
R4A2 Identify basic literary genres and draw conclusions related to their basic structural
elements.
R4A3 Identify, interpret, and/or appreciate an author’s use of language and very simple
literary techniques.
R4A4 Connect people/characters, events, information, or ideas presented in one text with
another text and/or in real life to address the reading purpose.
Oregon ABS Read with Understanding Framework, August 2010
55
Read with Understanding Framework: LEVEL 4 (Low Intermediate ESL/Beginning ABE)
Learning Standard: Read with Understanding
Adult learners read diverse texts for a variety of purposes, integrating their knowledge, skills, and strategies in
the following process:

Determine the reading purpose

Select and use reading strategies appropriate to the purpose

Monitor comprehension and adjust reading strategies

Analyze the content and reflect on the underlying meanings

Integrate the content with prior knowledge to address the reading purpose
Benchmarks
Sub-Benchmarks
Strand: Reading with Purpose (P)
R4P1 Read regularly for
own purposes, inside and
outside of class.
a. Read simple or self-written stories, poetry, and scripts
b. Read short, simple personal and functional texts (e.g., personal notes/letters; labels;
greeting cards; simple ads)
c. Read simple instructions (e.g., for a familiar recipe; directions to a residence)
Reading
Regularly
d. Read simple forms or parts of more complex forms (e.g., work order forms; library card
applications)
e. Read some simple tables, graphs, and maps (e.g., child’s report card; medicine dosage
chart; map of a familiar area)
f. Read high-interest, simplified informational sources (e.g., simplified article about a
famous person)
g. Read sections of newspapers and simplified magazines (e.g., bulleted sidebar about
how to plant a bulb)
Determining
Purpose
h. Read some simple digital texts (e.g., personal e-mail)
R4P2 Identify, clarify, and/
or prepare for a concrete
reading purpose.
a. Identify the intended audience and purpose of the text type
b. Make predictions about content and organization based on title, pictures, text type,
and/or knowledge of the topic or reading situation
c. Ask simple questions to guide reading (e.g., Who is the man in the picture?)
d. Identify specific purposes for reading (e.g., to check predictions; to answer own
questions; to find due date)
Word Parts
Word Recognition
Strand: Fluent Reading (F)
56
1
R4F1 Pronounce “on sight”
most high-frequency,
personally-relevant, and
phonetically-regular words
found in own environment
and in simplified texts.
a. Pronounce words on most simple forms, labels, and signs
b. Pronounce high-frequency words (e.g., such as words on the Dolch list)
c. Pronounce two- and three-syllable phonetically-regular words (e.g., airplane; informed)
d. Pronounce common contractions and abbreviations common to calendars, addresses,
and dates (e.g., wasn’t; won’t; Ave.; Tues.; Mar.)
e. Pronounce printed numerals of up to five digits (e.g., car/house prices; addresses)
R4F2 Recognize “on sight”
print-sound
correspondences in
common two- and threesyllable words.
a. Recognize consonant digraphs and blends
b. Recognize common syllable patterns in two- and three syllable words (e.g., short
vowels; long vowels; r-controlled; diphthongs)
c. Recognize high-frequency prefixes and suffixes (e.g., un-; re-; dis-; -est; -ful)
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: LEVEL 4 (Low Intermediate ESL/Beginning ABE)
Benchmarks
Sub-Benchmarks
Fluency
Word
Meaning
(cont.) Strand: Fluent Reading (F)
R4F3 Acquire and apply
a. Interpret words and phrases used on common bills and forms (e.g., Payment Due,
Dates of Service)
meanings of simple, everyday
words and of words related
b. Apply meanings of printed words and phrases which are commonly heard/spoken in
to personal interests/needs.
relation to family, work, and community life2
c. Apply meaning of printed words related to hobbies or personal interests 4
R4F4 Accurately read aloud
a. Use capitalization and punctuation cues to aid expression (e.g., end punctuation;
connected text composed
commas used in a series; quotation marks)
primarily of simple and
b. Group words into short phrases (e.g., The old man/left his home,/and he drove
compound sentences with
slowly/to the drugstore/for his medicine.)
appropriate pacing, phrasing,
c. Apply appropriate emphasis and intonation to reflect meaning
and expression.
Word-Level Strategies
Prior
Knowledge
Strand: Strategic Reading (S)
R4S1 Apply prior knowledge
of the content and situation,
including cultural
understanding, to support
comprehension.
a. Apply knowledge related to personal experience and interests
R4S2 Use strategies in
combination to pronounce
and/or discern the meanings
of unfamiliar words in
environmental print or a
simplified text.
a. Identify and blend syllables, prefixes, and suffixes, applying common syllabication
guidelines
b. Apply specialized knowledge related to work, family, and community topics
c. Identify and manage the effects of the reading situation on the reading task (e.g.,
May I ask for help? Do I need to wear earplugs to concentrate?)
b. Break down compound words
c. Apply meanings of high-frequency prefixes and suffixes (e.g., re-; un-; dis-; -est; -ful)
d. Compare the unknown word to a known form of the word (e.g., cognate; base word)
e. Use context (e.g., clues in close proximity to the word; knowledge of topic; picture
aids; knowledge of English syntax)
f. Apply knowledge of simple homographs (e.g., read; present; close)
Text Comprehension Strategies
g. Use a glossary or a beginner’s, picture, or bilingual dictionary
R4S3 Choose from a range of a. Use knowledge of common text formats (e.g., of familiar bills, report cards, telephone
simple strategies and
books, simple magazines)
integrate them to monitor
b. Use common text features (e.g., titles; headings; illustrations; bold print; bullets)
and/or enhance text
c. Apply knowledge of list and sequence text structures and their signal words (e.g.,
comprehension.
first, next, then)
d. Scan for key words/numbers
e. Answer simple questions posed by self or others (e.g., “What happens next?”)
f. Check pronoun referent
g. Make inferences
h. Retell
i. Reread
j. Use simple graphic organizers (e.g., T-charts; Venn diagrams)
k. Discuss with others
l. Create a mental picture
(Level 4 is continued on the following page.)
Oregon ABS Read with Understanding Framework, August 2010
57
Read with Understanding Framework: LEVEL 4 (Low Intermediate ESL/Beginning ABE)
Benchmarks
Sub-Benchmarks
Literary Texts
Non-Literary Texts
Strand: Analytical and Critical Reading (A)
R4A1 Locate, analyze, and
critique stated information
and implied messages in a
simplified or very simple
functional, informational, or
persuasive text.
a. Locate specific information in a short paragraph and/or a very simple table, map,
diagram (e.g., about an event; bill payment due date; where hospital is on
neighborhood map)
R4A2 Identify basic literary
genres and draw conclusions
related to their basic
structural elements.
a. Classify a literary work as a story, poem, or play
b. Locate specific information in a multi-page listing (e.g., a telephone book; dictionary)
c. Identify the topic, stated main idea, and key details within a short paragraph
d. Evaluate the reliability, accuracy, and sufficiency of information and claims (e.g.,
checking for missing details, as on an invitation; distinguishing fact v. opinion;
identifying misleading statement, as in“4 out of 5 dentists”)
b. Describe key aspects of how a specific poem or play is organized (e.g., use of rhyme;
use of shape or a specific rhythm, as in haiku; role of character list, stage directions,
and/or dialogue markers)
c. Identify and describe major and minor characters
d. Identify the setting, even when aspects of time or place are implied (e.g., characters
are wearing coats so it may be winter)
e. Identify the main character’s problem and sequence major events
Style
f. Identify a stated or obvious (but implied) theme/message
R4A3 Identify, interpret, and/ a. Locate favorite descriptive words or phrases and explain their effects
or appreciate an author’s use b. Interpret simple figurative language (e.g., “the wall of water”, “tall as a tree”). *NOTE:
of language and very simple
Naming the type of figurative language—e.g., simile, metaphor—is not required.+
literary techniques. 5
c. Locate examples of alliteration, repetition, and/or rhyme and explain their effect(s)
Making
Connections
d. Explain personal opinion about the author’s style
R4A4 Connect people/
characters, events,
information, or ideas
presented in one text with
another text and/or in real
life to address the reading
purpose.
a. Determine the relevance of the ideas/information presented in the text to the
reading purpose (e.g., Is this the recipe I want to prepare? Which of these planting
tips applies to me?)
b. Agree or disagree with an idea or theme, and explain reasoning
c. Follow simple directions consisting of a short sequence of written steps and/or
graphic information, with or without visual supports (e.g., simple recipe)
d. Relate characters or events to own experiences or to another text (e.g., compare and
contrast a character with someone else; compare own experience immigrating to the
one described by the author)
e. Compare an idea or theme to one read in a previous text or to own life
1
The focus of this benchmark is on correctly recognizing and saying a word encountered in print, in order to access meaning that may be attached to the word
through one’s oral vocabulary. Issues related to dialect and accents are not the focus.
2
Everyday words are words which are common in everyday speech (e.g., walk; man; great). Beck, McKeown, & Kucan (2002) call these words “Tier 1,” and nativeEnglish speakers are likely to learn these through participation in everyday life. Non-native English speakers, however, will need to learn these words.
3
Academic words are words which characterize mature discourse and appear in a wide variety of written texts, regardless of the subject matter (e.g., coincidence;
reform; benefit). Beck et al. (2002) call these “Tier 2” words. The Academic Word List provides a list of the most common academic words found in English texts
(http://www.victoria.ac.nz/lals/resources/academicwordlist/).
4
Terms are words which are specific to a particular domain or subject matter (e.g., peninsula; isotope). Beck et al., (2002) call these words “Tier 3” words. They are
also known as “technical vocabulary.”
5
This benchmark addresses all types of texts, not just literary. Literary techniques, style, and tone can be discussed with bumper stickers, ads, greeting cards, editorials, etc., in addition to literary works.
58
Oregon ABS Read with Understanding Framework, August 2010
Level 5 (High Intermediate ESL/Low Intermediate ABE)
begins on the following page.
Read with Understanding Framework: LEVEL 5 (High Intermediate ESL/Low Int. ABE)
Learning Standard: Read with Understanding
Adult learners read diverse texts for a variety of purposes, integrating their knowledge, skills, and strategies
in the following process:

Determine the reading purpose

Select and use reading strategies appropriate to the purpose

Monitor comprehension and adjust reading strategies

Analyze the content and reflect on the underlying meanings

Integrate the content with prior knowledge to address the reading purpose
Level 5 Description:
Adult learners exiting this level can independently read with understanding...
A range of simple, everyday or personal
texts, including:
(context,
settings,
tasks)
Fluency
Range of
Situations
60
 Multipart or multiple pages of simple
connected text with:
 everyday or high-interest content
 paragraphs with clear main ideas and
organizational structures (e.g.,
sequence; description)
 compound and short complex
sentences
 common multi-syllabic words
 high-frequency academic words
 vocabulary related to personal
interests
In a range of work, family, and community
contexts/settings
In somewhat complex but structured
reading tasks
Examples
Range of Texts
 Blocks of texts (e.g., simple, bulleted
information) and tables, graphs, maps,
and diagrams conveying limited
information (e.g., order forms; U.S. map)
 Read print or online housing rental ads to
compare options and make a decision about
which to rent
 Read interactive TV program guide to
determine if specific movies/TV shows are
appropriate for children
 Read a simple novel about losing a job to
reflect on the ways job loss can affect family
relationships
 Read an interoffice memo or email on changes
in the company dress code to know what to
wear
 Read a simple chart about a company’s job
benefits to make decisions about them
 Read a minimum-wage poster to determine if a
job wage is legal
 Read citizenship application procedures to
decide whether to pursue citizenship
 Read about family traditions on a class wiki to
relate family traditions from different
countries, cultures and/or regions of the
country to own
 Read a play about a historical figure to learn
about his/her life
 Read a simple webpage to research a personal
need or interest
Comfortably but perhaps with inconsistent
ability to adjust pace or strategies with
more complex tasks
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: LEVEL 5 (High Intermediate ESL/Low Int. ABE)
Level 5 Benchmarks
READING WITH PURPOSE (P)
R5P1 Read regularly for own purposes, inside and outside of class.
R5P2 Identify, clarify, and/or prepare for the reading purpose.
FLUENT READING (F)
R5F1 Pronounce “on sight” most words and abbreviations found in simple texts.
R5F2 Recognize “on sight” syllable patterns/types, base words, and affixes in common multisyllabic words.
R5F3 Acquire and apply meanings of words and phrases found in simple everyday texts and
related to personal interests.
R5F4 Accurately read aloud connected text composed of simple, compound, and short complex
sentences with appropriate pacing, phrasing, and expression.
STRATEGIC READING (S)
R5S1 Apply prior knowledge of the content and situation, including cultural understanding, to
support comprehension.
R5S2 Use strategies in combination to pronounce and/or discern the meanings of unfamiliar
words in a simple text.
R5S3 Choose from a range of simple strategies and integrate them to monitor and/or enhance
text comprehension.
ANALYTICAL AND CRITICAL READING (A)
R5A1 Locate, analyze, and critique stated and implied information and/or ideas in a simple
functional, informational, or persuasive text.
R5A2 Draw conclusions related to the common structural elements of a simple literary work.
R5A3 Identify, interpret, and appreciate an author’s use of language and simple literary
techniques.
R5A4 Connect people/characters, events, information, ideas, or themes presented in one text
with those in other texts and/or in real life to address the reading purpose.
Oregon ABS Read with Understanding Framework, August 2010
61
Read with Understanding Framework: LEVEL 5 (High Intermediate ESL/Low Int. ABE)
Learning Standard: Read with Understanding
Adult learners read diverse texts for a variety of purposes, integrating their knowledge, skills, and strategies in
the following process:

Determine the reading purpose

Select and use reading strategies appropriate to the purpose

Monitor comprehension and adjust reading strategies

Analyze the content and reflect on the underlying meanings

Integrate the content with prior knowledge to address the reading purpose
Benchmarks
Sub-Benchmarks
Reading
Regularly
Strand: Reading with Purpose (P)
R5P1 Read regularly for
own purposes, inside and
outside of class.
a. Read simple novels, biographies, stories, poetry, and scripts
b. Read simple personal and functional texts (e.g., flyers of upcoming events; ads; recipes)
c. Read simple forms, tables, graphs, diagrams, and maps (e.g., catalog order forms; menus; nutrition labels; maps of the U.S.; TV schedules)
d. Read high-interest, simple, informational texts
e. Read selected sections of magazines and newspapers
Determining
Purpose
f. Read simple digital texts (e.g., personal e-mail; video games; DVD menus; simple web
pages)
R5P2 Identify, clarify, and/
or prepare for the reading
purpose.
a. Identify the intended audience and general purpose of the text type
b. Make predictions or ask questions based on title, pictures, headings, captions, text type,
and/or knowledge of the topic or reading situation
c. Identify specific purpose(s) for reading (e.g., confirm predictions; answer questions;
gather facts/evidence)
d. Select appropriate print and digital text, specifying how the text addresses the reader’s
goal (e.g., by considering topic, “friendliness” of text, familiarity with author)
R5F1 Pronounce1 “on sight” a. Pronounce printed names in own environment (e.g., co-workers; classmates)
most words and abbreviab. Pronounce common multi-syllabic words
tions found in simple texts.
c. Pronounce some abbreviations found in everyday texts, including those common to
maps, measurement, and classified ads (e.g., some states; ft.; P-T)
Word Parts
d. Pronounce most printed numerals
R5F2 Recognize “on sight”
syllable patterns/types,
base words, and affixes in
common multi-syllabic
words.
a. Recognize syllable patterns/types (e.g., closed syllable; open syllable; VCe; vowel digraphs/ diphthongs; r-controlled; -Cle)
Word
Meaning
Word
Recognition
Strand: Fluent Reading (F)
R5F3 Acquire and apply
meanings of words and
phrases found in simple
everyday texts and related
to personal interests.
a. Apply common meanings of everyday2 and simple academic words3 found across everyday texts
62
b. Recognize base words (e.g., information)
c. Recognize common prefixes and suffixes (e.g., pre-; bi-; anti-; -ness; -tion)
b. Apply meanings of terms related to specific topics of personal interest (e.g., work;
health; community concerns)4
c. Interpret high frequency idioms, expressions, and/or collocations (e.g., knock on wood;
prim and proper; make the bed)
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: LEVEL 5 (High Intermediate ESL/Low Int. ABE)
Benchmarks
Sub-Benchmarks
Fluency
(cont.) Strand: Fluent Reading (F)
R5F4 Accurately read aloud
a. Use common punctuation cues to aid expression (e.g., commas separating phrases/
connected text composed of
clauses)
simple, compound, and short b. Group words into meaningful phrases (e.g., A new employee/ should watch others
complex sentences with
carefully/ and ask questions/ when she doesn’t understand something.)
appropriate pacing, phrasing,
c. Apply appropriate emphasis and intonation to reflect meaning
and expression.
Word-Level Strategies
Prior
Knowledge
Strand: Strategic Reading (S)
R5S1 Apply prior knowledge
of the content and situation,
including cultural
understanding, to support
comprehension.
a. Apply knowledge related to personal experience and interests
R5S2 Use strategies in
combination to pronounce
and/or discern the meanings
of unfamiliar words in a
simple text.
a. Identify and blend syllables, roots, prefixes, and suffixes, applying common
syllabication guidelines
b. Apply specialized knowledge related to work, family, and community topics
c. Identify and manage the effects of the reading situation on the reading task (e.g.,
May I ask for help? Is the lighting and noise level okay? What can I change to
concentrate better?)
b. Use the pronunciation information in a simple dictionary or glossary
c. Apply meanings of simple roots, prefixes, and suffixes (e.g., pre-; bi-; -ness; -tion)
d. Use context (e.g., embedded clues; knowledge of topic; knowledge of English syntax)
e. Apply knowledge of common homographs and homophones (e.g., bow; wind; sent/
cent/scent)
f. Use text aids (e.g., margin notes; illustrations; glossary; etc.)
Text Comprehension Strategies
g. Identify and apply the appropriate definition in a simple dictionary
R5S3 Choose from a range of
simple strategies and
integrate them to monitor
and/or enhance text
comprehension.
a. Use text format and features (e.g., headings; subheadings; bullets; sidebars;
illustrations; captions; guide words)
b. Apply knowledge of simple text structures (e.g., list; sequence; description) and their
signal words (e.g., second; another)
c. Scan for key words/numbers
d. Answer questions posed by self or others (e.g., using who, what, where, when, why,
how)
e. Check pronoun referent
f. Make inferences
g. Use simple text markings (e.g., highlighting; underlining; noting personal reactions/
questions)
h. Retell/paraphrase/summarize
i. Reread/adjust reading pace
j. Use graphic organizers (e.g., Venn diagrams; bubble maps; cause-effect)
k. Discuss with others
l. Create a mental picture
(Level 5 is continued on the following page.)
Oregon ABS Read with Understanding Framework, August 2010
63
Read with Understanding Framework: LEVEL 5 (High Intermediate ESL/Low Int. ABE)
Benchmarks
Sub-Benchmarks
Literary Texts
Non-Literary Texts
Strand: Analytical and Critical Reading (A)
R5A1 Locate, analyze, and
critique stated and implied
information and/or ideas in a
simple functional,
informational, or persuasive
text.
a. Locate and interpret information in simple tables, graphs, and diagrams (e.g., with
one level of information on each axis)
b. Locate specific information in a simple multi-page source (e.g., within a class wiki; in
an article; within a book with an index)
c. Identify the topic, stated or clearly implied main idea, and supporting details within
a paragraph
d. Draw conclusions about specific details (e.g., stated cause and effect)
e. Evaluate the reliability, accuracy, and sufficiency of information and claims (e.g.,
checking for missing information, as in a classified ad; explaining how author uses
fact and opinion; identifying techniques such as use of fear, bandwagon)
R5A2 Draw conclusions
related to the common
structural elements of a
simple literary work.
a. Classify a literary work as a short story, novel, poem, play/script, biography, or
autobiography
b. Describe how an author organizes a poem or play (e.g., how rhyme, rhythm,
capitalization, punctuation are used in a poem; how character and prop lists, stage
directions, scenes/acts are handled)
c. Describe a character in terms of dominant physical and personality traits, providing
examples from the text
d. Identify the setting and its role
e. Describe the main character’s problem and summarize major events
Style
f. Identify an obvious (but perhaps implied) theme/message
R5A3 Identify, interpret, and
appreciate an author’s use of
language and simple literary
techniques. 5
a. Explain the purpose of specific examples of an author’s use of imagery
b. Identify, name, and interpret simple figurative language (e.g., simile; metaphor;
hyperbole)
c. Locate examples of alliteration, repetition, and/or rhyme and explain their effect(s)
Making
Connections
d. Explain personal opinion about the author’s style
R5A4 Connect people/
a. Determine the relevance of the ideas/information presented in the text to the
characters, events,
reading purpose (e.g., What information from this job benefits chart is important to
information, ideas, or themes
me? What have I learned about why this person was famous?)
presented in one text with
b. Agree or disagree with an idea or theme, and explain reasoning
those in other texts and/or in
c. Follow simple multi-step written directions, integrating written and graphic
real life to address the
information (e.g., game directions)
reading purpose.
d. Identify similarities and/or differences between characters or between a character
and a real person
e. Compare an idea or theme to one read in a previous text or to own life
f. Combine, compare, and/or contrast information presented in different simple
sources
1
The focus of this benchmark is on correctly recognizing and saying a word encountered in print, in order to access meaning that may be attached to the word
through one’s oral vocabulary. Issues related to dialect and accents are not the focus.
2
Everyday words are words which are common in everyday speech (e.g., walk; man; great). Beck, McKeown, & Kucan (2002) call these words “Tier 1,” and nativeEnglish speakers are likely to learn these through participation in everyday life. Non-native English speakers, however, will need to learn these words.
3
Academic words are words which characterize mature discourse and appear in a wide variety of written texts, regardless of the subject matter (e.g., coincidence;
reform; benefit). Beck et al. (2002) call these “Tier 2” words. The Academic Word List provides a list of the most common academic words found in English texts
(http://www.victoria.ac.nz/lals/resources/academicwordlist/)
4
Terms are words which are specific to a particular domain or subject matter (e.g., peninsula; isotope). Beck et al., (2002) call these words “Tier 3” words. They are
also known as “technical vocabulary.”
5
This benchmark addresses all types of texts, not just literary. Literary techniques, style, and tone can be discussed with bumper stickers, ads, greeting cards, editorials, etc., in addition to literary works.
64
Oregon ABS Read with Understanding Framework, August 2010
Level 6 (Advanced ESL/High Intermediate ABE)
begins on the following page.
Read with Understanding Framework: LEVEL 6 (Advanced ESL/High Intermediate ABE)
Learning Standard: Read with Understanding
Adult learners read diverse texts for a variety of purposes, integrating their knowledge, skills, and strategies
in the following process:

