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DOCUMENT RESUME
ED 022 640 RE 001 383
SEQUENTIAL LEVELS OF READING SKILLS, PREKINDERGARTEN- -GRADE 12.New York City Board of Education, Brooklyn, N.Y.Report No-CB-4Pub Date 68Note- 59p.Available from-Board of Education of the City of New York, Publications Sales Office, 110 Livingston St.,Brooklyn, N. Y. 11201 ($2.00).
EDRS Price MF -$050 HC Not Available from EDRS.Descriptors-CONTENT READING, *CURRICULUM GUIDES, *ELEIvENTARY GRADES, FUNCTIONAL READING,
*PRESCHOOL CHILDREN, READING COMPREHENSION, *READING SKILLS, *SECONDARY GRADES, SEQUENTIALREADING PROGRAMS, STUDY SKILLS, WORD STUDY SKILLS
This guide is designed to help teachers, staff members responsible for teachertraining, and reading supervisors provide better reading instruction. The skills that leadto mature reading are arranged on eight levels of developmental sequence. Level A isconcerned with developing prereading skills. Levels B to D treat initiating anddeveloping basic reading skills; levels E to H stress extending, refining, and applyingreading skills. Within each level, these skills are grouped in relation to the developmentof word power, recognition and interpretation of meaning, and work-study skills.Arrangement by level of difficulty rather than by grade level should encourageindividualized instruction. The application of each skill to practical reading experiencesin various curriculum areas and in functional situations in and out of the classroom isemphasized. Skills that help the reader develop appreciation of literary excellence arenot included. A short overview of the levels of reading skills is given, and specificsuggestions for skill application are noted. (BS)
ED
0226
40
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t--
0
ELE
V E
IS
of R
E D
ll G
901.
13
U.S
. DE
PAR
TM
EN
T O
F H
EA
LT
H. E
DU
CA
TIO
N &
WE
LFA
RE
OFF
ICE
OF
ED
UC
AT
ION
TH
IS D
OC
UM
EN
T H
AS
BE
EN
RE
PRO
DU
CE
D E
XA
CT
LY
AS
RE
CE
IVE
D F
RO
M T
HE
PER
SON
OR
OR
GA
NIZ
AT
ION
OR
IGIN
AT
ING
IT
.PO
INT
S O
F V
IEW
OR
OPI
NIO
NS
STA
TE
D D
O N
OT
NE
CE
SSA
RIL
Y R
EPR
ESE
NT
OFF
ICIA
L O
FFIC
E O
F E
DU
CA
TIO
N
POSI
TIO
N O
R P
OL
ICY
.
Bur
eau
of C
urri
culu
m D
evel
opm
ent
Boa
rd o
f E
duca
tion
of th
e C
ity o
f N
ew Y
ork
Perm
issi
on to
rep
rodu
ceth
is c
opyr
irh+
edw
ork
has
beer
crm
r*ei
to th
eE
duca
tiona
l Res
ourc
esIn
form
eon
Cen
ter
(ER
IC)
and
to
ft*
ocan
izat
ion
oper
atin
gun
der
cont
ract
with
the
U.S
.O
ffic
e of
7911
teat
ion
to r
epro
duce
docu
men
ts in
clud
edin
the
ER
IC s
yste
m
W, m
eans
of m
icro
fich
e on
ly,
but t
his
righ
tis
not
con
ferr
edto
any
user
sof
the
mic
rofi
che
rece
ived
fro
m th
eE
RIC
Doc
umen
tR
e.
prod
uctio
nSe
rvic
e. F
urth
erre
prod
uctio
nof
any
par
tre
quir
es
perm
issi
onof
the
Boa
rd o
fE
duca
tion
of th
e C
ityof
New
Yor
k.
New
Yor
k C
ity p
ublic
sch
ools
sho
uld
orde
r ad
ditio
nal c
opie
s of
this
pel
-lic
atio
n fr
om th
e B
urea
u of
Supp
lies.
Ord
er N
o. 0
0-20
10-7
0.
Cop
ies
of th
is p
ublic
atio
n m
ay b
e pu
rcha
sed
from
: Boa
rd o
f E
duca
tion
of th
e C
ity o
f N
ew Y
ork,
Publ
icat
ions
Sal
es O
ffic
e, 1
10 L
ivin
gsto
n St
reet
, Bro
okly
n, N
. Y. 1
1201
. Che
cks
shou
ld b
e m
ade
paya
ble
to: A
udito
r, B
oard
of
Edu
catio
n.Pr
ice:
$2.
00
ED
022.
640
Cur
ricu
lum
Bul
letin
1967
-68
Seri
esN
o. 4
EQ
UE
NT
IA 1
LE
VE
LS
of R
EA
M G
IKIL
LS
Ade
ptie
wpw
rite
ret
llact
e
Bur
eau
of C
urri
culu
m D
evel
opm
ent
Boa
rd o
f E
duca
tion
of th
e C
ity o
f N
ew Y
ork
BO
AR
D O
F E
DU
CA
TIO
N
AL
FRE
D A
. GIA
RD
INO
, Pre
side
nt
MR
S. R
OSE
SH
API
RO
, Vic
e-Pr
esid
ent
JOSE
PH G
. BA
RK
AN
AA
RO
N B
RO
WN
TH
OM
AS
C. B
UR
KE
LL
OY
D K
. GA
RR
ISO
NC
LA
RE
NC
E S
EN
IOR
Supe
rint
ende
nt o
f Sc
hool
sB
ER
NA
RD
E. D
ON
OV
AN
MO
RR
IS I
USH
EW
ITZ
JOH
N H
. LO
TZ
Exe
cutiv
e D
eput
y Su
peri
nten
dent
of
Scho
ols
NA
TH
AN
BR
OW
N
Dep
uty
Supe
rint
ende
nts
of S
choo
lsFR
ED
ER
ICK
W. H
ILL
TH
EO
DO
RE
H. L
AN
GB
USI
NE
SS A
FFA
IRS
PER
SON
NE
L
SEE
LIG
L. L
EST
ER
CU
RR
ICU
LU
M A
ND
IN
STR
UC
TIO
N
CO
PYR
IGH
T 1
968
BY
TH
E B
OA
RD
OF
ED
UC
AT
ION
OF
TH
E C
ITY
OF
NE
W Y
OR
K
App
licat
bn f
or p
erm
issi
on to
rep
rint
any
sec
tion
of th
is m
ater
ial s
houl
d be
mad
e to
the
Supe
rint
ende
ntof
Sch
ools
, 110
Liv
ings
ton
Stre
et, B
rook
lyn,
N. Y
. 112
01. R
epri
nt o
f an
y se
ctio
n of
this
mat
eria
lsh
ould
car
ry th
e lin
e, "
Rep
rint
ed f
rom
(tit
le o
f pu
blic
atio
n) b
y pe
rmis
sion
of
the
Boa
rdof
Edu
catio
nof
the
City
of
New
Yor
k."
FOR
EW
OR
D
In o
rder
for
teac
hers
and
sup
ervi
sors
in N
ew Y
ork
City
sch
ools
to im
prov
e th
e re
adin
gac
hiev
emen
t
leve
l of
all p
upils
at a
ll gr
ade
leve
ls, a
com
mon
"yar
dstic
k" f
or d
eter
min
ing
sequ
entia
l gro
wth
inre
adin
g sk
ills
is n
eede
d. T
his
yard
stic
k is
pro
vide
din
the
publ
icat
ion
of S
eque
ntia
l Lev
els
ofR
eadi
ng
Skill
s, P
reki
nder
gart
en-G
rade
12.
The
new
bul
letin
is o
ne o
f si
x 19
67-1
968
publ
icat
ions
mak
ing
up N
ew Y
ork
City
's R
eadi
ng A
ctio
nPa
ckag
e. T
his
"pac
kage
" is
esp
ecia
lly d
esig
ned
tohe
lp b
egin
ning
teac
hers
and
sup
ervi
sors
as
they
wor
k
to im
prov
e th
e re
adin
g le
vel o
f ev
ery
child
New
Yor
k C
ity's
pri
mar
y ob
ject
ive.
Oth
erpu
blic
atio
ns in
the
new
Rea
ding
Act
ion
Pack
age
are
asfo
llow
s:
A G
uide
for
Beg
inni
ng T
each
ers
of R
eadi
ng:
Gra
des
14
A G
uide
for
Beg
inni
ng T
each
ers
of R
eadi
ng:
Gra
des
5-8
A G
uide
for
Beg
inni
ng T
each
ers
of R
eadi
ng:
Gra
des
9-12
Supe
rvis
or's
Han
dboo
k in
Rea
ding
: Pre
kind
erga
rten
-Gra
de12
Beg
inne
rs in
Rea
ding
Ins
truc
tion:
Tea
cher
s an
dPu
pils
(G
rade
s 1
and
2)(M
anua
l to
acco
mpa
ny I
n-Se
rvic
e T
elev
isio
nW
orks
hop
for
Tea
cher
s, F
all,
1967
.)
In th
e pu
blic
atio
n Se
quen
tial L
evel
s of
Rea
ding
Ski
ll, th
e va
riou
s sk
ills
are
arra
nged
by le
vels
of
diff
icul
ty r
athe
r th
an b
y gr
ade
leve
l. T
his
"fre
edom
from
gra
de le
vel"
enc
oura
ges
the
teac
her
toid
entif
y th
e sk
ill n
eeds
of
a ch
ild a
nd to
indi
vidu
aliz
ein
stru
ctio
n. I
n ad
ditio
n, th
is s
kills
cha
rt e
nabl
esth
e te
ache
r to
det
erm
ine
the
part
icul
ar n
eeds
of
all c
hild
ren
in th
e cl
ass
and
to g
roup
pup
ils f
oref
fect
ive
inst
ruct
ion.
Thi
s 19
67 p
ublic
atio
n ha
s be
en r
evis
ed a
nd e
xten
ded
beyo
nd th
e E
xper
imen
tal E
ditio
n of
196
3 to
incl
ude
the
skill
s de
velo
ped
duri
ng th
e hi
gh s
choo
l yea
rsan
d be
yond
. The
for
mat
of
the
new
bro
chur
een
able
s th
e te
ache
r to
trac
e th
e de
velo
pmen
t of
a sk
illfr
om it
s in
itiat
ion
to it
s cu
lmin
atio
n at
mat
ure
read
ing
leve
ls. I
t giv
es h
im g
uide
post
s al
ong
the
road
to r
eadi
ng, i
ndic
atin
g no
t onl
y th
e sk
ills
inst
ruct
ion
whi
ch h
as p
rece
ded
and
that
whi
ch w
ill f
ollo
w b
ut, a
lso,
the
ultim
ate
goal
s of
rea
ding
ski
llsin
stru
ctio
n in
the
Prek
inde
rgar
ten-
Gra
de 1
2 pr
ogra
m.
The
app
licat
ion
of e
ach
skill
at e
ach
grow
th le
vel t
o pr
actic
al r
eadi
ngex
peri
ence
s in
var
ious
cur
ricu
-lu
m a
reas
is a
n ad
ditio
nal f
eatu
re o
f th
e pr
esen
t pub
licat
ion.
Thi
s in
form
atio
n sh
ould
hel
p bo
th th
ete
ache
r of
the
self
-con
tain
ed c
lass
room
at t
he e
lem
enta
ry le
vel a
nd th
ete
ache
rs o
f va
riou
s su
bjec
tsin
dep
artm
enta
lized
pro
gram
s at
any
sch
ool l
evel
.
It is
exp
ecte
d th
at S
eque
ntia
l Lev
els
will
be
used
in m
any
way
s to
mee
t tea
cher
s' n
eeds
.E
xper
ienc
edte
ache
rs w
ill, f
or e
xam
ple,
mak
e im
med
iate
and
eff
ectiv
e us
e of
this
pub
licat
ion
as th
ey p
lan
for
inst
ruct
ion.
Les
s ex
peri
ence
d te
ache
rs w
ill f
md
it va
luab
le to
dev
ote
time
todi
scus
sion
s of
the
cont
ent
with
sup
ervi
sors
, dis
tric
t rea
ding
con
sulta
nts,
or
mor
e ex
peri
ence
dco
lleag
ues
befo
re im
plem
entin
gsu
gges
tions
. Sup
ervi
sors
, too
, will
fm
d it
usef
ul a
s th
ey p
lan
with
thei
r st
aff
the
read
ing
prog
ram
for
asc
hool
or
dist
rict
and
as
they
eva
luat
e ch
ildre
n's
prog
ress
in th
is v
ital a
rea
ofle
arni
ng.
It is
the
hope
of
this
off
ice
that
the
"rea
ding
pac
kage
," o
f w
hich
this
pub
licat
ion
is o
ne d
ocum
ent,
will
be
a po
wer
ful w
eapo
n in
the
tota
l arm
amen
t of
mat
eria
ls,
expe
rim
enta
tion,
inst
itute
s, s
peci
alpr
ogra
ms,
in-s
ervi
ce c
ours
es, a
nd o
ther
ser
vice
sw
hich
the
New
Yor
k C
ity s
choo
ls h
ave
asse
mbl
ed in
thei
r at
tack
on
read
ing
prob
lem
s. N
ew Y
ork
City
is d
eter
min
ed th
at e
very
chi
ldsh
all r
ead
to h
ism
axim
um a
bilit
y. T
he p
ublic
atio
n Se
quen
tial L
evel
s of
Rea
ding
Ski
lls is
ano
ther
evid
ence
of
that
dete
rmin
atio
n.
