READING: Reading for Comprehension, Updated June 24, 2009
K
1
2
3
4
5
Six Step
Vocabulary/Target
Words
-character
-event
-retelling
-prediction
-comprehension
-question (how, what,
where)
-cause
-effect
-fact
-conclusion
-main idea
-narrative frame
-topic
-conversational frame
-restriction
complex
While engaged in grade
appropriate reading
tasks, the student
demonstrates an ability
to:
*ask questions to predict
the content of a story
*generate background
knowledge about a topic
*retell, react, or
dramatize a story, or parts
of a story, including
personal events
*create mental pictures to
predict possible events in
a story before or during
reading
*understand that the
characters and events in a
story can relate to
personal life
*identify events that
occur in the beginning,
middle, and end of the
story
While engaged in grade
appropriate reading
tasks, the student
demonstrates an ability
to:
*predict and explain what
will happen in the next
story
*understand that
predictions can be based on
prior knowledge and
information found in the
text
*respond and elaborate in
answering how, why, and
what-if questions
*self-monitor
comprehension by using
questions (e.g. who, what,
where, when, and how)
*self-monitor
comprehension by retelling
While engaged in
grade appropriate
reading tasks, the
student
demonstrates an
ability to:
*generate how, why,
and what questions to
understand and/or
interpret texts
*identify basic cause
and effect in simple
storylines
*use summarizing
strategies
*sequence events in
simple storylines
*explain why a
statement is either fact
or opinion
While engaged in grade
appropriate reading tasks,
the student demonstrates
an ability to:
*preview a text to set a
simple purpose for reading
*summarize to draw
conclusions explain the main
ideas
*identify basic cause and
effect in storylines
*use strategies (e.g.
underlining, numbering,
paragraphing, identifying
pictures and titles, looking
for bold and key words) for
locating specific information
*identify facts and opinions
in a passage
*explain why facts and
opinions were identified as
such
While engaged in grade
appropriate reading tasks,
the student demonstrates
an ability to:
*use strategies (e.g.
skimming, highlighting,
italics) for locating specific
information and/or the main
idea
*use summarizing strategies
for identifying the
synthesized or shortened
version (e.g. highlight
keywords, cause/effect
pattern, narrative frame)
*use different metacognitive strategies to
comprehend text and to
clarify meaning of
vocabulary (e.g. reread the
text, consult other sources,
ask for help, paraphrase
questions)
While engaged in grade appropriate
reading tasks, the student
demonstrates an ability to:
*use summarizing strategies for
identifying the synthesized or
shortened version of a text (e.g.
argumentation frame, conversation
frame, topic restriction, illustration
pattern)
*make connections among texts by
recognizing what is similar and
different about a common theme,
lesson, or message
*understand complex chronologies
*examine actions and motives of
characters (e.g. complexity of the
interaction of characters in a story,
inferences that provide readers with
information about the characters and
their struggles versus information that
is directly stated)
*identify problems that only a
character can solve
Revised January 23, 2009
1
READING: Reading for Comprehension, Updated June 24, 2009
simple
Recognizing and
recalling specific
terminology such as:
-character
-events
Recognizing and
recalling isolated
details such as:
- stories have a
beginning, a middle and
an end
Recognizing and recalling
specific terminology such
as:
- prediction
- retelling
- how
- what
- why
Recognizing and recalling
isolated details such as:
- characters change in simple
storylines
- elements of plot and setting
in a story happen in a
sequence
Performing basic processes
such as:
- listening to and retelling
short stories that include a
beginning, a middle, and an
end
- using questions to selfmonitor
Six Step
Vocabulary/Target
Words
Recognizing and
recalling specific
terminology such as:
- cause
- effect
- fact
- opinion
- plot
- setting
- character
Recognizing and
recalling isolated
details such as:
- events in a story
follow a specific order
- differences exist
between fact and
opinion
Recognizing and recalling
specific terminology such
as:
- conclusions
- main idea
- key word
Recognizing and recalling
isolated details such as:
- knowing specific strategies
for locating information
- understanding that
sometimes only the short
version of the reading
selection is needed
Performing basic processes
such as:
- making predictions
- asking questions to
improve comprehension
- differentiating between
statements of fact and
opinion
Recognizing and recalling
specific terminology such
as:
- skimming
- highlighting
- narrative frame
- paraphrase
Recognizing and recalling
isolated details such as:
- strategies exist for
summarizing
- plots exist with single
storyline
- understanding cause/effect
patterns
Performing basic processes
such as:
- comparing and contrasting
characters, events, and plots
from different texts
Recognizing and recalling specific
terminology such as:
- causal network
- argumentation frame
- conversation frame
- topic
- restriction
- illustration
- motive
- theme
Recognizing and recalling isolated
details such as:
- different types of characters exist
(e.g. main characters, round
characters, flat characters) in a story
- understand characterization
strategies
Performing basic processes such as:
- comparing and contrasting the
actions and motives of characters in
literary works
6
7
8
9
10
11
12
-parallel storylines
-complex relationships
-complex chronology
-character efficacy
-explicit
-implicit
-counter argument
-style
-tone
-hierarchic structure
-field studies
-propaganda
-oral histories
interpre
conclusi
Revised January 23, 2009
2
READING: Reading for Comprehension, Updated June 24, 2009
complex
While engaged in grade
appropriate reading
tasks, the student
demonstrates an ability
to:
*identify complex causal
relationships
*identify complex
chronologies
*identify problems that
only an outside source or
another character can solve
*identify plots with two
parallel storylines
While engaged in grade
appropriate reading
tasks, the student
demonstrates an ability
to:
*identify character
efficacy
*identify basic textual
arguments
*react to basic textual