Determine the reading purpose

Select and use reading strategies appropriate to the purpose

Monitor comprehension and adjust reading strategies

Analyze the content and reflect on the underlying meanings

Integrate the content with prior knowledge to address the reading purpose
Level 6 Description:
Adult learners exiting this level can independently read with understanding...
A range of introductory academic texts,
popular literary texts, and everyday work
and community documents,
including:
(context,
settings,
tasks)
Fluency
Range of
Situations
66
cartoons, and other visual presentations
carrying multiple levels of information/
ideas (e.g., food pyramid; work flow diagrams; road maps)
 Multipart and/or multiple pages of connected text with:
 everyday or some specialized content
 connected paragraphs with common
structures (e.g., cause/effect; compare/contrast)
 lengthy sentences, sometimes composed of multiple clauses
 multisyllabic words
 high-frequency academic words
 content-specific terms related to parenting, work, community issues,
health, and/or some academic subjects
In some academic and a range of work,
family, and community contexts/situations
Examples
Range of Texts
 Tables, graphs, maps, diagrams, political
 Read a variety of books and articles about a
health issue to write an article for a class publication
 Read textbooks and Internet articles to prepare
a presentation on the justice system
 Read poetry by a favorite author to add to a
personal collection
 Read a popular novel to prepare for a book club
 Read a screenplay of a TV show to compare the
written and visual versions
 Read newspaper editorials on opposing sides of
a subject of interest to clarify and explain a
personal opinion on the subject
 Read information about a union to decide
whether to join
 Read promotional materials for job-related
products to help decide if replacements or updates are necessary
 Read part of a user’s guide to find out how to
scan a picture
 Read nutrition information on a restaurant’s
website to choose a meal that is low in fat
 Read a cell phone manual to set up voice mail
 Read print or online articles about toddlers to
identify strategies to use for a two-year-old’s
tantrums
 Read various websites to determine the best
mode of transportation to use for a long trip
In complex and structured reading tasks
Comfortably and with appropriate consideration of the complexities related to the
task
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: LEVEL 6 (Advanced ESL/High Intermediate ABE)
Level 6 Benchmarks
READING WITH PURPOSE (P)
R6P1 Read regularly for own purposes, inside and outside of class.
R6P2 Identify, clarify, and/or prepare for the reading purpose.
FLUENT READING (F)
R6F1 Pronounce “on sight” most words and abbreviations found in everyday texts and some terms
related to areas of interest or study.
R6F2 Recognize “on sight” syllable patterns/types, root words, and affixes in multi-syllabic words.
R6F3 Acquire and apply meanings of most words and phrases found in everyday texts and of small
sets of terms related to a few specialized topics.
R6F4 Accurately read text composed of a variety of complex sentence structures with appropriate
pacing, phrasing, and expression.
STRATEGIC READING (S)
R6S1 Apply prior knowledge of the content and situation, including cultural understanding, to
support comprehension.
R6S2 Use strategies in combination to pronounce and/or discern the meanings of unfamiliar words
in an everyday text.
R6S3 Choose from a range of strategies and integrate them to monitor and/or enhance text
comprehension.
ANALYTICAL AND CRITICAL READING (A)
R6A1 Locate, analyze, and critique stated and implied information and/or ideas in an everyday
functional, informational, or persuasive text.
R6A2 Draw conclusions related to the common structural elements of a literary work.
R6A3 Analyze and evaluate an author’s style, attending to the use of language and specific literary
techniques.
R6A4 Integrate the people/characters, events, information, ideas/arguments, or themes presented
in a text with those in other texts and/or with knowledge of the world to address the reading
purpose.
Oregon ABS Read with Understanding Framework, August 2010
67
Read with Understanding Framework: LEVEL 6 (Advanced ESL/High Intermediate ABE)
Learning Standard: Read with Understanding
Adult learners read diverse texts for a variety of purposes, integrating their knowledge, skills, and strategies in
the following process:

Determine the reading purpose

Select and use reading strategies appropriate to the purpose

Monitor comprehension and adjust reading strategies

Analyze the content and reflect on the underlying meanings

Integrate the content with prior knowledge to address the reading purpose
Benchmarks
Sub-Benchmarks
Strand: Reading with Purpose (P)
Reading
Regularly
R6P1 Read regularly for
own purposes, inside and
outside of class.
a. Read popular novels, biographies, essays, short stories, poetry, and scripts
b. Read everyday functional texts (e.g., health brochures; political ads)
c. Read forms, tables, graphs, diagrams, and maps (e.g., job applications; food pyramid;
work flow diagram; nutrition charts; road maps)
d. Read political cartoons depicting current people or events
e. Read common informational texts (e.g., self-help books; textbooks; books on special
interests)
f. Read articles and editorials in popular magazines and local newspapers
g. Read digital texts (e.g., most web pages; electronic encyclopedias)
Determining
Purpose
R6P2 Identify, clarify, and/
or prepare for the reading
purpose.
a. Identify the intended audience and general purpose of the text type
b. Preview key sections of the text (e.g., advanced organizers; headings/sub-headings; first
sentences of paragraphs)
c. Make predictions or ask questions based on prior knowledge about text type, literary
genre, topic, and/or reading situation
d. Identify specific purposes for reading (e.g., confirm predictions; answer questions; gather facts/evidence)
e. Select appropriate print and digital text, specifying how the text addresses the reader’s
goal (e.g., by considering writing style, text features and supports, familiarity with
source/ author, appropriateness of text type)
Word
Recognition
Strand: Fluent Reading (F)
R6F1 Pronounce1 “on sight”
most words and abbreviations found in everyday
texts and some terms related to areas of interest or
study.
a. Pronounce multi-syllabic words
b. Pronounce words common to fields of personal interest or academic study (e.g., developmental stage; engine block; coastal range)
c. Pronounce abbreviations found in everyday texts (e.g., states; pkg.; inc.)
d. Pronounce printed numerals
Word Parts
e. Pronounce some common words from other languages (e.g., si; gracias; Juan, oui)
68
R6F2 Recognize “on sight”
syllable patterns/types,
root words, and affixes in
multi-syllabic words.
a. Recognize syllable patterns/types
b. Recognize a range of roots (e.g., spect; rupt; port)
c. Recognize a range of prefixes and suffixes (e.g., semi-; quad-; milli-; -logist; -ician)
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: LEVEL 6 (Advanced ESL/High Intermediate ABE)
Benchmarks
Sub-Benchmarks
Fluency
Word
Meaning
(cont.) Strand: Fluent Reading (F)
R6F3 Acquire and apply
meanings of most words and
phrases found in everyday
texts and of small sets of
terms related to a few
specialized topics.
R6F4 Accurately read text
composed of a variety of
complex sentence structures
with appropriate pacing,
phrasing, and expression.
a. Apply appropriate meanings (perhaps out of a set of possible meanings) of academic
words found across a range of texts3
b. Apply meanings of terms related to some specific academic areas or other specialized
topics (e.g., related to pre-GED topics, work, or interests) 4
c. Interpret common idioms, expressions, and/or collocations (e.g., live for the moment;
crystal clear; face the consequences)
a. Use a range of punctuation cues to aid expression (e.g., semicolons; colons)
b. Group words into meaningful phrases (e.g., Despite her past insincerity/ and her
current obsession with his best friend/, he chose to interpret her actions /as “friendly”
and not “flirty.”)
c. Apply appropriate emphasis and intonation to reflect meaning
Word-Level Strategies
Prior
Knowledge
Strand: Strategic Reading (S)
R6S1 Apply prior knowledge
of the content and situation,
including cultural
understanding, to support
comprehension.
a. Critique existing knowledge (How does this compare with what I knew before?)
R6S2 Use strategies in
combination to pronounce
and/or discern the meanings
of unfamiliar words in an
everyday text.
a. Identify and blend syllables, roots, prefixes, and suffixes, applying common
syllabication guidelines
b. Apply some academic knowledge related to literature and the social, physical, and life
sciences
c. Apply specialized knowledge related to work, family, and community topics
d. Identify and/or manage the effects of the reading situation on the reading task (e.g.,
May I ask for help? Am I comfortable? What can I change to concentrate better?
What tools do I have on hand?)
b. Use the pronunciation information in a dictionary or glossary
c. Apply meanings of common roots, prefixes, and suffixes (e.g., spect; bio; port; bene-;
inter-; -ary; -ology)
d. Use context (e.g., embedded clues; knowledge of topic; knowledge of English syntax)
e. Apply knowledge of homographs and homophones (e.g., abuse; conflict; principle/
principal)
Text Comprehension Strategies
f. Identify and apply the appropriate definition in a standard dictionary or thesaurus
R6S3 Choose from a range of a. Use text format and features (e.g., table of contents; index; sidebars; topic menus)
strategies and integrate them b. Apply knowledge of common text structures (e.g., description; cause-effect; compareto monitor and/or enhance
contrast; problem-solution) and their signal words
text comprehension.
c. Scan/skim
d. Answer questions posed by self and others (e.g., turning sub-headings into questions)
e. Make inferences
f. Mark texts and/or make notes
g. Write a summary to check understanding
h. Select and use an appropriate graphic organizer
i. Discuss with others
(Level 6 is continued on the following page.)
Oregon ABS Read with Understanding Framework, August 2010
69
Read with Understanding Framework: LEVEL 6 (Advanced ESL/High Intermediate ABE)
Benchmarks
Sub-Benchmarks
Non-Literary Texts
Strand: Analytical and Critical Reading (A)
R6A1 Locate, analyze,
and critique stated and
implied information
and/or ideas in an everyday functional,
informational, or persuasive text.
a. Locate and interpret information in multi-featured tables, graphs, and diagrams (e.g., a
graph displaying oil spills by country, gallons, and dollars spent on cleanup)
b. Locate specific information in a lengthy source (e.g., on the Internet; within a textbook chapter)
c. Interpret political cartoons depicting current people or events
d. Determine, analyze, and summarize the stated or implied main idea of a paragraph and the
key details/evidence used to develop it
e. Determine, analyze, and summarize an author’s clearly-stated central idea and major points
(over multiple paragraphs/pages)
f. Analyze specific details, including how they are related to each other and/or to the main/
central idea (e.g., implied cause and effect; types and sub-types; problems and solutions)
Literary Texts
g. Evaluate the reliability, accuracy, and sufficiency of information, claims, or arguments (e.g.,
by investigating the biases of author/publisher/website; distinguishing between fact and
opinion; recognizing understatement/ overstatements)
R6A2 Draw conclusions a. Classify a literary work as a short story, novel, poem, play/script, biography, autobiography,
related to the common
speech, or essay
structural elements of b. Describe the effects of how an author organizes a poem or script (e.g., lack of punctuation
a literary work.
permits the reader to group ideas in a variety of ways)
c. Describe a character’s traits and/or motivation, providing examples
d. Identify conflicts and determine whether they are external or internal (e.g., person against
group; person against self)
e. Identify and name the key components of the plot’s development (e.g., exposition; rising
action; climax; falling action; resolution)
f. Assess how the point of view from which the account is told affects the reader’s experience
(e.g., from the main character’s perspective)
Style
g. Determine a major theme, providing evidence
R6A3 Analyze and eval- a. Locate, name, interpret, and critique descriptive and figurative language (e.g., imagery; metuate an author’s style,
aphor; hyperbole; personification)
attending to the use of b. Explain the intended effects of common literary techniques used within a text (e.g., flashlanguage and specific
back; rhetorical question)
literary techniques. 5
c. Identify the author’s tone or the mood of the text, when provided options, and support with
evidence
Making
Connections
d. Evaluate the effectiveness/appeal of the author’s style, citing specific examples
1
R6A4 Integrate the
people/characters,
events, information,
ideas/arguments, or
themes presented in a
text with those in other texts and/or with
knowledge of the
world to address the
reading purpose.
a. Determine the relevance of the ideas/information presented in the text to the reading purpose (e.g., Which part of this article answers my questions? What aspect of this chapter do I
want to discuss in the book club?)
b. Agree or disagree with an idea/argument or theme, and explain reasoning
c. Follow lengthy, multi-step directions, integrating written and graphic information (e.g., directions for solving a type of math problem)
d. Compare and contrast people/characters/events in different texts
e. Compare, contrast, and/or critique ideas and arguments in different texts
f. Combine, compare, contrast, and/or critique information from different sources
The focus of this benchmark is on correctly recognizing and saying a word encountered in print, in order to access meaning that may be attached to the word
through one’s oral vocabulary. Issues related to dialect and accents are not the focus.
70
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: LEVEL 6 (Advanced ESL/High Intermediate ABE)
2
Everyday words are words which are common in everyday speech (e.g., walk; man; great). Beck, McKeown, & Kucan (2002) call these words “Tier 1,” and nativeEnglish speakers are likely to learn these through participation in everyday life. Non-native English speakers, however, will need to learn these words.
3
Academic words are words which characterize mature discourse and appear in a wide variety of written texts, regardless of the subject matter (e.g., coincidence;
reform; benefit). Beck et al. (2002) call these “Tier 2” words. The Academic Word List provides a list of the most common academic words found in English texts
(http://www.victoria.ac.nz/lals/resources/academicwordlist/)
4
Terms are words which are specific to a particular domain or subject matter (e.g., peninsula; isotope). Beck et al., (2002) call these words “Tier 3” words. They are
also known as “technical vocabulary.”
5
This benchmark addresses all types of texts, not just literary. Literary techniques, style, and tone can be discussed with bumper stickers, ads, greeting cards, editorials, etc., in addition to literary works.
Oregon ABS Read with Understanding Framework, August 2010
71
Read with Understanding Framework: LEVEL 7 (Beginning Transition/Low ASE)
Learning Standard: Read with Understanding
Adult learners read diverse texts for a variety of purposes, integrating their knowledge, skills, and strategies
in the following process:

Determine the reading purpose

Select and use reading strategies appropriate to the purpose

Monitor comprehension and adjust reading strategies

Analyze the content and reflect on the underlying meanings

Integrate the content with prior knowledge to address the reading purpose
Level 7 Description:
Adult learners exiting this level can independently read with understanding...
A range of secondary-level academic texts,
well-known literary texts, and work and
community documents, including:
(context,
settings,
tasks)
Fluency
Range of
Situations
72
for a large workplace; census chart; maps
showing population, climate, and natural
resources)
 Lengthy and/or complex connected text
with:
 specialized or abstract content
 common and unique organizational
structures
 lengthy sentences, typically composed
of multiple clauses
 common academic words
 content-specific terms
In a range of academic, work, community,
and family contexts/situations, including
some novel ones
Examples
Range of Texts
 Complex tables, graphs, maps, diagrams,
political cartoons, and other visual
presentations (e.g. organizational diagram
 Read reports, online articles, and brochures
about a local geographic landmark to prepare a
poster display of its creation and significance
 Read a variety of books and online articles
about a region or country of the world to prepare a class presentation
 Read a section in a math textbook to figure out
how to solve a specific kind of problem
 Read essays and articles on an immigration
issue to prepare an editorial for the program
newspaper
 Read and analyze a short story to contribute to
a group discussion
 Read poetry about certain themes to prepare
one’s own poem
 Read articles on O*Net Online to answer own
questions about different careers
 Read articles about job interviewing to develop
a personal list of reminders
 Read ingredients, directions, and warnings on
over-the-counter medicine labels to choose the
right product for a sick child
 Read directions about wi-fi connections to add
a computer to an existing network
 Read information about advertising techniques
to make decisions about purchases
In complex and somewhat structured reading tasks
Comfortably and with appropriate consideration of the complexities related to the
task
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: LEVEL 7 (Beginning Transition/Low ASE)
Level 7 Benchmarks
READING WITH PURPOSE (P)
R7P1 Read regularly for own purposes, inside and outside of class.
R7P2 Identify, clarify, and/or prepare for a complex reading purpose.
FLUENT READING (F)
R7F1 Pronounce “on sight” words, abbreviations, and acronyms found in everyday texts and a range
of terms related to areas of interest or study.
R7F2 Recognize “on sight” syllable patterns/types, root words, and affixes in multi-syllabic words.
R7F3 Acquire and apply meanings of most words and phrases found in everyday and academic texts,
including terms related to specialized topics.
R7F4 Accurately read text composed of dense or long, complex sentences and paragraphs with
appropriate pacing, phrasing, and expression.
STRATEGIC READING (S)
R7S1 Evaluate and/or apply prior knowledge of the content and situation, including cultural
understanding, to support comprehension.
R7S2 Use strategies easily and in combination to pronounce and/or discern the meanings of
unfamiliar words found in a complex text.
R7S3 Choose from a range of strategies, including some sophisticated ones, and integrate them to
monitor and/or enhance text comprehension.
ANALYTICAL AND CRITICAL READING (A)
R7A1 Locate, analyze and critique stated and unstated information, ideas/ arguments, and/or
themes in a complex functional, informational, or persuasive text.
R7A2 Draw conclusions related to the structural elements of a complex literary work, using literary
terms.
R7A3 Analyze and evaluate an author’s style, attending to the use of language and literary
techniques and to influences on the writing.
R7A4 Integrate the people/characters, events, information, ideas/ arguments, themes, or writing
styles in lengthy or multiple complex texts with each other and/or with knowledge of the
world to address a complex reading purpose.
Oregon ABS Read with Understanding Framework, August 2010
73
Read with Understanding Framework: LEVEL 7 (Beginning Transition/Low ASE)
Learning Standard: Read with Understanding
Adult learners read diverse texts for a variety of purposes, integrating their knowledge, skills, and strategies in
the following process:

Determine the reading purpose

Select and use reading strategies appropriate to the purpose

Monitor comprehension and adjust reading strategies

Analyze the content and reflect on the underlying meanings

Integrate the content with prior knowledge to address the reading purpose
Benchmarks
Sub-Benchmarks
Strand: Reading with Purpose (P)
R7P1 Read regularly for
own purposes, inside and
outside of class.
a. Read novels, biographies, essays, short stories, poetry, and scripts
b. Read some complex functional texts/documents (e.g., simple wills; voter eligibility materials)
Reading
Regularly
c. Read complex forms, tables, graphs, diagrams, and maps (e.g., organizational diagram
for a workplace; census charts; climate maps)
d. Read political cartoons
e. Read specialized informational sources related to math, social studies, science, and
work (e.g., high school level textbooks; training manuals)
f. Read common historical American documents (e.g., The Declaration of Independence;
U.S. Constitution; the “I Have a Dream” speech)
g. Read articles and editorials in news magazines and major newspapers
Determining
Purpose
h. Read complex digital texts (e.g., dense web pages/sites; online reports)
R7P2 Identify, clarify, and/
or prepare for a complex
reading purpose.
a. Preview key sections of the text (e.g., advanced organizers; headings/sub-headings;
first/last paragraphs; first/last sentences of paragraphs)
b. Make predictions or ask questions based on prior knowledge about text type, literary
genre, topic, and/or reading situation
c. Identify specific purposes for reading (e.g., answer questions; identify gaps to study for
test; look for interesting points to bring up in discussion)
d. Select appropriate print and digital text(s), specifying how the text addresses the reader’s goal (e.g., by considering writing style, text features and supports, familiarity with
source/author, appropriateness of text type)
a. Pronounce multi-syllabic words
Word
Recognition
R7F1 Pronounce1 “on sight”
words, abbreviations, and
acronyms found in everyday texts and a range of
terms related to areas of
interest or study.
Word
Parts
Strand: Fluent Reading (F)
R7F2 Recognize “on sight”
syllable patterns/types,
root words, and affixes in
multi-syllabic words.
(See previous levels as needed)
74
b. Pronounce some terms specific to particular fields of interest/study (e.g., cardiology;
bicameral; peninsula)
c. Pronounce abbreviations and acronyms used in specific contexts (e.g., CPA; dept.)
d. Pronounce a range of common words from other languages (e.g., ciao; por favor; Buenos dias)
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: LEVEL 7 (Beginning Transition/Low ASE)
Benchmarks
Sub-Benchmarks
Fluency
Word
Meaning
(cont.) Strand: Fluent Reading (F)
R7F3 Acquire and apply
a. Apply appropriate and perhaps nuanced meanings of academic words found across a
meanings of most words and
range of texts3
phrases found in everyday
b. Apply meanings of terms related to academic or work topics (e.g., math, social studand academic texts, including
ies, science, literature, and/or occupational terms)4
terms related to specialized
c. Interpret idioms, expressions, and/or collocations (e.g., jury is still out; in conclusion;
topics.
auspicious occasion)
R7F4 Accurately read text
composed of dense or long,
complex sentences and
paragraphs with appropriate
pacing, phrasing, and
expression.
(See previous levels as needed)
Word-Level
Strategies
Prior
Knowledge
Strand: Strategic Reading (S)
R7S1 Evaluate and/or apply
prior knowledge of the content and situation, including
cultural understanding, to
support comprehension.
a. Critique existing knowledge (e.g., The author is saying something different from what
I thought was true. Who’s right?)
b. Apply a range of academic knowledge related to literature and the social, physical,
and life sciences
c. Apply specialized knowledge related to work, family, and community topics
d. Identify and/or manage the effects of the reading situation on the reading task (e.g.,
May I ask for help? What can I change to concentrate better? How long do I have for
this task? What tools may I use?)
R7S2 Use strategies easily
a. Apply meanings of a range of roots, prefixes, and suffixes (e.g., phil; carn; chron; hyand in combination to proper-; counter-; -ify; -cracy; wise)
nounce and/or discern the
b. Distinguish between connotative and denotative meanings (e.g., a cheap person vermeanings of unfamiliar words
sus a thrifty person)
found in a complex text.
c. Use context
Text Comprehension Strategies
d. Use a college dictionary or thesaurus, identifying the appropriate definition and/or
using etymological information
R7S3 Choose from a range of
strategies, including some
sophisticated ones, and
integrate them to monitor
and/or enhance text
comprehension.
a. Use text format and features (e.g., search engines; drop-down menus; indices; advanced organizers)
b. Identify how facts/ideas are organized (e.g., by looking for common text structures; by
attending to signal words)
c. Scan/skim
d. Ask and answer higher-order questions to guide/assess reading (e.g., Why is the author telling me this right now? Why did the author choose this word?)
e. Make inferences
f. Break long sentences into phrases and think about their meaning
g. Mark texts and/or make notes
h. Organize notes and/or make own graphic organizer/text map
i. Write a summary to check understanding
j. Discuss with others
(Level 7 continued on the following page.)
Oregon ABS Read with Understanding Framework, August 2010
75
Read with Understanding Framework: LEVEL 7 (Beginning Transition/Low ASE)
Benchmarks
Sub-Benchmarks
Non-Literary Texts
Strand: Analytical and Critical Reading (A)
R7A1 Locate, analyze
and critique stated and
unstated information,
ideas/ arguments, and/
or themes in a complex
functional,
informational, or
persuasive text.
a. Locate and interpret information in complex tables, graphs, and diagrams
b. Locate specific information in a lengthy or dense source (e.g., on the Internet; in a textbook
or training manual)
c. Interpret political cartoons depicting current or historical people and events
d. Determine, analyze, and summarize the stated and/or implied main idea of a paragraph and
the details/evidence used to develop it
e. Determine, analyze, and summarize the author’s central idea and major points (over
multiple paragraphs/pages)
f. Analyze specific details, including how they are related to each other and/or to the main/
central idea
Literary Texts
g. Evaluate the reliability, accuracy, and sufficiency of information, claims, or arguments (e.g.,
by investigating the biases of author/publisher/website; identifying techniques such as
manipulation of graphs/visuals, ad hominem attacks, straw man; confirming with another
source)
R7A2 Draw conclusions a. Identify and analyze the characteristics and purposes of major literary forms (e.g., poetry;
related to the structural
short story; drama; biography; autobiography; speeches; essays)
elements of a complex b. Analyze how features/sections of a poem or script further the author’s purpose
literary work, using
c. Describe a character’s traits, motivation, and development, providing examples
literary terms.
d. Identify and describe conflicts/moral dilemmas
e. Determine how author’s decisions about setting, plot, and/or point of view contribute to the
author’s purpose
Style
f. Determine major themes and how they interact, providing evidence
R7A3 Analyze and
evaluate an author’s
style, attending to the
use of language and
literary techniques and
to influences on the
writing. 5
a. Locate, name, interpret, and critique the use of descriptive and figurative language and
literary techniques (e.g., symbolism; metaphors; foreshadowing)
b. Assess how the author’s purpose affected decisions about the type of presentation to use
(e.g., article vs. editorial; poem vs. story)
c. Identify the author’s tone or the mood of the text, providing evidence
d. Identify examples of the cultural, personal, and/or historical influences on the writing
Making
Connections
e. Evaluate the effectiveness/appeal of the author’s style, citing specific examples
R7A4 Integrate the
people/characters,
events, information,
ideas/ arguments,
themes, or writing
styles in lengthy or
multiple complex texts
with each other and/or
with knowledge of the
world to address a
complex reading
purpose.
a. Determine the relevance of the ideas/information presented in the text to the reading
purpose (e.g., How does this policy apply in this situation?)
b. Agree or disagree with an idea/argument or theme, and explain reasoning
c. Follow complex, multi-step directions, integrating written and graphic information (e.g.,
science experiment)
d. Compare and contrast people/characters/events in different texts
e. Combine, compare, contrast, and/or critique ideas/ arguments or themes in different texts
(e.g., discuss the effect of genre on how the theme of prejudice is developed in a specific
poem vs. a specific essay)
f. Combine, compare, and/or contrast information from different sources (e.g., for a research
paper)
1
The focus of this benchmark is on correctly recognizing and saying a word encountered in print, in order to access meaning that may be attached to the word
through one’s oral vocabulary. Issues related to dialect and accents are not the focus.
2
Everyday words are words which are common in everyday speech (e.g., walk; man; great). Beck, McKeown, & Kucan (2002) call these words “Tier 1,” and nativeEnglish speakers are likely to learn these through participation in everyday life. Non-native English speakers, however, will need to learn these words.
76
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: LEVEL 7 (Beginning Transition/Low ASE)
3
Academic words are words which characterize mature discourse and appear in a wide variety of written texts, regardless of the subject matter (e.g., coincidence;
reform; benefit). Beck et al. (2002) call these “Tier 2” words. The Academic Word List provides a list of the most common academic words found in English texts
(http://www.victoria.ac.nz/lals/resources/academicwordlist/)
4
Terms are words which are specific to a particular domain or subject matter (e.g., peninsula; isotope). Beck et al., (2002) call these words “Tier 3” words. They
are also known as “technical vocabulary.”
5
This benchmark addresses all types of texts, not just literary. Literary techniques, style, and tone can be discussed with bumper stickers, ads, greeting cards, editorials, etc., in addition to literary works.
Oregon ABS Read with Understanding Framework, August 2010
77
Read with Understanding Framework: LEVEL 8 (Transition/High ASE)
Learning Standard: Read with Understanding
Adult learners read diverse texts for a variety of purposes, integrating their knowledge, skills, and strategies
in the following process:

Determine the reading purpose

Select and use reading strategies appropriate to the purpose

Monitor comprehension and adjust reading strategies

Analyze the content and reflect on the underlying meanings

Integrate the content with prior knowledge to address the reading purpose
Level 8 Description:
Adult learners exiting this level can independently read with understanding...
A wide range of post-secondary academic
texts, foundational literary texts, and work
and community documents, including:
 Complex tables, graphs, maps, diagrams,
political cartoons, and other visual
presentations (e.g., financial aid tables;
(context,
settings,
tasks)
Fluency
Range of
Situations
78
 Lengthy, dense, abstract, and/or complex connected text with:
 specialized or abstract content
 complex organizational structures
 lengthy or “packed” sentences with
complicated syntax
 advanced academic words
 content-specific terms
In a wide range of academic, work, community, and family contexts/situations,
including novel ones
Examples
Range of Texts
stock market graphs)
 Read books and online articles about an environmental issue to explain the key issues in a
paper
 Read primary and secondary sources about a
major world event to prepare a presentation on
the short-term and long-term effects on the
local people
 Read print and online editorials, articles, and
reports about a national issue to prepare for a
debate
 Read an American novel from the 19th century
to prepare a paper about how the novel reflects the era in which it was written
 Read a Shakespearian play to compare it to a
live or movie performance
 Read a chapter from a training manual to prepare for a certification test
 Read a complex table from the U.S. Bureau of
Labor & Statistics to research a particular occupation
 Read a booklet on workplace medical benefits
to choose a plan
 Read information about financial aid to decide
whether to apply for loans
 Read a dense rental contract to ascertain rights
and responsibilities
In complex and unstructured reading tasks
Comfortably and with appropriate consideration of the complexities related to the
task
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: LEVEL 8 (Transition/High ASE)
Level 8 Benchmarks
READING WITH PURPOSE (P)
R8P1 Read regularly for own purposes, inside and outside of class.
R8P2 Identify, clarify, and/or prepare for a complex reading purpose.
FLUENT READING (F)
R8F1 Pronounce “on sight” words, abbreviations, and acronyms found in diverse texts, including a
wide range of terms related to specialized topics.
R8F2 Recognize “on sight” syllable patterns/types, root words, and affixes in multi-syllabic words.
R8F3 Acquire and apply meanings of most words and phrases found in complex and dense texts,
including a range of terms related to specialized topics.
R8F4 Accurately read text composed of dense or long, complex sentences and paragraphs with
appropriate pacing, phrasing, and expression.
STRATEGIC READING (S)
R8S1 Evaluate and/or apply prior knowledge of the content and situation, including cultural
understanding, to support comprehension.
R8S2 Use strategies easily and in combination to pronounce and/or discern the meanings of
unfamiliar words found in a complex or dense text.
R8S3 Choose from a range of sophisticated strategies and integrate them to monitor and/or
enhance text comprehension.
ANALYTICAL AND CRITICAL READING (A)
R8A1 Locate, analyze and critique stated and unstated information, ideas/ arguments, and/or
themes in a complex or dense functional, informational, or persuasive text.
R8A2 Draw conclusions related to the structural elements of a complex, dense, or abstract literary
work, using literary terms.
R8A3 Analyze and evaluate the author’s style, attending to the use of sophisticated language and
literary techniques and to influences on the writing.
R8A4 Integrate the people/characters, events, information, ideas/ arguments, themes, or writing
styles from multiple complex or dense texts with each other and/or with knowledge of the
world to address a complex reading purpose.
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Read with Understanding Framework: LEVEL 8 (Transition/High ASE)
Learning Standard: Read with Understanding
Adult learners read diverse texts for a variety of purposes, integrating their knowledge, skills, and strategies in
the following process:

Determine the reading purpose

Select and use reading strategies appropriate to the purpose

Monitor comprehension and adjust reading strategies

Analyze the content and reflect on the underlying meanings

Integrate the content with prior knowledge to address the reading purpose
Benchmarks
Sub-Benchmarks
Strand: Reading with Purpose (P)
R8P1 Read regularly for
own purposes, inside and
outside of class.
a. Read literary texts from various historical and cultural perspectives, including foundational American and world literatures
b. Read complex functional texts/documents (e.g., warranties; contracts)
c. Read complex forms, tables, graphs, diagrams, and maps (e.g., financial aid table; stock
Reading
Regularly
market charts/graphs)
d. Read political cartoons
e. Read specialized informational sources related to math, social studies, science, and
work (e.g., college-level textbooks; content-area journals; certification materials)
f. Read historical American documents (e.g., The Federalist; presidential addresses)
g. Read articles and editorials in major magazines and newspapers
Determining
Purpose
h. Read complex digital texts (e.g., complex web sites; online reports)
R8P2 Identify, clarify, and/
or prepare for a complex
reading purpose.
a. Preview key sections of the text (e.g., advanced organizers; headings/subheadings; first/last
paragraphs; first/last sentences of paragraphs)
b. Make predictions or ask questions based on prior knowledge about text type, literary
genre, topic, and/or reading situation
c. Identify specific purpose(s) for reading (e.g., to compare and contrast styles; gather facts/
evidence for a research paper)
d. Select appropriate print and digital text(s), specifying how the text addresses the reader’s goal (e.g., by considering writing style, text features and supports, familiarity with source/
author, appropriateness of text type)
Word
Recognition
Strand: Fluent Reading (F)
R8F1 Pronounce1 “on sight” a. Pronounce multi-syllabic words
words, abbreviations, and
b. Pronounce many terms specific to particular fields of interest/study (e.g., humerus; topoacronyms found in diverse
graphical)
texts, including a wide
c. Pronounce abbreviations and acronyms found in advanced work, community, and acarange of terms related to
demic texts (e.g., etc.; ibid.; AWOL)
specialized topics.
Word Parts
d. Pronounce a range of words from other languages (e.g., sayonara; C’est la vie; junta)
80
R8F2 Recognize “on sight”
syllable patterns/types,
root words, and affixes in
multi-syllabic words.
(See previous levels as needed)
Oregon ABS Read with Understanding Framework, August 2010
Read with Understanding Framework: LEVEL 8 (Transition/High ASE)
Benchmarks
Sub-Benchmarks
Word
Meaning
(cont.) Strand: Fluent Reading (F)
R8F3 Acquire and apply
a. Apply appropriate and nuanced meanings of academic words found across a range of
meanings of most words and
texts3
phrases found in complex and b. Apply meanings of terms and abbreviations related to a range of academic or work
dense texts, including a range
topics (e.g., math, social studies, science, literature, and/or occupational terms; i.e.; a.k.a; QID
of terms related to
for quantity intake daily) 4
specialized topics.
c. Interpret idioms, expressions, and/or collocations (e.g., short circuit; economic downturn;
Fluency
form a hypothesis)
R8F4 Accurately read text
composed of dense or long,
complex sentences and
paragraphs with appropriate
pacing, phrasing, and
expression.
(See previous levels as needed)
Prior
Knowledge
Strand: Strategic Reading (S)
R8S1 Evaluate and/or apply
prior knowledge of the
content and situation,
including cultural
understanding, to support
comprehension.
a. Critique existing knowledge (e.g., The author is saying something different from what I
thought was true. Who’s right?)
b. Apply a wide range of academic knowledge related to literature and the social,
physical, and life sciences
c. Apply specialized knowledge related to work, family, and community topics
d. Imagine applications to personal or hypothetical experiences
e. Identify and/or manage the effects of the reading situation on the reading task (e.g.,
Text Comprehension Strategies
Word-Level
Strategies
What can I change to concentrate better? How long do I have for this task? What tools may I
use?)
R8S2 Use strategies easily
a. Apply meanings of a range of roots, prefixes, and suffixes (e.g., frater; domin; magni-;
omni-; -acious; -ulent)
and in combination to
pronounce and/or discern the b. Distinguish between connotative and denotative meanings (e.g., critical as “examining
meanings of unfamiliar words
carefully” versus “negative input”)
found in a complex or dense c. Use context
text.
d. Use a college dictionary or thesaurus, identifying the appropriate definition and/or
using etymological information
R8S3 Choose from a range of
sophisticated strategies and
integrate them to monitor
and/or enhance text
comprehension.
a. Use text format and features (e.g., search engines; drop-down menus; indices; advanced
organizers)
b. Identify how facts/ideas are organized (e.g., by looking for common text structures; by
attending to signal words)
c. Scan/skim
d. Ask and answer higher-order questions to guide/assess reading (How is this different
from what I read somewhere else? Can I think of an example of how to use this information?)
e. Make inferences
f. Break long sentences into phrases and think about their meaning
g. Mark texts and/or make notes
h. Organize notes and/or make own graphic organizer/text map
i. Write a summary to check understanding
j. Discuss with others
k. Research other interpretations (e.g., literary analysis)
(Level 8 continued on the following page.)
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Read with Understanding Framework: LEVEL 8 (Transition/High ASE)
Benchmarks
Sub-Benchmarks
Non-Literary Texts
Strand: Analytical and Critical Reading (A)
R8A1 Locate, analyze and
critique stated and unstated
information, ideas/
arguments, and/or themes
in a complex or dense
functional, informational, or
persuasive text.
a. Locate and interpret information in complex tables, graphs, and diagrams
b. Locate specific information in a lengthy or dense source (e.g., on the Internet; in a
college catalog; in a contract)
c. Interpret political cartoons depicting current or historical people and events
d. Determine, analyze, and summarize the stated and/or implied main idea of a
paragraph and the details/evidence used to develop it
e. Determine, analyze, and summarize one or more central ideas (over multiple
paragraphs/pages) and their major points and connections
f. Analyze specific details, including how they are related to each other and/or to a main/
central idea
g. Evaluate the reliability, accuracy, and sufficiency of information, claims, or arguments
(e.g., investigating the source and associated biases; identifying fallacious arguments;
confirming with another source)
Literary Texts
h. Interpret source and clarifying information provided in embedded citations, footnotes,
and endnotes (e.g., APA /MLA style)
R8A2 Draw conclusions
related to the structural
elements of a complex,
dense, or abstract literary
work, using literary terms.
a. Identify and analyze the characteristics and purposes of various literary forms (e.g.,
sonnet; ballad; ode; tragedy; satire)
b. Analyze how dramatic conventions support or enhance dramatic text (e.g., monologue;
soliloquy; chorus; aside; dramatic irony)
c. Identify by name major rhythm and rhyme schemes, explaining their effects on the
reader (e.g., iambic pentameter; heroic couplets)
d. Discuss characterizations using sophisticated literary terms (e.g., tragic hero;
protagonist; static character; round character)
e. Determine how author’s decisions about setting, plot (including conflict), and/or point
of view contribute to the author’s purpose
f. Determine major and/or universal themes and describe how the author develops and
interrelates them
Style
g. Explain how a literary work reflects a theme common in foundational American
literature (e.g., individualism; the struggle for equality)
R8A3 Analyze and evaluate
the author’s style,
attending to the use of
sophisticated language and
literary techniques and to
influences on the writing. 5
a. Locate, name, interpret, and critique the use of descriptive and figurative language and
sophisticated literary techniques (e.g., irony; allusions; sarcasm)
b. Determine the author’s tone or the mood of the text, providing evidence
c. Assess how the author’s purpose affected decisions about the type of presentation to
use (e.g., article vs. editorial; poem vs. story)
d. Identify the cultural, personal and/or historical influences on the writing, providing
evidence
e. Evaluate the effectiveness/appeal of the author’s style, citing specific examples
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Read with Understanding Framework: LEVEL 8 (Transition/High ASE)
Benchmarks
Sub-Benchmarks
Making
Connections
(Cont.) Strand: Analytical and Critical Reading (A)
R8A4 Integrate the people/
characters, events,
information, ideas/
arguments, themes, or
writing styles from multiple
complex or dense texts with
each other and/or with
knowledge of the world to
address a complex reading
purpose.
a. Determine the relevance of the ideas/information presented in the text to the reading
purpose (e.g., What from this resource do I need to include in my research paper?)
b. Agree or disagree with an idea/argument or theme, and explain reasoning
c. Follow complex, multi-step directions, integrating written and graphic information
(e.g., registering for college courses; applying for financial aid)
d. Discuss how an author’s style/typical theme is evidenced in different works
e. Combine, compare, and/or contrast styles, ideas/arguments, or themes from different
texts
f. Compare and contrast information presented in different sources, including primary
and secondary sources
1
The focus of this benchmark is on correctly recognizing and saying a word encountered in print, in order to access meaning that may be attached to the word
through one’s oral vocabulary. Issues related to dialect and accents are not the focus.
2
Everyday words are words which are common in everyday speech (e.g., walk, man, great). Beck, McKeown, & Kucan (2002) call these words “Tier 1,” and nativeEnglish speakers are likely to learn these through participation in everyday life. Non-native English speakers, however, will need to learn these words.
3
Academic words are words which characterize mature discourse and appear in a wide variety of written texts, regardless of the subject matter (e.g., coincidence,
reform, benefit). Beck et al. (2002) call these “Tier 2” words. The Academic Word List provides a list of the most common academic words found in English texts
(http://www.victoria.ac.nz/lals/resources/academicwordlist/)
4
Terms are words which are specific to a particular domain or subject matter (e.g., peninsula, isotope). Beck et al., (2002) call these words “Tier 3” words. They
are also known as “technical vocabulary.”
5
This benchmark addresses all types of texts, not just literary. Literary techniques, style, and tone can be discussed with bumper stickers, ads, greeting cards, editorials, etc., in addition to literary works.
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Read with Understanding Framework: GLOSSARY
Appendix B: Glossary
Read with Understanding Framework: GLOSSARY
Read with Understanding Glossary
Academic Words - words which characterize mature discourse and appear in a wide variety of written texts, regardless of the
subject matter (e.g., assume, benefit, coincide).
Academic Word List was developed by Averial Coxhead and provides a list of 570 word families which appear frequently in
academic texts (http://www.victoria.ac.nz/lals/resources/academicwordlist/) . They are sometimes called Tier 2 words (Beck,
McKeown, & Kucan, 2002). (See Tier 2 Words)
Ad Hominem - a persuasive technique in which an opponent’s character flaws or personal failings are addressed instead of the
relevant points of the opponent’s argument (See Fallacious Argument)
Affix - a prefix (e.g., posttest) or suffix (e.g., argument)
Alliteration - the repetition of sounds in nearby words, usually in the initial consonant position (e.g., joking jackals)
Allusions - a brief reference to a well-known person, place, item, or event from another literary work or in history
Appropriate Phrasing and Expression - refers to reading sentences and paragraphs in a way that reflects understanding of the text
and uses the phrasing and intonation which might occur had the language been oral instead of written
Appropriate Pacing - refers to reading connected text at a rate that is compatible with the reading purpose
Aside - an actor’s remark that is intended to be heard by the audience but not the other actors
Ballad - a narrative poem that is meant to be sung (e.g., “The Rime of The Ancient Mariner” by Samuel Taylor Coleridge)
Bandwagon - a current trend, cause, or movement that attracts a large following
Base Word - an English word to which affixes can be added to create related words (e.g., the base word inform can be changed to
information, informed, informing, etc.)
Bubble Map - a diagram that shows the relationships of concepts with connected circles (bubbles)
Character - a person who is responsible for the thoughts and actions within a story, poem, or other literature. Characters are
extremely important because they are the medium through which a reader interacts with a piece of literature. Every character has
his or her own personality, which a creative author uses to assist in forming the plot of a story or creating a mood.
Terms Associated with Characters:
1. antagonist: a character in a story or poem who deceives, frustrates, or works against the main character, or
protagonist, in some way. The antagonist doesn’t necessarily have to be a person. It could be death, the devil, an
illness, or any challenge that prevents the main character from living “happily ever after."
2. caricature: a picture or imitation of a person’s habits, physical appearance or mannerisms exaggerated in a comic
or absurd way
3. foil: a character who serves as a contrast or a conflict to another character
4. hero/heroine: a character whose actions are inspiring or noble; often the main character in a story
5. main characters: the characters who are central to the plot of a story; main characters are usually dynamic and
round.
6. minor characters: a less important character who interacts with the main characters, helping to move the plot
along and providing background for the story. Minor characters are usually static and flat.
7. protagonist: the main character in a novel, play, story, or poem. He or she may also be referred to as the "hero"
of a work.
*From http://www.wallkillcsd.k12.ny.us/glt.htm#character , maintained by the Wallkill Central School District.
Character is an element of narrative structure. (See Text Structures)
Characterization - all of the techniques that writers use to create characters, including describing their appearance, using their
actions, sharing their thoughts, and describing how others react to them
Terms Associated with Characterization:
1. character trait: a character’s personality; a trait is not a physical description of a character.
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87
Read with Understanding Framework: GLOSSARY
2. direct characterization: the author directly states a character’s traits or makes direct comments about a character’s
nature
3. dynamic character: a character who changes throughout the course of the story
4. flat character: a character about whom little information is provided
5. indirect characterization: the author does not directly state a character’s traits; instead the reader draws conclusions
and discovers a character’s traits based upon clues provided by the author.
6. round character: a character who is fully described by the author (several character traits, background information,
etc.)
7. static character: a character who does not change or who changes very little in the course of a story
*Adapted from http://www.wallkillcsd.k12.ny.us/glt.htm#character , maintained by the Wallkill Central School District.
Chorus - a group of people in a play or performance who recite together
Climax - a major turning point in a plot or dramatic action
Closed Syllable - a syllable that has a consonant sound after the vowel, usually resulting in a short vowel sound (e.g., cap - tain,
lem - on)
Cognates - words from different languages with similar spelling or pronunciation, historically derived from the same root (e.g.,
bruder means brother in German, and teléfono means telephone in Spanish)
Collocation - two or more words that are very frequently used together. For example, some words that collocate well with work
are full-time work, work area, work smoothly, and challenging work. Collocations are important in ESOL because they help to
explain why some learner language is grammatically correct, yet the utterance seems strange. For example, in North America,
