State Curriculum - Reading

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Grade 3 Grade 4 Grade 5
Standard 1.0 General Reading Processes: Standard 1.0 General Reading Processes: Standard 1.0 General Reading Processes:
A. Phonemic Awareness A. Phonemic Awareness A. Phonemic Awareness
B. Phonics B. Phonics B. Phonics
1. Use a variety of phonetic skills to read unfamiliar words
 		1. Use a variety of phonetic skills to read unfamiliar words
a. Apply phonics skills
    Assessment limit:
  • Hard and soft consonants
  • Initial consonant blends (2 letters)
  • Open and closed syllables
  • Digraphs
 a. Apply phonics skills
  
2. Decode words in grade-level texts
a. Sound out common word parts
    
b. Break words into familiar parts
    
c. Use word meanings and order in sentences to confirm decoding efforts
    
C. Fluency * C. Fluency * C. Fluency *
1. Read orally from familiar text at an appropriate rate
 		1. Read orally at an appropriate rate
 		1. Read orally at an appropriate rate
a. Listen to models of fluent reading
    
b. Read familiar text at a rate that is conversational and consistent
 a. Read familiar text at a rate that is conversational and consistent
 a. Read familiar text at a rate that is conversational and consistent
2. Read grade-level text accurately
 		2. Read grade-level text with both high accuracy and appropriate pacing, intonation, and expression
 		2. Read grade-level text with both high accuracy and appropriate pacing, intonation, and expression
a. Reread and self-correct while reading
 a. Apply knowledge of word structures and patterns to read with automaticity
 a. Apply knowledge of word structures and patterns to read with automaticity
b. Decode words automatically
 b. Demonstrate appropriate use of phrasing
  • Attend to sentence patterns and structures that signal meaning in text
  • Use punctuation cues to guide meaning and expression
  • Use pacing and intonation to convey meaning and expression
  • Adjust intonation and pitch appropriately
 b. Demonstrate appropriate use of phrasing
  • Attend to sentence patterns and structures that signal meaning in text
  • Use punctuation cues to guide meaning and expression
  • Use pacing and intonation to convey meaning and expression
  • Adjust intonation and pitch appropriately
c. Use word context clues, sentence structure, and visual clues to guide self-correction
 c. Increase sight words read fluently
 c. Increase sight words read fluently
d. Increase sight words read fluently
    
3. Read grade-level text with expression
a. Demonstrate appropriate use of phrasing
  • Attend to sentence patterns and structures that signal meaning in text
  • Use punctuation cues to guide meaning and expression
  • Use pacing and intonation to convey meaning and expression
  • Adjust intonation and pitch appropriately to convey meaning and expression
    
D. Vocabulary D. Vocabulary D. Vocabulary
1. Develop and apply vocabulary through exposure to a variety of texts
 		1. Develop and apply vocabulary through exposure to a variety of texts
 		1. Develop and apply vocabulary through exposure to a variety of texts
a. Acquire new vocabulary through listening to, independently reading, and discussing a variety of literary and informational texts
 a. Acquire new vocabulary through listening to, independently reading, and discussing a variety of literary and informational texts
 a. Acquire new vocabulary through listening to, independently reading, and discussing a variety of literary and informational texts
b. Discuss words and word meanings daily as they are encountered in text, instruction, and conversation
 b. Discuss words and word meanings daily as they are encountered in text, instruction, and conversation
 b. Discuss words and word meanings daily as they are encountered in text, instruction, and conversation
c. Collect 12-20 new words for deeper study each week
 c. Collect 12-20 new words for deeper study each week
  
2. Develop a conceptual understanding of new words
 		2. Develop a conceptual understanding of new words
 		2. Develop and apply a conceptual understanding of new words
a. Identify and sort common words into conceptual categories such as general to specific, lesser to greater
 a. Classify and categorize increasingly complex words into sets and groups
 a. Classify and categorize increasingly complex words into sets and groups
b. Identify and explain word relationships to determine the meanings of words
 b. Identify and explain word relationships, to determine the meanings of words
 b. Identify and explain relationships between and among words
c. Identify and use correctly new words acquired through study of their relationships to other words
 c. Identify and use correctly new words acquired through study of their relationships to other words
  
