Content Standard: A. Process of Reading
Students will use the skills and strategies of the reading process to comprehend, interpret, evaluate, and appreciate what they have read.
Common Assessment(s):

Performance Indicators Students will be able to:	Essential Elements (Specific grade level objectives)		Suggested Performance Activities (Relating to Assessments)		Suggested Assessments	Vocabulary * Indicates a word the teacher uses to help students start to understand
1. Seek out and enjoy experiences with books and other print materials.	Students will share orally favorite reading materials.		Students are given the opportunity during choice time to explore classroom books, songs, poems, charts. Students will use the school library to explore books and magazines. Resources: Teacher makes available many varieties for student choice and teacher selection: --poetry-   -Jack Prelutsky works -Shel Silverstein works --fiction --non-fiction --songs --fairy tales --nursery rhymes --predictable books/    trade books, i.e. by Wright Co., Rigby --chants --labels --books from different cultures: --holiday books school library videos/film strips		Given several choices, student will retell favorite stories, songs, or poems. Students will select books or magazines and quietly enjoy them in the library and will select a book to check out. The student can create a bookmark for the book that will use both text and a picture to entice others into reading their book. (MAP Task -Character Bookmark)	book charts songs poems retell **MAP (Maine Assessment Portfolio)
2. Demonstrate an understanding that reading is a way to gain information about the world.	Students will describe in writing or pictures new information they have learned about the world around them.		Students will read or have read to them, biographies, and other non-fiction books. Given a selection of topics students brainstorm 5 questions as a group t, and then find the answers to those questions using books in the classroom, at home or library, the Internet, CD's or . Resources: Librarian Media Center Internet Community Jim Curry manuals: Designing Effective Units of Study 1994, 1996 Primary Thinking Skills by M. B. Karnes		After reading or listening to a non-fiction selection, students will be able to answer questions about the topic.	pictures print fiction non-fiction
3. Make and confirm predictions about what will be found in a text.	Students will be able to     * make logical      predictions   * give reasons     for their             predictions		In viewing the daily message, students will assist the teacher in writing the missing elements (i.e. letters, chunks, words, punctuation, etc.) in sentences. Students will predict what will happen next in a story read by the teacher or by themselves before confirming their prediction.		Students will provide correct words and letters for the missing words. Students will provide reasonable predictions about what comes next in a story and tell why they arrived at that prediction.	word letter sentence predict sound
4. Recognize and use rereading as an aid to developing fluency and to understanding appropriate material	Students will demonstrate a fluency level of 2 based on the Fountas & Pinnell fluency rubric.		Students will do partner reading,and independent reading of books read previously.		Fluency Rubric from Literacy Collaborative P. 81	.
5. Figure out unknown words using a  variety of strategies including rereading, context clues and knowledge of word structures and letter-sound relationships.	Students will control the early reading strategies (one to one matching, directionality, locating known and unknown words) and make progress in a balanced use of later reading strategies (meaning, structure, visual cues).		Students will gain control using these early reading strategies: one to one matching, directionality, locating known and unknown words. Later strategies: searching for cues, self-monitoring, self-correction, cross-checking Resource: See .....Fountas, & Pinnell (1996) Guided Reading: Good First Teaching for All Children, Portsmouth, NH pp. 81 and 161		Running Record, Marie Clay	.
6. Recognize and use clues within the text (sentence structure, word meanings), rereading and other strategies as aids in developing fluency and comprehension	Students will be able to identify the following * Characters * Setting		Guided reading groups		DRA	.
7. Ask questions and give other responses after listening to presentations by the teacher or classmates.	Students will be able to listen for a purpose.		Student will practice asking question using the question words. After listening to a classmate in "sharing time", students will ask questions about the topic given.		Students will ask questions using questions words (see vocabulary).	question who what where when why how