Ber
nard
E. D
onov
anSu
peri
nten
dent
of
Scho
ols
Sept
embe
r 19
67
AC
KN
OW
LED
GM
EN
TS
Thi
s pu
blic
atio
n, p
repa
red
unde
r th
e su
perv
isio
n of
Act
ing
Dep
uty
Supe
rint
ende
nt H
elen
e M
. Llo
yd,
is a
n ou
tgro
wth
of
a pr
ior
publ
icat
ion
prep
ared
und
erM
rs. L
loyd
's d
irec
tion
by th
e fo
rmer
Div
isio
nof
7211
emen
tary
Sch
ools
. The
new
pub
licat
ion
build
s on
the
initi
al d
esig
n of
ski
lls, K
inde
rgar
ten
thro
ugh
Gra
de 6
, and
ext
ends
and
ref
ines
the
deve
lopm
ent o
f th
ose
skill
s th
roug
h G
rade
12.
A d
ebt o
f gr
atitu
de is
ack
now
ledg
ed to
the
man
y st
affm
embe
rs o
f th
e N
ew Y
ork
City
sch
ool s
yste
mfo
r co
oper
atio
n in
pre
pari
ng th
is p
ublic
atio
n. A
ppre
ciat
ion
is e
xpre
ssed
to m
embe
rs o
f th
e or
igin
alco
mm
ittee
: Lou
ise
Mat
teon
i and
Her
bert
Pot
ell o
f th
e B
urea
uof
Cur
ricu
lum
Dev
elop
men
t; H
arol
dZ
lotn
ik, t
hen
Act
ing
Dir
ecto
r of
the
Bur
eau
of E
nglis
h;R
osem
ary
E. W
agne
r, A
ctin
g A
ssis
tant
Dir
ecto
r of
that
Bur
eau;
Sue
Mos
kow
itz o
f th
e B
urea
u of
Edu
catio
nal R
esea
rch;
Will
iam
Sch
orko
pf o
fth
e O
ffic
e of
Jun
ior
Hig
h Sc
hool
s; a
nd to
She
lley
Um
ans,
then
Adm
inis
trat
ive
Dir
ecto
r of
the
Off
ice
ofIn
stru
ctio
n an
d C
urri
culu
m a
nd A
ssis
tant
Sup
erin
tend
ent
Llo
yd w
ho s
erve
d as
con
sulta
nts
to th
eC
omm
ittee
. Mar
guer
ite F
erre
rio
and
Gra
ce G
oode
ll (r
etir
ed)
of th
e O
ffic
e of
Jun
ior
Hig
h Sc
hool
s w
ere
asso
ciat
ed w
ith th
e pr
ojec
t in
its e
arly
sta
ge.
Spec
ial a
ppre
ciat
ion
is e
xpre
ssed
to th
e on
goin
g m
embe
rs o
f th
eC
omm
ittee
, Lou
ise
Mat
teon
i,H
erbe
rt P
otel
l, an
d R
osem
ary
E. W
agne
r, P
roje
ctC
oord
inat
or, w
ho c
arri
ed th
e re
visi
on th
roug
h to
publ
icat
ion.
In a
ckno
wle
dgin
g th
e m
any
peop
le w
ho c
ontr
ibut
ed to
the
revi
sion
, exp
ress
ion
of th
anks
mus
t be
mad
e to
the
teac
hers
and
sup
ervi
sors
of
New
Yor
kC
ity w
ho r
evie
wed
so
care
fully
the
expe
timen
tal
editi
on o
f 19
63 a
nd m
ade
revi
sion
sug
gest
ions
in th
e lig
htof
thei
r pr
actic
al e
xper
ienc
e w
ith it
. Am
aste
r co
py o
f th
eir
sugg
estio
ns, p
repa
red
by M
ary
Send
ek o
f th
e D
ivis
ion
of E
lem
enta
ry S
choo
ls, w
asm
ade
avai
labl
e to
the
Com
mitt
ee b
y M
rs. L
loyd
.
New
Yor
k C
ity r
eadi
ng s
peci
alis
ts, c
urri
culu
m a
ssis
tant
s,pr
inci
pals
, and
ass
ista
nt s
uper
inte
nden
tsal
so r
evie
wed
dra
fts
of th
e re
vise
d m
anus
crip
t and
sugg
este
d ch
ange
s. W
e ar
e gr
atef
ul to
:R
eadi
ng
Con
sulta
nts
Lou
ise
And
erso
n (D
istr
ict 2
), R
uth
Lav
in(D
istr
ict 2
8), K
athl
een
Am
aro
(Dis
tric
t30
);
Cur
ricu
lum
Ass
ista
nts
Mar
gare
t Bey
er (
Dis
tric
t 30)
, Agn
esC
lark
(D
istr
ict 1
4), A
ssis
tant
Dir
ecto
rof
Ear
ly C
hild
hood
Alic
e H
arw
ood;
Res
earc
h T
eclm
icia
n Sa
ul G
ottli
eb o
f th
e B
urea
u of
Cur
ricu
lum
Dev
elop
men
t; Pr
inci
pals
Han
nah
Kos
tiner
(P2
21Q
), M
arga
ret R
yan
(P11
9X),
Mar
tha
Froe
lich
(P12
9M),
Haz
el M
ittle
man
(P1
16M
); A
ssis
tant
Sup
erin
tend
ents
Max
Mey
ers
(Dis
tric
t 18)
, Edn
a C
row
ley
(Dis
tric
t14
), M
arga
ret B
ible
(D
istr
ict 2
8), M
ax R
uben
stei
n (D
istr
ict 2
9), I
rvin
g A
nker
(O
ffic
e of
Jun
ior
Hig
hSc
hool
); a
nd M
arga
ret B
. Lal
or, R
eadi
ng C
oord
inat
or w
ho s
erve
d as
rev
iaw
er f
or th
e O
ffic
e of
Juni
orH
igh
Scho
ols.
Oth
er N
ew Y
ork
City
sta
ff m
embe
rs to
who
m w
e ar
e gr
atef
ul f
or r
evie
win
g th
e se
vera
l dra
fts
ofth
ere
vise
d m
anus
crip
t and
mak
ing
sign
ific
ant s
ugge
stio
ns f
or r
evis
ion
are
Eth
el B
. Cut
ler,
Coo
rdin
ator
of
Cor
rect
ive
Rea
ding
Ser
vice
s fo
r N
on-P
ublic
Sch
ools
(T
itle
I): M
ary
Send
ek, P
rogr
amm
edR
eadi
ngPr
ojec
t of
the
Off
ice
of E
lem
enta
ry S
choo
ls; a
nd E
lizab
eth
Ale
nick
, for
mer
ly R
eadi
ng C
oord
inat
or in
the
Div
isio
n of
Ele
men
tary
Sch
ools
.
A d
eep
debt
of
grat
itude
is a
ckno
wle
dged
to r
eadi
ng s
peci
alis
ts o
n un
iver
sity
sta
ffs
who
rea
d th
em
anus
crip
t and
mad
e de
taile
d su
gges
tions
for
rev
isio
n. O
ur th
anks
go
to P
rofe
ssor
Jos
ephi
ne P
ieka
rz-
Ives
and
Ass
ista
nt P
rofe
ssor
Len
ore
Rin
gler
, Sch
ool o
f E
duca
tion
of N
ew Y
ork
Uni
vers
ity; A
ssoc
iate
Prof
esso
r M
orto
n B
otel
, Uni
vers
ity o
f Pe
nnsy
lvan
ia; D
istin
guis
hed
Serv
ice
Prof
esso
r N
ila B
. Sm
ith,
Gla
ssbo
ro S
tate
Col
lege
; Ass
ista
nt P
rofe
ssor
Rut
h A
dam
s, C
ity C
olle
ge o
f N
ew Y
ork.
App
reci
atio
n is
als
o ex
pres
sed
to A
ssis
tant
Sup
erin
tend
ent J
. Way
ne W
righ
tsto
ne, B
urea
uof
Edu
ca-
tiona
l Res
earc
h, a
nd s
taff
mem
ber
Lou
ise
Schw
iete
rt f
or th
eir
cont
ribu
tions
to th
e br
ochu
re.
Will
iam
H. B
rist
ow, A
ssis
tant
Sup
erin
tend
ent,
Bur
eau
of C
urri
culu
m D
evel
opm
ent,
mad
eav
aila
ble
seve
ral m
embe
rs o
f hi
s st
aff
for
wor
k on
the
Com
mitt
ee, p
rovi
ded
the
faci
litie
s fo
r pr
epar
ing
ihe
man
u-sc
ript
, and
gav
e ge
nera
l sup
port
to th
e pr
ojec
t. M
anus
crip
ts w
ere
type
d by
Cyn
thia
Nie
pore
nt a
ndL
inda
Mor
riso
n.
Aar
on N
. Slo
tkin
, Edi
tor,
Bur
eau
of C
urri
culu
m D
evel
opm
ent,
was
res
pons
ible
for
publ
icat
ion
desi
gn a
nd s
uper
vise
d pr
oduc
tion.
Lill
ian
B. A
mdu
r ed
ited
the
man
uscr
ipt f
or p
ublic
atio
n an
d Si
mon
Shul
man
des
igne
d th
e co
ver
and
did
the
page
layo
uts.
TA
BL
E O
F C
ON
TE
NT
S
Page
Fore
wor
dIn
Ack
now
ledg
men
tsIn
trod
uctio
nU
sing
the
Sequ
entia
l Lev
els
2
Ove
rvie
w o
f L
evel
s of
Rea
ding
Ski
lls3
LE
VE
L A
DE
VE
LO
PIN
G P
RE
RE
AD
ING
SK
ILL
S4
Dev
elop
ing
Wor
d Po
wer
4G
ettin
g an
d In
terp
retin
g M
eani
ng6
Dev
elop
ing
Wor
k-St
udy
Skill
s7
LE
VE
LS
BD
: IN
ITIA
TIN
G A
ND
DE
VE
LO
PIN
G B
ASI
CR
EA
DIN
G S
KIL
LS
8
LE
VE
LS
EH
: EX
TE
ND
ING
, RE
FIN
ING
, AN
D A
PPL
YIN
GR
EA
DIN
G S
KIL
LS
Page
LE
VE
LS
B -
D
9 Page
LE
VE
LS
E -
HD
EV
EL
OPI
NG
WO
RD
PO
WE
R8
9
Exp
andi
ng O
ral V
ocab
ular
y8
9
Bui
ldin
g a
Rea
ding
Voc
abul
ary
89
Acq
uiri
ng S
ight
Voc
abul
ary
89
Usi
ng P
honi
c A
naly
sis
89
Usi
ng S
truc
tura
l Ana
lysi
s16
17
GE
TT
ING
AN
D I
NT
ER
PRE
TIN
G M
EA
NIN
G24
25
Get
ting
the
Mai
n T
houg
ht24
25
Find
ing
and
Rel
atin
g D
etai
ls26
27
Det
erm
inin
g Se
quen
ce28
29
Dra
win
g In
fere
nces
3031
ILL
UST
RA
TIO
N: C
ON
CO
MIT
AN
T D
EV
EL
OPM
EN
TPa
gePa
ge
OF
CO
MPR
EH
EN
SIO
N S
KIL
LS
3233
Cri
tical
Rea
ding
3435
Dis
tingu
ishi
ng B
etw
een
Fact
and
Opi
nion
3435
Usi
ng L
ogic
al R
easo
ning
to R
ecog
nize
Sal
esan
d Pr
opag
anda
Tec
hniq
ues
3637
DE
VE
LO
PIN
G W
OR
K-S
TU
DY
SK
ILL
S38
39Fo
llow
ing
Dir
ectio
ns38
39L
ocat
ing
Info
rmat
ion
4041
Sele
ctin
g, E
valu
atin
g, R
ecal
ling
Info
rmat
ion
4243
Org
aniz
ing
Info
rmat
ion
4445
Usi
ng G
raph
ic R
epre
sent
atio
ns (
map
s, g
lobe
s,ch
arts
, dia
gram
s)46
47M
aste
ring
the
Mec
hani
cs o
f Si
lent
and
Ora
lR
eadi
ng48
49
SE
QU
EN
TIA
L LE
VE
LS O
F R
EA
DIN
G S
KIL
LS
Pre
kind
erga
rten
Gra
de 1
2
Thi
s pu
blic
atio
n ar
rang
es o
n ei
ght l
evel
s of
dev
elop
men
tal s
eque
nce
the
skill
s th
at le
ad g
radu
ally
to r
eadi
ng o
n a
mat
ure
leve
l. T
he le
vels
are
des
igna
ted
A to
H:
Lev
el A
Lev
els
B-D
Lev
els
E-H
Dev
elop
ing
Prer
eadi
ng S
kills
Initi
atin
g an
d D
evel
opin
g B
asic
Rea
ding
Ski
lls
Ext
endi
ng, R
efin
ing,
and
App
lyin
g R
eadi
ng S
kills
.
With
in e
ach
leve
l, re
adin
g sk
ills
are
grou
ped
in r
elat
ion
to D
evel
opin
g W
ord
Pow
er, G
ettin
g an
d In
terp
retin
g th
e M
eani
ng, a
nd W
ork-
Stud
y Sk
ills.
It i
s im
por-
tant
to n
ote,
how
ever
, tha
t ski
lls in
all
thre
e gr
oups
are
taug
ht c
onco
mita
ntly
.T
he v
ertic
al a
rran
gem
ent i
s no
t int
ende
d to
sug
gest
that
one
ski
ll, e
.g.,
phon
ican
alys
is, i
s co
mpl
eted
at a
giv
en le
vel (
B, C
, etc
.) b
efor
e ot
her
skill
s at
the
leve
l,e.
g., s
truc
tura
l ana
lysi
s or
fin
ding
the
mai
n id
ea, a
re in
trod
uced
.
The
pub
licat
ion
is a
rev
isio
n an
d ex
tens
ion
of th
e E
xper
imen
tal E
ditio
nof
Seq
uent
ial L
evel
s of
Rea
ding
Gro
wth
.1 I
t dif
fers
fro
m th
at e
ditio
n in
the
follo
win
g ch
arac
teri
stic
s:
1. T
he le
vels
of
skill
s ex
tend
fro
m th
e pr
erea
ding
Lev
el A
to L
evel
H, w
hich
repr
esen
ts th
e sk
ill le
vel o
f st
uden
ts in
the
uppe
r ye
ars
of th
e se
cond
ary
scho
ol.
