Whitehall School District #4-47-2

Revised 2004

Benchmarks K-12

Table of Contents

K-7 Reading Curriculum...... 3-13

K-7 Benchmarks...... 14-20

8-12 Reading Curriculum...... 21-25

9-12 Benchmarks...... 26-32

Key for Reading Curriculum

I = Introduce

D = Develop

M = Master

Kindergarten Reading

  1. Content Standard 1 - Students construct meaning as they comprehend, interpret, and respond to what they read.
  2. Activate prior knowledge. I
  3. Identify author’s purpose I
  4. Identify cause and effect I
  5. Predict outcomes I
  6. Identify setting plot and characters I
  7. Identify fact and opinion I
  8. Paraphrase and retell a story orally and pictorially I
  9. Sequence beginning, middle and end orally and pictorially I
  10. Identify genres: fiction/nonfiction, fable, fairytales I
  1. Content Standard 2 - Students apply a range of skills and strategies to read.
  2. Recognize and name the upper and lowercase letters of the alphabet. I/D
  3. Discriminate between the consonant sounds at the beginning and the end of words. I/D
  4. Demonstrate knowledge of long sounds. I/D
  5. Demonstrate knowledge of short vowel sounds. I/D
  6. Blend sounds into words. I/D
  7. Recognize high frequency words. I
  8. Recognize and produce rhyming words (word patterns). I
  9. Spell sight words. I
  10. Apply logical reasoning to identify unknown words. I
  11. Develop vocabulary through concrete, meaningful experiences I/D
  1. Content Standard 3 - Students set goals, monitor, and evaluate their progress in reading.
  2. Select from classroom library and teacher made materials with controlled vocabulary to read independently. I
  3. Self monitor difficulty of materials. I
  4. Orally and pictorially demonstrate comprehension. I
  1. Content Standard 4 - Students select, read, and respond to print and non-print material for a variety of purposes.
  2. Select materials to read independently, with peers, and with adults in the classroom. I/D
  3. Read for enjoyment, information, to practice skills, and to develop vocabulary. I
  4. Respond orally through pictures and simple sentences. I

  1. Content Standard 5 - Students gather, analyze, synthesize, and evaluate information from a variety of sources, and communicate their findings in ways appropriate for their purposes and audiences.
  1. Compare and contrast ideas. I
  2. Discuss details when looking at pictures and print. I
  3. Identify key concepts and ideas through pictures, transitional spelling and some conventional spelling. I
  4. Compare and contrast characters. I
  5. Use technology (system 80, computer, tape recorder), school library, classroom library, teacher books, center activities, and readers’ clubhouse. I
  6. Reflect on reading and respond in various ways. I
  7. Recognize evocation – the thoughts and feelings during reading or listening. I
  8. Relate own experience and other literary experience to what is being read I
  9. Assume alternate points of view to explore a literary selection I
  10. Reflect upon the relevance of the literary experience to the reader’s own life I
  11. Synthesize and extend the literary experience through drawing, dramatizing, miming, storytelling. I
  12. Evaluate the quality of the literary experience. I
  13. Seek additional literary experience through varied voluntary reading. I
  14. Make connections between literature and other curriculum areas. I

