must also show a steadily growing ability to discern more from and make fuller use of text including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.” “Students also acquire the habits of reading independently and closely, which are essential to their future success.” Students should encounter appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge needed for success in school and life. Effective scaffolding should allow the reader to encounter the text with minimal clarifications. It should not replace the text by translating its contents for students. College and Career Readiness Standards- Foundational Skills CCSS FS 3-4 Unpacking Essential Vocabulary Materials / Resources Alignment with textbooks, and any other resources available. FS 3 3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter- sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Students continue learning specific strategies for decoding in texts. They are required to apply the specific strategies for decoding and spelling multi- syllabic words. Use questions and prompts such as: Does that sound right? Does that look right? Does that make Look at the word, does it look like …? You said …does it look like …? Prefixes Suffixes Multi-syllable Root/Base Explicit REWARDS, HM Spelling FS 4 4. Read with sufficient accuracy and fluency to support comprehension. a. Read text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text. Readers at this stage reread texts as needed to support understanding. Use questions and prompts such as: Fluency Accuracy Comprehension Poetry Expression Self-correct Explicit Prose AR (practice) 6 minute solution
everyday speech usually learned in the early grades, albeit not at the same rate by all children.” “General academic vocabulary (Tier 2) words appear in all sorts of texts; informational, technical texts, and literary texts.” “Domain-specific vocabulary (Tier 3) words are specific to a domain or field of study and key to understanding a new concept within a text. Because of their specificity and close ties to content knowledge, Tier Three words are far more common in informational texts than in literature.” a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Demonstrate understanding of by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). Explicit Simile Metaphor Idioms Adages Proverbs Poetry, Focus on Mysteries. See A. and the Library Lady, The Stranger. 6. Acquire and use accurately a of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. 6. Acquire and use accurately grade-appropriate general academic and domain- specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). Prior Explicit 6. Story vocabulary. Oral literature. Vocab. words in all other subjects.