Alabama Course of Study:  English Language Arts

Addendum

READING

Ed Richardson
State Superintendent of Education
ALABAMA STATE DEPARTMENT OF EDUCATION
Bulletin 1999, No. 17

INTRODUCTION

Reading standards from the Alabama Course of Study:  English Language Arts have been revised to comply with regulations of the No Child Left Behind Act of 2001.  These regulations require (1) that content standards and state assessment have 100% alignment by 2004 in at least reading and mathematics and (2) that content not be repeated from grade to grade.  A Task Force from the Course of Study Committee has separated the reading standards from the remainder of the course of study standards.  Although these reading standards are based on the course of study, some differences exist between the course of study content and the content of the revised reading standards.  These reading standards will provide the basis for state assessment for purposes of accountability.

Revised reading content standards should be interpreted differently from content standards in the Alabama Course of Study: English Language Arts.  Content listed beside bullets under a standard no longer provides the specifics of a broader standard stem.  Bulleted content under a standard is now related content that is required for study but not necessarily for mastery at that grade level.  Bulleted content in one grade may appear in a standard to be mastered at another grade.

The remainder of the course of study is in effect until the Alabama Course of Study: English Language Arts is revised by a newly appointed Committee in future years.  Local educators are reminded that content standards indicate minimum content:  what all students should know and be able to do by the end of each grade.  Local systems may have additional instructional or achievement expectations, and they may provide instructional guidelines that include sequence, review, and/or remediation.

Kindergarten

Students will

	1.	Exhibit phonemic awareness by identifying and categorizing phonemes, by orally blending phonemes into one-syllable words, by segmenting one-syllable words into phonemes, and by rhyming.

	2.	Demonstrate letter-sound association by matching letters to corresponding spoken sounds and blending letter sounds into one-syllable words, using printed materials.
Examples:	initial consonant sounds, final consonant sounds, medial short vowel sounds

	3.	Identify upper- and lower-case letters.

	4.	Use words that describe and represent real-life objects and actions.
Example:	using words that describe location, size, color, and shape

•	Using a variety of emergent reading materials
Examples:	picture books, predictable texts, decodable text, print in the environment
•	Learning new words through stories and explicit instruction
•	Recognizing kindergarten high-frequency words in print
Examples:	Dolch list, lists provided with basals

	5.	Demonstrate comprehension of passages heard by retelling stories and by answering questions.
•	Recalling information
Examples:	characters, settings, details, main ideas, beginning and ending of story
•	Making predictions
•	Responding to stories by asking questions, discussing ideas, and relating events to daily life
•	Identifying correct sequence of events after hearing a story read

First Grade

Students will

	1.	Demonstrate phonemic awareness by isolating, deleting, and adding phonemes, by using onsets and rimes, and by identifying initial, medial, and final sounds in one-syllable words.
•	Blending phonemes

	2.	Utilize predictable letter-sound relationships to decode printed words, including words with consonant blends that require blending 3-4 phonemes into a whole word.
•	Blending sounds to form words
•	Identifying sound-spelling relationships of consonants and vowels
•	Segmenting printed words into phonemes

	3.	Demonstrate vocabulary skills by sorting words into categories and by deriving word meaning from context within sentences and paragraphs.
Examples:	categories—synonyms, antonyms, homonyms

•	Using new words from reading when writing and speaking
•	Recognizing words in the environment
•	Asking questions for clarification
•	Spelling correctly sight words and single-syllable, phonetically regular words

	4.	Read with comprehension a variety of first-grade narrative and informational texts, recalling information, including the beginning, middle, and end while retelling a story.
•	Recognizing cues provided by print
•	Making predictions
•	Stating main ideas about a topic in informational text
•	Connecting events in a story to specific life experiences
•	Monitoring comprehension during reading
•	Drawing simple conclusions

	5.	Read with fluency simple passages containing simple sentences.
•	Reading 50-60 words per minute
•	Recognizing first-grade high frequency words by sight
Examples:	Dolch list, lists provided with basals
•	Attending to end punctuation in 	phrasing

Second Grade

Students will

	1.	Demonstrate phonological skills by manipulating the sounds and words of the English language and identifying syllables in two- and three-syllable words.