First Grade Reading

  1. Content Standard 1 - Construct meaning as they comprehend, interpret, and respond to what they read.
  2. Demonstrate the ability to write an organized three-part story using letter/sound associations and correct spacing between words. I/D
  3. Review capitalization at the beginning of a sentence and in their names, and be introduced to punctuation at the end of a sentence. D
  4. Review correct formation of letters using D’NealianManuscript. I
  5. Use naming words, action words and describing words. I
  6. Demonstrate understanding of text using the following comprehension skills: predicting outcomes, main ideas and details, sequencing of events, classifying, recognizing reality and fantasy, identifying author’s purpose, summarizing, and retelling.
  1. Content Standard 2 - Students apply a range of skills and strategies to read.
  2. Review sounds associated with consonant letters. M
  3. Review initial sound in a word. M
  4. Review final sound in a word. M
  5. Demonstrate ability to distinguish between short and long vowel sounds in a one-syllable word. M
  6. Recognize long vowel patterns in a one syllable word: vce,ce, ee, ai, ay, ea, y, ey, i(y), oa I/D
  7. Recognize sounds associated with the following clusters and digraphs in initial and final positions of 1 or 2 syllable words: st, sc, sm, th, sh, ch tch, ff, ll, ss, ld, nd, nt, ft, and pt. I/D
  8. Demonstrate understanding of inflectional s in nouns. I/D
  9. Experience and be exposed to analytical skills: inflectional s in verbs, ed in verbs, possessives, er, est, ing, es, contractions, spelling changes in suffixes, compound words, synonyms, antonyms, and rhyming words. D
  10. Demonstrate ability to alphabetize up 3 words using only 1st letter. I
  11. Recognize and develop proficiency with high frequency words.
  1. Content Standard 3 - Students set goals, monitor, and evaluate their progress in reading.
  2. Select from leveled materials with controlled vocabulary to read with partners and independently. M
  3. Self monitor difficulty of materials by summarizing. I
  4. Demonstrate comprehension through written response, sequencing, re-telling, and projects as outlined by classroom teacher. I
  1. Content Standard 4 - Students select, read, and respond to print and nonprint material for a variety of purposes.
  2. Select a variety of materials: books, leveled phonic readers, pictures, basal readers, textbooks, and graphic organizers to develop language arts concepts. I
  3. Read for enjoyment and information to practice skills and to develop vocabulary. I
  4. Respond orally through pictures, simple sentences, paragraphs, graphic organizers, and letter writing. I

  1. Content Standard 5 – Students gather, analyze, synthesize, and evaluate information from a variety of sources, and communicate their findings in ways appropriate for their purposes and audiences.
  2. Reflect on reading and respond in various ways. D
  3. Recognize evocation – the thoughts and feelings aroused during reading or listening. D
  4. Relate own experience and other literary experience to what is being read. D
  5. Assume alternate points of view to explore a literary selection. D
  6. Reflect upon the relevance of the literary experience to the reader’s own life. D
  7. Synthesize and extend the literary experience, e.g., through drawing, dramatizing, miming, storytelling, etc. D
  8. Evaluate the quality of the literary experience. D
  9. Seek additional literary experience through varied voluntary reading. D
  10. Make connections between literature and other curriculum areas. D

Second Grade Reading

  1. Content Standard 1 – Construct meaning as they comprehend, interpret, and respond to what they read.
  2. Activate prior knowledge. D
  3. Identify author’s purpose. D
  4. Recognize cause and effect. D
  5. Predict outcomes. D
  6. Identify setting, plot and characters. D
  7. Identify fact and opinion. D
  8. Summarize and re-tell a story orally, pictorially and written. D
  9. Sequence the plot in a variety of ways. D
  10. Identify genres. D
  1. Content Standard 2 – Students apply a range of skills and strategies to read.
  2. Review rhyming words. M
  3. Review initial, medial and final consonants. M
  4. Review consonant blends. D/M

a)Two letter

b)Three letter

  1. Review consonant digraphs. D/M
  2. Review short and long vowels, and y as a vowel. M
  3. Review contractions. I/D

a)Not

b)Will

c)Have

d)Is

e)Am

f)Are

g)Us

  1. Introduce hard and soft C and G. D
  2. Introduce vowel digraphs. D
  3. Introduce R-controlled vowels. D
  4. Introduce vowel pairs. D
  5. Introduce prefixes, suffixes. I