'Seq
uent
ial L
evel
s of
Rea
ding
Gro
wth
in th
e E
lem
enta
ry S
choo
l. D
ivis
ion
of E
lem
en-
tary
Sch
ools
, Boa
rd o
f E
duca
tion
of th
e C
ity o
f N
ew Y
ork,
196
3.
2. T
he r
eadi
ng s
kills
leve
ls a
re n
ot r
elat
ed to
inst
ruct
iona
l lev
els
as d
eter
-m
ined
thro
ugh
the
use
of a
gra
ded
read
ing
seri
es; e
.g.,
"Lev
el C
Rea
ders
12,
21,
and
22,
" as
was
don
e in
the
Exp
erim
enta
l Edi
tion.
3. E
xam
ples
of
all s
kills
iden
tifie
d un
der
"Get
ting
and
Inte
rpre
ting
Mea
ning
'.'an
d "W
ork-
Stud
y Sk
ills"
are
giv
en. T
hese
are
dra
wn
from
the
cont
ent
area
s, a
s sc
ienc
e, s
ocia
l stu
dies
, mat
hem
atic
s, a
s w
ell a
s fr
om th
e la
ngua
gear
ts a
reas
.
4. S
ugge
sted
met
hods
and
mat
eria
ls f
or te
achi
ng r
eadi
ng; e
.g.,
stat
emen
tsab
out "
Usi
ng B
asal
Rea
ders
," "
Tea
chin
g th
e A
lpha
bet,"
etc
., an
d th
ete
achi
ng s
ugge
stio
ns s
pelle
d ou
t for
eac
h sk
ills
leve
l in
the
firs
t pub
lica-
tion
are
not i
nclu
ded
in th
is e
ditio
n. T
hese
fea
ture
s of
the
read
ing
prog
ram
are
trea
ted
exte
nsiv
ely
in p
ublic
atio
ns e
ither
rec
ently
dis
trib
uted
to s
choo
lsor
exp
ecte
d fo
r di
stri
butio
n, S
prin
g,19
68.2
The
em
phas
is in
this
pub
licat
ion
is o
n th
ose
skill
s w
hich
ena
ble
the
read
erto
use
rea
ding
as
a to
ol f
or le
arni
ng in
all
curr
icul
um a
reas
and
in f
unct
iona
lsi
tuat
ions
in a
nd o
ut o
f th
e cl
assr
oom
. The
ski
lls th
at h
elp
the
read
er to
dev
elop
appr
ecia
tion
of li
tera
ry e
xcel
lenc
e ar
e no
t inc
lude
d in
this
doc
umen
t. (F
or th
ese
skill
s, s
ee s
ectio
ns o
n L
itera
ture
in R
efer
ence
s c,
d, a
nd e
.)
2a. b. C. d. e. f. g. h.
Get
ting
Star
ted
in th
e E
lem
enta
ry S
choo
l (Fa
ll, 1
966)
Get
ting
Star
ted
in th
e Se
cond
ary
Scho
ol (
Fall,
196
6)H
andb
ook
for
Lan
guag
e A
rts
- Pr
e-K
-Gra
de 2
(Fa
ll, 1
966)
Han
dboo
k fo
r L
angu
age
Art
s -
Gra
des
3-4
(Spr
ing,
196
8)R
eadi
ng: G
rade
s 5-
12 (
Spri
ng, 1
968)
Gui
de f
or B
egin
ning
Tea
cher
s of
Rea
ding
- G
rade
s 1-
4 (S
prin
g, 1
968)
Gui
de f
or B
egin
ning
Tea
cher
s of
Rea
ding
- G
rade
s 5-
8 (S
prin
g, 1
968)
Gui
de f
or B
egin
ning
Tea
cher
s of
Rea
ding
- G
rade
s 9-
12 (
Spri
ng, 1
968)
1
Usi
ng th
e Se
quen
tial L
evel
s
Tea
cher
s kn
ow th
at in
divi
dual
pup
ils f
unct
ion
at v
ario
us le
vels
in d
iffe
r-en
t rea
ding
ski
lls a
t the
sam
e tim
e. P
upils
fre
quen
tly s
how
irre
gula
r pa
ttern
s of
deve
lopm
ent,
som
e m
ovin
g ra
pidl
y th
roug
h th
e st
eps
in a
seq
uenc
e of
ski
lls,
with
oth
ers
taki
ng c
onsi
dera
bly
long
er to
mov
e th
roug
h th
e se
quen
ce. T
hete
ache
r is
, the
refo
re, f
aced
with
the
diff
icul
t pro
blem
of
mov
ing
forw
ard
in a
nor
derl
y an
d up
war
d pr
ogre
ssio
n pu
pils
who
lear
n at
dif
fere
nt r
ates
. She
is e
x-pe
cted
, als
o, to
be
awar
e of
the
read
ing
skill
s de
scri
bed
in c
urri
culu
m m
ate-
rial
s as
app
ropr
iate
or
"exp
ecte
d" a
t giv
en g
rade
leve
ls. S
he n
eeds
this
info
rma-
tion
so th
at s
he c
an s
tudy
pup
il pe
rfor
man
ce in
rel
atio
n to
sch
ool,
city
, or
na-
tiona
l nor
ms,
and
pla
n pr
ogra
ms
for
effe
ctiv
e gr
owth
.
Adh
erin
g pr
ecis
ely
to th
e se
quen
ce o
f sk
ills
deve
lope
d in
the
follo
win
gpa
ges
may
not
alw
ays
be p
ossi
ble.
Tea
cher
s m
ay b
e fo
llow
ing
a pa
rtic
ular
ap-
proa
ch to
rea
ding
whi
ch c
alls
for
a s
light
ly d
iffe
rent
seq
uenc
e or
, the
y m
ay, a
ttim
es, f
ind
it ne
cess
ary
to te
ach
child
ren
a w
ork-
stud
y sk
ill o
ut o
f se
quen
ce b
e-ca
use
child
ren
need
it to
han
dle
a gi
ven
text
. The
teac
her
may
fin
d it
nece
ssar
y,al
so, t
o ba
cktr
ack
on a
seq
uenc
e in
ord
er to
teac
h or
rei
nfor
ce a
ski
ll no
t tho
-ro
ughl
y le
arne
d in
pre
viou
s in
stru
ctio
nal a
ctiv
ities
. In
othe
r w
ords
, the
seq
uenc
esu
gges
ts th
e ap
prop
riat
e pl
ace
for
the
initi
al te
achi
ng o
f a
give
n sk
ill, a
lway
spr
esum
ing
that
teac
hers
pla
n co
ntin
uing
rev
iew
act
iviti
es a
s an
inhe
rent
par
tof
goo
d te
achi
ng.
The
inex
peri
ence
d te
ache
r w
ill f
ind
the
publ
icat
ion
usef
ul b
ecau
se it
will
enab
le h
er to
:
1. D
evel
op a
n un
ders
tand
ing
of th
e or
al la
ngua
ge s
kills
(L
evel
A)
whi
ch f
acil-
itate
the
child
's in
itial
rea
ding
exp
erie
nces
.
2. G
et a
n ov
ervi
ew o
f th
e sk
ills
invo
lved
in r
eadi
ng a
nd s
ome
unde
rsta
ndin
gof
thei
r se
quen
tial d
evel
opm
ent.
3. F
ind
the
prio
r le
vels
of
a pa
rtic
ular
ski
ll w
ith w
hich
a p
upil
is h
avin
g di
ffi-
culty
so
that
she
can
giv
e hi
m a
ppro
pria
te in
stru
ctio
n.
4. U
se th
e pu
blic
atio
n to
gui
de h
er in
dev
elop
ing
wor
k-st
udy
skill
s no
tsp
elle
d ou
t in
basa
l rea
ders
, ant
holo
gies
, and
oth
er m
ater
ials
.
The
exp
erie
nced
teac
her
in th
e ju
nior
and
sen
ior
high
sch
ool w
ho is
in-
expe
rien
ced
in r
eadi
ng in
stru
ctio
n ca
n us
e th
e pu
blic
atio
n to
hel
p he
r st
ruct
ure
a de
velo
pmen
tal p
rogr
am o
r, w
hen
nece
ssar
y, a
rem
edia
l pro
gram
.
The
exp
erie
nced
teac
her
of r
eadi
ng w
ill f
ind
the
publ
icat
ion
usef
ul b
e-ca
use
it w
ill e
nabl
e he
r to
:
1. U
se it
as
a gu
ide
in p
lann
ing
her
skill
s pr
ogra
m in
an
indi
vidu
aliz
ed a
p-pr
oach
to r
eadi
ng.
2. U
se it
as
a ch
eckl
ist a
gain
st w
hich
to e
valu
ate
the
skill
s pr
ogra
m o
f th
ere
adin
g m
ater
ial s
he is
usi
ng w
ith p
upils
.
3. D
evel
op a
seq
uent
ial p
rogr
am o
f w
ork-
stud
y sk
ills
with
app
licat
ion
to c
on-
tent
are
a m
ater
ials
.
4. P
inpo
int t
he s
kill(
s) w
ith w
hich
pup
ils a
re h
avin
g di
ffic
ulty
so
that
she
may
pla
n pr
ecis
ely
the
teac
hing
and
pra
ctic
e se
ssio
ns n
eede
d.
Staf
f m
embe
rs r
espo
nsib
le f
or te
ache
r tr
aini
ng w
ill f
md
the
publ
icat
ion
ofas
sist
ance
in p
rese
rvic
e an
d in
-ser
vice
cou
rses
in r
eadi
ng.
Supe
rvis
ors
will
fin
d th
e se
quen
tial d
evel
opm
ent o
f sk
ills
help
ful
as th
eypl
an, o
bser
ve, a
nd e
valu
ate
the
read
ing
prog
ram
ina
scho
ol o
r di
stri
ct. I
t pro
-vi
des
a co
ntin
uum
on
whi
ch to
bas
e pl
ans
and
judg
men
ts. I
t may
als
o be
use
d as
a ch
art t
o ex
plai
n th
e re
adin
g pr
ogra
m to
par
ent a
nd c
omm
unity
gro
ups.
Ove
rvie
w o
f Lev
els
of R
eadi
ng S
kills
LE
VE
L A
DE
VE
LO
PIN
G P
RE
RE
AD
ING
SK
ILL
S
The
pre
read
ing
stag
e in
the
inst
ruct
iona
l pro
gram
of
youn
g ch
ildre
n is
one
of c
halle
ngin
g ex
peri
ence
s an
d in
tens
ive
wor
k in
con
cept
ual a
nd p
erce
ptua
lde
velo
pmen
t, le
ft-t
o-ri
ght d
irec
tiona
l pro
gres
s, a
nd o
ral l
angu
age.
Thr
ough
act
i-vi
ties
in a
rt a
nd m
usic
, cre
ativ
e dr
amat
ics
and
liter
atur
e, g
ames
and
man
ipul
a-tiv
e ac
tiviti
es, t
he c
hild
exp
ands
his
voc
abul
ary
and
lang
uage
pat
tern
s an
d le
arns
to u
se la
ngua
ge to
thin
k ab
out h
is e
xper
ienc
es, d
evel
op c
once
pts
and
sim
ple
gen-
eral
izat
ions
, dev
elop
ski
lls o
f co
mpr
ehen
sion
and
inte
rpre
tatio
n, a
sk q
uest
ions
,an
d sh
are
his
thou
ghts
and
fee
lings
. Lea
rnin
g si
tuat
ions
are
pla
nned
to 'd
evel
opth
ose
skill
s w
hich
are
pre
requ
isite
s to
suc
cess
and
sat
isfa
ctio
n in
rea
ding
. Par
-tic
ular
str
ess
is g
iven
to li
sten
ing.
LE
VE
LS
B, C
, AN
D D
INIT
IAT
ING
AN
D D
EV
EL
OPI
NG
BA
SIC
RE
AD
DiG
SK
ILL
S
Lev
el B T
his
leve
l of
read
ing
grow
th m
arks
the
broa
deni
ng o
f th
e la
ngua
ge a
rts
pro-
gram
to in
clud
e di
rect
ed r
eadi
ngac
tiviti
es a
nd s
yste
mat
ic in
stru
ctio
n in
rea
ding
skill
s. C
hild
ren
who
hav
e be
en a
ctiv
ely
invo
lved
in th
e or
alla
ngua
ge p
rogr
am o
fL
evel
A a
re g
iven
mat
eria
ls, a
ctiv
ities
, and
inst
ruct
ion
to h
elp
them
bui
ld a
sig
htvo
cabu
lary
, int
rodu
ce th
em to
the
rudi
men
ts o
f ph
onic
s an
d w
ord
stru
ctur
e,he
lp th
em to
app
ly to
wri
tten
lang
uage
the
skill
s of
com
preh
ensi
on a
nd in
ter-
pret
atio
n in
itial
ly d
evel
oped
in o
ral l
angu
age
activ
ities
, and
beg
in to
dev
elop
an
awar
enes
s th
at r
eadi
ng is
a to
ol f
or g
aini
ng in
form
atio
n.
Lev
el C The
chi
ld a
t thi
s le
vel o
f gr
owth
in r
eadi
ng m
oves
fro
m th
e st
age
of a
begi
nnin
g re
ader
with
ver
y lim
ited
skill
s in
wor
d at
tack
and
com
preh
ensi
on to
ast
age
of g
row
ing
conf
iden
ce in
his
abi
lity
to r
ead.
