appendix b sample rubrics for reading (cr)€¦ · · 2015-03-09appendix b sample rubrics for...
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APPENDIX B
Sample Rubrics for Reading (CR)
The grade 1, 2 and 3 sample reading rubrics included in this appendix are adapted from the Comprehend and Respond rubrics included in ELA 1 (pp. 33-36), ELA 2 (pp. 34-37) and ELA 3 (pp. 35-38).
Gra
de
1 S
amp
le R
ead
ing
Ru
bri
c (C
R)
Exce
edin
g Ex
pec
tati
on
s M
eeti
ng
Exp
ecta
tio
ns
Beg
inn
ing
to M
eet
Exp
ecta
tio
ns
No
t Y
et
Me
etin
g Ex
pec
tati
on
s
Co
mp
reh
ensi
on
:
Has
a s
ign
ific
ant
un
der
stan
din
g an
d
reca
ll o
f w
hat
on
e re
ads
and
pro
vid
es in
sigh
tfu
l in
terp
reta
tio
ns
wit
h e
vid
ence
to
su
pp
ort
resp
on
ses.
Rea
ds
and
ret
ells
, in
dep
end
entl
y,
usi
ng
infe
ren
ces,
th
e ke
y ev
ents
an
d
idea
s o
f a
sto
ry a
nd
of
an
info
rmat
ion
al t
ext.
Co
mp
reh
ensi
on
:
Has
a g
oo
d u
nd
erst
and
ing
and
reca
ll o
f w
hat
on
e re
ads.
Pro
vid
es
adeq
uat
e in
terp
reta
tio
ns
and
give
s re
aso
nab
le e
vid
ence
to
sup
po
rt r
esp
on
ses.
Rea
ds
and
ret
ells
th
e se
qu
ence
an
d
key
po
ints
of
a te
xt:
wh
o,
wh
at,
wh
en,
wh
ere
,
ho
w,
wh
y.
Sho
ws
un
der
stan
din
g o
f
sto
ry e
lem
ents
,
char
acte
r,
pro
ble
m, a
nd
solu
tio
n.
An
swer
s lit
eral
an
d in
fere
nti
al
qu
esti
on
s.
Co
mp
reh
en
sio
n:
Co
mp
reh
en
ds
the
bas
ic id
eas
an
d
un
der
stan
ds
mo
st o
f w
hat
on
e
read
s. G
ives
so
me
inte
rpre
tati
on
an
d p
rovi
des
so
me
evid
ence
to
su
pp
ort
it.
Rea
ds
and
ret
ells
sto
ries
an
d
info
rmat
ion
al t
ext
by
rela
tin
g m
ost
ke
y p
oin
ts.
Co
mp
reh
en
sio
n:
Un
de
rsta
nd
s so
me
or
littl
e o
f w
hat
on
e r
ead
s an
d d
oe
s n
ot
reca
ll m
uch
of
it. G
ives
sim
ple
or
inad
eq
uat
e in
terp
reta
tio
ns
and
lit
tle
or
no
evi
de
nce
to
su
pp
ort
re
spo
nse
s.
Rea
ds
and
ret
ells
so
me
idea
s in
si
mp
le n
arra
tive
an
d in
form
atio
nal
te
xts.
Sam
ple
Ru
bri
cs f
or
Rea
din
g (C
om
pre
hen
d a
nd
Re
spo
nd
) Th
e gr
ade
1, 2
an
d 3
sam
ple
rea
din
g ru
bri
cs in
clu
ded
in t
his
ap
pen
dix
are
ad
apte
d f
rom
th
e C
om
pre
hen
d a
nd
Res
po
nd
ru
bri
cs in
clu
ded
in
ELA
1 (
pp
. 33
-36
), E
LA 2
(p
p. 3
4-3
7)
and
ELA
3 (
pp
. 35
-38
).
Use
of
Stra
tegi
es:
Feel
s co
nfi
den
t u
sin
g ta
sk-r
elev
ant
stra
tegi
es b
efo
re, d
uri
ng,
an
d a
fte
r re
adin
g.
Use
s, in
dep
end
entl
y, b
efo
re, d
uri
ng,
an
d a
fter
rea
din
g st
rate
gies
(e.
g.,
thin
kin
g ab
ou
t to
pic
, set
tin
g p
urp
ose
, pre
dic
tin
g, m
akin
g co
nn
ecti
on
s, id
enti
fyin
g ke
y m
essa
ges
and
det
ails
, dra
win
g in
fere
nce
s).
Sets
go
als
for
read
ing.
Rea
ds
smo
oth
ly.
Use
s vo
ice
to m
ake
the
read
ing
sou
nd
mo
re in
tere
stin
g.
Use
of
Stra
tegi
es:
Use
s, w
ith
pra
ctic
e a
nd
tea
cher
su
pp
ort
, bef
ore
, du
rin
g, a
nd
aft
er
stra
tegi
es r
elev
ant
to t
he
task
.
Use
s, w
ith
gu
idan
ce, r
ead
ing
stra
tegi
es b
efo
re, d
uri
ng,
an
d a
fter
(e
.g.,
co
nsi
der
ing
wh
at is
kn
ow
n,
mak
ing
con
nec
tio
ns,
pre
dic
tin
g,
dra
win
g in
fere
nce
s, lo
oki
ng
for
det
ails
, ju
stif
yin
g w
hat
mig
ht
hap
pen
, an
d r
ecal
ling
key
idea
s an
d e
ven
ts in
a lo
gica
l ord
er).
Iden
tifi
es w
hat
go
od
rea
der
s d
o.
Exp
lain
s fa
vou
rite
s.
Sets
go
als,
wit
h t
each
er g
uid
ance
, fo
r re
adin
g.
Use
s ey
e tr
acki
ng
mo
st o
f th
e ti
me.
Rea
ds
acco
rdin
g to
th
e p
un
ctu
atio
n.
Is b
egin
nin
g to
use
ph
rasi
ng.
Rea
ds
at a
rea
son
able
rat
e w
ith
fl
uen
t p
acin
g.
Use
of
Stra
tegi
es:
Use
s, w
ith
pro
mp
tin
g an
d s
up
po
rt,
a fe
w b
efo
re, d
uri
ng,
an
d a
fte
r re
adin
g st
rate
gies
. Do
es
no
t al
way
s kn
ow
wh
en t
o a
pp
ly t
hem
to
a n
ew
task
.
Use
s, w
ith
pro
mp
tin
g, s
om
e b
efo
re,
du
rin
g, a
nd
aft
er r
ead
ing
stra
tegi
es
to c
on
stru
ct m
ean
ing.
Mak
es a
pp
rop
riat
e p
erso
nal
co
nn
ecti
on
s.
Wo
rks
tow
ard
s m
ore
flu
ency
.
Rea
ds
mo
stly
wo
rd-f
or-
wo
rd.
Iden
tifi
es, w
ith
tea
cher
gu
idan
ce,
wh
at g
oo
d r
ead
ers
do
.
Use
of
Stra
tegi
es:
Req
uir
es r
epea
ted
mo
del
ling
of
b
efo
re, d
uri
ng,
an
d a
fte
r re
adin
g st
rate
gies
an
d c
on
tin
uo
us
coac
hin
g o
n w
hen
an
d h
ow
to
use
th
em.