a)Re-, un-, dis-

b)–less, -ness, -ful, -ly, -er

  1. Introduce ending LE. I
  2. Introduce plurals. I
  3. Introduce compound words. D
  4. Syllabification

a)One syllable

b)Two syllables

  1. Synonyms antonyms and homonym. D

  1. Content Standard 3 – Students set goals, monitor, and evaluate their progress in reading.
  2. Complete unit reviews to assess progress. I
  3. Use Accelerated Reader. I
  4. Select materials from class library and leveled phonic readers with and without controlled vocabulary. D
  5. Read independently and with partners. D
  6. Self monitor difficulty of materials. D
  1. Content Standard 4 – Students select, read, and respond to print and nonprint material for a variety of purposes.
  2. Learn word meaning. D

a)Multiple meanings

b)Figurative language

  1. Select a variety of materials to develop language art concepts: speaking, listening, reading, writing. D
  2. Connect literature to own life and other curriculum content. D
  3. Read for enjoyment and information to practice skills and to develop vocabulary. D
  4. Responds orally through picture walks simple sentences, paragraphs, graphic organizers and letter writing. D
  1. Content Standard 5 – Students gather, analyze, synthesize, and evaluate information from a variety of sources, and communicate their findings in ways appropriate for their purposes and audiences.
  2. Identify information from text
  3. Organize and construct meaning from text
  4. Reflect on reading and respond in various ways
  5. Recognize evocation – the thoughts and feelings aroused during reading or listening
  6. Relate own experience and other literary experience to what is being read
  7. Assume alternate points of view to explore a literary selection
  8. Reflect upon the relevance of the literary experience to the readers own life
  9. Synthesize and extend the literary experience, e.g., through drawing, dramatizing, miming, storytelling, etc.
  10. Evaluate the quality of the literary experience
  11. Seek additional literary experience through varied voluntary reading
  12. Make connections between literature and other curriculum areas

Third Grade Reading

  1. Content Standard 1 - A student must construct meaning as they comprehend, interpret, and respond to what they read. (D)
A.Story elements
  1. Main ideas and detail
  2. Reality/fantasy
  3. Drawing conclusions
  4. Declarative speech
  5. Cause and effect
  6. Context clues
  7. Inference
  8. Sequence
  9. Predicting outcomes
  10. Following directions
  11. Comparisons
  12. Inference
  1. Content Standard 2 - A student must apply a range of skills and strategies to read. (D)
  2. Phonics
  3. Vocabulary
  4. Suffixes
  5. Prefixes
  6. Synonyms
  7. Antonyms
  8. Homophones
  1. Content Standard 3 - A student must set goals, monitor, and evaluate their progress in reading. (D)
  2. Individualized Accelerated Reader
  1. Content Standard 4 - A student must select, read, and respond to print and non-print material for a variety of purposes. (D)
  2. Research
  3. Shared reading
  4. Presentation
  5. Enjoyment
  1. Content Standard 5 - A student must gather, analyze, synthesize, and evaluate information from a variety of sources, and communicate their findings in ways appropriate for their purposes, and audiences. (D)
  2. Compare and describe similarities of plot, characters, setting and theme in literature
  3. Describe how various cultures are represented in literature.
  4. Read widely in a range of genres.

Fourth Grade Reading

  1. A student must construct meaning as they comprehend, interpret, and respond to what they read. (D)
  2. Apply automatically multiple comprehension strategies (including predicting, inferring, monitoring, rereading, cross-checking, context clues, visualizing, summarizing) to read grade-appropriate texts fluently.
  3. Adjust reading rate fro various purposes.
  4. Recognize and use text structures (main idea, supporting details, cause/effect, sequence, problem/solution, descriptions, compare/contrast, etc.)
  5. Choose to read silently in increasing amounts with independent-level materials.
  6. Recognize different purposes for skimming and scanning.
  1. A student must apply a range of skills and strategies to read. (D)
  2. Apply automatically multiple comprehension strategies (including predicting, inferring, monitoring, rereading, cross-checking, context clues, visualizing, summarizing) to read grade-appropriate texts fluently.
  3. Adjust reading rate for various purposes.
  4. Choose to read silently in increasing amounts with independent-level materials.
  5. Locate meanings of unfamiliar words using dictionaries and glossaries.
  6. Recognize different purposes for skimming and scanning.
  1. A student must set goals, monitor, and evaluate their progress in reading. (D)
  2. Plan and carry out his or her own problem-solving task with little help from the teacher to include: problem identification and materials selection to find the answer. ( I)
  3. Read the appropriate number of Accelerated Read points and monitor own progress.
  1. A student must select, read, and respond to print and non-print material for a variety of purposes. (D)
  2. Paraphrase portions of materials accurately.
  3. Create simple graphs, charts and timelines based on written material to convey meaning.
  4. List desirable criteria for judging the quality of a written piece or project.
  1. A student must gather, analyze, synthesize, and evaluate information from a variety of sources, and communicate their findings in ways appropriate for their purposes, and audiences. (D)
  2. Read and accurately interpret grade appropriate fiction, non-fiction, magazines, newspapers and Internet sources.
  3. Create written pieces using paraphrased information from a variety of sources and source types. ( I)