His
sig
ht v
ocab
ular
y is
exp
andi
ng r
apid
ly. A
s a
resu
lt of
car
eful
and
sys
-te
mat
ic in
stru
ctio
n in
pho
nic
and
stru
ctur
alan
alys
is, h
e de
mon
stra
tes
the
abil-
ity to
dec
ode
man
y w
ords
inde
pend
ently
and
to u
se c
onte
xtcl
ues
to d
eter
min
eth
eir
mea
ning
. He
is a
ble
to p
artic
ipat
e in
pre
para
tory
disc
ussi
on o
f a
stor
y an
dth
en, g
uide
d by
pur
pose
ful q
uest
ions
, rea
d it
sile
ntly
. He
can
loca
te,i
n a
shor
tse
lect
ion,
and
rea
d or
ally
sen
tenc
es th
at a
nsw
er a
que
stio
nas
ked
or p
rove
or
dis-
prov
e a
stat
emen
tm
ade
or a
n an
swer
giv
en. H
e us
es w
orkb
ooks
and
teac
her-
mad
e pr
actic
e m
ater
ials
with
incr
easi
ng in
depe
nden
cean
d fa
cilit
y, a
nd h
e re
ads
dire
ctio
ns f
or c
arry
ing
out s
impl
e, in
depe
nden
tre
adin
g ac
tiviti
es.
Lev
el D T
he s
igns
of
read
ing
grow
th a
t thi
s le
vel a
re u
nmis
taka
ble.
The
chi
ld r
eads
flue
ntly
mat
eria
l on
his
inde
pend
ent r
eadi
ng le
vel a
nd s
how
s an
inte
rest
inva
ried
kin
ds o
f re
adin
g m
ater
ials
. He
is b
egin
ning
to r
ead
to le
arn.
He
find
s in
the
scho
ol a
nd p
ublic
libr
arie
s bo
oks
that
he
likes
and
take
s th
em h
ome
tore
ad.
He
enjo
ys W
ingi
ng b
ooks
and
oth
er p
rint
ed m
ater
ials
to s
choo
l to
shar
e in
clas
sroo
m a
ctiv
ities
.
The
chi
ld's
sig
ht v
ocab
ular
y is
fai
rly
exte
nsiv
e by
now
, and
he
tiles
the
wor
d-at
tack
ski
lls h
e ha
s ac
quir
ed to
unl
ock
long
er a
nd m
ore
diff
icul
t wor
ds.
He
has
mas
tere
d th
e es
sent
ial p
rinc
iple
s of
pho
nic
and
stru
ctur
al a
naly
sis.
At t
his
leve
l, th
e ch
ild c
ontin
ues
to d
evel
op m
any
wor
k-st
udy
skill
s w
hich
enab
le h
im to
wor
k on
pro
ject
s in
volv
ing
a se
arch
for
info
rmat
ion.
He
unde
r-st
ands
the
use
of th
e di
ctio
nary
for
wor
d m
eani
ng, i
s ab
le to
fol
low
dir
ectio
nsto
car
ry o
ut s
impl
e ex
peri
men
ts, a
nd to
fol
low
the
teac
her
as s
he r
eads
a m
apfo
r sp
ecif
ic in
form
atio
n. H
e is
beg
inni
ng to
var
y hi
s ra
te in
rea
ding
acc
ordi
ng to
his
purp
ose
and
to o
rgan
ize
the
info
rmat
ion
he a
cqui
res
for
shar
ing
with
oth
ers
or f
or in
tegr
atin
g w
ith h
is o
wn
stor
e of
kno
wle
dge.
LE
VE
LS
E, F
, G, H
EX
TE
ND
ING
, RE
FIN
ING
, AN
D A
PPL
YIN
GR
EA
DIN
G S
KIL
LS
Lev
el E W
hen
a ch
ild r
each
es L
evel
E, h
e ha
s al
read
y be
com
e fa
mili
ar w
ith r
eadi
ngsi
mpl
e, a
ttrac
tivel
y ill
ustr
ated
text
book
s an
d tr
adeb
ooks
in th
e va
riou
s co
nten
tar
eas.
He
has
begu
n to
dev
elop
def
mite
tast
es in
the
type
s of
boo
ks h
e se
lect
sfo
r in
depe
nden
t rea
ding
. As
he b
egin
s to
use
mor
e ad
vanc
ed e
ditio
ns o
f bo
oks,
the
child
fac
es th
e pr
oble
m o
f ac
quir
ing
not o
nly
addi
tiona
l wor
ds b
ut, a
lso,
new
mea
ning
s fo
r th
e w
ords
he
alre
ady
know
s. H
e co
ntin
ues
to n
eed
firs
than
d or
vica
riou
s ex
peri
ence
s to
dev
elop
con
cept
s an
d vo
cabu
lary
, as
wel
l as
syst
emat
icin
stru
ctio
n in
str
uctu
ral a
naly
sis,
in o
rder
to h
andl
e th
e vo
cabu
lary
dem
ands
mad
e up
on h
im b
y th
ese
mat
eria
ls.
-
At t
his
leve
l, th
e ch
ild e
xten
ds th
e co
mpr
ehen
sion
ski
lls le
arne
d at
pre
-vi
ous
leve
ls. H
e re
fmes
the
abili
ty to
loca
te s
peci
fic
info
rmat
ion
by s
kim
min
gra
pidl
y w
here
nec
essa
ry a
nd r
eadi
ng w
ith c
are
whe
n re
quir
ed. H
is u
nder
stan
ding
of th
e w
ritte
n m
ater
ial i
s ev
iden
ced
by h
is o
rgan
izat
ion
and
use
of in
form
atio
nin
wri
tten
repo
rts,
dra
mat
izat
ion,
and
boo
k re
view
s.
At t
his
leve
l, al
so, t
he c
hild
bec
omes
aw
are
of th
e va
riou
s m
echa
nica
l aid
sto
incr
ease
d co
mpr
ehen
sion
of
prin
ted
mat
eria
l. H
e le
arns
that
kno
wle
dge
of th
efo
rmat
of
a bo
ok o
r a
chap
ter
will
oft
en s
impl
ify
his
rese
arch
. He
lear
ns to
use
the
inde
x as
wel
l as
the
tabl
e of
con
tent
s. H
e re
aliz
es th
at c
hart
s an
d di
agra
ms
serv
e to
cla
rify
text
ual m
ater
ial.
Lev
el F A
t thi
s le
vel,
the
child
is r
eadi
ng e
xten
sive
ly. H
e is
fm
ding
and
exp
lori
ngne
w in
tere
sts.
He
is p
roje
ctin
g hi
mse
lf e
nthu
sias
tical
ly in
to h
is r
eadi
ng e
xpe-
rien
ces,
app
lyin
g al
l the
ski
lls h
e ha
s de
velo
ped.
He
is u
sing
rea
ding
incr
easi
ngly
as a
tool
for
gat
heri
ng a
nd o
rgan
izin
g in
form
atio
n in
his
tota
l sch
ool w
ork.
He
reco
gniz
es th
at th
e na
ture
of
the
mat
eria
l and
his
pur
pose
in r
eadi
ng it
det
er-
min
e th
e ra
te a
nd d
egre
e of
thou
ghtf
ulne
ss w
ith w
hich
he
read
s. H
e is
on
the
aler
t for
the
cont
extu
al m
eani
ng o
f w
ords
fam
iliar
to h
im in
oth
er s
ituat
ions
.H
e m
akes
incr
easi
ng u
se o
f th
e or
gani
zatio
n w
hich
text
book
s pr
ovid
e an
d st
ud-
ies
char
ts, g
raph
s, a
nd o
ther
illu
stra
tions
as
aids
to c
ompr
ehen
sion
.
Lev
el G A
t thi
s le
vel m
ore
of th
e st
uden
ts' r
eadi
ng ti
me
is s
pent
in in
form
atio
nal
and
stud
y ty
pe r
eadi
ng. H
is in
tere
sts
are
tend
ing
to b
ecom
e m
ore
spec
ializ
ed. H
ew
ants
his
rea
ding
to b
e m
eani
ngfu
l eith
er in
a u
tilita
rian
or
pers
onal
sen
se.
Muc
h of
his
sch
ool w
ork
now
dea
ls w
ith e
ffic
ient
util
izat
ion
of w
hat i
sre
ad. H
e se
es r
elat
ions
hips
and
org
aniz
es in
form
atio
n in
to p
atte
rns
usef
ul f
or
I. D
EV
EL
OPI
NG
WO
RD
PO
WE
R
A. B
uild
ing
Con
cept
s
stud
ying
and
rem
embe
ring
. He
lear
ns h
ow to
use
incr
easi
ngly
com
plex
res
earc
hm
ater
ials
and
tech
niqu
es to
gat
her
and
enri
ch in
form
atio
n. H
e ev
alua
tes
the
re-
liabi
lity
of s
ourc
es, a
nd b
egin
s to
que
stio
n th
e lo
gic
and
pres
enta
tion
of m
any
kind
s of
mat
eria
l. H
e le
arns
to r
eorg
aniz
e co
ncep
ts h
e ha
s al
read
y ;n
aste
red
inth
e su
bjec
t are
as to
mee
t new
or
emer
ging
nee
ds. H
e is
enc
oura
ged
to w
iden
and
exte
nd h
is in
tere
sts,
but
he
is a
lso
guid
ed to
del
ve m
ore
deep
ly in
to p
artic
ular
area
s.
Lev
el H A
t thi
s le
vel,
emph
asis
is p
lace
d on
a m
ore
adva
nced
type
of
read
ing
espe
cial
ly c
once
rned
with
the
prom
otio
n of
cri
tical
thin
king
. The
pup
il ne
eds
cont
inue
d in
stru
ctio
n in
this
impo
rtan
t are
a to
dev
elop
hab
its a
nd a
ttitu
des
ofca
refu
l rea
ding
of
mat
eria
ls s
o th
at h
e do
es n
ot f
all v
ictim
to p
ropa
gand
a of
var
-io
us ty
pes.
He
need
s to
be
incr
easi
ngly
con
scio
us o
f th
e im
port
ance
of
chal
leng
-in
g th
e re
liabi
lity
of v
iew
s he
rea
ds o
n th
e pr
inte
d pa
ge. I
t is
nece
ssar
y, m
ore-
over
, tha
t whe
n he
rea
ds m
ater
ial i
n po
litic
ally
and
em
otio
nally
sen
sitiv
e ar
eas,
he d
evel
op th
e ab
ility
to e
valu
ate
an a
utho
r's b
ackg
roun
d an
d th
e va
lidity
of
his
wor
k.
At t
his
stag
e, th
ere
shou
ld b
e in
crea
sing
ly c
lear
evi
denc
e of
the
pupi
l's b
e-co
min
g an
inde
pend
ent r
eade
r ca
pabl
e of
arr
ivin
g at
his
ow
n so
und
conc
lusi
ons
on th
e ba
sis
of e
valu
atio
n of
his
rea
ding
. He
begi
ns n
ow to
app
roxi
mat
e hi
s ro
leas
an
adul
t and
pra
ctic
es r
eadi
ng m
ore
diff
icul
t and
mor
e m
atur
e m
ater
ials
,m
any
mor
e of
whi
ch a
re o
utsi
de th
e ca
tego
ry o
f "s
choo
l" m
ater
ials
.
LE
VE
L A
DE
VE
LO
PIN
G P
RE
RE
AD
ING
SK
ILL
S
Bui
lds
assu
ranc
e an
d a
heal
thy
self
-con
cept
thro
ugh
succ
essf
ul a
ccom
-pl
ishm
ents
of
vari
ous
task
s fo
r w
hich
he
is r
eady
.
Dev
elop
s co
ncep
ts o
f hi
s w
orld
thro
ugh
sens
ory
expe
rien
ces
of to
uchi
ng,
liftin
g, ta
stin
g, s
mel
ling,
hea
ring
, and
see
ing;
com
pare
s ex
peri
ence
s an
d be
-gi
ns to
gen
eral
ize.
Dev
elop
s un
ders
tand
ing
of w
ords
thro
ugh
real
exp
erie
nces
, aud
io-v
isua
lai
ds, a
ssoc
iatin
g th
e pr
inte
d sy
mbo
ls o
n ex
peri
ence
cha
rts
and
sign
s w
ithw
ords
he
has
used
, and
wor
ds o
n la
bels
with
the
obje
cts
labe
led.
Lea
rns
that
he
can
com
mun
icat
e fr
eely
with
oth
ers
abou
t his
nee
ds a
ndex
peri
ence
s an
d th
at th
e co
rrec
t cho
ice
of w
ords
hel
ps to
mak
e co
mm
uni-
catio
n sa
tisfa
ctor
y.
B. D
evel
opin
g V
isua
l Per
cept
ion
iObs
erve
s lik
enes
ses
and
diff
eren
ces
amon
g ob
j ect
s, p
ictu
res,
and
for
ms.
Play
Per
ir t
Art
s an
d cr
afts
; man
ipul
ates
gam
es, t
oys,
and
blo
cks
to n
ote
diff
eren
ces
in s
ize,
sha
pe, c
olor
, kin
d, d
etai
ls.
Scie
nce:
Man
ipul
ates
obj
ects
that
rol
l, th
at a
re s
iigul
ar; r
eal m
ater
ials
sand
, wat
er, s
oil,
pebb
les.
Soci
al S
tudi
es: N
otes
det
ails
in p
ictu
res
asso
ciat
ed w
ith u
nit u
nder
stu
dy.
1.Sh
ows
unde
rsta
ndin
g by
res
pond
ing
to n
onve
rbal
stim
ulig
estu
res,
faci
al e
xpre
ssio
ns, d
emon
stra
tions
.
Mat
hem
atic
s: S
orts
obj
ects
acc
ordi
ng to
sim
ilari
ty o
f sh
ape.
Beg
ins
to r
ecog
nize
wor
ds a
t sig
ht.
Art
: Ide
ntif
ies
pain
ting
with
his
nam
e on
it.
Soci
al L
ivin
g: R
eads
sig
ns a
nd la
bels
, e.g
., ST
OP,
GO
, UP,
ON
E W
AY
,D
OW
N.