Use
s, w
ith
mu
ch p
rom
pti
ng,
so
me
bef
ore
, du
rin
g, a
nd
aft
er s
trat
egie
s w
hen
rea
din
g su
ch a
s
loo
kin
g fo
r d
etai
ls,
mak
ing
con
nec
tio
ns,
an
d
pre
dic
tin
g.
Mak
es s
om
e p
erso
nal
co
nn
ecti
on
s.
Rea
ds
slo
wly
.
“So
un
ds
ou
t” f
req
uen
tly
use
d
wo
rds.
Pau
ses
or
sto
ps
freq
uen
tly
wh
en
read
ing.
Ref
lect
s, w
ith
tea
cher
gu
idan
ce, o
n
read
ing
exp
erie
nce
s.
Cu
es a
nd
Co
nve
nti
on
s:
Use
s co
nfi
de
ntl
y an
d c
on
sist
entl
y th
e c
ues
an
d c
on
ven
tio
ns
of
co
mm
un
icat
ion
an
d la
ngu
age
to
con
stru
ct m
ean
ing.
Iden
tifi
es a
nd
exp
lain
s,
ind
epen
den
tly,
th
e p
urp
ose
of
a te
xt.
Rec
ogn
izes
, in
dep
end
entl
y, t
he
text
st
ruct
ure
s an
d e
lem
ents
incl
ud
ing
the
beg
inn
ing,
mid
dle
, an
d
end
in o
fict
ion
,o
info
rmat
ion
al t
exts
,o
po
ems,
an
do
pla
ys.
Un
der
stan
ds
wh
at a
sen
ten
ce is
.
Has
ext
ensi
ve s
igh
t-w
ord
vo
cab
ula
ry.
Ap
plie
s to
pic
-re
late
d v
oca
bu
lary
to
n
ew s
itu
atio
ns.
Kn
ow
s so
un
ds
and
lett
ers.
Cu
es
and
Co
nve
nti
on
s:
Use
s th
e c
ue
s an
d c
on
ven
tio
ns
of
com
mu
nic
atio
n a
nd
lan
guag
e to
co
nst
ruct
mea
nin
g.
Iden
tifi
es t
he
pu
rpo
se o
f th
e te
xt.
Iden
tifi
es
the
beg
inn
ing,
mid
dle
, an
d
end
,
the
typ
e o
f te
xt (
e.g.
, po
em,
fict
ion
, no
n-f
icti
on
), a
nd
som
e ke
y el
em
ents
of
the
text
.
Rec
ogn
izes
bas
ic s
tate
men
t an
d
qu
esti
on
se
nte
nce
s.
Un
der
stan
ds
wh
at a
sen
ten
ce a
nd
it
s p
un
ctu
atio
n d
o t
o c
om
mu
nic
ate
mea
nin
g.
Un
der
stan
ds
new
co
nce
pt
wo
rds.
Iden
tifi
es w
ord
fam
ilie
s in
tex
ts.
Kn
ow
s 1
00
com
mo
nly
use
d w
ord
s in
pri
nt.
Un
der
stan
ds
and
iden
tifi
es a
ll th
e le
tter
s an
d m
ost
gra
de
1 s
ou
nd
s.
Cu
es a
nd
Co
nve
nti
on
s:
Use
s so
me
of
the
cues
an
d
con
ven
tio
ns
of
com
mu
nic
atio
n a
nd
la
ngu
age
to
co
nst
ruct
me
anin
g.
Beg
ins
to r
eco
gniz
e a
pu
rpo
se f
or
read
ing.
Id
enti
fies
, wit
h p
rom
pti
ng,
the
beg
inn
ing,
mid
dle
, an
d
end
, an
d
typ
e o
f te
xt (
e.g.
, po
em,
fict
ion
, no
n-f
icti
on
).
Rec
ogn
izes
sen
ten
ce b
ou
nd
arie
s (e
.g.,
cap
ital
lett
er b
egin
nin
g an
d
per
iod
en
din
g).
Un
der
stan
ds
spec
ific
key
wo
rds.
Has
a b
ank
of
wo
rds
that
are
rea
dily
re
cogn
ized
in p
rin
t.
Rec
ogn
izes
lett
er n
ame
s an
d le
tter
so
un
ds
of
the
alp
hab
et.
Rec
ogn
izes
so
me
ph
on
ic
gen
eral
izat
ion
s su
ch a
s
“ee,
”
“sh
,”
Cu
es
and
Co
nve
nti
on
s:
Has
an
un
cert
ain
gra
sp o
f th
e
bas
ic c
ue
s an
d c
on
ven
tio
ns
of
co
mm
un
icat
ion
an
d la
ngu
age
to
co
nst
ruct
me
anin
g.
Rec
ogn
izes
, wit
h e
xplic
it g
uid
ance
, a
pu
rpo
se f
or
read
ing.
Iden
tifi
es a
beg
inn
ing
and
en
d.
Un
der
stan
ds
that
wh
at c
an b
e sa
id
can
be
read
.
Rec
ogn
izes
a b
asic
sen
ten
ce.
Iden
tifi
es a
nd
att
end
s to
per
iod
s w
hen
use
d a
t th
e en
d o
f se
nte
nce
s.
Kn
ow
s so
me
sigh
t w
ord
s (e
.g.,
I, a
, th
e).
Un
der
stan
ds
som
e ge
ner
al c
on
cep
t w
ord
s.
Iden
tifi
es s
om
e rh
ymes
.
Kn
ow
s th
at s
pac
es s
epar
ate
wo
rds.
Rec
ogn
izes
mo
st le
tte
r n
ame
s an
d
lett
er s
ou
nd
s.
Beg
ins
to u
se in
itia
l so
un
ds
to
Iden
tifi
es
init
ial s
ou
nd
s in
sp
oke
n w
ord
s,
med
ial s
ou
nd
s in
sp
oke
n w
ord
s,
fin
al s
ou
nd
s in
sp
oke
n w
ord
s,
dip
tho
ngs
in s
po
ken
wo
rds,
an
d
dig
rap
hs
in s
po
ken
wo
rds
(e.g
.,
ship
, ch
icke
n, b
eep
, pla
yin
g).
Use
s vi
sual
cu
es s
uch
as
colo
ur,
fo
rm, s
hap
e, a
nd
siz
e to
co
nst
ruct
an
d c
on
firm
mea
nin
g in
a v
arie
ty o
f te
xts.
Iden
tifi
es
init
ial s
ou
nd
s in
sp
oke
n
wo
rds,
med
ial s
ou
nd
s in
sp
oke
n
wo
rds,
an
d
fin
al s
ou
nd
s in
sp
oke
n
wo
rds
(e.g
., c
at).
Use
s vi
sual
cu
es s
uch
as
colo
ur,
form
, sh
ape,
an
d s
ize
to c
on
stru
ct
mea
nin
g fr
om
tex
ts.
“ch
,”
“in
g.”
Iden
tifi
es r
hym
es w
ith
in a
sh
ared
te
xt.
Iden
tifi
es in
itia
l an
d f
inal
so
un
ds
in a
sp
oke
n w
ord
.
Man
ipu
late
s p
ho
nem
es b
y d
elet
ing
and
su
bst
itu
tin
g.