3. Understand, acquire, and use new vocabulary
 		3. Understand, acquire, and use new vocabulary
 		3. Understand, acquire, and use new vocabulary
a. Use context to determine the meanings of words
    Assessment limit:
  • Above grade-level words used in context
  • Words with multiple meanings
 a. Use context to determine the meanings of words
    Assessment limit:
  • Above grade-level words used in context
  • Words with multiple meanings
 a. Use context to determine the meanings of words
    Assessment limit:
  • Above grade-level words used in context
  • Words with multiple meanings
b. Use word structure to determine the meaning of words
    Assessment limit:
  • Grade-appropriate prefixes and suffixes
 b. Use word structure to determine the meaning of words
    Assessment limit:
  • Grade-appropriate prefixes and suffixes
  • Grade-appropriate root words
  • Grade-appropriate inflectional endings
b. Use word structure to determine the meaning of words
    Assessment limit:
  • Grade-appropriate prefixes and suffixes
c. Use resources to determine the meanings of words
 c. Use resources to determine the meanings of words
 c. Use resources to confirm definitions and gather further information about words
d. Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression
 d. Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression
 d. Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression
E. General Reading Comprehension E. General Reading Comprehension E. General Reading Comprehension
1. Develop comprehension skills through exposure to a variety of print and non-print texts, including traditional print and electronic texts
 		1. Develop comprehension skills through exposure to a variety of print and non-print texts, including traditional print and electronic texts
 		1. Develop and apply comprehension skills through exposure to a variety of print and non-print texts, including traditional print and electronic texts
a. Listen to critically , read, and discuss texts representing diversity in content, culture, authorship, and perspective, including areas such as race, gender, disability, religion, and socio-economic background
 a. Listen to critically, read, and discuss texts representing diversity in content, culture, authorship, and perspective, including areas such as race, gender, disability, religion, and socio-economic background
 a. Listen to critically, read, and discuss texts representing diversity in content, culture, authorship, and perspective, including areas such as race, gender, disability, religion, and socio-economic background
b. ** Read a minimum of 25 self-selected and/or assigned books or book equivalents representing various genres
 b. ** Read a minimum of 25 self-selected and/or assigned books or book equivalents representing various genres
 b. ** Read a minimum of 25 self-selected and/or assigned books or book equivalents representing various genres
c. Discuss reactions to and ideas/information gained from reading experiences with adults and peers in both formal and informal situations
 c. Discuss reactions to and ideas/information gained from reading experiences with adults and peers in both formal and informal situations
 c. Discuss reactions to and ideas/information gained from reading experiences with adults and peers in both formal and informal situations
2. Use strategies to prepare for reading (before reading)
 		2. Use strategies to prepare for reading (before reading)
 		2. Use strategies to prepare for reading (before reading)
a. Survey and preview the text by examining features such as the title, pictures, illustrations, photographs, charts, and graphs
 a. Survey and preview the text by examining features such as the title, illustrations, photographs, charts, and graphs
 a. Survey and preview the text by examining features such as the title, illustrations, photographs, charts, and graphs
b. Set a purpose for reading the text
 b. Set a purpose for reading the text
 b. Set a purpose for reading the text
c. Make predictions and ask questions about the text
 c. Make predictions and ask questions about the text
 c. Make predictions and ask questions about the text
d. Make connections to the text from prior knowledge and experiences
 d. Make connections to the text from prior knowledge and experiences
 d. Make connections to the text from prior knowledge and experiences
3. Use strategies to make meaning from text (during reading)
 		3. Use strategies to make meaning from text (during reading)
 		3. Use strategies to make meaning from text (during reading)
a. Reread the difficult parts slowly and carefully
 a. Reread the difficult parts slowly and carefully
 a. Reread the difficult parts slowly and carefully
b. Use own words to restate the difficult part
 b. Use own words to restate the difficult part
 b. Use own words to restate the difficult part
c. Read on and revisit the difficult part
 c. Read on and revisit the difficult part
 c. Read on and revisit the difficult part
d. Look back through the text to search for connections between and among ideas
 d. Skim the text to search for connections between and among ideas
 d. Skim the text to search for connections between and among ideas