C. D
evel
opin
g A
udito
ry P
erce
ptio
n
IRec
ogni
zes
sim
ilari
ties
and
diff
eren
ces
amon
g so
unds
and
rhy
mes
.
Lan
guag
e A
rts:
Rec
ogni
zes
stor
y ch
arac
ters
by
teac
her's
voi
ce q
ualit
y;re
cogn
izes
rhy
thm
, qua
lity
of c
erta
in w
ords
.
Mus
ic: D
istin
guis
hes
high
not
e fr
om lo
w n
ote;
rec
ogni
zes
fam
iliar
tune
.
Phys
ical
Act
iviti
es: W
alks
, mar
ches
, run
s, a
ccor
ding
to th
e m
usic
.
[D
evel
ops
the
abili
ty to
dis
crim
inat
e so
und
char
acte
rist
ics.
1
Lan
guag
e A
rts:
Use
s w
ords
suc
h as
loud
-sof
t, hi
gh-l
ow, l
ong-
shor
t to
desc
ribe
sou
nds.
Mus
ic: U
ses
rhyt
hm b
and
inst
rum
ents
acc
ordi
ng to
teac
her's
dir
ectio
ns,
e.g.
, pla
y th
e tr
iang
le s
oftly
, rhy
thm
stic
ks lo
udly
, etc
.
IDev
elop
s rh
yme
perc
eptio
n.I
Lan
guag
e A
rts:
Sup
plie
s m
issi
ng r
hym
ing
wor
ds a
t the
end
of
nurs
ery
rhym
es.
Mus
ic: R
ecog
nize
s rh
ymin
g w
ords
in s
ongs
.
D. L
iste
ning
Lis
tens
to a
nd d
istin
guis
hes
qual
ity o
f vo
ice.
Lis
tens
to a
nd e
njoy
s rh
ymin
g an
d so
unds
of
wor
ds.
Lis
tens
to, i
sola
tes,
and
trie
s to
iden
tify
indi
vidu
al s
ound
s: in
the
stre
et,
in th
e ro
om, i
n st
orie
s.
Lis
tens
to r
ecor
ding
s an
d pa
rtic
ipat
es w
here
app
ropr
iate
.
Lis
tens
to u
nder
stan
d an
d en
joy
stor
y co
nten
t.
Lis
tens
for
mea
ning
whe
n an
othe
r ch
ild s
peak
s.
Lis
tens
to a
nd d
emon
stra
tes
unde
rsta
ndin
g by
fol
low
ing
dire
ctio
ns w
here
imm
edia
te r
espo
nse
is e
xpec
ted;
one
dir
ectio
n, tw
o re
late
d di
rect
ions
, ser
-ie
s of
sim
ple
cons
ecut
ive
dire
ctio
ns.
Supp
lies
wor
d m
issi
ng in
ora
l con
text
bec
ause
it m
akes
sen
se in
term
s of
his
own
expe
rien
ces,
e.g
., T
he p
ostm
an b
roug
ht a
from
Gra
ndm
a.
E.
Spea
king
Part
icip
ates
in a
ctiv
ities
in w
hich
he
can
appl
y ne
wly
acq
uire
d vo
cabu
lary
,e.
g., a
rtus
ing
wor
ds to
exp
ress
col
or, p
ropo
rtio
n, s
hape
; mus
ican
dda
nceu
sing
wor
ds to
exp
ress
mov
emen
t, to
ne, r
hyth
m; s
tory
telli
ngus
ing
wor
ds to
den
ote
emot
ion,
etc
.
Use
s na
mes
for
obj
ects
abo
ut th
e ro
om.
Use
s la
ngua
ge a
s a
tool
in s
ecur
ing
atte
ntio
n an
d m
akin
g re
ques
ts.
Bri
ngs
to s
choo
l and
talk
s ab
out t
reas
ures
, pos
sess
ions
, etc
.; us
es h
is f
ami-
liar
voca
bula
ry a
nd la
ngua
ge p
atte
rn.
Con
vers
es in
form
ally
with
cla
ssm
ates
and
with
adu
lts in
typi
cal s
choo
l and
out-
of-s
choo
l situ
atio
ns.
Tal
ks a
bout
vic
ario
us e
xper
ienc
es e
njoy
ed th
roug
h au
dio-
visu
al a
ids,
e.g
.,ra
dio,
TV
.
Ret
ells
a f
amili
ar s
tory
with
and
with
out t
he a
id o
f pi
ctur
es.
Use
s on
omat
opoe
ic w
ords
, e.g
., cr
eak,
clic
k, b
uzz.
5
Imita
tes
soun
ds.
Scie
nce:
Im
itate
s so
unds
of
mac
hine
s, a
nim
als,
cars
, etc
.
Lan
guag
e A
rts:
Im
itate
s st
ory
char
acte
r's m
anne
r of
spe
akin
gang
ry v
oice
,ha
ppy
voic
e.
II. G
ET
TIN
G A
ND
IN
TE
RPR
ET
ING
ME
AN
ING
A. G
ettin
g th
e M
ain
Idea
Dev
elop
s th
e ab
ility
to id
entif
y th
e m
ain
thou
ght i
n m
ater
ial
pres
ente
d or
ally
and
thro
ugh
pict
ures
.
Lan
guag
e A
rts:
Lis
tens
for
the
mai
n ev
ent i
n st
orie
s su
chas
The
Litt
leE
ngin
e T
hat C
ould
.
Soci
al S
tudi
es: R
ecog
nize
s th
at s
afe
exit
is m
ain
idea
in f
ire
drill
dir
ectio
ns.
Scie
nce:
Ide
ntif
ies
and
disc
usse
s th
e m
ain
idea
in a
ser
ies
of f
irst
hand
obse
rvat
ions
, e.g
., tr
ees
chan
ge w
ith th
ese
ason
.
B.
Find
ing
and
Rel
atin
g D
etai
ls
Sing
les
out d
etai
ls f
rom
a w
hole
exp
erie
nce.
Lan
guag
e A
rts:
Lea
rns
to te
ll so
me
deta
ils o
f an
exp
erie
nce
he is
sha
ring
;re
late
s de
tails
in s
tory
to o
utco
me
of s
tory
. Not
es d
etai
ls in
pic
ture
s.
Scie
nce:
Des
crib
es d
etai
ls o
f co
lor,
sha
pe, s
mel
l, te
xtur
e of
mat
eria
ls u
sed
in d
emon
stra
tion.
Soci
al S
tudi
es: L
earn
s to
per
ceiv
e de
tails
that
mak
e re
al o
r pi
ctur
edob
ject
s al
ike
or d
iffe
rent
, e.g
., fi
rem
an v
s. p
olic
emen
.
C.
Det
erm
inin
g Se
quen
ce
Is a
war
e of
seq
uenc
e in
list
enin
g to
and
telli
ng a
sto
ry.
Lan
guag
e A
rts:
Rel
ates
his
ow
n ex
peri
ence
s in
seq
uent
ial o
rder
, e.g
., I
wen
t hom
e. I
cha
nged
my
clot
hes.
I w
ent o
ut to
pla
y. N
arra
tes
stor
yto
ld in
ser
ies
of p
ictu
res.
Scie
nce:
Arr
ange
s ob
ject
s or
pic
ture
s in
seq
uent
ial o
rder
for
the
purp
ose
of ta
lkin
g ab
out t
hem
.
Soci
al S
tudi
es: A
rran
ges
inse
quen
ce p
ictu
res
that
are
rel
ated
to th
e un
itun
der
stud
y, e
.g.,
Our
Sch
ool D
ay.
D. D
raw
ing
Infe
renc
es a
nd P
redi
ctin
g O
utco
mes
Loo
ks f
or a
nd m
akes
ass
ocia
tions
not
dir
ectly
sta
ted.
Lan
guag
e A
rts:
Eva
luat
es p
ictu
re o
r st
ory
char
acte
rsas
"go
od"
or "
bad"
from
sto
ry b
ehav
ior;
gue
sses
wha
t will
hap
pen
next
on th
e ba
sis
of p
ast
inci
dent
s.
Soci
al S
tudi
es: S
tudi
es p
ictu
res
rela
ted
to S
afet
y in
the
Scho
ol a
ndan
-sw
ers
ques
tions
suc
h as
: Whi
ch c
hild
in th
is p
ictu
re is
mos
t hel
pful
? W
hat
time
of y
ear
do y
ou th
ink
it is
?
Scie
nce:
Ass
ocia
tes
sym
bols
on
clas
s w
eath
er c
hart
s (s
un, u
mbr
ella
) w
ithm
eani
ng.
E.
Cri
tical
Thi
nkin
g
Loo
ks a
t pic
ture
s an
d ev
alua
tes
actio
n of
cha
ract
ers;
rec
ogni
zes
the
absu
rd o
r lu
dicr
ous
in p
ictu
res
and
rhym
es.
Lan
guag
e A
rts:
Loo
ks a
t pic
ture
s sh
owin
g a
bull
in a
chi
na s
hop
and
answ
ers
ques
tions
suc
h as
: Wha
t mak
es th
is p
ictu
re f
unny
? W
hat d
o yo
uth
ink
may
hap
pen?
Lis
tens
to n
urse
ry r
hym
es Rub
-a-d
ub-d
ubT
hree
men
in a
tub.
The
re w
as a
n ol
d w
oman
who
live
d in
a s
hoe
and
unde
rsta
nds
them
to b
e no
nsen
se.
Soci
al S
tudi
es: A
fter
vie
win
g pi
ctur
e of
chi
ldre
n in
sch
ool i
n a
fara
way
coun
try,
res
pond
s to
que
stio
ns, W
here
do
you
thin
k th
ese
child
ren
are?
Wha
t do
you
thin
k th
ey a
re d
oing
? Is
thei
r sc
hool
the
sam
e as
our
s? H
owis
it d
iffe
rent
?
IlL
DE
VE
LO
PIN
G W
OR
K-S
TU
DY
SK
ILL
S
A. F
ollo
win
g D
irec
tions
Lis
tens
to a
nd f
ollo
ws
teac
her's
ora
l dir
ectio
ns.
Soci
al L
ivin
g: F
ollo
ws
dire
ctio
ns f
or c
lass
room
rou
tines
,e.
g., f
orm
ing
clas
s lin
es, m
ovin
g fr
om a
rea
to a
rea.
Art
s an
d C
raft
s: F
ollo
ws
dire
ctio
ns in
car
e an
d us
e of
pai
ntbr
ushe
s an
dcl
ay, w
eavi
ng m
ater
ials
.
Scie
nce:
Fol
low
s di
rect
ions
in c
olle
ctin
g an
d st
orin
g m
ater
ials
, e.g
., ob
-je
cts
that
rol
l, m
ater
ials
use
d in
fee
ding
fis
h, w
ater
ing
plan
ts.
Mat
hem
atic
s: F
ollo
ws
dire
ctio
ns f
or n
umbe
r ga
me
"Fin
ding
Thr
ee's
":Fi
nd 3
.Po
int t
o 3.
Find
2 th
ree'
s.Po
int t
o 2
thre
e's.
B.
Loc
atin
g In
form
atio
n (i
n pr
inte
d m
ater
ial)
Dev
elop
s th
e ab
ility
to u
se w
ritte
n sy
mbo
ls a
nd r
epre
sent
ativ
em
ater
ial a
s an
aid
in lo
catin
g in
form
atio
n.
Soci
al L
ivin
g: U
ses
sien
s on
doo
rs to
fm
d ou
t whe
re c
lass
has
gon
e.
Play
Per
iod:
Fin
ds a
ssig
ned
activ
ity b
y ch
ecki
ng n
ame
on w
ork-
play
act
iv-
ity c
hart
.
Art
: Use
s la
bels
as
an a
id to
loca
ting
supp
lies.
Scie
nce:
Ans
wer
s qu
estio
ns, u
sing
info
rmat
ion
give
n in
pic
tori
al f
orm
.
C.
Rec
allin
g an
d E
valu
atin
g In
form
atio
n
Use
s re
al e
xper
ienc
es a
s a
sour
ce o
f in
form
atio
n.
Soci
al S
tudi
es: S
elec
ts f
rom
pre
viou
s ex
peri
ence
s th
e ne
cess
ary
rule
s of
cond
uct f
or a
trin
wha
t the
rul
es a
re; w
hy th
ey a
re im
port
ant.
Scie
nce:
Aft
er r
epea
ted
actu
al e
xper
ienc
es, r
ecal
ls th
e w
ays
in w
hich
var
-io
us k
inds
of
lines
wer
e m
adec
ircl
e, s
trai
ght,
curv
ed, d
iago
nal,
etc.
D. O
rgan
izin
g In
form
atio
n
Org
aniz
es o
bjec
ts a
ccor
ding
to a
cer
tain
pla
n.
Scie
nce:
Put
s to
geth
er o
bjec
ts th
at r
oll,
that
are
sm
ooth
, etc
.
Art
: Gro
ups
obje
cts
or p
aint
ings
toge
ther
acc
ordi
ng to
col
or.
Soci
al S
tudi
es: G
roup
s to
geth
er a
ctua
l fru
its o
r ve
geta
bles
con
nect
ed w
itha
cert
ain
holid
ay, e
.g.,
Tha
nksg
ivin
g.
E.
Usi
ng G
raph
ic R
epre
sent
atio
n
Dev
elop
s re
adin
ess
for
map
and
glo
be s
tudy
; und
erst
ands
pur
pose
of c
hart
s.
Soci
al S
tudi
es: U
ses
bloc
ks to
rep
rese
nt la
nd a
nd w
ater
are
as; u
ses
sand
tabl
e an
d cl
ay to
con
stru
ct la
nd f
orm
s an
d w
ater
are
as.
Hea
lth: M
easu
res
him
self
aga
inst
hei
ght c
hart
; not
es g
row
th.
