Teaching Reading in the 21st Century

by Michael Graves

ALLYN & BACON PUBLISHING

correlated to

Illinois Language Development Standards

Grades K-6


Teaching Reading in the 21st Century

Allyn & Bacon Publishing

correlated to

Illinois Language Development Standards

Grades K-6

** E.G. - the pages listed are sample citations of a standard that is widely covered throughout book.SAA = Same As Above

EARLY ELEMENTARY
A. Apply word analysis and vocabulary skills to comprehend selections.
1.A.1a Apply word analysis skills (e.g., phonics, word patterns) to recognize new words. / 154-155, 159, 184-186, 191, 215, 238-249
1.A.1bComprehend unfamiliar words using context clues and prior knowledge; verify meanings with resource materials. / 238-246
B. Apply reading strategies to improve understanding and fluency.
1.B.1aEstablish purposes for reading, make predictions, connect important ideas, and link text to previous experiences and knowledge. / 266-310
1.B.1bIdentify genres (forms and purposes) of fiction, nonfiction, poetry and electronic literary forms. / e.g., 70-72, 74, 155-159, 364-379
1.B.1cContinuously check and clarify for understanding (e.g., reread, read ahead, use visual and context clues, ask questions, retell, use meaningful substitutions). / 324-355, 406-443
1.B.1dRead age-appropriate material aloud with fluency and accuracy. / The text itself provides reading instruction for teachers of elementary-age students., Suggested reading material as assigned by teacher, throughout text, can be read aloud by students.
EARLY ELEMENTARY, cont.
C. Comprehend a broad range of reading materials.
1.C.1aUse information to form questions and verify predictions. / e.g., 427-428
1.C.1bIdentify important themes and topics. / 234-350
1.C.1cMake comparisons across reading selections. / Using the suggested reading material provided at the end of most chapters in text, teacher can ask students to compare across the reading selections.
1.C.1dSummarize content of reading material using text organization (e.g., storysequence). / 329
1.C.1eIdentify how authors and illustrators express their ideas in text and graphics (e.g., dialogue, conflict, shape, color, characters). / 330-332
1.C.1fUse information presented in simple tables, maps and charts to form an interpretation. / 330-332
EARLY ELEMENTARY
A. Understand how literary elements and techniques are used to convey meaning.
2.A.1aIdentify the literary elements of theme, setting, plot and character within literary works. / Teacher can use pages 70-72, 74, 155-159, 364-379 to address standard.
2.A.1bClassify literary works as fiction or nonfiction. / Pages 70-72, 74, 155-159, 364-379 can be used to help address standard.
2.A.1cDescribe differences between prose and poetry. / Poetry writing is discussed on pages 477-478.
B. Read and interpret a variety of literary works.
2.B.1aRespond to literary materials by connecting them to their own experience and communicate those responses to others. / With extension activities, lessons and discussions developed by the teacher, student can learn and exercise the skills needed to address these standards (e.g., 70-72, 74, 155-159, 364-379).
2.B.1bIdentify common themes in literature from a variety of eras. / SAA
2.B.1cRelate character, setting and plot to real-life situations. / SAA
LATE ELEMENTARY
A. Apply word analysis and vocabulary skills to comprehend selections.
1.A.2aRead and comprehend unfamiliar words using root words / 238-249
1.A.2bClarify word meaning using context clues and a variety of resources including glossaries / 238-249
B. Apply reading strategies to improve understanding and fluency.
1.B.2aEstablish purposes for reading; survey materials; ask questions; make predictions; connect, clarify and extend ideas. / 142-143, 266-310, 281-282, 422-423
1.B.2bIdentify structure (e.g., description, compare/contrast, cause and effect, sequence) of nonfiction texts to improve comprehension. / Teacher can use pages 324-350 and 406 to address standard.
1.B.2cContinuously check and clarify for understanding (e.g., in addition to previous skills, clarify terminology, seek additional information). / e.g., 332-335, 409, 417-418, 422-423, 456-458
1.B.2dRead age-appropriate material aloud with fluency and accuracy. / Text itself provides reading instruction for teachers of elementary-age students and, as assigned by teacher, suggested reading material throughout text can be read aloud by students.
C. Comprehend a broad range of reading materials.
1.C.2aUse information to form and refine questions and predictions. / e.g., 142-143, 281-282, 427-438
1.C.2bMake and support inferences and form interpretations about main themes and topics. / 328-355