Fifth Grade Reading

  1. A student must construct meaning as they comprehend, interpret, and respond to what they read. (D)
  2. Apply automatically multiple comprehension strategies (including predicting, inferring, monitoring, rereading, cross-checking, context clues, visualizing, summarizing) to read grade-appropriate texts fluently.
  3. Adjust reading rate fro various purposes.
  4. Recognize and use text structures (main idea, supporting details, cause/effect, sequence, problem/solution, descriptions, compare/contrast, etc.)
  5. Choose to read silently in increasing amounts with independent-level materials.
  6. Recognize different purposes for skimming and scanning.
  1. A student must apply a range of skills and strategies to read. (D)
  2. Use a variety of word-attack strategies
  3. Modify rate of reading to fit various types and difficulty of materials.
  4. Approach textbooks differently than fiction: use chapter and outlines in structure to locate information.
  1. A student must set goals, monitor, and evaluate their progress in reading. (D)
  2. Read with the Accelerated Reading program and monitor own progress.
  3. Set goals for reading progress in terms of scores on STAR reading assessment.
  1. A student must select, read, and respond to print and non-print material for a variety of purposes. (D)
  2. Paraphrase portions of materials accurately.
  3. Create simple graphs, charts and timelines based on written material to convey meaning.
  4. List desirable criteria for judging the quality of a written piece or project.

5.A student must gather, analyze, synthesize, and evaluate information from a variety of sources, and communicate their findings in ways appropriate for their purposes, and audiences.

  1. Select, read and critically respond to a variety of texts: classic, contemporary, informative and popular.
  2. Compare story variants, as in fairy tales from different countries.

Sixth Grade Reading

  1. A student must construct meaning as they comprehend, interpret, and respond to what they read. (D)
  2. Apply automatically multiple comprehension strategies (including predicting, inferring, monitoring, rereading, cross-checking, context clues, visualizing, summarizing) to read grade-appropriate texts fluently.
  3. Adjust reading rate fro various purposes.
  4. Recognize and use text structures (main idea, supporting details, cause/effect, sequence, problem/solution, descriptions, compare/contrast, etc.)
  5. Choose to read silently in increasing amounts with independent-level materials.
  6. Recognize different purposes for skimming and scanning.
  1. A student must apply a range of skills and strategies to read. (D)
  2. Use a variety of word-attack strategies
  3. Modify rate of reading to fit various types and difficulty of materials.
  4. Approach textbooks differently than fiction: use chapter and outlines in structure to locate information.
  1. A student must set goals, monitor, and evaluate their progress in reading. (D)
  2. Read with the Accelerated Reading program and monitor own progress.
  3. Set goals for reading progress in terms of scores on STAR reading assessment.
  1. A student must select, read, and respond to print and non-print material for a variety of purposes. (D)
  2. Investigate complex strategies with effective and independent research skills ( I)
  3. Read textbooks, fiction novels, informative books, magazines, newspapers and Internet resources.
  4. Read independently, in small groups and as a whole class for various types of reading materials.
  1. A student must gather, analyze, synthesize, and evaluate information from a variety of sources, and communicate their findings in ways appropriate for their purposes, and audiences. (D)
  2. Research a problem through print and non-print sources with teacher guidance when needed.