Use
s, w
ith
pro
mp
tin
g, v
isu
al c
ues
su
ch a
s co
lou
r, f
orm
, sh
ape,
an
d
size
to
co
nst
ruct
mea
nin
g fr
om
te
xts.
dec
od
e w
ord
s.
Iden
tifi
es m
ost
init
ial s
ou
nd
s in
a
spo
ken
wo
rd.
Use
s, w
ith
exp
licit
dir
ecti
on
an
d
mo
del
ling,
vis
ual
cu
es s
uch
as
colo
ur,
fo
rm, s
hap
e, a
nd
siz
e to
con
stru
ct m
ean
ing
fro
m t
exts
.
Exce
edin
g Ex
pec
tati
on
s M
eeti
ng
Exp
ecta
tio
ns
Beg
inn
ing
to M
eet
Exp
ecta
tio
ns
No
t Y
et M
eeti
ng
Exp
ecta
tio
ns
Co
mp
reh
ensi
on
: H
as a
sig
nif
ican
t u
nd
erst
and
ing
and
re
call
of
wh
at o
ne
read
s. P
rovi
des
in
sigh
tfu
l in
terp
reta
tio
ns
wit
h
evid
ence
to
su
pp
ort
res
po
nse
s.
Rea
ds
and
ret
ells
ind
epen
den
tly
the
key
even
ts a
nd
ele
men
ts
of
a st
ory
incl
ud
ing
o
sett
ing,
och
arac
ters
,o
char
acte
r tr
aits
,o
pro
ble
m a
nd
so
luti
on
,an
do
seq
uen
ce o
f ke
yev
ents
, an
d
the
key
idea
s (w
ith
su
pp
ort
fr
om
th
e te
xt)
and
the
ele
men
ts o
f in
form
atio
nal
tex
ts in
clu
din
g o
mai
n id
ea,
osu
pp
ort
ing
det
ails
,o
dia
gram
s,o
glo
ssar
y.
Co
mp
reh
ensi
on
: H
as a
go
od
un
der
stan
din
g an
d
reca
ll o
f w
hat
on
e re
ads.
Pro
vid
es
adeq
uat
e in
terp
reta
tio
ns.
G
ives
rea
son
able
evi
den
ce t
o
sup
po
rt r
esp
on
ses.
R
ead
s an
d r
etel
ls (
wit
h s
up
po
rt
fro
m t
he
text
)
the
key
even
ts a
nd
ele
men
ts
of
a st
ory
incl
ud
ing
o
sett
ing,
och
arac
ters
,o
char
acte
r tr
aits
,o
pro
ble
m a
nd
solu
tio
n, a
nd
ose
qu
ence
of
key
even
ts, a
nd
th
e ke
y id
eas
and
ele
men
ts
of
info
rmat
ion
al t
exts
in
clu
din
g
om
ain
idea
,o
sup
po
rtin
g d
etai
ls,
od
iagr
ams,
ogl
oss
ary,
ob
old
fo
nt.
Res
po
nd
s to
an
d a
nsw
ers
liter
al a
nd
in
fere
nti
al q
ues
tio
ns.
Co
mp
reh
ensi
on
: C
om
pre
hen
ds
the
bas
ic id
eas
and
u
nd
erst
and
s m
ost
of
wh
at o
ne
read
s. G
ives
so
me
inte
rpre
tati
on
an
d p
rovi
des
so
me
evid
ence
to
su
pp
ort
it.
Rea
ds
and
ret
ells
, wit
h p
rom
pti
ng,
mo
st o
f th
e ke
y ev
ents
an
d
som
e o
f th
e el
em
ents
of
a st
ory
incl
ud
ing
o
wh
ere
,o
wh
en,
ow
ho
,o
pro
ble
m a
nd
solu
tio
n, a
nd
ose
qu
ence
of
even
ts,
and
the
mai
n id
eas
and
ele
men
ts
of
info
rmat
ion
al t
exts
in
clu
din
g
om
ain
idea
,o
som
e su
pp
ort
ing
det
ails
, an
d
som
e fe
atu
res
such
as
od
iagr
ams,
op
ho
togr
aph
s,o
bo
ld t
ypef
ace.
An
swer
s lit
eral
qu
esti
on
s b
ut
no
t al
way
s in
fere
nti
al q
ues
tio
ns.
Co
mp
reh
en
sio
n:
Un
der
stan
ds
som
e o
r lit
tle
of
wh
at o
ne
read
s an
d d
oe
s n
ot
reca
ll m
uch
of
it. G
ives
sim
ple
or
inad
equ
ate
inte
rpre
tati
on
s an
d
littl
e o
r n
o e
vid
ence
to
su
pp
ort
re
spo
nse
s.
Rea
ds
and
, wit
h t
each
er
pro
mp
tin
g, r
etel
ls
som
e o
f th
e ke
y ev
ents
,
som
e o
f th
e el
em
ents
of
a st
ory
(e.
g., w
her
e,
wh
en, w
ho
, pro
ble
m a
nd
so
luti
on
, an
d s
equ
ence
of
even
ts),
an
d
som
e o
f th
e m
ain
idea
s an
d e
lem
ents
of
info
rmat
ion
al t
exts
(e.
g.,
a m
ain
idea
, so
me
sup
po
rtin
g d
etai
ls, a
nd
so
me
feat
ure
s su
ch a
s ill
ust
rati
on
s,
ph
oto
grap
hs,
bo
ld
typ
efa
ce).
An
swer
s lit
eral
qu
esti
on
s.
Gra
de
2 S
amp
le R
ead
ing
Ru
bri
c (C
R)
Use
of
Stra
tegi
es:
Feel
s co
nfi
den
t u
sin
g ta
sk-r
elev
ant
stra
tegi
es b
efo
re, d
uri
ng,
an
d a
fte
r re
adin
g.
Use
s, in
dep
end
entl
y, a
ctiv
e b
efo
re,
du
rin
g, a
nd
aft
er r
ead
ing
stra
tegi
es
(e.g
., a
ctiv
atin
g p
rio
r kn
ow
led
ge,
iden
tify
ing
info
rmat
ion
al n
eed
s,
pre
dic
tin
g an
d c
on
firm
ing,
sel
f-m
on
ito
rin
g, c
om
par
ing,
iden
tify
ing
key
mes
sage
s an
d d
etai
ls, d
raw
ing
infe
ren
ces)
.
Exp
lain
s fa
vou
rite
s an
d r
efle
cts
on
ab
ility
to
rea
d.
Ref
lect
s an
d s
ets
goal
s fo
r re
adin
g.
Rea
ds
smo
oth
ly,
accu
rate
ly, a
nd
wit
h e
xpre
ssio
n t
o a
dd
in
tere
st a
nd
ach
ieve
a
par
ticu
lar
effe
ct.
Sust
ain
s si
len
t re
adin
g in
dep
end
entl
y fo
r at
leas
t 2
0 m
inu
tes
a d
ay.
Use
of
Stra
tegi
es:
Use
s, w
ith
pra
ctic
e a
nd
tea
cher
su
pp
ort
, th
e im
po
rtan
t b
efo
re,
du
rin
g, a
nd
aft
er
stra
tegi
es
rele
van
t to
th
e ta
sk.