teeth collocates with brush, as in “I am going to brush my teeth,” whereas “I am going to clean my teeth” is a grammatically
correct and comprehensible sentence but seems awkward and is something a native speaker would not ordinarily say.
Common Text - words or print occurring or appearing frequently in everyday life
Complex Sentence - a group of words forming a complete unit of thought and containing one or more independent clauses and
one or more dependent clauses (e.g., He goes to the dentist when he has a toothache.)
Complex Task - a reading task which requires multiple steps to accomplish
Complex Text - lengthy text comprising intricate arguments/explanations and/or sophisticated literary techniques, high-level
vocabulary, and complex sentence structures
Component of the Standard - one aspect of the problem-solving process described by the Learning Standard for a skill area.
Components are presented as bulleted items in the Learning Standard but are integrated when applied to a meaningful task.
Compound Sentence - a group of words forming a complete unit of thought and made up of two clauses joined by a comma and a
coordinating conjunction (e.g., and, but, so) or by a semicolon (e.g., She likes to take the subway, but she doesn’t like to take the
bus. She likes to take the subway; she doesn’t like to take the bus.)
Compound Word - a word made up of two or more words (e.g., whiteboard, campground)
Conflict - the tension or problem in the story; a struggle between opposing forces
Terms Associated With Conflict:
1. central conflict: the dominant or most important conflict in the story
2. external conflict: the problem or struggle that exists between the main character and an outside force (e.g., person vs.
person, person vs. society, person vs. nature, person vs. the supernatural, person vs. technology, etc.)
3. internal conflict: the problem or struggle that takes place in the main character’s mind (person vs. self)
*From http://www.wallkillcsd.k12.ny.us/glt.htm#character , maintained by the Wallkill Central School District.
Connected Text - text presented in sentences or paragraphs (as opposed to individual words)
Consonant Blends - a combination of two or more consonants which, when spoken, results in a blending of both sounds (e.g.,
blast, praise)
Consonant Digraph - a pair of letters which results in one sound (e.g., phone, ship, chair)
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Read with Understanding Framework: GLOSSARY
Decode - to say a word by attaching sounds to letters and groups of letters
Dense Text - text that may be short in length but contains high-level vocabulary and complicated or abstract ideas, explanations, or
literary techniques
Dependent Clause - a group of words containing a subject and verb but not able to stand alone as a complete sentence (e.g., He
goes to the dentist when he has a toothache.)
Digital Text - text which appears on electronic devices (such as, computers screens, cell phones, Kindles, ipads, scanning devices).
Digital texts include emails, webpages, text messages, etc.
Diphthong - a single vowel phoneme resembling a “glide” from one sound to another (e.g., /oi/ in noise; /ou/ in sound)
Discontinuous Text - text composed of individual words or phrases (e.g., forms; labels; charts; signs; etc.)
Dolch List - a list of the 220 most common words (excluding nouns) found in print. Most of the words are phonetically irregular
and are typically learned as “sight words.” The list (http://www.nifl.gov/readingprofiles/PF_Basic_Words.htm) was compiled by Edward
William Dolch in 1936.
Dramatic Conventions - the set of expectations which both author and reader/viewer reference when engaged with a play or other
kind of script (TV, movie). For instance, it is understood that when an actor performs a soliloquy upstage, the other characters on
the stage cannot hear him. Similar understandings exist around monologues, the use of a chorus, etc.
Dramatic Irony - when words or actions in a story or play mean something different to the characters than they do to the reader or
viewer, who is privy to knowledge the characters don’t have
Dynamic Character (see Character)
Environmental Print - print found in the adult’s daily environment, usually consisting of individual words or phrases found on signs,
labels, etc. (See Everyday Text)
Etymology - the abbreviated history of how a word developed, often found in collegiate dictionaries
Everyday Text - text which adults are likely to encounter in their roles as family members, workers, and community
members. These include such things as local newspapers, magazines, forms, and letters. Environmental print is a subset of
everyday text.
Everyday Words - words which are common to everyday speech (e.g., walk, man, great). Beck, McKeown, & Kucan (2002) call
these Tier 1 words, and native-English speakers are likely to learn these through participation in everyday life. Non-native English
speakers, however, will need to learn these words. (See Tier 1 Words)
Exposition (see Plot)
Fallacious Argument - an intentionally false or misleading attempt to convince or persuade, often using emotional triggers
disguised as logic (e.g., overstatements; understatements; misleading statements; ad hominem attacks; manipulation of graphs/
visuals)
Falling Action (see Plot)
Figurative Language - any use of language in which the intended meaning is different from the literal meaning (e.g., simile;
metaphor; personification)
Fluency (as a Benchmark, based on reading instruction research) - reading connected text accurately and with appropriate rate,
phrasing, and expression
Fluency (as a Level Description, based on cognitive science research) - one of the dimensions that defines expert performance;
refers to an individual’s effort, comfort, and accuracy in using and integrating the components of the Learning Standard to
accomplish a meaningful task
Foreshadowing - subtle hints earlier in a literary work about how a plot will develop
Foundational - an intentionally broad term used to refer to works of literature which are well-known, central to, and/or
representative of a culture’s literary history
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Read with Understanding Framework: GLOSSARY
Functional Text - a text that includes everyday information which helps adult learners function in day-to-day life (e.g., forms; ads;
labels; recipes; flyers; brochures; wills; warranties)
Genre - a category/classification of literature (e.g. fiction; poetry; drama)
Graphic Organizers - a diagram used to visually display the relationship of ideas (e.g., Venn diagram; bubble map)
Haiku - a three-line poem with five syllables in the first and last lines and seven syllables in the second
Heroic Couplet - a pair of rhymed lines of iambic pentameter (See Iambic Pentameter)
High-Frequency Words - words that occur often in a wide variety of written texts
Homographs - words which have the same spelling but different pronunciation and meanings (e.g., wind as in weather vs. wind as
in “wind a clock”; bow as in “bow and arrow” vs. bow as in “take a bow after a performance”)
Homophones - words that have different spellings and meanings but are pronounced the same (e.g., night and knight)
Hyperbole - extreme exaggeration or overstatement typically used for emphasis or dramatic description
Iambic Pentameter - a common meter (rhythm) in poetry where a line consists of 5 ‘feet’ (A ‘foot’ is an unstressed syllable
followed by a stressed one.)
Idiom - a phrase or expression that means something different from what the words literally say (e.g., “over his head” means
“doesn’t understand”)
Imagery - language which appeals to the five senses: sight, hearing, touch, smell, taste
Implied - capable of being understood although unexpressed; underlying meaning that is suggested without being stated or
expressed
Independent Clause - a group of words having a subject and verb and able to stand alone as a complete sentence (e.g., This
sentence has two independent clauses: The two men fled the scene, and they hid in the next small town.)
Inference - the activity of drawing a conclusion that is implied but not explicit in what is written
Informational Text - text that readers use to gain/remember information, understand ideas, or deepen knowledge; these may be
personal (grocery lists, addresses) or public (editorials, dictionaries, biographies)
Intonation - the melody or pitch contour of speech
Irony - the use of words to convey a meaning that is the opposite of their literal meaning, often with humorous intention
Language 1 (L1) - a person’s first or home language
Language 2 (L2) - a person’s second or additional language
Literary Techniques - tools used by authors to produce a specific effect on the reader. Examples include imagery, figurative
language, alliteration, repetition, flashback, foreshadowing. Literary techniques can be discussed when referencing bumper
stickers, advertisements, greeting cards, editorials, etc., in addition to short stories, poems, plays, essays, and speeches.
Literary Text - short stories, novels, poetry, drama, essays
Meter - the repeating pattern of stressed and unstressed syllables used in a poem and some plays (See Rhythm)
Monologue - a discourse, poem, or dramatic part by a single speaker
Mood - the prevailing feeling, or emotional atmosphere, of a literary work (or section of a literary work). The choice of setting and
how people and actions are described contribute to how an author develops a specific mood.
Morphology - the study of the structure and content of word forms
Multipart Text - text that is divided into chapters or sections
Narrative - telling a story
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Read with Understanding Framework: GLOSSARY
Ode - a lyric poem of exalted and dignified style dedicated to or written in honor of someone or something
Open Syllable - a syllable that is not “closed” by a consonant, usually resulting in a long vowel sound (e.g., pa - per)
Oral Vocabulary - the meanings of words one is able to access when the words are spoken or heard (as opposed to being seen in
print). It is important to build oral vocabularies so that when a reader encounters the words in print, s/he will know how to
pronounce the words and what they mean.
Paraphrase - to restate a given text, using one’s own words. Paraphrasing is distinct from summarizing in that, with paraphrasing,
the emphasis is not on differentiating between major and minor ideas/events but simply on using different words to cover the
same material.
Patterned Sentences - sentences which all begin or end in the same way and are completed by the learner. For instance, for the
patterned sentence “I like ________.”, a learner might write:
I like school.
I like cake.
For the patterned sentence “I see ____.”, a learner might insert family members names.
I see Ling.
I see Chen.
The learner then reads the sentences over, thereby practicing both high-frequency “sight” words, personally-relevant words, and
how connected English sounds.
Personal Text - text that was written by the reader for personal use (e.g., grocery lists; personal letters; e-mails)
Personally-Relevant Words - words that are important to a specific individual (e.g., names of family members; words in addresses;
names of important streets; words related to special interests)
Personification - human qualities attributed to an object, quality, etc. (e.g., the lonely room)
Persuasive Techniques - tools an author uses to convince a reader about a viewpoint or course of action (e.g., supporting with
facts; emotional appeals; using logic; using humor; addressing pros and cons; providing visuals; celebrity testimonials). Some
techniques are purposefully misleading and are called fallacious arguments (e.g., bandwagon technique; using scientific language;
manipulating graphs/visuals; overstating/understating; etc.).
Persuasive Text - text in which an author attempts to convince a reader about a viewpoint or course of action (e.g., ads; bumper
stickers; candidate speeches; editorials)
Phoneme - the smallest unit of sound in a language (e.g., /cat/ has three phonemes- /c/, /a/, /t/; /fish/ also has three - /f/, /i/, /sh/)
Phonemic Awareness - the ability to hear, identify, and manipulate the smallest units of sound (See Phoneme)
Plot - the sequence of related events that make up a story
Terms Associated with Plot:
1. exposition: introduces the characters and the conflicts they face
2. inciting incident: occurs after the exposition and introduces the central conflict within the story
3. rising action: following the introduction of the central conflict, complications arise as the characters struggle with the
conflict
4. climax: the turning point, point of maximum interest, and highest tension in the plot of a story, play, or film. The climax
usually occurs towards the end of story after the reader has understood the conflict and become emotionally involved with
the characters. At the climax, the conflict is resolved, and the outcome of the plot becomes clear.
5. falling action: the end of the central conflict in a story, when the action starts to wind down
6. resolution or denouement: occurs after the climax and is where conflicts are resolved and loose ends are tied up
7. subplot: an additional minor plot that involves a secondary conflict in the story; the subplot may or may not affect the
main plot.
*From http://www.wallkillcsd.k12.ny.us/glt.htm#character , maintained by the Wallkill Central School District.
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Read with Understanding Framework: GLOSSARY
Plot is an element of narrative structure. (See Text Structures)
Point of View - perspective from which a story is told. Understanding the point of view used in a work is critical to understanding
literature; it serves as the instrument to relay the events of a story, and in some instances the feelings and motives of the
character(s).
Terms Associated with Point of View:
1. first person point of view: the person telling the story is one of the characters in the story. It is the “I” point of
view. It is the most limited among the types because the narrator can only state what he or she sees, feels, and
hears. He or she cannot go into the minds of the other characters.
2. second person point of view: refers to the use of “you” in explanations or arguments. It is not frequently used, but is
appropriate in certain circumstances. Most second person points of view occur within instructions that are meant to
be followed.
3. third person limited or third person objective: the person telling the story is not one of the characters in the story. He
or she is an outside observer. The reader can only know what one character learns through interaction with other
characters or through overheard conversations. The narrator cannot supply the thoughts or feelings of other
characters in the story.
4. third person omniscient: the narrator is not a character in the story, but the events in the story are seen through the
eyes of more than one of the characters. The narrator is considered to be “all knowing” and cannot only see and hear
everything that is happening to all characters in the story, but can also enter their minds and tell the reader what each
is thinking and feeling. This is the least limited point of view because the narrator has knowledge of all the
characters.
*From http://www.wallkillcsd.k12.ny.us/glt.htm#character , maintained by the Wallkill Central School District.
Point of View is an element of narrative structure. (See Text Structures)
Popular Literature - modern texts such as novels, collections of poetry and short stories, self-help books, etc., which are targeted
for the general population. These are often written between the seventh- and eighth-grade levels.
Predictable Text - texts such as labels, calendars, and certain forms that have a limited set of options for what one can expect to
find on them. Predictable text can also refer to stories or poems which repeat the same phrase or sentence structure (e.g., as in the
children’s books Brown Bear, Brown Bear and Goodnight Moon)
Prefix - a letter or group of letters that can be added to the beginning of roots or base words to form a related word (e.g., unhappy)
Prior Knowledge - all that a person knows related to the reading task at hand, including general knowledge of the world, specific
knowledge related to the topic and the terms used, and knowledge of how the language works
Pronoun Referent - the noun which a pronoun replaces
Protagonist (see Character)
Purpose - “Purpose” is treated in three ways in this document:
Author’s Purpose - the reason the author has for writing a particular text; may contain both a general purpose (inform,
persuade, etc.) and a specific purpose (convince readers to start a community recycling program)
Reader’s Purpose - the reason the reader has for reading a particular text; may involve both a general purpose (to get
information, to be entertained) and a specific purpose (to learn how to prepare for an interview)