Seventh Grade Reading

  1. A student must construct meaning as they comprehend, interpret, and respond to what they read. (D)
  2. Apply automatically multiple comprehension strategies (including predicting, inferring, monitoring, rereading, cross-checking, context clues, visualizing, summarizing) to read grade-appropriate texts fluently.
  3. Adjust reading rate fro various purposes.
  4. Recognize and use text structures (main idea, supporting details, cause/effect, sequence, problem/solution, descriptions, compare/contrast, etc.)
  5. Choose to read silently in increasing amounts with independent-level materials.
  6. Recognize different purposes for skimming and scanning.
  1. A student must apply a range of skills and strategies to read. (D)
  2. Use a variety of word-attack strategies
  3. Modify rate of reading to fit various types and difficulty of materials.
  4. Approach textbooks differently than fiction: use chapter and outlines in structure to locate information.
  1. A student must set goals, monitor, and evaluate their progress in reading. (D)
  2. Read with the Accelerated Reading program and monitor own progress.
  3. Set goals for reading progress in terms of scores on STAR reading assessment.
  1. A student must select, read, and respond to print and non-print material for a variety of purposes. (D)
  2. Read in all content area classes: textbooks, novels, magazines, Internet sources, etc.
  3. Use written materials to solve problems and research topics.
  1. A student must gather, analyze, synthesize, and evaluate information from a variety of sources, and communicate their findings in ways appropriate for their purposes, and audiences. (D)
  2. Research and write four-page paper in History.

Reading Content Standard 1

Students construct meaning as they comprehend, interpret, and respond to what they read.

Benchmarks

Students will:

End of Kindergarten / End of Grade 1 / End of Grade 2 / End of Grade 3
  1. Apply what they have learned from texts to their lives and to the lives of others through various themes.
/
  1. Apply what they learn from texts to their lives and to the lives of others through various themes.
/
  1. Apply what they learn from texts to their lives and to the lives of others through the various themes.
/
  1. Apply what they learn from texts to their lives and to the lives of others through the various themes.

End of Grade 4 / End of Grade 5 / End of Grade 6 / End of Grade 7
  1. Make predictions and connections between new material and previous experiences.
  1. Incorporate new print/non-print information into existing knowledge to draw conclusions and make applications
  1. Provide oral, written, and/or artistic responses to ideas and feelings generated by the reading material.
  1. Demonstrate basic understanding of main ideas and supporting details.
  1. Accurately retell key elements of appropriate reading material.
/
  1. Make predictions and connections between new material and previous experiences.
  1. Incorporate new print/non-print information into existing knowledge to draw conclusions and make applications
  1. Provide oral, written, and/or artistic responses to ideas and feelings generated by the reading material and share with peers.
  1. Demonstrate understanding of main ideas and supporting details.
  1. Accurately retell key elements of appropriate reading material.
/
  1. Make predictions and describe, with details, meaningful connections between new and previous reading material.
  1. Compare and contrast print/non-print information with existing knowledge to draw conclusions and make applications with guidance from teacher.
  1. Interpret and provide oral, written, and/or artistic responses to ideas and feelings generated by the reading material.
  1. Demonstrate understanding of main ideas and relevant supporting details.
  1. Provide summaries of key elements in materials read with mostly relevant supporting details
/
  1. Make predictions and describe, with details, meaningful connections between new and previous reading material.
  1. Compare and contrast print/non-print information with existing knowledge to draw conclusions and make applications with guidance from teacher.
  1. Interpret and provide oral, written, and/or artistic responses to ideas and feelings generated by the reading material.
  1. Demonstrate understanding of main ideas and relevant supporting details.
  1. Provide accurate summaries of key elements in materials read.

Reading Content Standard 2