	2.	Apply phonetic strategies to decode unfamiliar and multisyllable words, using graphophonemic clues and letter-sound correspondences, including diphthongs and digraphs.
•	Correcting word-recognition errors
Examples:	substituting, deleting, omitting
•	Reading phonetically regular two-syllable words
Examples:	regular—table, mitten; irregular—baby, city

	3.	Exhibit vocabulary skills by explaining simple common antonyms and synonyms, and using descriptive words.
Examples:	simple common antonyms—up – down, in – out, above – below

•	Responding to questions
•	Using semantic cues
•	Recognizing words in the environment
•	Learning and using new words from independent reading of stories and texts
•	Recognizing possessive forms
•	Spelling sight words correctly, spelling unfamiliar words by using phonetic strategies, and using dictionary to check spellings
•	Identifying multiple meaning words

	4.	Demonstrate comprehension of second-grade reading materials across the curriculum, drawing simple conclusions, classifying ideas and things, identifying sequence, and retelling directions and information from textual/informational and functional materials.
•	Reading textual and functional materials such as classroom texts, maps, simple tables, atlases, encyclopedias
•	Relating events and ideas to specific life experiences
•	Answering what if, why, and how questions
•	Identifying characters

	5.	Read with fluency passages containing complex sentences.
Examples:	sentences with phrases and clauses

•	Recognizing second-grade high-frequency words
Examples:	Dolch list, lists provided with basals
•	Making self-corrections
•	Reading with expression
•	Using punctuation to help phrase
•	Reading 90-100 words per minute

Third Grade

Students will

	1.	Apply advanced phonetic analysis to multiple-syllable words, including consonants, short vowels, blends, long vowel markers, and r-controlled vowels.

	2.	Demonstrate reading vocabulary knowledge of compound words.
•	Using structural analysis to develop meaning
Examples:	prefixes, suffixes, root words
•	Drawing semantic maps
•	Learning new synonyms and antonyms
•	Spelling correctly compound words, phonetically regular words, contractions, and possessives; using dictionary to check spelling

	3.	Use a wide range of strategies, including using context clues and predicting outcomes, to comprehend third-grade literary/recreational materials in a variety of genres.
Examples:	stories, trade books, poetry, subject texts

•	Identifying literary elements and devices
Examples:	characters, similes
•	Determining sequence of events
•	Distinguishing fiction from nonfiction
•	Using sentence structure
•	Drawing conclusions
•	Self-monitoring for understanding
Examples:	rereading, using context clues, adjusting speed, and accessing prior knowledge and experiences
•	Using vocabulary knowledge
•	Relating main ideas to specific life experiences
•	Reading fluently at approximately 120 words per minute
•	Adjusting speed/rate 
•	Previewing and predicting
•	Utilizing text features
•	Using prior knowledge and experience

	4.	Use a wide range of strategies and skills, including retelling information, using general context clues, and making inferences to identify the main idea, to comprehend third-grade functional and textual/informational reading materials.
•	Using sentence structure
•	Distinguishing main idea from details
•	Summarizing passages
•	Using text features to gain meaning 
Examples:	titles, headings, glossary, boldface print, index, table of contents, maps, charts, tables
•	Using vocabulary knowledge 
•	Self-monitoring for text understanding
•	Following simple written directions
•	Ordering by importance or chronology

Fourth Grade

Students will

	1.	Demonstrate word recognition skills, including structural analysis. 
Examples:	structural analysis—root words, prefixes, suffixes

•	Producing common word parts
•	Reading multisyllable words
•	Reading compound words, contractions, possessives, and inflectional endings

	2.	Demonstrate reading vocabulary knowledge, including recognition of a variety of synonyms and antonyms.
•	Using context clues
•	Reading multiple-meaning words
•	Increasing the number of sight words

	3.	Use a wide range of strategies, including distinguishing fiction from nonfiction and making inferences to comprehend fourth-grade literary/recreational materials in a variety of genres.
Examples:	novels, short stories, poetry, trade books

•	Skimming passages
•	Summarizing
•	Comparing and contrasting
•	Using sentence structure and context
•	Self-monitoring for understanding
Examples:	rereading, using context clues, adjusting speed, and accessing prior knowledge and experiences
•	Using vocabulary knowledge
•	Reading fluently with expression and attention to punctuation
•	Using prior knowledge and experience
•	Drawing conclusions
•	Asking and answering questions
•	Relating events, ideas, and characters to specific life experiences

	4.	Identify literary elements and devices, including characters, important details, and similes, in literary/recreational materials and identify important details in textual/informational materials.
•	Identifying main idea
•	Identifying author’s purpose

	5.	Use a wide range of strategies and skills, including using sentence structure, locating information, and distinguishing fact from fiction, to comprehend fourth-grade functional and textual/informational reading materials.
•	Determining sequence of events 
•	Distinguishing fact from opinion
•	Summarizing passages
•	Comparing and contrasting 
•	Self-monitoring text understanding 
Examples:	rereading, using context clues, adjusting speed, accessing prior knowledge and experiences
•	Using text features to gain meaning 
Examples:	titles, headings, glossary, boldface print, index, table of contents, tables, charts, graphs
•	Previewing and predicting
•	Highlighting, note taking, and outlining
•	Detecting obvious bias
•	Recognizing persuasive techniques
Examples:	sources—advertisements, Internet, speeches, newspaper editorials