e. Make, confirm, or adjust predictions
 e. Make, confirm, or adjust predictions
 e. Make, confirm, or adjust predictions
f. Periodically summarize while reading
 f. Periodically summarize while reading
 f. Periodically summarize while reading
g. Periodically paraphrase important ideas or information
 g. Periodically paraphrase important ideas or information
 g. Periodically paraphrase important ideas or information
h. Visualize what was read for deeper understanding
 h. Visualize what was read for deeper understanding
 h. Visualize what was read for deeper understanding
i. Explain personal connections to the ideas or information in the text
 i. Use a graphic organizer or another note-taking technique to record important ideas or information
 i. Use a graphic organizer or another note-taking technique to record important ideas or information
  j. Explain personal connections to the ideas or information in the text
 j. Explain personal connections to the ideas or information in the text
4. Use strategies to demonstrate understanding of the text (after reading)
 		4. Use strategies to demonstrate understanding of the text (after reading)
 		4. Use strategies to demonstrate understanding of the text (after reading)
a. Identify and explain the main idea
    Assessment limit:
  • Of the text or a portion of the text
 a. Identify and explain the main idea
    Assessment limit:
  • Of the text or a portion of the text
 a. Identify and explain the main idea
    Assessment limit:
  • Of the text or a portion of the text
b. Identify and explain what is directly stated in the text
    Assessment limit:
  • In the text or a portion of the text
 b. Identify and explain what is directly stated in the text
    Assessment limit:
  • In the text or a portion of the text
 b. Identify and explain what is directly stated in the text
    Assessment limit:
  • In the text or a portion of the text
c. Identify and explain what is not directly stated in the text by drawing inferences
    Assessment limit:
  • From the text or a portion of the text
 c. Identify and explain what is not directly stated in the text by drawing inferences
    Assessment limit:
  • From the text or a portion of the text
 c. Identify and explain what is not directly stated in the text by drawing inferences
    Assessment limit:
  • From the text or a portion of the text
d. Draw conclusions based on the text and prior knowledge
    Assessment limit:
  • From the text or a portion of the text
 d. Draw conclusions or make generalizations about the text
    Assessment limit:
  • From the text or a portion of the text
 d. Draw conclusions or make generalizations about the text
    Assessment limit:
  • From the text or a portion of the text
e. Confirm, refute, or make predictions and form new ideas
    Assessment limit:
  • The development, topics, or ideas that might logically be included if the text were extended
 e. Confirm, refute, or make predictions and form new ideas
    Assessment limit:
  • The development, topics, or ideas that might logically be included if the text were extended
 e. Confirm, refute, or make predictions and form new ideas
    Assessment limit:
  • The development, topics, or ideas that might logically be included if the text were extended
f. Paraphrase the main idea
    Assessment limit:
  • Of the text or a portion of the text
 f. Paraphrase the main idea
    Assessment limit:
  • Of the text or a portion of the text
 f. Paraphrase the main idea
    Assessment limit:
  • Of the text or a portion of the text
g. Summarize
    Assessment limit:
  • The text or a portion of the text
 g. Summarize
    Assessment limit:
  • The text or a portion of the text
 g. Summarize
    Assessment limit:
  • The text or a portion of the text
h. Connect the text to prior knowledge or personal experience
    Assessment limit:
  • Prior knowledge that clarifies, extends, or challenges the ideas in the text or a portion of the text
 h. Connect the text to prior knowledge or personal experience
    Assessment limit:
  • Prior knowledge that clarifies, extends, or challenges the ideas in the text or a portion of the text
 h. Connect the text to prior knowledge or personal experience
    Assessment limit:
  • Prior knowledge that clarifies, extends, or challenges the ideas in the text or a portion of the text
 *: Independent level text (Put Reading First) is relatively easy text for the reader, with no more than approximately 1 in 20 words that are difficult for the reader (95% success). Instructional level text (Put Reading First) is challenging but manageable text for the reader, with no more than approximately 1 in 10 words difficult for the reader (90% success).
 **: New Standards identifies the need for students to process 1 million words per year to maintain academic progress.
 

Indicators/objectives that include assessment limits are assessed on MSA *New Standards identifies the need for students to process 1 million words per year to maintain academic progress.

 

MSDE has developed a toolkit for these standards which can be found online at: http://mdk12.org/instruction/curriculum/reading/vsc_toolkit.html.

 

11/15/07