Power Standard (s) Reference: Standard 3 - Reading Comprehension
State Standard: 2.1-2.3 Comprehension/Interpretation
District Standard: Student will increase comprehension in reading.
TFSD Power Standard:
Students apply literal, interpretive, and evaluative strategies to create greater meaning from a variety of text.
Concepts: Need to know about (Nouns)

Purpose

Text

Comprehension

Main Idea

Inferences

Conclusions

Opinions

Evidence

Cause and Effect
Skills: Be able to do (Verbs)

Identify the Main Idea

Make Judgments

Draw Conclusions

Make Inferences

Recognize Tone

Recognize and Identify Literary Forms

Determine Significant Details

Recognize Organization
Identifying Big Ideas from Unwrapped Standards:
1.
When students have mastered literal comprehension, they are able to connect with text and move towards deeper comprehension.
2.
When a student couples literal comprehension with interpretive comprehension, he/she is able to make greater understanding of what they read and therefore grasp more meaning from everything they read.
3.
Students able to evaluate what they read are reading beyond the lines and are able to make personal decisions about the validity and reliability of what they read.
Essential Questions from Big Ideas to Guide Instruction and Assessment:
1.
How does Literal Comprehension affect reading?
2.
How is reading impacted by Interpretive Comprehension?
3.
How does Evaluative Comprehension increase reading skills?
1 06/08/06

Possible Topics or Context: (what you will use to teach the concepts and skills-particular unit, lessons or activities)

Jamestown Comprehension Skills Series

Elements of Literature Text

Selected fiction and non fiction within range

Reading Renaissance mini lessons

Accelerated Reader tests of comprehension

Individual Practice Time

Independent Reading Goals
2 06/08/06