Mat
hem
atic
s: L
ooks
for
nam
e an
d ne
w a
ge o
n ch
art o
f "T
his
Wce
k's
Bir
thda
y C
hild
ren.
"
SKIL
L
Lev
els
B-D
: Ini
tiatin
g an
d D
evel
opin
g B
asic
Rea
ding
Ski
lls
LE
VE
L B
LE
VE
L C
LE
VE
L D
I. D
EV
EL
OPI
NG
WO
RD
PO
WE
R
A. E
xpan
ding
Ora
l Voc
abul
ary
B.
Bui
ldin
g a
Rea
ding
Voc
abul
ary
I. A
cqui
ring
a S
ight
Voc
abul
ary
2. U
sing
Pho
nic
Ana
lysi
sR
ecog
nizi
ng le
tters
of
the
alph
a-be
t by
nam
e
Rec
ogni
zing
sou
nd-s
ymbo
l rel
a-tio
nshi
ps o
f si
ngle
con
sona
nts
inin
itial
, med
ial,
and
fmal
pos
ition
s
Lea
rns
to 'u
se la
ngua
ge to
cla
rify
ex-
peri
ence
s; u
ses
new
wor
ds in
his
ow
nla
ngua
ge p
atte
rns.
Add
s to
voc
abul
ary
thro
ugh
liste
ning
tost
orie
s, r
etel
ling,
dra
mat
izin
g, e
tc.
Is a
war
e of
dif
fere
nces
bet
wee
n sc
hool
and
out-
of-s
choo
l lan
guag
e; u
ses
both
patte
rns.
Mak
es in
crea
sing
use
of
wor
ds h
eard
on
TV
and
rad
io.
Dev
elop
s in
tere
st in
wor
ds th
roug
h pi
c-C
ontin
ues
to a
dd w
ords
and
ref
me
mea
n-tu
re d
ictio
nary
.
Rec
ogni
zes
qual
ifyi
ng w
ords
(ad
ject
ives
and
adve
rbs)
as
addi
ng to
und
erst
andi
ngof
situ
atio
n.
Is a
war
e of
the
effe
ct o
f va
ried
into
natio
non
the
mea
ning
of
wor
d th
at is
hea
rd o
rsa
id.
Ass
ocia
tes
the
aura
l-or
al s
ymbo
ls w
ith th
ew
ritte
n re
pres
enta
tion
of w
ords
pre
sent
edin
exp
erie
nce
char
ts, s
igns
, lab
els,
etc
.
Use
s sh
ape
(con
figu
ratio
n) o
f w
ords
, pos
i-tio
n of
wor
ds in
fam
iliar
con
text
, and
pict
ures
to r
ecog
nize
wor
ds o
n si
ght.
Is a
ble
to id
entif
y le
tters
by
nam
e in
man
uscr
ipt o
r pr
int f
orm
s.
Bec
omes
aw
are
of s
ound
s fo
r si
ngle
cons
o-na
nts
in in
itial
and
fm
al p
ositi
on; s
elec
tsfr
om a
gro
up th
ose
wor
ds w
hich
beg
inor
end
with
the
sam
e co
nson
ant s
ound
s,e.
g.,
take
tall
have
; to
had
read
toad
cat.
ings
thro
ugh
pict
ure
dict
iona
ry.
Show
s in
crea
sing
inte
rest
in a
nd a
bilit
y to
use
scho
ol la
ngua
ge.
Beg
ins
to u
se te
chni
cal t
erm
s le
arne
d in
subj
ect a
reas
.
Rec
ogni
zes
that
som
e w
ords
(co
ncre
te)
can
be p
ictu
red;
oth
ers
(abs
trac
t) c
an-
not.
Mak
es in
crea
sing
use
of
qual
ifyi
ng w
ords
Ref
mes
cho
ice
of q
ualif
ying
wor
ds in
in o
wn
spee
ch.
com
pari
son
and
cont
rast
.
Atte
mpt
s to
use
var
ied
into
natio
n in
ow
nN
otes
use
of
vari
ed in
tona
tion
for
emph
a-sp
eech
.
Ass
ocia
tes
the
aura
l-or
al s
ymbo
ls w
ith th
ew
ritte
n re
pres
enta
tion
of w
ords
pre
sent
edin
boo
ks a
nd o
ther
pri
nted
mat
ter.
Use
s al
l rea
ding
exp
erie
nces
to a
dd to
num
ber
of w
ords
rec
ogni
zed
"on
sigh
t."
Mas
ters
sou
nds
of c
onso
nant
s in
initi
al,
med
ial,
and
fmal
pos
ition
.
sis.
Can
rea
dily
rec
ogni
ze a
t sig
ht th
e w
ords
in th
e D
olch
list
.
Is a
ble
to id
entif
y le
tters
by
nam
e in
man
uscr
ipt a
nd c
ursi
ve f
orm
s.
Rec
ogni
zes
that
the
fmal
sou
nd in
the
wor
d m
ay n
ot b
e th
e so
und
of th
e fm
alsy
mbo
l, e.
g., h
ate.
LE
VE
L E
Lev
els
E-H
: Ext
endi
ng, R
efin
ing,
and
App
lyin
g R
eadi
ng S
kills
LE
VE
L F
LE
VE
L G
LE
VE
L H
Sele
cts
wor
ds w
ith in
crea
sing
con
scio
us-
ness
; ref
ines
usa
ge p
atte
rns.
Lea
rns
spec
ializ
ed m
eani
ngs
for
fam
iliar
wor
ds a
s us
ed in
sub
ject
are
a co
ntex
ts.
Incr
ease
s un
ders
tand
ing
of w
ords
thro
ugh
use
of p
rim
ary-
type
dic
tiona
ry.
Use
s si
mile
s an
d m
etap
hors
with
incr
eas-
ing
freq
uenc
y bu
t with
out t
he te
rmin
-ol
ogy.
Not
es h
ow m
eani
ng is
aff
ecte
d w
ithch
ange
s in
into
natio
n.
Bec
omes
incr
easi
ngly
aw
are
of la
ngua
gean
d sp
eech
pat
tern
s of
"sp
eake
rs"
inau
dien
ce s
ituat
ions
.
Dev
elop
s ha
bit o
f in
terp
retin
g w
ords
inco
ntex
t onl
y.
Mak
es h
abitu
al u
se o
f di
ctio
nary
for
wor
dm
eani
ng a
nd f
or p
ronu
ncia
tion.
Und
erst
ands
dif
fere
nces
bet
wee
n sh
nile
and
met
apho
r; u
ses
term
inol
ogy.
Bec
omes
aw
are
of u
se o
f va
ried
into
natio
nas
a p
ropa
gand
a de
vice
.
Bec
omes
mor
e se
nsiti
ve to
nua
nces
of
lang
uage
, par
ticul
arly
in d
ialo
gue
situ
a-tio
ns.
Rec
ogni
zes
idio
mat
ic e
xpre
ssio
ns p
ecul
iar
to in
divi
dual
spe
aker
or
wri
ter.
Use
s di
ctio
nary
and
oth
er w
ord
refe
renc
ebo
oks.
Rec
ogni
zes
othe
r fi
gure
s of
spe
ech
and
begi
ns to
use
them
con
scio
usly
.
Dis
tingu
ishe
s on
sig
ht w
ords
ver
y si
mila
rR
ecog
nize
s as
sig
ht w
ords
som
e of
the
Con
tinue
s to
add
wor
ds to
sig
ht v
ocab
u-
in a
ppea
ranc
e, e
.g.,
then
them
,m
ore
freq
uent
ly u
sed
tech
nica
l wor
dsla
ry th
roug
h va
riet
y of
rea
ding
exp
eri-
foun
d in
oth
er c
urri
culu
m a
reas
.en
ces.
Rec
ogni
zes
liter
ary
use
of d
iale
ct a
ppro
-pr
iate
to c
hara
cter
s in
sto
ry o
r pl
ay.
Col
lect
s id
iom
atic
exp
ress
ions
and
rel
ates
them
to f
orei
gn la
ngua
ges
with
whi
ch h
em
ay b
e fa
mili
ar.
Use
s w
ord
refe
renc
e bo
oks
to in
terp
ret
lang
uage
of
sour
ce d
ocum
ents
in s
ubje
ctar
eas.
Rel
ates
the
stud
y of
idio
mat
ic e
xpre
ssio
nsto
the
stud
y of
met
apho
rs a
nd o
ther
figu
res
of s
peec
h.
SKIL
LL
EV
EL
BL
EV
EL
CL
EV
EL
D
Usi
ng P
honi
c A
naly
sis
( co
ntin
ued)
Rec
ogni
zing
sou
nd-s
ymbo
l rel
a-tio
nshi
ps o
f vo
wel
s
Rec
ogni
zing
sou
nd-s
ymbo
l rel
a-tio
nshi
ps o
f co
nson
ant b
lend
s
Rec
opiz
ing
soun
d-sy
mbo
l rel
a-tio
nshi
ps o
f di
grap
hs *
Rec
ogliz
ing
soun
d-sy
mbo
l rel
a-tio
nshi
ps o
f di
phth
ongs
*
Subs
titut
ing
one
phon
ic e
lem
ent
for
anot
her
Ass
ocia
tes
long
and
sho
rt s
ound
s w
ithvo
wel
sym
bols
, in
oral
rea
ding
.St
udie
s lo
ng a
nd s
hort
sou
nds
for
vow
elsy
mbo
ls, e
.g.,
prep
ares
pic
ture
s fo
r w
all
char
ts il
lust
ratin
g vo
wel
sou
nds.
Bec
omes
aw
are
of s
ymbo
ls a
nd a
ssoc
iate
sso
unds
of
blen
ds in
wor
ds n
ow p
art o
fsi
ght v
ocab
ular
y, e
.g.,
st, s
l, sp
, sm
, sn;
br,
cr, d
r, g
r, p
r, tr
; bl,
cl, f
l, gl
, pl,
as in
: ste
psn
ow g
reen
pre
tty b
lack
pla
y.
Bec
omes
aw
are
of s
ound
s of
dig
raph
s in
fam
iliar
wor
ds, e
.g.,
ch, w
h, th
, sh,
as
in:
child
wha
t the
she
.
Dev
elop
s au
dito
ry a
nd v
isua
l rea
dine
ss f
ordi
phth
ongs
.
Beg
ins
to d
evel
op th
e ab
ility
to s
ubst
itute
initi
al a
nd f
mal
con
sona
nts
to m
ake
new
wor
ds-
bat c
at s
at. g
et je
t- c
at c
an c
ab;
man
fan
.
Ass
ocia
tes
long
and
sho
rt s
ound
s w
ithvo
wel
sym
bols
in o
ral r
eadi
ng.
Stud
ies
long
and
sho
rt s
ound
s fo
r vo
wel
sym
bols
,e.
g., s
elec
ts f
rom
gro
up th
ose
wor
ds w
hich
cont
ain
a pa
rtic
ular
vow
el e
lem
ent,
e.g.
,lo
ng o
in n
ot c
ap r
ope
met
.
Ass
ocia
tes
soun
ds o
f m
ore
diff
icul
t ble
nds
in in
itial
and
fm
al p
ositi
ons,
e.g
., sc
, sk,
sw; s
tr, s
pr, s
pl, s
cr, s
t; nd
as
in: s
win
gfo
und
best
spr
ing.
Bec
omes
aw
are
of m
ore
diff
icul
t dig
raph
s in
unfa
mili
ar w
ords
, e.g
., ng
; ck;
ai,
ea, e
e, o
a,oe
, oo,
ay
as in
: pea
nut q
ueen
kno
w a
long
.
Bec
omes
aw
are
of s
ound
s of
dip
htho
ngs
in w
ords
, e.g
., oi
oy, o
uow
, ey,
ew
as
in: n
oise
mou
se th
ey.
Ext
ends
the
abili
ty to
sub
stitu
te b
lend
sin
kno
wn
wor
ds to
for
m n
ew w
ords
:pl
ay c
lay
slay
sta
y.
Has
fac
ility
in a
ssoc
iatin
g bo
th lo
ng a
ndsh
ort s
ound
s w
ith s
ymbo
ls.
Gai
ns f
acili
ty in
ass
ocia
ting
soun
ds o
f co
n-so
nant
ble
nds
with
thei
r sy
mbo
ls in
all
posi
tions
, e.g
., qu
, dw
, sch
, thr
, squ
, shr
,nk
, tw
, pl a
s in
:tw
enty
exp
lain
ent
ranc
es s
crat
ched
.
Add
s di
grap
hs f
ound
in w
ords
of
incr
eas-
ing
diff
icul
ty, e
.g.,
ph, g
h, tc
h, q
u, e
i, as
in: t
echn
iaue
.
App
lies
know
ledg
e of
sou
nds
of d
iph-
thon
gs to
unf
amili
ar w
ords
.
Ref
ines
ski
ll to
incl
ude
subs
titut
ion
ofbl
ends
for
sin
gle
fina
l con
sona
nt:
road
roas
t.
*Not
e: F
or th
e pu
rpos
es o
f th
is b
ulle
tina
digr
aph
is a
gro
up o
f tw
o su
cces
sive
lette
rs r
epre
sent
ing
a si
ngle
sou
nd; a
dip
htho
ng is
a b
lend
of
two
succ
essi
ve v
owel
sre
pres
entin
g a
sing
le s
peec
h so
und.
LE
VE
L E
LE
VE
L F
LE
VE
L G
LE
VE
L H
Mas
ters
ski
ll of
ass
ocia
ting
corr
ect s
ound
sw
ith a
ll vo
wel
sym
bols
.
Mab
ters
ski
ll of
ass
ocia
ting
corr
ect s
ound
sw
ith a
ll co
nson
ant b
lend
s.
Mas
ters
sou
nds
of a
ll di
grap
hs.
Mas
ters
sou
nds
of a
ll di
phth
ongs
.