arguments
*identify plots with
multiple storylines
*identify problems and
solutions within various
texts
While engaged in grade
appropriate reading tasks,
the student demonstrates an
ability to:
*explain complex, causal
relationships
*use counter argument to react
to textual argument
*explain implicit and explicit
problems that cannot, or will
not, be solved in the text
*explain complex plots with
multiple storylines
While engaged in grade
appropriate reading tasks, the
student demonstrates an ability
to:
*explain relevant reasons and
evidence in a text
*explain progression of ideas
*identify accuracy and clarity of a
selection
*identify style, tone, and language
While engaged in
grade appropriate
reading tasks, the
student
demonstrates an
ability to:
*demonstrate
increasing
comprehension of a
wide range of works
(e.g. issues, authors,
and theme)
*identify complex,
implicit, hierarchic
structures of
informational text
*explain the ideas of
others (e.g. main
idea, supporting
ideas, significant
ideas, and relevant
ideas)
While engaged in grade
appropriate reading tasks, the
student demonstrates an
ability to:
*identify and use an array of
media and technologies to
examine and comprehend
information (e.g. finding and
interpreting information
effectively, recognizing
propaganda)
*respond to text by:
-paraphrasing main ideas and
supporting details
-using a variety of strategies
for preparation, engagement,
and reflection
*interpret information presented
in a technical format (e.g. field
studies, oral histories,
interviews, experiments, charts,
diagrams, and tables)
N/A
simple
Recognizing and
recalling specific
terminology such as:
- parallel storylines
- complex relationships
- complex chronology
Recognizing and
recalling specific
terminology such as:
- character efficacy
- argument
Recognizing and recalling
specific terminology such as:
- counter argument
- explicit
- implicit
Recognizing and recalling
specific terminology such as:
- style
- tone
- language
Recognizing and
recalling specific
terminology such
as:
- hierarchic
structure
Recognizing and recalling
specific terminology such as:
- propaganda
- field studies
- oral histories
N/A
Recognizing and
recalling isolated details
such as:
- understanding the
textual clues that indicate
character efficacy
- understanding the basic
indicators that indicate an
argument is being made
- understanding the clues
that indicate a problem
with a complex solution
- understanding clues
within each multiple
storyline that indicate the
nature of each plot
Perform basic processes such
as:
- identifying literary clues that
indicate complex, causal
relationships
- identifying textual clues that
signify an argument is being
made
- identifying implicit and
explicit textual clues that
indicate a problem that cannot
or will not be solved in a text
- identifying textual clues
across multiple storylines that
indicate a complex plot
Recognizing and recalling
isolated details such as:
- understanding the accuracy and
clarity of a selection
- understanding the textual clues
that indicate progression of ideas
Recognizing and
recalling isolated details
such as:
- understanding the textual
clues that indicate
complex, causal
relationships, complex
chronologies, and
vulnerable or helpless
characters in a text
- understanding the textual
clues that indicate more
than one story is happening
in a text
PreAP 9
Revised January 23, 2009
PreAP 10
Perform basic processes such
as:
- identifying relevant reasons and
evidence in texts
- identifying progression of ideas
AP Lang. and Comp. (Grade
11)
3
AP Lit. and Comp.
(Grade 12)
Recognizing and
recalling isolated
details such as:
- understanding the
complex, implicit
hierarchic structures
of informational text
Perform basic
processes such as:
- identifying the
ideas of others
- identifying
supporting,
significant, and
relevant ideas
READING: Reading for Comprehension, Updated June 24, 2009
complex
While engaged in grade
appropriate reading tasks, the
student demonstrates an
ability to:
*identify relevant reasons and
evidence in a text
*identify progression of ideas
*identify accuracy and clarity
of a selection
*identify style, tone, and
language
While engaged in grade
appropriate reading tasks,
the student demonstrates an
ability to:
*demonstrate increasing
comprehension of a wide
range of works (e.g. issues,
authors, and theme)
*identify complex, implicit,
hierarchic structures of
informational text
*identify ideas of others (e.g.
main idea, supporting ideas,
significant ideas, and relevant
ideas)
While engaged in grade
appropriate reading tasks, the
student demonstrates an
ability to:
*identify and use an array of
media and technologies to
examine and comprehend
information (e.g. finding and
interpreting information
effectively, recognizing
propaganda)
*respond to text by:
- identifying and explaining an
author’s use of rhetorical
strategies and techniques
-using a variety of strategies
for preparation, engagement,
and reflection
*interpret information
presented in a technical format
(e.g. field studies, oral
histories, interviews,
experiments, charts, diagrams,
and tables)
While engaged in
grade appropriate
reading tasks, the
student demonstrates
an ability to:
*analyze and interpret
material by
- observing details
- establishing
connections
- drawing inferences
-making interpretive
conclusions about
meaning and value
*discuss how particular
literary elements
contribute to meaning of
work
simple
Recognizing and recalling
specific terminology such as:
- style
- tone
- language
Recognizing and recalling
specific terminology such as:
- hierarchic structure
Recognizing and recalling
specific terminology such as:
- propaganda
- field studies
- oral histories
Recognizing and
recalling specific
terminology such as:
- interpretive
conclusions
Recognizing and recalling
isolated details such as:
- understanding the accuracy
and clarity of a selection
- understanding the textual
clues that indicate progression
of ideas
Perform basic processes such
as:
- identifying relevant reasons
and evidence in texts
- identifying progression of
ideas
Revised January 23, 2009
Recognizing and recalling
isolated details such as:
- understanding the complex,
implicit hierarchic structures
of informational text
Perform basic processes
such as:
- identifying the ideas of
others
- identifying supporting,
significant, and relevant ideas
4