1.C.2cCompare and contrast the content and organization of selections. / Using the suggested reading material provided at the end of most chapters in text, teacher can ask students to compare across the reading selections.
1.C.2dSummarize and make generalizations from content and relate to purpose of material. / 329-330
1.C.2eExplain how authors and illustrators use text and art to express their ideas (e.g., points of view, design hues, metaphor). / 293-294, 365-366
1.C.2fConnect information presented in tables, maps and charts to printed or electronic text. / 330-332
LATE ELEMENTARY
A. Understand how literary elements and techniques are used to convey meaning.
2.A.2aIdentify literary elements and literary techniques (e.g. characterization, use of narration, use of dialogue) in a variety of literary works. / Teacher can use pages 222 and 229 to address standard.
2.A.2bDescribe how literary elements (e.g. theme, character, setting, plot, tone, conflict) are used in literature to create meaning. / Instructor should use the following chapters which address the skills needed to meet these standards: Chapter 6 (Scaffolding Students’ Comprehension of Text) pages 264-321, Chapter 7 (Teaching Comprehension Strategies) pages 322-355, Chapter 8 (Encouraging Independent Reading and Reader Response) pages 356-403 and Chapter 9 (Fostering Higher-Order Thinking and Deep Understanding in Content Areas) pages 04-443. Also, teacher can use pages 70-72, 74, 155-159 and 364-379.
2.A.2cIdentify definitive features of literary forms (e.g. realistic fiction, historical fiction, fantasy, narrative, nonfiction, biography, plays, electronic literary forms). / SAA
B. Read and interpret a variety of literary works.
2.B.2aRespond to literary material by making inferences, drawing conclusions and comparing it to their own experience, prior knowledge and other texts. / e.g., 70-72, 74, 155-159, 364-379, 328, 364-379
2.B.2b Identify and explain themes that have been explored in literature from different societies and eras. / Text’s purpose is to provide aid in teaching reading and does not specifically address interpreting and analyzing literary works. Text does, however, cover questioning skills, which can assist student in early analytical thinking strategies (e.g., 427-438).
2.B.2cRelate literary works and their characters, settings and plots to current and historical events, people and perspectives. / SAA
Middle/Junior High School
State Goal 1:
Read with understanding and fluency.
A. Apply word analysis and vocabulary skills to comprehend selections.
1.A.3aApply knowledge of word origins and derivations to comprehend words used in specific content areas (e.g., scientific, political, literary, mathematical). / 238-249, 301
1.A.3bAnalyze the meaning of words and phrases in their context. / 143-152, 238-243
B. Apply reading strategies to improve understanding and fluency.
1.B.3aPreview reading materials, make predictions and relate reading to information from other sources. / 281-282, 330
1.B.3bIdentify text structure and create a visual representation (e.g., graphic organizer, outline, drawing) to use while reading. / Teacher can use pages 141 and 457-158 to address standard.
1.B.3cContinuously check and clarify for understanding (e.g., in addition to previous skills, draw comparisons to other readings). / e.g., 266-321, 332-333
1.B.3dRead age-appropriate material with fluency and accuracy. / Text itself provides reading instruction for teachers of elementary-age students. Teacher can assign reading material throughout text to be read aloud by students.
C. Comprehend a broad range of reading materials.
1.C.3aUse information to form, explain and support questions and predictions. / 142-143, 281-282, 422-423, 427-438
1.C.3bInterpret and analyze entire narrative text using story elements, point of view and theme. / 30, 269, 302-304, 310-315, 432
1.C.3cCompare, contrast and evaluate ideas and information from various sources and genres. / e.g., 358-443
1.C.3dSummarize and make generalizations from content and relate them to the purpose of the material. / e.g., 266, 271, 275-279, 280, 292, 302, 306, 329
1.C.3eCompare how authors and illustrators use text and art across materials to express their ideas (e.g., foreshadowing, flashbacks, color, strong verbs, language that inspires). / Instructor can use text page 487, but teacher should supplement with additional lessons that address literature in more detail.
1.C.3fInterpret tables that display textual information and data in visual formats. / Teacher should supplement text with additional lessons that identify how to interpret information from tables. Teacher can use text pages 330-332 to aid in developing expanded exercises.

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