Use
s b
efo
re,
du
rin
g, a
nd
aft
er r
ead
ing
stra
tegi
es
(e.g
., m
akin
g co
nn
ecti
on
s,
pre
dic
tin
g an
d c
on
firm
ing,
ask
ing
qu
esti
on
s, d
raw
ing
infe
ren
ces,
m
akin
g co
nn
ecti
on
s to
sel
f, o
ther
te
xts,
an
d t
he
wo
rld
, id
enti
fyin
g m
ain
idea
s; r
eco
gniz
ing
cau
se a
nd
ef
fect
; beg
inn
ing
to s
elf-
mo
nit
or
and
re
-vie
w, r
e-l
iste
n, r
erea
d a
s a
fix-
up
str
ateg
y; s
um
mar
izin
g,
dra
win
g co
ncl
usi
on
s).
Iden
tifi
es w
hat
go
od
rea
der
s d
o.
Ref
lect
s o
n o
wn
ab
iliti
es t
o r
ead
.
Sets
go
als
for
read
ing.
Rea
ds
smo
oth
ly a
nd
acc
ura
tely
al
ou
d w
ith
flu
ency
,
exp
ress
ion
, an
d
com
pre
hen
sio
n.
Rea
ds
at a
rea
son
able
rat
e w
ith
fl
uen
t p
acin
g:
70
-10
0 w
cpm
ora
lly;
95
-14
5 s
ilen
tly.
Sust
ain
s si
len
t re
adin
g in
dep
end
entl
y fo
r at
leas
t 1
5 m
inu
tes.
Use
of
Stra
tegi
es:
Use
s, w
ith
pro
mp
tin
g an
d s
up
po
rt,
a fe
w k
ey b
efo
re, d
uri
ng,
an
d a
fte
r re
adin
g st
rate
gies
. D
oe
s n
ot
alw
ays
kno
w w
hen
to
ap
ply
th
e
stra
tegi
es t
o a
new
tas
k.
Use
s, w
ith
pro
mp
tin
g, s
om
e ef
fect
ive
bef
ore
, du
rin
g, a
nd
aft
er
read
ing
stra
tegi
es (
e.g.
, pre
dic
tin
g,
mak
ing
con
nec
tio
ns
to s
elf
and
w
orl
d, d
raw
ing
com
par
iso
ns,
m
akin
g b
asic
infe
ren
ces,
su
mm
ariz
ing)
to
co
nst
ruct
mea
nin
g.
Iden
tifi
es, w
ith
tea
cher
gu
idan
ce,
wh
at g
oo
d r
ead
ers
do
.
Sets
, wit
h t
each
er g
uid
ance
, go
als
for
read
ing.
Wo
rks
tow
ard
mo
re f
luen
cy a
t a
reas
on
able
rat
e.
Iden
tifi
es a
nd
att
end
s to
co
mm
as
and
qu
ota
tio
n m
arks
du
rin
g re
adin
g.
Exp
erim
ents
wit
h e
xpre
ssio
n t
o
mak
e re
adin
g so
un
d in
tere
stin
g.
Sust
ain
s si
len
t re
adin
g fo
r at
leas
t 1
0 m
inu
tes.
Use
of
Stra
tegi
es:
Req
uir
es r
epea
ted
mo
de
llin
g o
f b
efo
re, d
uri
ng,
an
d a
fte
r re
adin
g st
rate
gie
s. R
equ
ire
s co
nti
nu
ou
s co
ach
ing
on
wh
en
and
ho
w t
o u
se s
trat
egi
es.
Use
s, w
ith
tea
cher
mo
del
ling
and
m
uch
pro
mp
tin
g, s
om
e b
efo
re,
du
rin
g, a
nd
aft
er s
trat
egie
s (e
.g.,
m
akin
g so
me
per
son
al
con
nec
tio
ns,
ask
ing
qu
esti
on
s,
pre
dic
tin
g, lo
oki
ng
for
det
ails
, th
inki
ng
alo
ud
, no
tin
g ke
y d
etai
ls, r
ecal
ling
det
ails
, id
enti
fyin
g lik
es a
nd
dis
likes
) w
hen
rea
din
g.
Ref
lect
s, w
ith
tea
cher
gu
idan
ce,
on
rea
din
g.
Sets
, wit
h t
each
er g
uid
ance
, go
als
for
read
ing.
Wo
rks
tow
ard
mo
re f
luen
cy.
Will
so
met
imes
rea
d w
ord
-by-
wo
rd.
“Rea
ds”
th
e p
un
ctu
atio
n.
Is b
egin
nin
g to
use
ph
rasi
ng.
Cu
es a
nd
Co
nve
nti
on
s:
Use
s co
nfi
den
tly
and
co
nsi
sten
tly
the
cues
an
d c
on
ven
tio
ns
of
com
mu
nic
atio
n a
nd
lan
guag
e to
co
nst
ruct
mea
nin
g.
Rec
ogn
izes
an
d s
ets,
ind
epen
den
tly,
a
pu
rpo
se f
or
read
ing.
Iden
tifi
es p
oss
ible
inte
nd
ed
aud
ien
ces.
Rec
ogn
izes
, in
dep
end
entl
y, t
he
text
str
uct
ure
s an
d
ele
men
ts o
f th
e te
xt.
Exp
lain
s w
hy
auth
or/
crea
tor
mig
ht
hav
e ch
ose
n t
o in
clu
de
cert
ain
el
em
ents
.
Rec
ogn
izes
sen
ten
ce f
orm
an
d
vari
ety
in v
ario
us
text
fo
rms
and
th
eir
effe
ct.
Rec
ogn
izes
, co
nsi
sten
tly,
hig
h-
freq
uen
cy a
nd
irre
gula
rly
spel
led
w
ord
s.
Rec
ogn
izes
wo
rd p
lay
and
ho
w w
ord
s ar
e u
sed
fig
ura
tive
ly.
Kn
ow
s m
ost
so
un
d-l
ette
r co
mb
inat
ion
s.
Use
s, a
uto
mat
ical
ly, d
eco
din
g sk
ills
for
un
fam
iliar
wo
rds.
Cu
es
and
Co
nve
nti
on
s:
Use
s th
e cu
es a
nd
co
nve
nti
on
s o
f co
mm
un
icat
ion
an
d la
ngu
age
to
con
stru
ct m
ean
ing.
Id
enti
fies
th
e p
urp
ose
of
fam
iliar
te
xt f
orm
s.
Rec
ogn
izes
po
ssib
le in
ten
ded
au
die
nce
s.
Iden
tifi
es
the
typ
e o
f te
xt,
the
stru
ctu
res
(e.g
., m
ain
p
oin
t an
d e
xam
ple
s, c
ause
an
d e
ffe
ct,
goal
/pro
ble
m/s
olu
tio
n),
an
d
the
ele
men
ts (
e.g.
dia
gram
s,
char
ts, b
old
typ
efac
e) o
f va
rio
us
text
fo
rms
(e.g
.,
fict
ion
, no
n-f
icti
on
, leg
end
s,
rid
dle
s, v
ideo
s, p
oem
s,
son
gs).