Fifth Grade

Students will

	1.	Demonstrate reading vocabulary knowledge, including recognition of multiple-meaning words.
•	Word “chunks” or parts
Example:	“mark,” “remark,” or “able” in remarkable
•	Inflected endings such as ed or ing
•	Possessives and contractions

	2.	Use a range of strategies, including drawing conclusions such as opinions about characters based on their actions and summarizing passages, to comprehend fifth-grade literary/recreational materials in a variety of genres.
•	Determining sequence of events
•	Comparing and contrasting
•	Distinguishing fiction and nonfiction
•	Using sentence structure and context
•	Using prior knowledge and experience to interpret
•	Skimming
•	Inferring motive

	3.	Recognize the use or effect of literary elements and devices—including setting, character traits, stated purpose, metaphors, and simple symbolism—and recognize stated purpose and gain information from various text formats, including tables and charts.
•	Persuasive techniques
•	Main idea and supporting details
•	Personification
•	Implied purpose

	4.	Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade functional and textual/informational reading materials.
•	Determining sequence of events 
•	Determining cause and effect
•	Distinguishing fact from opinion
•	Previewing and predicting
•	Using sentence structure and context
•	Using prior knowledge and experience to interpret
•	Self-monitoring text understanding 
Examples:	rereading, using context clues, adjusting speed, accessing prior knowledge and experiences
•	Using expanded vocabulary
•	Recognizing persuasive techniques
•	Skimming
•	Using reference materials

Sixth Grade

Students will

	1.	Apply strategies, including making complex predictions, interpreting characters’ behaviors, and comparing and contrasting, to comprehend sixth-grade literary/recreational materials.
Examples:	complex predictions—order of events, potential conflicts

•	Identifying supporting details
•	Using context clues
•	Identifying sequence of events
•	Making generalizations

	2.	Interpret literary elements and devices, including implied main idea, conflict, and personification.
•	Identifying the climax

	3.	Apply strategies that include making complex predictions, identifying the likely source of a text, and comparing and contrasting to comprehend sixth-grade textual/informational and functional materials.
Examples:	complex predictions—results of actions, expected learning from a chapter or unit

•	Drawing conclusions
•	Making generalizations
•	Using context clues
•	Identifying sequence of events
•	Previewing text features, such as headings, before reading

	4.	Recognize the use of text elements, including implied main idea, explicit cause-effect relationships, and persuasive techniques, in sixth-grade textual/informational or functional materials.
•	Details related to main idea

Seventh Grade

Students will

	1.	Apply strategies appropriate to the type of material, including setting purposes for reading and making generalizations, to comprehend seventh-grade literary/recreational materials.
•	Distinguishing factual from fictional materials
•	Determining sequence of events
•	Using specific context clues
•	Applying self-monitoring strategies
•	Drawing conclusions
•	Confirming or refuting predictions

	2.	Relate literary elements and devices to each other, including main idea and supporting details, climax, point of view, and imagery.
•	Mood
•	Flashback

	3.	Distinguish among the major genres—including poetry, short stories, novels, plays, biographies, and autobiographies—and sub-genres—such as folktales, myths, parables, fables, and science fiction—based on their characteristics.

	4.	Apply strategies that include setting purposes for reading, distinguishing fact from opinion, making generalizations, and reviewing to comprehend textual/informational and functional materials.
•	Determining sequence of events
•	Using specific context clues
•	Applying self-monitoring strategies
•	Drawing conclusions

	5.	Recognize the use of textual elements, including main idea and supporting details, and gain information from various text formats, including graphs.

Eighth Grade

Students will

	1.	Apply strategies, including making inferences to determine theme, confirming or refuting predictions, and using specific context clues, to comprehend eighth-grade literary/recreational materials.
•	Applying self-monitoring strategies
•	Distinguishing fact from fiction
•	Determining sequence

	2.	Evaluate the impact of setting, mood, and/or characterization on theme in specific literary selections.
•	Identifying components of plot

	3.	Distinguish among the sub-categories of poetry, such as ballads, lyric poems, epics, haiku and limericks, based on their characteristics. 
•	Identifying rhythm and rhyme scheme

	4.	Apply strategies appropriate to the type of material, including making inferences to determine bias or theme and using specific context clues, to comprehend eighth-grade textual/informational and functional materials.
•	Applying self-monitoring strategies
•	Comparing predicted with actual content
•	Distinguishing fact from opinion
•	Confirming author’s credentials
•	Determining sequence

Ninth Grade

Students will

	1.	Identify genre, tone, and plot in short stories, drama, and poetry and identify organizational structure in essays or other non-fiction to comprehend literary/recreational text.
Examples:	plot—exposition, conflict, rising action, climax, falling action, denouement; organizational structure of fiction—distinctive structures associated with poetry types from limericks to sonnets

