Reading/Comprehension Skills Note:
Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message.
Keep in mind, students will continue to apply earlier standards with greater depth in increasingly more complex texts as the year progresses and they become self-directed, critical readers. By the end of the year, the student is expected to:
discuss the purposes for reading and listening to various texts (e.g., to become involved in real and imagined events, settings, actions, and to enjoy language);
(B) ask and respond to questions about text;
(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud);
(D) make inferences based on the cover, title, illustrations, and plot;
(E) retell or act out important events in stories; and
(F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.