Iden
tifi
es h
ow
wo
rd o
rder
an
d
sen
ten
ce p
un
ctu
atio
n c
lari
fy
mea
nin
g.
Rec
ogn
izes
acc
ura
tely
mo
st h
igh
-fr
equ
ency
wo
rds
(e.g
., 2
00
) an
d
irre
gula
rly
spel
led
wo
rds
in g
rad
e-
app
rop
riat
e te
xts.
Use
s kn
ow
led
ge o
f
com
mo
n s
ylla
ble
typ
es
(vo
wel
tea
ms,
“r”
co
ntr
olle
d)
and
Cu
es a
nd
Co
nve
nti
on
s:
Use
s so
me
of
the
cues
an
d
con
ven
tio
ns
of
com
mu
nic
atio
n a
nd
la
ngu
age
to
co
nst
ruct
mea
nin
g.
Iden
tifi
es, w
ith
pro
mp
tin
g, a
p
urp
ose
fo
r re
adin
g.
Iden
tifi
es, w
ith
pro
mp
tin
g, t
he
stru
ctu
res
and
ele
men
ts o
f va
rio
us
text
fo
rms
(e.g
., f
icti
on
, no
n-f
icti
on
, p
oem
).
Iden
tifi
es h
ow
wo
rd o
rder
an
d
sen
ten
ce p
un
ctu
atio
n c
lari
fy
mea
nin
g in
sim
ple
sen
ten
ces.
Kn
ow
s so
me
grad
e-ap
pro
pri
ate
hig
h-f
req
uen
cy a
nd
irre
gula
rly
spel
led
wo
rds.
Kn
ow
s so
me
grad
e 2
so
un
d-l
ette
r co
mb
inat
ion
s
Use
s, in
con
sist
entl
y, d
eco
din
g sk
ills
to id
enti
fy u
nkn
ow
n w
ord
s in
co
nte
xt.
Iden
tifi
es, w
ith
pro
mp
tin
g, w
ord
p
lay
(e.g
., rh
ymin
g, r
epet
itio
n, a
nd
al
liter
atio
n).
Iden
tifi
es, w
ith
pro
mp
tin
g, k
ey
ele
men
ts a
nd
det
ails
(e.
g., c
olo
ur,
fo
rm, s
hap
e, s
ize)
an
d h
ow
th
ey
enh
ance
mea
nin
g.
Cu
es a
nd
Co
nve
nti
on
s:
Has
an
un
cert
ain
gra
sp o
f th
e b
asic
cu
es
and
co
nve
nti
on
s o
f co
mm
un
icat
ion
an
d la
ngu
age
to
con
stru
ct m
ean
ing.
Rec
ogn
izes
, wit
h t
each
er
mo
del
ling
and
gu
idan
ce, a
p
urp
ose
fo
r re
adin
g an
d p
oss
ible
in
ten
ded
au
die
nce
s.
Iden
tifi
es, w
ith
tea
cher
gu
idan
ce
and
mo
del
ling,
so
me
of
the
bas
ic
stru
ctu
res
and
ele
men
ts o
f te
xt
form
s (e
.g.,
fic
tio
n, i
nfo
rmat
ion
al
text
s, p
oem
s).
Rec
ogn
izes
, wit
h t
each
er
guid
ance
an
d m
od
ellin
g, b
asic
se
nte
nce
str
uct
ure
s (e
.g.,
sub
ject
-ver
b)
and
no
tice
s w
ord
o
rder
an
d s
ente
nce
en
d
pu
nct
uat
ion
.
Kn
ow
s so
me
hig
h-f
req
uen
cy a
nd
ir
regu
larl
y sp
elle
d w
ord
s.
Un
der
stan
ds
som
e ge
ner
al
con
cep
t w
ord
s.
Kn
ow
s a
few
gra
de
2 s
ou
nd
-le
tter
co
mb
inat
ion
s.
Use
s d
eco
din
g sk
ills
inco
nsi
sten
tly.
Iden
tifi
es t
he
med
ium
an
d k
ey
ele
men
ts a
nd
det
ails
su
ch a
s co
lou
r,
form
, sh
ape,
an
d s
ize,
an
d h
ow
th
ey
enh
ance
mea
nin
g.
pat
tern
s to
dec
od
e o
ne
-sy
llab
le “
regu
lar”
wo
rds
(e.g
., s
had
e) a
nd
so
me
mu
lti-
sylla
bic
wo
rds
(e.g
.,
un
curl
ed).
Un
der
stan
ds
new
co
nce
pt
wo
rds.
Rec
ogn
izes
wo
rd p
lay
(e.g
.,
ho
mo
nym
s, s
yno
nym
s, a
nd
re
pet
itio
n).
Beg
ins
to r
eco
gniz
e h
ow
wo
rds
are
u
sed
fig
ura
tive
ly.
Kn
ow
s al
l gra
de
2 s
ou
nd
-let
ter
com
bin
atio
ns.
Dec
od
es u
nfa
mili
ar w
ord
s in
co
nte
xt.
Rec
ogn
izes
rh
ymin
g an
d a
llite
rati
on
.
Rec
ogn
izes
so
un
ds
hea
rd in
mu
lti-
sylla
ble
wo
rds.
Iden
tifi
es k
ey e
lem
ents
, det
ails
(e.
g.,
colo
ur,
layo
ut,
sh
ape,
fo
rm, s
ize,
fo
nts
), a
nd
th
e m
ediu
m a
nd
, wit
h
teac
her
gu
idan
ce, u
nd
erst
and
s h
ow
th
ey e
nh
ance
mea
nin
g.
Iden
tifi
es, w
ith
tea
cher
m
od
ellin
g an
d g
uid
ance
, key
el
em
ents
(e.
g., c
olo
ur,
fo
rm,
shap
e, s
ize)
to
co
nst
ruct
m
ean
ing
fro
m t
ext
and
beg
ins
to
un
der
stan
d h
ow
th
ey e
nh
ance
m
ean
ing.
Gra
de
3 S
amp
le R
ead
ing
Ru
bri
c (C
R)
Exce
ed
ing
Exp
ecta
tio
ns
Mee
tin
g Ex
pec
tati
on
s B
egin
nin
g to
Mee
t Ex
pec
tati
on
s N
ot
Ye
t M
ee
tin
g Ex
pe
ctat
ion
s
Co
mp
reh
ensi
on
: D
emo
nst
rate
s a
tho
rou
gh a
nd
ac
cura
te u
nd
erst
and
ing
of
the
text
. O
ffer
s in
sigh
tfu
l res
po
nse
s w
ith
evi
de
nce
to
su
pp
ort
re
spo
nse
s.
Ove
rall,
co
mp
reh
ensi
on
an
d
resp
on
ses
are
accu
rate
, in
clu
de
det
ails
, oft
en in
sigh
tfu
l, an
d
sup
po
rted
.
Stu
den
t ch
ecks
un
der
stan
din
g an
d u
ses
effe
ctiv
e st
rate
gies
.
Iden
tifi
es a
nd
su
mm
ariz
es,
tho
rou
ghly
an
d a
ccu
rate
ly,
mai
n id
eas
and
sup
po
rtin
g d
etai
ls.
Des
crib
es
char
acte
rs,
even
ts,
sett
ing.