Mas
ters
the
abili
tyto
sub
stitu
te o
neph
onic
ele
men
t for
ano
ther
.
SKIL
LL
EV
EL
BL
EV
EL
CL
EV
EL
D
Usi
ng P
honi
c A
naly
sis
( co
ntin
ued)
Rec
ogni
zing
var
iant
sou
nds
Hea
ring
and
iden
tifyi
ng c
omm
onw
ord
part
s
Rec
ogni
zing
the
role
of
sile
ntco
nson
ants
Rec
ogni
zing
that
dif
fere
nt le
tters
may
rep
rese
nt th
e sa
me
soun
d
Bec
omes
aw
are
of v
aria
nt s
ound
s of
y. a
sD
istin
guis
hes
vari
ant s
ound
s of
lette
rs,
in:
e.g.
, c in
city
cen
t car
cat;
of e
ll in
you
baby
man
y ya
rd.
help
ed s
tart
ed w
alke
d he
ated
.
Rec
ogni
zes
com
mon
wor
d pa
rts
in:
ball
tall;
say
may
.
Lea
rns,
as
sigh
t wor
ds, w
ords
con
tain
ing
sile
nt le
tters
.
Ext
ends
ski
ll to
incl
ude
wor
ds w
ith d
iph-
thon
gs: n
ow c
ow; r
ound
fou
nd.
Dev
elop
s au
dito
ry a
nd v
isua
l rea
dine
ss f
orB
egin
s to
rec
ogni
ze, i
n co
ntex
t, w
ords
with
vari
ant s
ound
s fo
r sa
me
lette
r,di
ffer
ent l
ette
rs r
epre
sent
ing
the
sam
eso
und
as in
fat
Phi
lip c
ough
.
Dis
tingu
ishe
s va
rian
t sou
nds
of le
tters
,e.
g., g
in g
iraf
fe g
ood
gian
t gay
; of
th in
__
_th
at T
hink
; of
s in
say
wis
e.
Ext
ends
ski
ll to
incl
ude
irre
gula
rly
spel
led
wor
ds: n
ight
hei
ght.
Rec
ogni
zes
that
sym
bols
for
sou
nds
ofin
itial
or
fina
l con
sona
nts
may
be
a co
m-
bina
tion
of le
tters
, one
of
whi
ch is
sile
nt,
e.g.
, cru
mb
knoc
k.
Pron
ounc
esco
rrec
tlyw
ords
such
aspr
ey m
ate
rein
pai
nt g
reat
way
._
Rec
ogni
zes
the
sh s
ound
whe
n sp
elle
d tio
nci
al, e
.g.,
natio
n fa
cial
.R
ecog
nize
s th
eel
emen
t us
whe
n sp
elle
d ou
s, u
ss a
s in
fam
ous
disc
uss.
LE
VE
L E
LE
VE
L F
LE
VE
L G
LE
VE
L H
Ext
ends
the
reco
gniti
on o
f va
rian
t sou
nds
to in
clud
e gh
in g
host
cou
gh; q
ue a
s in
quee
rqu
est
antiq
ue, e
tc; z
as
in z
ooaz
ure;
h a
s in
hou
se h
onor
._
_M
EM
O
Mas
ters
the
abili
ty to
hea
r an
d id
entif
yco
mm
on w
ord
part
s.
Ext
ends
ski
lls to
arr
ive
at g
ener
aliz
atio
n:in
itial
g b
efor
e n
and
initi
al w
bef
ore
r ar
eus
ually
sile
nt a
s in
gna
w w
ring
.
Kno
ws
that
initi
al p
bef
ore
s is
usu
ally
sile
nt, e
.g.,
psyc
holo
gyps
ycho
tic; a
lso
that
g b
efor
e n
is s
omet
imes
sile
nt, e
.g.,
sign
impu
gn f
eign
for
eign
; 1 b
efor
e rn
,e.
g., c
alm
; ini
tial p
bef
ore
t as
in p
tarm
igan
ptom
aine
.
13
SKIL
LL
EV
EL
BL
EV
EL
CL
EV
EL
D
Usi
ng P
honi
c A
naly
sis
( co
ntin
ued)
Dis
tingu
ishi
ng th
e so
und
of a
sing
le v
owel
whe
n fo
llow
ed b
yr,
w, 1
Und
erst
andi
ng th
e ef
fect
of
pri
mar
y ac
cent
on
the
pron
unci
a-tio
n of
wor
ds
Und
erst
andi
ng d
iacr
itica
l mar
k-in
gs o
f vo
wel
s as
use
d in
the
pro-
nunc
iatio
n ke
y in
the
dict
iona
ryto
sou
nd o
ut th
e ph
onic
ele
men
tsof
unf
amili
ar w
ords
Obs
erve
s th
at a
fol
low
ed b
y r
is f
requ
ently
Rec
ogni
zes
that
a is
infl
uenc
ed b
y w
and
Not
es e
ffec
t of
cons
onan
t upo
n vo
wel
soun
ded
as in
car
par
k ba
rn, e
tc.;
that
e1
in a
lway
s an
d pa
w.
soun
d im
med
iate
ly p
rece
ding
, e.g
., ba
llfo
llow
ed b
y r
is f
requ
ently
sou
nded
as
inba
tcar
; few
fed.
her.
Dev
elop
s re
adin
ess
for
reco
gniz
ing
effe
ctR
ecog
nize
s st
ress
ed s
ylla
bles
in m
ultis
yl-
of p
rim
ary
acce
nt.
labl
e w
ords
.
Lea
rns
to r
ecog
nize
dia
criti
cal m
arks
for
Use
s di
acri
tical
mar
ks to
iden
tify
vow
ello
ng a
nd s
hort
vow
el s
ound
son
boa
rd,
soun
ds o
n te
ache
r-pr
epar
ed m
ater
ial.
char
ts, e
tc.
LE
VE
L E
LE
VE
L F
LE
VE
L G
LE
VE
L H
Mas
ters
ski
ll.
Plac
es a
ccen
t on
corr
ect s
ylla
ble
in s
peec
han
d or
al r
eadi
ng:
1. T
he o
bjec
t was
odd
in s
hape
and
colo
r.2.
I o
bjec
t' to
you
r us
e of
my
book
s.
Beg
ins
to u
nder
stan
d an
d us
e pr
onun
cia-
tion
key
in a
giv
eh d
ictio
nary
.
Use
s an
d id
entif
ies
the
appr
opri
ate
pitc
hco
ntou
r to
iden
tify
noun
s an
d ve
rbs,
e.g
.,1.
The
War
of
the
Ros
es w
as a
con
flic
tth
at r
aged
for
a h
undr
ed y
ears
.D
oes
your
den
tal a
ppoi
ntm
ent c
on-
flic
t with
the
ball
gam
e?2.
The
wor
kers
will
sig
n a
new
con
trac
tfo
r th
e co
min
g tw
o ye
ars.
Obj
ects
con
trac
t/ in
the
cold
and
expa
nd in
the
heat
.
Use
s a
dict
iona
ry e
ffec
tivel
y in
look
ing
upw
ords
for
mea
ning
and
pro
nunc
iatio
n.U
ses: a. d
iacr
itica
l mar
ksb.
pro
nunc
iatio
n ke
yc.
pho
netic
spe
lling
Use
s th
e ap
prop
riat
e pi
tch
cont
our
toid
entif
y:N
ouns
and
Ver
b-A
dver
b G
roup
s1.
Do
you
care
for
the
gene
ral s
etup
of th
e ex
hibi
tion?
Plea
se s
et u
ic th
e pi
ns in
the
bow
ling
alle
y.2.
The
sci
entis
ts w
ho c
reat
ed th
e A
- /bo
mb
achi
eved
a m
ajor
bre
ak-
thro
ugh.
You
will
bre
ak th
roug
h th
e ic
e if
you
are
not c
aref
ul.
Com
poun
d N
ouns
and
Nou
n G
roup
s1.
Flo
wer
s m
ay g
row
out
of
seas
on in
agr
eenh
ouse
.W
e ar
e co
min
g to
the
gree
n ho
use
that
is f
or s
ale.
2. D
on't
wri
te o
n th
e bl
ackb
oard
unt
ilI
tell
you
to d
o so
.H
e ha
nded
the
boy
a bl
ack
boar
d to
be u
sed
as a
bas
e fo
r th
e ca
bine
t.
Find
s pr
efer
red
pron
unci
atio
n in
a d
ictio
n-ar
y.
15
SKIL
LL
EV
EL
BL
EV
EL
CL
EV
EL
D
Usi
ng P
honi
c A
naly
sis
( co
ntin
ued)
Gen
eral
izin
g on
the
basi
s of
phon
icpr
inci
ples
prev
ious
lyle
arne
d.
3. U
sing
Str
uctu
ral A
naly
sis
Infl
ectio
nal E
ndin
gs
Com
poun
d W
ords
Lea
rns
that
the
sile
nt e
at t
he e
nd o
f a
one-
sylla
ble
wor
d us
ually
mak
es th
e si
ngle
vow
el in
the
one-
sylla
ble
wor
d "s
ay it
sna
me"
as
in c
ute
cane
tube
, etc
. (D
oes
not i
dent
ify
as lo
ng v
owel
sou
nd.)
Bec
omes
aw
are
of e
ndin
gs a
nd th
eir
func
tion:
s,'s
, d, e
d, in
g, in
kno
wn
wor
ds, e
.g.,
dogs
hop
ed w
alke
d lo
okin
g.
Lea
rns
to id
entif
y th
e tw
o se
para
te w
ords
in a
com
poun
d w
ord,
e.g
., sn
owm
anto
day.
*Dur
ing
initi
al in
stru
ctio
n, e
xpos
e ch
ildre
n to
wor
ds th
at f
ollo
w th
e ge
nera
lizat
ion.
16
Rei
nfor
ces
lear
ning
by
mor
e te
chni
cal
appr
oach
, e.g
., w
hen
a on
e-sy
llabl
e w
ord
cont
ains
two
vow
els,
one
of
whi
ch is
the
fina
le, t
he f
irst
vow
el is
usu
ally
long
and
the
fmal
e is
sile
nt, e
.g.,
late
hoz
kite
cute
,* e
tc.
Jo-
Rec
ogni
zes
com
poun
d w
ord
form
ed w
ithkn
own
and
unkn
own
wor
d w
hen
thes
ew
ords
for
m p
art o
f th
e or
al v
ocab
ular
y,e.
g., p
layg
roun
d.
Rec
ogni
zes
that
whe
n th
ere
is o
ne v
owel
lette
r in
a w
ord,
the
vow
el u
sual
ly h
as th
esh
ort s
ound
unl
ess
it is
at t
he e
nd o
f th
ew
ord,
e.g
., bu
t spe
nt p
eat;
we
go m
y.
Kno
ws
that
whe
n tw
o vo
wel
s ap
pear
toge
ther
, the
fir
st is
usu
ally
long
and
the
seco
nd s
ilent
,e.
g., c
orre
ctly
iden
tifie
svo
wel
sou
nds
in f
eel
wai
t oak
pail.
Ext
ends
the
unde
rsta
ndin
g th
at v
owel
soun
ds a
re in
flue
nced
by
cert
ain
follo
w-
ing
cons
onan
ts.
Rec
ogni
zes
com
poun
d w
ord
form
ed w
itha
know
n w
ord
and
an u
nkno
wn
wor
dw
hen
th.;;
new
wor
d m
ay n
ot b
e in
the
oral
voc
abul
ary,
e.g
., do
wnc
ast.
LE
VE
L E
LE
VE
L F
LE
VE
L G
LE
VE
L H
App
lies
phon
ic p
rinc
iple
to p
ositi
on o
fvo
wel
in s
ylla
ble
as w
ell a
s in
who
le w
ord.
17
SKIL
LL
EV
EL
BL
EV
EL
CL
EV
EL
D
1 2
Stru
ctur
al A
naly
sis
( co
ntin
ued)
Wor
d R
oots
Aff
ixes
a. P
refi
xes
b. S
uffi
xes
Con
trac
tions
Rec
ogni
zes
root
s in
suc
h w
ords
as
play
spl
ayed
pla
ying
, etc
.
Rec
ogni
zes
the
rela
tions
hip
of u
nhap
pyto
hap
py a
nd d
isco
ver
to c
over
. Und
er-
stan
ds th
at a
n ad
ditio
n to
a w
ord
fre-
quen
tly a
lters
its
mea
ning
.
Use
s or
ally
and
rea
ds c
ontr
actio
ns w
ithou
tco
ncer
n fo
r or
igin
.
Ext
ends
the
abili
ty to
reco
gniz
e w
ord
part
sw
ord
(roo
t) p
lus
an e
ndin
g th
atsh
ows
mor
e th
anon
e, p
ast t
ime,
ow
ner-
ship
, or
a sh
ort (
cont
ract
ed)
form
of
the
wor
d, e
.g.,
plan
ted
cros
ses
teac
her's
didn
't.
Rec
ogni
zes
chan
ges
in r
oot f
orm
s: f
mal
yis
cha
nged
to i
befo
re e
st, l
y, e
d,e.
g.,
happ
iest
eas
ily; f
mal
e is
dro
pped
whe
nad
ding
y, i
ng, e
r, e
.g.,
usin
g gi
ver.
ofr.
Rec
ogni
zes
chan
ges
in r
oot f
orm
:f
chan
ged
to v
bef
ore
es is
add
ed, e
.g.,
wol
fw
olve
slif
eliv
es.
Iden
tifie
s pr
efix
es a
nd r
ecog
nize
s th
eir
func
tions
, e.g
., re
dodo
aga
inun
kind
not k
ind.
Iden
tifie
s su
ffix
es a
nd r
ecog
nize
s th
eir
func
tion,
e.g
., ba
ker
one
who
bak
es;
beau
tiful
full
of b
eaut
y; te
nder
lyin
a m
anne
r or
way
that
is te
nder
; fis
hing
the
actio
n of
fis
hing
.
