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||< === CALIFORNIA CONTENT STANDARDS: READING === ||
 * < ** 1.0 **** WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: ** Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading. ||
 * < 1.3 **Decoding and Word Recognition:** read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression ||
 * < 1.4 **Vocabulary and Concept Development:** use knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of words ||
 * < 1.6 **Vocabulary and Concept Development:** use sentence and word context to find the meaning of unknown words ||
 * < 1.8 **Vocabulary and Concept Development:** use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, -est, -ful) to determine the meaning of words ||
 * < ** 2.0 READING COMPREHENSION: ** Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in //Recommended Readings in Literature, Kindergarten Through Grade Eight// illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade three, students make substantial progress toward this goal. ||
 * < 2.1Structural Features of Informational Materials**:** use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text ||
 * < 2.3 **Comprehension and Analysis of Grade-Level-Appropriate Text:** demonstrate comprehension by identifying answers in the text ||
 * < 2.5 **Comprehension and Analysis of Grade-Level-Appropriate Text:** distinguish between main idea and supporting details in expository text ||
 * < ** 3.0 LITERARY RESPONSE AND ANALYSIS: ** Students read and respond to a wide variety of significant works of children’s literature. They distinguish between the structural features of text and the literary terms or elements (i.e., theme, plot, setting, characters). The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. ||
 * < 3.3 **Narrative Analysis of Grade-Level-Appropriate Text:** determine what characters are like by what they say or do and by how the author or illustrator portrays them ||