Rec
ou
nts
eve
nts
an
d id
eas
in
corr
ect
seq
uen
ce in
tex
ts r
ead
.
Exp
lain
s ca
use
-eff
ect
rela
tio
nsh
ips
in t
exts
rea
d.
Sho
ws
insi
ght
in r
esp
on
ses.
Co
mp
reh
ensi
on
: D
emo
nst
rate
s a
goo
d
un
de
rsta
nd
ing
of
text
. O
ffer
s ap
pro
pri
ate
an
d t
ho
ugh
tfu
l re
spo
nse
s w
ith
rea
son
able
ev
iden
ce t
o s
up
po
rt r
esp
on
ses.
Ove
rall,
co
mp
reh
ensi
on
an
d
resp
on
ses
are
gen
eral
ly a
ccu
rate
an
d lo
gica
l an
d in
clu
de
det
ails
an
d
reas
on
ing
to s
up
po
rt r
esp
on
ses.
Stu
den
t ch
ecks
un
der
stan
din
g an
d
use
s ap
pro
pri
ate
stra
tegi
es.
Des
crib
es a
ccu
rate
ly t
he
mai
n t
op
ics
or
idea
s in
tex
ts r
ead
incl
ud
ing
pro
se f
icti
on
,
no
n-f
icti
on
,
scri
pt,
an
d
po
etry
.
Iden
tifi
es a
nd
des
crib
es s
pec
ific
d
etai
ls a
nd
fee
lings
in t
exts
.
Ret
ells
an
d s
equ
ence
s id
eas
and
ev
ents
fro
m t
exts
rea
d.
Off
ers
resp
on
ses
to a
nd
op
inio
ns
on
re
adin
g ex
per
ien
ces
sup
po
rted
by
exam
ple
s,
det
ails
, an
d
reas
on
s.
Co
mp
reh
ensi
on
: D
emo
nst
rate
s so
me
un
de
rsta
nd
ing
of
the
text
. Off
ers
gen
eral
ize
d
resp
on
ses
wit
h s
om
e ev
ide
nce
to
su
pp
ort
res
po
nse
s.
Ove
rall,
co
mp
reh
ensi
on
an
d
resp
on
ses
are
gen
eral
ly a
ccu
rate
an
d lo
gica
l bu
t in
clu
de
littl
e d
etai
l an
d m
ay b
e co
nfu
sin
g o
r in
com
ple
te.
Stu
den
t m
ay n
eed
occ
asio
nal
hel
p
or
pro
mp
tin
g.
Stu
den
t ch
ecks
un
der
stan
din
g an
d
use
s so
me
app
rop
riat
e st
rate
gies
Focu
ses
on
lite
ral m
ean
ing.
Iden
tifi
es a
ccu
rate
ly m
ain
idea
s an
d
char
acte
rs.
Rec
alls
mo
st k
ey e
ven
ts.
Has
dif
ficu
lty,
oft
en, s
equ
enci
ng
even
ts.
May
om
it s
om
e ev
ents
.
May
hav
e d
iffi
cult
y m
akin
g in
fere
nce
s.
Co
mp
reh
en
sio
n:
De
mo
nst
rate
s a
limit
ed
or
inad
eq
uat
e u
nd
ers
tan
din
g o
f th
e
text
. O
ffe
rs s
imp
listi
c o
r ir
rele
van
t re
spo
nse
s w
ith
litt
le
or
no
evi
de
nce
to
su
pp
ort
re
spo
nse
s.
Co
mp
reh
ensi
on
an
d r
esp
on
ses
are
inac
cura
te o
r in
com
ple
te.
Stu
den
t n
eed
s o
ne
-to
-on
e su
pp
ort
an
d c
oac
hin
g.
Stu
den
t is
un
able
to
ch
eck
un
der
stan
din
g o
r u
se a
pp
rop
riat
e st
rate
gies
.
Un
able
to
re
ad s
ho
rt t
exts
in
dep
end
entl
y (r
equ
ires
on
e-t
o-
on
e su
pp
ort
).
Iden
tifi
es
sin
gle
top
ic o
r id
ea,
mai
n c
har
acte
rs, a
nd
som
e ev
ents
.
Rec
alls
a f
ew d
etai
ls.
Res
po
nd
s to
qu
esti
on
s b
y gu
essi
ng.
Mak
es a
nd
exp
lain
s p
erso
nal
co
nn
ecti
on
s th
at s
ho
w in
sigh
t.
Mak
es c
on
nec
tio
ns
to o
ther
tex
ts
and
to
wo
rld
.
Giv
es e
vid
ence
to
exp
lain
th
e co
nn
ecti
on
s.
Off
ers
resp
on
ses
and
op
inio
ns
wit
h lo
gica
l su
pp
ort
ing
reas
on
s o
r ex
amp
les.
Res
po
nd
s to
qu
esti
on
s o
r ta
sks
accu
rate
ly,
clea
rly,
an
d
com
ple
tely
.
Mak
es d
irec
t an
d c
on
cret
e co
nn
ecti
on
s to
sel
f, o
ther
tex
ts, a
nd
w
orl
d.
Use
s so
me
rele
van
t d
etai
ls t
o
sup
po
rt r
esp
on
ses.
Mak
es c
on
cret
e co
nn
ecti
on
s to
ow
n
exp
erie
nce
s.
Off
ers
sim
ple
op
inio
ns
or
jud
gem
ents
.
Res
po
nd
s so
mew
hat
acc
ura
tely
.
Do
es n
ot
pro
vid
e co
mp
lete
or
suff
icie
nt
det
ail.
Exp
erie
nce
s d
iffi
cult
y gi
vin
g re
aso
ns
or
exam
ple
s.
May
hav
e d
iffi
cult
y w
ith
lite
ral
mea
nin
g.
Res
po
nd
s
inco
mp
lete
ly,
vagu
ely,
or
inac
cura
tely
.
Un
able
to
mak
e co
nn
ecti
on
s,
wit
ho
ut
dir
ect
sup
po
rt, t
o s
elf,
o
ther
tex
ts, o
r w
orl
d.
Off
ers
resp
on
ses
and
op
inio
ns
that
ten
d t
o b
e
vagu
e,
inac
cura
te, o
r
un
sup
po
rted
.
Use
of
Stra
tegi
es:
Emp
loys
, in
de
pe
nd
entl
y, t
ask-
rele
van
t st
rate
gies
be
fore
, d
uri
ng,
an
d a
fte
r re
adin
g.
Use
s p
rio
r kn
ow
led
ge a
nd
p
revi
ews
text
fea
ture
s to
mak
e p
red
icti
on
s.
Sets
pu
rpo
se.
Mo
nit
ors
co
mp
reh
ensi
on
.
Use
s/ad
just
s st
rate
gies
.
Dra
ws,
ind
epen
den
tly,
on
pri
or
kno
wle
dge
to
mak
e p
red
icti
on
s an
d s
olv
e p
rob
lem
s.
Mak
es in
fere
nce
s (o
ften
use
s “b
etw
een
th
e lin
es”
info
rmat
ion
).
Dem
on
stra
tes
a th
oro
ugh
u
nd
erst
and
ing
of
text
.