•	Reading predominantly world literature

	2.	Compare the use of language and literary elements and devices—including rhythm, rhyme scheme, tone, and plot—in various selections, cultures, and genres.
Examples:	language—standard usage or dialect, length and complexity of sentences, 	diction;
literary devices—flashback, personification
•	Symbolism and other figurative language
•	Foreshadowing
•	Inferences about characters and their motives
•	Diction
•	Analogy

	3.	Read with comprehension a variety of textual/informational and functional materials commonly used in ninth grade, recognizing tone and propaganda. 
Examples:	propaganda—appeal to emotion or authority, and bandwagon;
functional materials—telephone books, labels on medicine, consumer 	product information, directions, newspapers, messages, recipes

•	Organizing steps of a process and other sequences
•	Identifying organizational structure or matching structure with a graphic organizer
•	Distinguishing fact from opinion
•	Recognizing logical fallacies
•	Following complex written directions

Tenth Grade

Students will

	1.	Apply both literal and inferential comprehension strategies, including drawing conclusions/making inferences about characters, motives, intentions, and attitudes in short stories, drama, poetry, novels, or essays and/or other non-fiction.
•	Identifying major historical developments in language and literature in America from the beginnings to 1900
Examples:	simplicity of early American literature, religious nature and themes in much early American literature, relationships to historical events and to British literature
•	Using context clues
•	Identifying sequences
•	Summarizing passages
•	Drawing other kinds of conclusions

	2.	Identify and interpret literary elements and devices, including analogy, personification, and implied purpose.
•	Figurative language and imagery including symbolism and metaphors
•	Tone

	3.	Read with literal and inferential comprehension a variety of textual/informational and functional materials, making inferences about effects when passage provides cause; inferring cause when passage provides the effect; making inferences, decisions, and predictions from tables, charts, and other text features; and identifying the outcome or product of a set of directions.
Examples:	textual materials—driver’s manuals, reference materials, newspapers, career 	information, high interest magazine articles, subject area texts;
functional materials—menus, schedules, directions, maps, want ads
•	Following complex or embedded directions
•	Distinguishing author’s opinion from factual statements
•	Determining main idea and supporting details
•	Summarizing passages
•	Determining sequence of events

	4.	Recognize fallacious or illogical thought in essays, editorials, and other informational texts.
•	Evaluating strength of argument
•	Recognizing propaganda

Eleventh Grade

Students will

	1.	Analyze authors’ use of the literary elements of characterization, theme, tone, setting, mood, plot, and literary point of view in American short stories, drama, poetry, or essays and other non-fiction literature, predominantly from 1900 to the present.
•	Identifying major historical developments of language and literature in America from 1900 to the present 
Examples:	relationships to place and time, changes in American lexicon as a result of the industrial revolution; chronology, genre, style
•	Evaluating author technique

	2.	Analyze the use of figurative language and literary devices, including hyperbole, simile, metaphor, personification, and other imagery, to enhance specific literary passages.
•	Allusions
•	Analogies
•	Irony
•	Rhythm and rhyme schemes

	3.	Read with comprehension a variety of textual/informational and functional materials, recognizing organizational patterns, evaluating the strengths or weaknesses of argument, and identifying directions that are implied or embedded in a passage.
Examples:	textual—employee manuals, HELP or other technical manuals, 	safety/trouble shooting information, subject area texts other than 	anthologies;
functional—posted weather warnings, lease and credit agreements, 	memoranda, federal laws such as child labor and Americans with 	Disabilities Act, medical instructions and information, nutritional 	pamphlets

•	Recognizing fallacies in logic
•	Drawing conclusions
•	Applying advanced knowledge of context clues and structural analysis to determine word meaning
•	Evaluating quality of writing

Twelfth Grade

Students will

	1.	Compare organizational structure, figurative language, and literary devices, including the use of paradox, among predominantly British short stories, drama, poetry, or essays and/or other non-fiction literature.
Examples:	A Christmas Carol, Robin Hood; Gulliver’s Travels; Robinson Crusoe; Aesop’s Fables; A. Conan Doyle’s short stories; Shakespeare’s plays; Burns’, Blake’s, and Keats’ poems

•	Hyperbole
•	Allusions
•	Irony
•	Rhyme schemes
•	Parody
•	Major historical developments in language and literature in the British Isles
Examples:	relationships to place and time such as specific influences of various cultures and languages, wars and victors in those wars, and world literary trends

	2.	Read with comprehension a variety of textual/informational and functional materials, comparing bias, persuasive techniques, and organizational structure in passages.
Examples:	organizational structure—comparison and contrast, formal definition, 	classification;
bias and persuasive passages—sales ads, political ads, newspaper articles

•	Recognizing faulty logic or organization
•	Interpreting/analyzing charts and tables