Text Purpose - generally recognized purpose of a particular type of text (gather information, share personal information, make a
sale, etc.)
R-Controlled Vowels - vowels which are affected by being followed by the letter r (e.g., car, fur)
Recognize - refers to “on sight” recognition of letters, letter combinations, and patterns that carry particular sound-symbol
relationships
Resolution (see Plot)
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Read with Understanding Framework: GLOSSARY
Retell - to tell again or in another form. During a retelling, the emphasis is not on whether or not the reader uses his/her own
words, as it is with paraphrasing. The purpose of retelling is solely to recall information or events.
Rhyme Scheme - the pattern of rhyming used in a poem. The rhyme scheme is described by matching lowercase letters to show
which lines rhyme. The letter "a" notes the first line and all other lines rhyming with the first line. The first line that does not rhyme
with the first, or "a" line, is noted by the letter "b," which is also given to all lines that rhyme with “b”. Each line is similarly noted
with letters of the alphabet. If a poem uses the same rhyme scheme with each stanza (e.g., a-b-a-b—where the first and third lines
rhyme and the second and fourth lines rhyme), then the entire poem is said to use the a-b-a-b rhyme scheme. The rhyme scheme
may follow a fixed pattern (as in a sonnet) or may be arranged freely according to the poet's requirements.
Rhythm Scheme - the pattern of stressed and unstressed syllables within a poem or play; also called meter (See Meter)
Rising Action (see Plot)
Root - the principal meaning element of a word (e.g., rupt, spect, port) which indicates its origin (e.g., Latin, Greek, Celtic, etc.)
Sarcasm - a form of irony that is bitter and cutting
Satire - a literary technique or complete text in which ideas or customs are ridiculed or scorned, usually through irony, caricature,
and/or wit
Scan - to glance over quickly for specific information
Setting - the time and place in which a story occurs. Part of narrative structure, setting includes the physical, historical, and cultural
details of the background, atmosphere, or environment inhabited by the characters. (See Text Structures)
Signal Words - words or phrases that help the reader key into the organization pattern the author is using (e.g., first, next, finally,
on the other hand)
Simile - figure of speech using “like” or “as” to make explicit comparisons of a feeling or object with another unlike it
Simple Sentence - a group of words conveying one idea and including only one clause (e.g., My elderly neighbor went to the store
on Saturday.)
Simple Task - a reading task which requires a limited number of steps to accomplish
Simple Text - text that is comprised of high-frequency or everyday words and short, uncomplicated sentence structures
Simplified Text - text that is specifically written for beginning readers without diminishing meaning
Skim - to read quickly, skipping some detail, in order to get a sense of the topic and organization of a text
Soliloquy - a dramatic convention in which a character conveys his thoughts to himself and to the audience but not to other actors
on the stage
Sonnet - a poem usually consisting of 14 lines arranged according to a prescribed rhyme scheme. There are two main styles of
sonnet, the Italian sonnet and the English sonnet.
1. The Italian or Petrarchan Sonnet is usually written in iambic pentameter. It consists first of an octave, or eight lines,
which asks a question or states a problem or proposition and follows the rhyme scheme a-b-b-a, a-b-b-a. The sestet, or
last six lines, offers an answer, or a resolution to the proposed problem, and follows the rhyme scheme c-d-e-c-d-e.
2. In the English or Shakespearean Sonnet the octave and sestet were replaced by three quatrains, each having its own
independent rhyme scheme typically rhyming every other line, and ending with a rhymed couplet. Instead of the
Italianic break between the octave and the sestet, the break comes between the twelfth and thirteenth lines. The
ending couplet is often the main thought change of the poem. It follows the rhyme scheme a-b-a-b, c-d-c-d, e-f-e-f, g-g.
*From http://www.wallkillcsd.k12.ny.us/glt.htm#character , maintained by the Wallkill Central School District.
Sophisticated Strategies - a complex comprehension plan or method that requires systematic steps, original thinking, and/or
integration of several methods at once
Static Character (see Character)
Strand - a grouping of Benchmarks related to a common skill or strategy area
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Read with Understanding Framework: GLOSSARY
Strategy - (in this document) a mental or physical activity intentionally applied to support comprehension (e.g., using syllabication
rules to identify a word; using a graphic organizer as a tool to identify the main idea)
Straw Man - a persuasive technique in which the opponent’s argument is misrepresented (i.e., put forth as a “straw man”) and
then rebutted (See Fallacious Argument)
Structured Task - a reading task which involves using a predictable or prescribed order of steps to achieve the reading purpose
Style - the way in which an author uses language and literary techniques to set a tone or evoke a mood
Suffix - a letter or group of letters that can be added to the end of a root or base word to form a related word; the suffix often
changes the part of speech (e.g., -less added to the verb help creates the word helpless, an adjective)
Summary - a shortened version of a text which succinctly covers key points or events discussed in the original text. A summary is
distinct from a retelling (where the words can be the same as in the original text) and a paraphrasing (where the reader uses his/
her own words) in that the emphasis is on conveying key information only. Distinguishing among different levels of ideas is often an
element of summarizing.
Syllabication/Syllabification Rules - guidelines for dividing words into syllables. The purpose of helping developing readers to
divide words into syllables is because they can then identify the syllable types and gain clues as to how to pronounce the word.
These syllabication rules are useful to teach: 1) divide between compound words, 2) divide before the consonant when a word
ends in consonant-le (/Cle), 3) divide between two consonants that appear in the middle of a word (VC/CV), 4) divide either
between the vowel and the consonant (V/CV) in the middle of the word (to give the vowel a long sound) or after the consonant
(VC/V) (to give the vowel a short sound), 5) divide between a prefix or suffix and the root/base word.
Syllable Patterns - common arrangements of vowels (V) and consonants (C) within syllables. These include: the consonant-vowelconsonant pattern (CVC), the vowel-consonant-e pattern (VCe), the consonant-vowel pattern (CV), the consonant-le pattern (C-le),
and the vowel-r pattern (Vr). Syllable patterns may also refer to word patterns/families (e.g., -at, -et, -in) when they appear in
multisyllabic words. (See Syllable Types)
Syllable Types - names give to syllables, usually based on how their vowels and consonants are arranged. Knowledge of syllable
types is useful to developing readers because, once they divide a word into syllables, they then have clues about how to pronounce
a word. Common syllable types include: closed syllable (cat-tle), open syllable (ba-con), vowel-consonant-e (lo-cate), vowel
digraph/diphthong (dread-ful; em-broil), r-controlled (fer-vent), and consonant -le (cra-dle).
Symbolism - the use of symbols to give a literary work a message greater than its literal meaning
Syntax - the ordering of words in a sentence
Terms - words which are specific to a particular domain or subject matter (e.g., peninsula, isotope). (See Tier 3 words)
Text Features/Format - visible organizational aids, including such things as the preface, table of contents, index, glossary,
introductory statements, headings, bold print, illustrations, sidebars, etc.
Text Structures - patterns used by authors to organize ideas or information. Common expository structures include sequence,
description, cause and effect, compare/contrast, problem-solution, etc. Narrative structure refers to the typical elements of a
story: characters, setting, plot, point of view, and theme.
Text Type - a category of text written for a widely-accepted purpose(s) and structured in a predictable way (e.g., forms; ads; letters;
brochures; flyers; newspapers; magazines; novels; poems; plays; short stories; textbooks; journals; reports; contracts; etc.)
Theme - a principal message or idea about life or human nature developed in a literary work. The author draws upon and
intertwines the characters, plot, setting, and point of view in order to help the reader discover and more fully experience the
theme as the text progresses. Theme is an element of narrative structure. (See Text Structures)
Tier 1 - a term introduced by Beck, McKeown, & Kucan (2002) to describe words which are common to everyday speech (e.g., walk,
man, great) (See Everyday Words)
Tier 2 - a term introduced by Beck, McKeown, & Kucan (2002) to describe words which characterize mature discourse and appear
in a wide variety of written texts, regardless of the subject matter (e.g., coincidence, reform, benefit) (See Academic words)
Tier 3 - a term introduced by Beck, McKeown, & Kucan (2002) to describe words which are specific to a particular domain or
subject matter (e.g., peninsula, isotope) (See Terms)
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Read with Understanding Framework: GLOSSARY
Tone - the attitude an author seems towards the subject of the writing (e.g., pessimistic; earnest; bitter; joyful)
Tragedy - drama with an unhappy ending
Tragic Hero - the main character in a tragedy who makes an error in judgment which leads to his or her downfall
Unstructured Task - a reading task which can be accomplished through a wide variety of approaches
Venn Diagram - a graphic organizer that is used to compare two things (characters, ideas, etc.). To create a Venn diagram, two
overlapping circles are drawn. One circle contains what is unique about the first thing, and the second circle contains what is
unique about the second thing. The overlapping section, in the middle, lists what both things have in common.
Vowel Digraph - two vowels which form one sound (e.g., cook; bread)
Vowel Team - two vowels that form either a vowel digraph or a diphthong. (See Vowel Digraph and Diphthong)
Word Recognition - the ability to read and call (pronounce) a word rapidly and effortlessly, or “on sight.” Skilled readers can
quickly pronounce most words encountered while reading, enabling them to access meanings associated with any of those words
they have in their oral vocabularies.
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Read with Understanding Framework: TEST CORRESPONDENCE CHART
Appendix C:
Test Correspondence Chart
Read with Understanding Framework: TEST CORRESPONDENCE CHART
Appendix C:
Correspondence between RWU Framework Levels
and Standardized Test Scores
The National Reporting System provides the following correspondences between standardized test scores and
ABS instructional levels. Over the next 24 months, CCWD, through the Learning Standards Project, will gather
data to evaluate the accuracy of these correspondences.
Oregon Read with Understanding Levels
CASAS Scores for Reading
1
Beginning ESL Literacy
180 and below
2
Low Beginning ESL
181-190
3
High Beginning ESL
Beginning ABE Literacy
191-200 (ESL)
200 and below (ABE)
4
Low Intermediate ESL
Beginning ABE
201-210
5
High Intermediate ESL
Low Intermediate ABE
211-220
6
Advanced ESL
High Intermediate ABE
221-235
7
Beginning Transitions
Low ASE
236-245
8
Transition
High ASE
246+
For information about the NRS Levels, go to:
http://www.nrsweb.org/foundations/implementation_guidelines.aspx
Read with Understanding Framework: Acknowledgements
ACKNOWLEDGEMENTS
The Oregon Department of Community Colleges and Workforce Development (CCWD) wishes to acknowledge
the people who have contributed to the Oregon Adult Basic Skills Learning Standards Project. Their dedication,
expertise, and excellent work in developing the Oregon Adult Basic Skills Learning Standards are deeply appreciated.
Project Coordinator and Reading Standard Facilitator
Amy R. Trawick – Center for Literacy Studies, University of Tennessee
Listening and Speaking Standards Facilitator
Andy Nash –
Center for Literacy Studies, University of Tennessee
New England Literacy Resource Center/World Education
Math Standard Facilitator
Donna Curry – Center for Literacy Studies, University of Tennessee
Steering Committee* and Task Force Members
Hannah Abraham-Shea - Consultant
Mary Jane Bagwell* - State Project Lead and Reading Liaison, CCWD
Donna Ball - Mt Hood Community College
Sarah Barrett* - Portland Community College
Blair Brawley* - Central Oregon Community College
Jane Briggs - Southwestern Community College
Pam Carpenter* - Oregon Coast Community College
Dan Claussen - Portland Community College
Susan Cowles - Consultant
Linda Daugherty* - Portland Community College
Gary Fallow* - Chemeketa Community College
Susan Fish* - State Math Liaison, OPDS, Oregon State University
Tracy Henninger-Willey* - Lane Community College
Cathy Lindsley* - Lane Community College
Doreen Matteson - Eastern Oregon Correctional Institution
Sharone McCann* - Blue Mountain Community College
Jenni Newby* - State Listening and Speaking Liaison, CCWD
Melissa Potter* - Central Oregon Community College
Linnell Rantapaa* - Oregon Dept. of Corrections
Brilynn Reed - Eastern Oregon Correctional Institution
Wanda Sherman* - Rogue Community College
Meg Turner - Mt. Hood Community College
Document Production and Design
Tracy Henninger-Willey - Lane Community College
Document Editing
Gary Fallow - Chemeketa Community College
Logistical Support
Lydia Perry and Ann Gannon - Oregon Professional Development System, Oregon State University
The Oregon Adult Basic Skills Learning Standards drew substantially from the Washington State Adult Learning Standards, the Rhode Island Adult Education Content Standards, the Arizona Adult Education Standards, the Massachusetts
ABE Mathematics Curriculum Framework, the EFF Read With Understanding and Use Math to Solve Problems and Communicate Curriculum Frameworks, and the EFF draft documents of the Speak So Others Can Understand Curriculum
Framework and the Listen Actively Performance Continuum.
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Read with Understanding Framework: Acknowledgements
Learning Standards Pilot Participants
Blue Mountain Community College
Sharone McCann
Central Oregon Community College
Blair Brawley
Christy Frandsen-Oiz
Debbie Hagan‡
Melissa Potter
Cynthia Viles
Chemeketa Community College
Sally Beck‡
Michaele Brandon‡
Jannie Crossler-Laird
Gary Fallow
Tom McCaffrey
Marylin Prothero
Bryan Rollins
John Whitney
Monica Willis
Clackamas Community College
Eric Faucher
Steve Long
Columbia Gorge Community College
Julie Belmore
Lynn Lewis
Dave Mason‡
Department of Corrections
Linnell Rantapaa
Eastern Oregon Correctional Institution
Doreen Matteson
Janet Narum‡
Jeannine Youncs
Klamath Adult Learning Center
Cecile Enright
Brian Kay
Ron McNamara
Pat Oelkers
Beverly Prescott‡
Deb Runnels
Lane Community College
Christine Grutta
Tracy Henninger-Willey
Norman Johnson
Susan Starr
Jacqui Whisler
Cybele Higgins
Patti Jackson
Cathy Lindsley‡
Ann Walker
Mt Hood Community College
Donna Ball
Sue Byers
Marc Goldberg‡
Susan Kuhn
Meg Turner
Kristine Wood
Oregon Coast Community College
Pam Carpenter‡
Will Quillian
Portland Community College
Sarah Barrett
Dan Claussen
Linda Daugherty
Nancy Jarrell
Paul Kaady
Julie Kopet‡
Sue Moser
Karen Sanders‡
Rogue Community College
Kiersta Fricke-Gostnell
Christine McCaffrey
Kathleen Salinas
Wanda Sherman‡
Gretchen Hamilton
Maya Moore
Lori Savage
Snake River Correctional Institution
Eddie Alves‡
Carol Fitzgerald
Garth Johnson
Jim Schmid
Southwestern Community College
Jane Briggs
Anthony Collins
Jeannie Johnson
Anna Lugo-Ferrin
Bonnie Maxwell‡
Treasure Valley Community College
Suzanne Bolyard‡
Mona Curtis‡
Jayne Forwood
Linda McDowell
Connie Panike
Michael Tyner
Jon Wootton
Umpqua Community College
Marie Gambill‡
Sally Honse
Trisha Pedersen
‡
Team Leader or Co-Leader
Expert Review Panel
Erik Jacobson - Literacy Education, Montclair State University, Montclair, NJ
Miriam Kroeger - Arizona Department of Education/Adult Education, Phoenix, AZ
Vena Long - Mathematics Education, University of Tennessee, Knoxville, TN
William R. Muth -Adult and Adolescent Literacy, Virginia Commonwealth University, Richmond, VA
Betsy Parrish - TEFL/Adult ESL Certification, School of Education, Hamline University, St. Paul, MN
Mary Jane Schmitt - Adult Numeracy Projects, TERC, Cambridge, MA
Heide Spruck Wrigley - Literacywork International, Las Cruces, NM
Oregon ABS Read with Understanding Framework, August 2010
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