Rev
iew
s, r
eca
lls, p
arap
hra
ses,
su
mm
ariz
es, s
ynth
esiz
es, a
nd
o
ffer
s in
sigh
tfu
l per
son
al
resp
on
ses
and
cri
tica
l ju
dge
men
ts.
Rer
ead
s an
d s
kim
s to
fin
d
info
rmat
ion
an
d id
eas
effi
cien
tly.
Dem
on
stra
tes
con
sist
ent
atte
nti
on
to
th
e ta
sk. I
gno
res
dis
trac
tio
ns
wh
en r
ead
ing.
Use
of
Stra
tegi
es:
Use
s, w
ith
pra
ctic
e a
nd
te
ach
er
sup
po
rt, t
he
imp
ort
ant
be
fore
, d
uri
ng,
an
d a
fte
r st
rate
gie
s re
leva
nt
to t
he
tas
k.
Use
s an
exp
and
ing
ran
ge o
f fa
mili
ar
bef
ore
, du
rin
g, a
nd
aft
er s
trat
egie
s to
der
ive
mea
nin
g fr
om
tex
ts
incl
ud
ing ta
pp
ing
pri
or
kno
wle
dge
an
d e
xper
ien
ce;
pre
dic
tin
g w
hat
tex
t w
ill b
e ab
ou
t;
sett
ing
pu
rpo
se;
iden
tify
ing
mai
n id
eas;
mak
ing
con
nec
tio
ns
and
in
fere
nce
s;
con
stru
ctin
g m
enta
l im
ages
;
aski
ng
qu
esti
on
s to
sel
f-m
on
ito
r;
adju
stin
g ra
te a
nd
str
ateg
y;
no
tin
g ke
y id
eas
and
su
pp
ort
s;
reca
llin
g, p
arap
hra
sin
g,
sum
mar
izin
g, a
nd
re
spo
nd
ing
per
son
ally
to
te
xt;
off
erin
g an
d s
up
po
rtin
g an
in
terp
reta
tio
n o
f te
xt;
eval
uat
ing
auth
or’
s cr
aft
and
tec
hn
iqu
es;
rere
adin
g.
Use
of
Stra
tegi
es:
Use
s, w
ith
pro
mp
tin
g an
d s
up
po
rt,
a fe
w k
ey
be
fore
, du
rin
g, a
nd
aft
er
read
ing
stra
tegi
es.
Do
es
no
t al
way
s kn
ow
wh
en
to
ap
ply
th
e st
rate
gie
s to
a n
ew
tas
k.
Use
s b
efo
re, d
uri
ng,
an
d a
fter
st
rate
gies
, wit
h s
up
po
rt a
nd
p
rom
pti
ng,
th
at h
ave
bee
n e
xplic
itly
ta
ugh
t in
clu
din
g
usi
ng
pri
or
kno
wle
dge
to
m
ake
pre
dic
tio
ns
and
su
pp
ort
un
der
stan
din
g;
pre
dic
tin
g w
hat
tex
t m
igh
t b
e ab
ou
t;
sett
ing
or
usi
ng
a p
rom
pte
d
pu
rpo
se;
no
tin
g ke
y id
eas
and
so
me
sup
po
rts;
con
stru
ctin
g m
enta
l im
ages
;
mak
ing
and
try
ing
to c
on
firm
p
red
icti
on
s;
mak
ing
som
e b
asic
in
fere
nce
s;
reca
llin
g m
ost
idea
s an
d
even
ts;
dem
on
stra
tin
g an
ad
equ
ate
un
der
stan
din
g o
f te
xt;
givi
ng
a si
mp
le p
erso
nal
re
spo
nse
to
tex
t;
no
tici
ng
som
e el
em
ents
of
auth
or’
s cr
aft
and
tec
hn
iqu
e;
Use
of
Stra
tegi
es:
R
eq
uir
es
rep
eat
ed
mo
de
llin
g o
f b
efo
re, d
uri
ng,
an
d a
fte
r re
adin
g st
rate
gie
s an
d r
eq
uir
es
con
tin
uo
us
coac
hin
g o
n w
he
n
and
ho
w t
o u
se t
he
m.
Att
emp
ts t
o u
se, w
ith
su
pp
ort
an
d p
rom
pti
ng,
a li
mit
ed n
um
ber
o
f b
efo
re, d
uri
ng,
an
d a
fter
st
rate
gies
incl
ud
ing
sett
ing
a p
oss
ible
p
urp
ose
;
thin
kin
g ab
ou
t w
hat
is
kno
wn
ab
ou
t to
pic
or
even
t;
pre
dic
tin
g (b
ut
oft
en ju
st
gues
ses)
;
seq
uen
cin
g (b
ut
has
d
iffi
cult
y se
qu
enci
ng
even
ts o
r ex
pla
inin
g id
eas
and
re
lati
on
ship
s su
ch a
s ca
use
-eff
ect
);
bas
ic in
ferr
ing
(bu
t o
ften
u
nab
le t
o m
ake
infe
ren
ces)
;
reca
llin
g so
me
idea
s an
d
even
ts b
ut
dem
on
stra
tin
g a
limit
ed o
r in
adeq
uat
e u
nd
erst
and
ing
of
text
;
off
erin
g a
sim
plis
tic
or
un
rela
ted
per
son
al
resp
on
se t
o t
ext;
do
es n
ot
usu
ally
rev
isit
a
text
.
Follo
ws,
ind
epen
den
tly,
inst
ruct
ion
s.
Rea
ds
ora
lly w
ith
ap
pro
pri
ate
flu
ency
,
accu
racy
, an
d
exp
ress
ion
.
Ref
lect
s an
d s
ets
goal
s fo
r re
adin
g.
Cu
es a
nd
Co
nve
nti
on
s:
Use
s co
nfi
den
tly
and
co
nsi
ste
ntl
y th
e c
ue
s an
d
con
ven
tio
ns
of
com
mu
nic
atio
n
and
lan
guag
e t
o c
on
stru
ct
mea
nin
g.
Kn
ow
s re
aso
ns
for
read
ing.
Iden
tifi
es in
ten
ded
au
die
nce
an
d
pu
rpo
se f
or
a te
xt.
Iden
tifi
es a
nd
use
s, r
ead
ily,
vari
ou
s te
xt s
tru
ctu
res,
text
str
uct
ure
s’ e
lem
ents
, an
d
text
str
uct
ure
s’
org
aniz
atio
nal
pat
tern
s to
u
nd
erst
and
.
Use
s kn
ow
led
ge o
f
sen
ten
ce s
tru
ctu
re,
Dem
on
stra
tes
atte
nti
on
to
th
e ta
sk.
Ign
ore
s m
ost
dis
trac
tio
ns.
Follo
ws
inst
ruct
ion
.
Rea
ds
ora
lly w
ith
ap
pro
pri
ate
flu
ency
,
accu
racy
, an
d
exp
ress
ion
.
Cu
es a
nd
Co
nve
nti
on
s:
Use
s th
e cu
es a
nd
co
nve
nti
on
s o
f co
mm
un
icat
ion
an
d la
ngu
age
to
con
stru
ct m
ean
ing.
Rec
ogn
izes
th
at a
tex
t w
as c
reat
ed
for
an in
ten
ded
pu
rpo
se.
