STANDARD 3.1: Language Arts Literacy

Language Arts Literacy

Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their lives.

Standard 3.1 Reading

All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers and will read a variety of materials and texts with fluency and comprehension.

Big Idea: The ability to read a variety of texts requires independence, comprehension, and fluency.
3.1 A. Concepts About Print
Essential Questions	Enduring Understandings
- How does understanding a text’s structure help me better understand its meaning?	- Understanding of a text’s features, structures, and characteristics facilitate the reader’s ability to make meaning of the text.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 2:
1. Use titles, tables of contents, and chapter headings to locate information.
2. Recognize the purpose of a paragraph.
3.1 B. Phonological Awareness
By the end of Grade 2:
1. Add, delete, or change middle sounds to change words (e.g., pat to put).
2. Use knowledge of letter-sound correspondences to sound out unknown words
3.1 C. Decoding and Word Recognition
Essential Questions	Enduring Understandings
- How do I figure out a word I do not know?	- Readers use language structure and context clues to identify the intended meaning of words and phrases as they are used in text.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 2:
1. Look for known chunks or small words to attempt to decode an unknown word.
2. Reread inserting the beginning sound of the unknown word.
3. Decode regular multisyllable words and parts of words (e.g., capital, Kalamazoo).
4. Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.
3.1 D. Fluency
Essential Questions	Enduring Understandings
- How does fluency affect comprehension?	- Fluent readers group words quickly to help them gain meaning from what they read
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 2:
1. Pause at appropriate end points (e.g., comma, period)
2. Use appropriate pace; "not choppy" or word-by-word.
3. Use appropriate inflection (e.g., dialogue, exclamations, questions).
4. Read silently without finger or lip movement.
5. Self-monitor when text does not make sense.
6. Employ learned strategies to determine if text makes sense without being prompted.
3.1 E. Reading Strategies (before, during, and after reading)
Essential Questions	Enduring Understandings
-What do readers do when they do not understand everything in a text?	- Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply strategies to enhance their comprehension.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 2:
1. Skip over difficult words in an effort to read on and determine meaning.
2. Return to the beginning of a sentence and try again.
3.1 F. Vocabulary and Concept Development
Essential Questions	Enduring Understandings
-What do readers do when they do not understand everything in a text?	- Words powerfully affect meaning
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 2:
1. Develop a vocabulary of 500-800 regular and irregular sight words.
2. Know and relate meanings of simple prefixes and suffixes.
3. Demonstrate evidence of expanding language repertory.
4. Understand concept of antonyms and synonyms.
5. Begin to use a grade-appropriate dictionary with assistance from teacher.
3.1 G. Comprehension Skills and Response to Text
Essential Questions	Enduring Understandings
- How do readers construct meaning from text?	- Good readers compare, infer, synthesize, and make connections (text to text, text to world, text to self) to make text personally relevant and useful.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 2:
1. Demonstrate ability to recall facts and details of text.
2. Recognize cause and effect in texts.
3. Make inferences and support them with textual information.
4. Continue to identify story elements in texts.
5. Respond to text by using how, why, and what-if questions.
H. Inquiry and Research
Essential Questions	Enduring Understandings
- Why conduct research?	- Researchers gather and critique information from different sources for specific purposes.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade 2:
1. Locate information using alphabetical order.
2. Read a variety of nonfiction and fiction books and produce evidence of reading.

Link to Standard 3.1 Grade 1

Link to Standard 3.1 Grade 3

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