LA 12.1 Students will learn and apply reading skills and strategies to comprehend text.
12.1.1-12.1.3 Concepts mastered at a previous grade level
LA 12.1.4 Fluency: Students will read a variety of grade level texts fluently with accuracy, appropriate pace, phrasing, and expression.
12.1.4.a Independently incorporate elements of prosodic reading to interpret text in a variety of situations
12.1.4.b Adjust oral or silent reading pace based on purpose, text difficulty, form, and style
12.1.4.c Recognize and represent writer’s tone and style while reading individually or in groups (e.g., change genre of text to perform orally)
- Instructional Strategies employed to facilitate Mastery:
- Engage students in setting personal reading fluency goals
- Use learning contracts to help students realize they are responsible for their reading success
- Assess needs of students by using diagnostic assessments to determine readiness levels in order to match skills appropriately to the students
- Compact content by eliminating teaching or student practice if content or skill has been previously mastered
- Give an interest inventory to determine topics that motivate or interest students
- Work with the student to plan a method of investigating the topic of interest and decide upon the outcome or the independent study
- Determine the reading/learning style preferences of individual students
- Use multiple learning styles to present content or skills, to help students learn, and to allow students to show what they have learned
- Provide opportunities for students to build upon their preferred learning styles
- Provide precise guidelines for working in groups which are taught prior to the group work and are consistently reinforced
- Support group efforts by modeling and practicing how to mediate conflicts within a group
- Use technology as a viable means to support classroom experiences and to address multiple learning needs
- Provide opportunities for student choice in enrichment or accelerated study of assigned or independent reading
- Promote content integration where students connect prior knowledge to newly learned information
¨Indicators of mastery assessed as students:
12.1.1a. ¨Narrate personal experiences that offer an audience:
-scenes and incidents located effectively in time and place.
- -vivid impressions of being in a setting and a sense of engagement in the events occurring.
- -appreciation for the significance of the account.
- -a sense of the narrator’s personal voice.
- 1.1a ¨Respond reflectively (individually and in groups) to a variety of expressive texts (e.g., memoirs, vignettes, narratives, diaries, monologues,
- personal responses) in a way that offers an audience:
- -an understanding of the student’s personal reaction to the text.
- -a sense of how the reaction results from a careful consideration of the text.
- -an awareness of how personal and cultural influences affect the response.
12.1.1b ¨Demonstrate the ability to read, listen to and view a
variety of identifying and analyzing personal, social, historical or cultural influences, contexts, or biases.
-making connections between works, self and related topics.
- -analyzing and evaluating the effects of author’s craft and style.
- -analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences.
increasingly complex print and non-print expressive texts appropriate to grade level and course literary focus, by:
- -selecting, monitoring, and modifying as necessary reading strategies appropriate to readers’ purpose.
- -identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text.
- -providing textual evidence to support understanding of and reader’s response to text.
- -demonstrating comprehension of main idea and supporting details.
- -summarizing key events and/or points from text.
- -making inferences, predicting, and drawing conclusions based on text.
-identifying and analyzing elements of expressive environment found in text in light of purpose, audience, and context.
LA 12.1.5 Vocabulary: Students will build literary, general academic, and content specific grade level vocabulary.
LA 12.1.5.a Determine meaning of words through structural analysis, using knowledge of Greek,
Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including
words in science, mathematics, and social studies
LA 12.1.5.b Relate new grade level vocabulary to prior knowledge and use in new situations.
LA 12.1.5.c Independently apply appropriate strategy to determine meaning of unknown words
in text
LA 12.1.5.d Use semantic relationships to evaluate, defend, and make judgments
LA 12.1.5.e Determine meaning using print and digital reference materials
LA 12.1.6 Comprehension: Students will extract and construct meaning using prior knowledge,
applying text information, and monitoring comprehension while reading grade level
text.
LA 12.1.6.a Evaluate the meaning, reliability, and validity of the text considering author’s purpose
perspective, and information from additional sources
LA 12.1.6.b Analyze and evaluate narrative text (e.g., characterization, setting, plot development,
internal and external conflict, inferred and recurring themes, point of view, tone, mood)
LA 12.1.6.c Analyze the function and critique the effects of the author‘s use of stylistic and
literary devices (e.g., allusion, symbolism, irony, foreshadowing, flashback, metaphor,
personification, epiphany, oxymoron, dialect, tone, mood, transitional devices)
LA 12.1.6.d Summarize, analyze, synthesize, and evaluate informational text
LA 12.1.6.e Apply knowledge of organizational patterns found in informational text (e.g.,
sequence, description, cause and effect, compare/contrast, fact/opinion, proposition/support,
concept definition, question/answer)
LA 12.1.6.f Analyze and evaluate information from text features (e.g., index, annotations,
photographs, charts, tables, graphs, headings, subheadings, lists)
LA 12.1.6.g Analyze and evaluate make inferences based on the characteristics of narrative and
informational genres and provide evidence from the text to support understanding
LA 12.1.6.h Critique the effects of historical, cultural, political, and biographical influences in a
variety of genres
LA 12.1.6.i Use narrative and informational text to develop a national and global multi-cultural
perspective
LA 12.1.6.j Generate and/or answer literal, inferential, critical, and interpretive questions,
analyzing, synthesizing, and evaluating prior knowledge, information from the text and additional
sources, to support answers
LA 12.1.6.k Select a text for a particular purpose (e.g., understand a specific viewpoint, enjoy,
solve problems, form an opinion, discover models for own writing, predict outcomes, accomplish
a task)
LA 12.1.6.l Build and activate prior knowledge in order to clarify text, deepen understanding, and
make connections while reading
LA 12.1.6.m Self-monitor comprehension for accuracy and understanding when errors detract
from meaning by applying appropriate strategies to self-correct
LA 12.1.6.n Make complex or abstract inferences or predictions by synthesizing information
while previewing and reading text
LA 12.1.6.o Respond to text verbally, in writing, or artistically
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