Iden
tifi
es a
nd
exp
lain
s d
iffe
ren
t fo
rms
of
text
s.
Use
s kn
ow
led
ge o
f th
e el
emen
ts
and
org
aniz
atio
n o
f d
iffe
ren
t te
xts.
Iden
tifi
es c
on
ven
tio
ns
of
text
s.
Use
s kn
ow
led
ge o
f w
ord
ord
er t
o
det
erm
ine
mea
nin
g o
f se
nte
nce
s.
Use
s th
e re
lati
on
ship
s o
f w
ord
s in
se
nte
nce
s to
hel
p c
on
stru
ct
mea
nin
g.
rere
adin
g to
fin
d s
pec
ific
in
form
atio
n (
bu
t is
oft
en
inef
fici
ent)
.
Dem
on
stra
tes
atte
nti
on
to
th
e ta
sk
usu
ally
bu
t in
con
sist
entl
y ig
no
res
dis
trac
tio
ns.
Follo
ws,
wit
h s
up
po
rt a
nd
p
rom
pti
ng,
inst
ruct
ion
s.
Rea
ds
ora
lly w
ith
so
me
flu
ency
,
accu
racy
, an
d
exp
ress
ion
.
Cu
es a
nd
Co
nve
nti
on
s:
Use
s so
me
of
the
cu
es a
nd
co
nve
nti
on
s o
f co
mm
un
icat
ion
an
d
lan
guag
e to
co
nst
ruct
me
anin
g.
Use
s, w
ith
su
pp
ort
an
d p
rom
pti
ng,
b
asic
cu
es a
nd
co
nve
nti
on
s o
f co
mm
un
icat
ion
to
hel
p
com
pre
hen
d t
ext
incl
ud
ing:
Iden
tifi
es t
he
pu
rpo
se o
f fa
mili
ar t
ext
form
s an
d
po
ssib
le in
ten
ded
au
die
nce
s.
Use
s kn
ow
led
ge o
f te
xt
stru
ctu
re t
o m
ake
sim
ple
, o
bvi
ou
s p
red
icti
on
s.
No
tice
s w
ord
ord
er a
nd
ho
w
sen
ten
ce p
un
ctu
atio
n
clar
ifie
s m
ean
ing.
Rec
ogn
izes
acc
ura
tely
mo
st
Nee
ds
rem
ind
ers
to f
ocu
s at
ten
tio
n o
n t
he
task
. Dis
trac
ted
fr
eq
uen
tly.
Follo
ws,
wit
h r
em
ind
ers,
so
me
inst
ruct
ion
s b
ut
skip
s o
r ig
no
res
som
e p
art(
s).
Do
es n
ot
read
flu
entl
y.
Cu
es a
nd
Co
nve
nti
on
s:
Has
an
un
cert
ain
gra
sp o
f th
e b
asic
cu
es a
nd
co
nve
nti
on
s o
f co
mm
un
icat
ion
an
d la
ngu
age
use
d t
o c
on
stru
ct m
ean
ing.
Dem
on
stra
tes
limit
ed o
r in
adeq
uat
e ab
ility
to
re
cogn
ize
or
use
bas
ic c
ues
an
d c
on
ven
tio
ns
of
com
mu
nic
atio
n t
o h
elp
co
mp
reh
end
tex
t in
clu
din
g:
Rec
ogn
izes
, wit
h t
each
er
guid
ance
, a p
urp
ose
fo
r re
adin
g an
d a
po
ssib
le
inte
nd
ed a
ud
ien
ce.
Rec
ogn
izes
, wit
h t
eac
her
gu
idan
ce, s
om
e b
asic
o
feat
ure
s,o
stru
ctu
res,
an
do
ele
men
ts o
f a
text
.
ele
men
ts, a
nd
rela
ted
pu
nct
uat
ion
to
u
nd
erst
and
wh
at is
re
ad.
Use
s co
nte
xt a
nd
wo
rd s
tru
ctu
re
(in
clu
din
g ro
ots
, pre
fixe
s, a
nd
su
ffix
es)
to d
eter
min
e th
e m
ean
ing
of
wo
rds.
Use
s p
ho
nic
s to
say
wo
rds
corr
ect
ly.
Rec
ogn
izes
fea
ture
s o
f w
ord
s in
clu
din
g so
un
d p
atte
rns
to
dec
od
e m
ult
i-sy
llab
ic w
ord
s.
Rec
ogn
izes
th
e ch
arac
teri
stic
s o
f d
iffe
ren
t m
edia
an
d t
he
key
feat
ure
s an
d e
lem
ents
in v
isu
al
and
mu
ltim
ed
ia t
exts
.
Use
s p
un
ctu
atio
n t
o h
elp
u
nd
erst
and
mea
nin
g.
Use
s a
vari
ety
of
stra
tegi
es t
o
det
erm
ine
the
mea
nin
g o
f u
nfa
mili
ar w
ord
s in
clu
din
g co
nte
xt
and
bre
akin
g in
to s
ylla
ble
s.
Rec
ogn
izes
co
mm
on
wo
rd f
amili
es,
usi
ng
sou
nd
,
usi
ng
com
mo
n p
refi
xes
and
su
ffix
es, a
nd
usi
ng
a d
icti
on
ary.
Un
der
stan
ds
freq
uen
tly
use
d
spec
ializ
ed t
erm
s in
su
bje
ct a
reas
.
Rec
ogn
izes
wo
rd p
lay.
Rec
ogn
izes
fea
ture
s o
f w
ord
s in
clu
din
g
R-v
ow
el p
atte
rns,
sile
nt
con
son
ants
,
dig
rap
hs,
com
po
un
d w
ord
s,
con
trac
tio
ns,
an
d
easy
mu
lti-
sylla
bic
wo
rds.
Rec
ogn
izes
an
d u
ses
key
feat
ure
s in
te
xt in
clu
din
g co
lou
r an
d b
old
ty
pe
face
.
hig
h-f
req
uen
cy w
ord
s.
Use
s, w
ith
su
pp
ort
, co
nte
xt
clu
es.
Use
s p
ho
nic
s an
d, i
f p
rom
pte
d, w
ord
str
uct
ure
to
h
elp
fig
ure
ou
t w
ord
s.
Iden
tifi
es s
om
e ke
y el
emen
ts a
nd
det
ails
an
d t
he
med
ium
use
d in
vis
ual
an
d
mu
ltim
edia
tex
ts.
Rec
ogn
izes
, wit
h t
each
er
guid
ance
, o
bas
ic s
ente
nce
stru
ctu
res,
ow
ord
ord
er, a
nd
oh
ow
pu
nct
uat
ion
clar
ifie
s m
ean
ing.
Use
s, w
ith
tea
cher
gu
idan
ce, c
on
text
clu
es
and
wo
rd s
tru
ctu
re
(pre
fixe
s, r
oo
ts, a
nd
su
ffix
es)
to d
eter
min
e w
ord
mea
nin
gs.
Use
s, c
on
sist
entl
y,
accu
rate
so
un
din
g-o
ut
to
figu
re o
ut
wo
rds.
Rec
ogn
izes
, wit
h t
each
er
guid
ance
, th
e m
ediu
m
and
ele
men
ts o
f vi
sual
an
d m
ult
ime
dia
tex
ts.