Rec
ogni
zes
orig
inal
roo
ts in
con
trac
tions
:I'M
I'll
don
't ca
n't l
et's
, etc
.*
*Cal
l spe
cial
atte
ntio
n to
the
root
of
won
't.
LE
VE
L E
LE
VE
L F
LE
VE
L G
LE
VE
L H
Rec
ogni
zes
the
root
for
m w
hen
in d
iffe
r-en
t pos
ition
s, i.
e., s
elf
self
ish
unse
lfis
hhi
mse
lf.
Ext
ends
rec
ogni
tion
of p
refi
xes,
e.g
.,di
sabl
edno
t abl
ein
activ
eno
t act
ive.
Iden
tifie
s su
ffix
es a
nd r
ecog
nize
s th
eir
func
tion,
e.g
., ta
llish
som
ewha
t tal
l;ch
ildle
ssw
ithou
t a c
hild
; dar
knes
sco
nditi
on o
f be
ing
dark
; cre
sted
havi
nga
cres
t.
Gai
ns f
acili
ty in
arr
ivin
g at
roo
t for
m b
yid
entif
ying
mor
e co
mm
on p
refi
xes
and
suff
ixes
.
Ext
ends
rec
ogni
tion
of p
refi
xes
to in
clud
e,
abno
rmal
away
fro
m n
orm
albe
side
la th
e si
dede
part
to g
o aw
ay f
rom
indo
ors
in th
e ho
use
prep
aid
paid
bef
ore.
Ext
ends
rec
ogni
tion
of s
uffi
xes
to in
clud
eva
rian
t mea
ning
s:le
akag
eth
e ac
tion
of le
akin
gm
ileag
eth
e nu
mbe
r of
mile
spo
stag
eth
e am
ount
cha
rged
for
mai
ling
orph
anm
the
hom
e of
orp
hans
free
dom
the
stat
e of
bei
ng f
ree
offi
cial
dom
all w
ho a
re o
ffic
ials
.
Gai
ns f
acili
ty in
arr
ivin
g at
roo
t wor
ds b
yid
entif
ying
mor
e di
ffic
ult p
refi
xes
and
suff
ixes
.
Ext
ends
rec
ogni
tion
of p
refi
xes
to in
clud
e:ad
here
to s
tick
toci
rcum
navi
gate
sail
arou
ndex
port
send
out
subm
arin
eun
der
wat
ersu
perf
ine
mor
e th
an f
me.
Bec
omes
aw
are
of th
e ch
ange
s in
fun
ctio
nof
som
e w
ords
as
suff
ixes
are
add
ed to
them
:T
he v
erb
stop
bec
omes
a n
ouns
top-
page
.T
he v
erb
brea
k be
com
es a
n ad
ject
ive
brea
kabl
e.T
he a
djec
tive
happ
y be
com
es a
n ad
verb
happ
ily.
Bec
omes
aw
are
of th
e m
eani
ng a
nd f
orce
of th
ese
wor
d el
emen
ts in
soc
ial s
tudi
es,
scie
nce,
and
mat
hem
atic
s te
xts.
Exa
mpl
es: c
onve
rse
inve
rse
fiss
iona
ble
Indu
stri
al R
evol
utio
n.
Aim
s fo
r kn
owle
dge
of s
uch
wor
d el
e-m
ents
, hav
ing
fair
ly f
ixed
unv
aryi
ng m
ean-
ings
, as
un,
im, i
r; e
n; a
ble,
(ibl
e); f
ul; o
us, o
se; s
crib
, (sc
ript
);ce
d, (
cess
, cee
d); c
ur, (
curr
, cou
rs, c
urs)
;sp
ec, (
spec
t); h
ydro
; pho
bia;
sco
pe; e
qui;
omni
, cen
tr.
Doe
s w
ord-
stud
y ex
erci
ses
invo
lvin
g w
ords
with
com
pone
nt p
arts
that
are
use
d ill
us-
trat
ivel
y in
con
text
.
Doe
s re
sear
ch, b
oth
pers
onal
and
ste
m-
min
g fr
om a
ssig
nmen
ts, i
n di
ctio
nari
es.
SKIL
LL
EV
EL
BL
EV
EL
CL
EV
EL
D
Stru
ctur
al A
naly
sis
(con
tinue
d)
Sylla
bica
tion
Use
s sy
llabl
es u
ncon
scio
usly
in o
ral r
ead-
Dev
elop
s au
dito
ry r
ecog
nitio
n of
num
bers
Hea
rs th
e nu
mbe
r of
syl
labl
es in
a w
ord
ing,
e.g
., be
for
e, a
f te
r.of
syl
labl
es (
part
s) in
wor
ds.
(mon
osyl
labi
c be
fore
pol
ysyl
labi
c) a
ndbe
com
es a
war
e th
at e
ach
sylla
ble
has
avo
wel
sou
ndra
b/bi
t, pa
/per
.
Beg
ins
to b
ecom
e aw
are
of p
oint
s of
div
i-si
on.
LE
VE
L E
LE
VE
L F
LE
VE
L G
LE
VE
L H
Und
erst
ands
that
eac
h sy
llabl
e ha
sa
vow
elso
und
and
that
a w
ord
has
asm
any
syl-
labl
es a
s it
has
vow
el s
ound
s.
Rec
ogni
zes
the
sylla
bles
in m
ultis
ylla
bic
wor
ds.
Rec
ogni
zes
com
mon
pre
fixe
s (u
n, r
e, d
is)
and
com
mon
suf
fixe
s (l
ess,
ful
, nes
s)as
sepa
rate
syl
labl
es, a
nd k
now
s an
d us
es th
em
eani
ng o
f th
ese
sylla
bles
to u
nloc
kne
ww
ords
.
Lea
rns
that
ed
is a
sep
arat
e sy
llabl
e w
hen
it is
add
ed to
wor
ds e
ndin
g in
d o
r t.
Lea
rns
that
two
vow
els
com
ing
toge
ther
ofte
n se
para
te to
for
m d
iffe
rent
syl
labl
esin
whi
ch e
ach
vow
el m
ay h
ave
its o
wn
long
soun
d, e
.g.,
pi o
nee
r.
Lea
rns
that
con
sona
nt b
lend
s an
d di
-gr
aphs
are
not
sep
arat
ed in
syl
labi
catio
n(i
n st
ruct
; an
gry)
and
that
the
blen
dus
ually
join
s th
e fo
llow
ing
vow
el to
mak
ea
sylla
ble
(a c
ross
).
Lea
rns
that
ck
usua
lly jo
ins
the
prec
edin
gvo
wel
to f
orm
a s
ylla
ble,
e.g
., pi
ck le
.
Lea
rns
that
in o
pen
sylla
bles
the
vow
elis
usu
ally
long
, whi
le in
clo
sed
sylla
bles
itis
usu
ally
sho
rt, e
.g.,
po ta
to (
open
)pi
s to
n (c
lose
d).
Mas
ters
pri
ncip
les
of s
ylla
bica
tion
asa
mea
ns o
f de
codi
ng n
ew w
ords
:
A w
ord
usua
lly h
as a
sm
any
sylla
bles
as it
has
vow
el s
ound
s:po
ta to
din
ic.
Com
poun
d w
ords
are
div
ided
bet
wee
nth
e ro
ot w
ords
:do
wn
tow
nsk
y sc
rape
r.A
wor
d is
usu
ally
div
ided
bet
wee
n th
epr
efix
and
the
root
:un
tie
dis
appo
int.
A w
ord
is u
sual
ly d
ivid
ed b
etw
een
the
root
and
the
suff
ix:
help
less
hope
ful
.W
hen
two
cons
onan
ts c
ome
betw
een
two
soun
ded
vow
els,
the
wor
d is
usua
lly d
ivid
ed b
etw
een
the
two
cons
o-na
nts: bu
t ter
mon
soo
ndi
t to
der
by.
Whe
n on
e co
nson
ant c
omes
bet
wee
ntw
o so
unde
d vo
wel
s, th
e w
ord
isus
ually
div
ided
just
bef
ore
the
cons
o-na
nt:
ho te
lde
duc
t.W
hen
a w
ord
ends
in le
, it i
s us
ually
divi
ded
just
bef
ore
the
prec
edin
g co
nso-
nant
, e.g
., cy
cle
, tur
tle
(exc
eptio
n:pi
ck le
; see
leve
l E).
Om
.
21
SKIL
LL
EV
EL
BL
EV
EL
CL
EV
EL
D
1,
Usi
ng C
onte
xt C
lues
Lea
rns
to r
ead
the
entir
e se
nten
ce to
get
the
clue
to th
e un
know
n w
ord;
uses
con
-te
xt to
get
cor
rect
mea
ning
of
wor
ds o
fm
ultip
le m
eani
ng.
Supp
lies
unkn
own
wor
d in
sen
tenc
e w
here
all o
ther
wor
dsar
e kn
own,
e.g
., Sa
mfl
ewaw
ay in
a b
ig a
irpl
ane.
Dis
tingu
ishe
s co
rrec
t mea
ning
of
wor
dsw
ith m
ultip
le m
eani
ngs,
e.g.
, han
dI.
Han
d it
to m
e.2.
He
cut h
is h
and.
Beg
ins
to u
se c
ontr
ast a
nd c
ompa
riso
nas
con
text
clu
es.
Iden
tifie
s w
ord
beca
use
it is
evi
dent
inco
ntra
st o
r co
mpa
riso
n to
prec
edin
gw
ords
, e.g
.,T
o th
e w
eem
ouse
, the
ele
phan
t was
hug
e.
He
was
as
busy
as
a be
e.
Rec
ogni
zes
defm
ition
s of
unk
now
n w
ords
inpa
ssag
e an
d us
e of
com
mas
to s
etth
ese
apar
t.
Arr
ives
at m
eani
ng o
f w
ord
by lo
okin
gfo
r de
fmiti
on in
sen
tenc
e,e.
g.,
The
y ar
e ca
lled
nom
ads,
whi
ch m
eans
wan
deri
ng h
erds
men
.
LE
VE
L E
LE
VE
L F
LE
VE
L G
LE
VE
L H
Add
s to
abi
lity
to u
se c
onte
xt to
det
er-
min
e m
eani
ngs
of w
ords
of
mul
tiple
mea
ning
; use
s ai
ds a
s cl
ues
to w
ord
iden
-tif
icat
ion.
Is a
ble
to e
xpla
in m
eani
ng o
f th
e fo
llow
-in
g se
nten
ces:
He
felt
blue
bec
ause
his
team
lost
the
gam
e.T
he b
lue
of th
e sk
y w
as b
roke
n by
aw
hite
clo
ud.
Rec
ogni
zes
wor
ds in
par
enth
eses
as
def-
initi
ons
for
unkn
own
wor
ds, e
.g.,
The
mili
tia (
a bo
dy o
f so
ldie
rs)
atta
cked
the
outp
ost.
Rec
ogni
zes
wor
ds in
par
enth
eses
as
syn-
onym
s fo
r un
know
n w
ords
, e.g
.,T
he in
dom
itabl
e (u
ncon
quer
able
) so
ldie
rre
fuse
d to
ben
d to
his
cap
tors
.
Rec
ogni
zes
pare
nthe
tical
exp
ress
ion
set
off
by c
omm
as a
s a
syno
nym
for
un-
know
n w
ord,
e.
The
ste
ppes
, Eis
of
gras
slan
ds, a
re in
Asi
a.
Ext
ends
abi
lity
to u
se p
unct
uatio
n an
dve
rbal
clu
es to
wor
d m
eani
ng:
Punc
tuat
ion
Clu
esW
hen
a na
me
is id
entif
ied
by c
om-
mas
:H
e sa
w N
efer
titi,
his
cat,
play
ing
with
the
stri
ng.
Whe
n m
eani
ng is
sepa
rate
d by
dash
es:
He
saw
the
ruby
a re
d pr
ecio
usst
oneg
leam
ing
in th
e cr
own.
Ver
bal C
lues
Whe
n th
e m
eani
ng a
nd th
e w
ord
are
linke
d by
is c
alle
d: A
ric
hbl
ood
red
is c
alle
d cr
imso
n.
Whe
n an
opp
osite
mea
ning
is in
di-
cate
d by
inst
ead
of, n
ot, b
ut, e
tc.:
He
is n
ot a
gen
tlem
an, b
ut a
boo
r.
Use
s ty
pogr
aphi
cal c
lues
whe
n fo
otno
ted
defi
nitio
n or
exp
lana
tion
is m
arke
d by
aste
risk
s or
num
bers
, as
The
sul
tan*
was
just
.*s
ulta
nthe
rul
ing
sove
reig
n of
a M
oham
-m
edan
sta
te.
Rec
ogyl
izes
moo
d or
situ
atio
n cl
ues;
un-
know
n w
ord
fits
situ
atio
n or
moo
d al
read
yes
tabl
ishe
d.
Eve
ryth
ing
seem
ed h
appy
to h
im.
The
flo
wer
s sm
iled.
The
bir
ds s
ang.
He
was
ecs
tatic
.
Dow
ncas
t, du
ll, a
nd d
rear
y, h
e w
asth
e pi
ctur
e of
des
pond
ency
.
Rea
ds a
nd u
nder
stan
ds m
etap
hors
and
sim
iles. H
e is
a s
ly f
ox.
She
is a
per
fect
pic
ture
.
He
is a
s st
rong
as
a lio
n.
His
sto
mac
h sh
ook
like
abo
wl f
ull o
f je
lly.
Ext
ends
the
abili
ty to
use
con
text
clu
esin
all
cont
ent a
reas
.a.
Use
s th
e lit
erat
ure
bein
g st
udie
dan
d di
rect
s hi
s at
tent
ion
to u
nfa-
mili
ar w
ords
who
se m
eani
ng m
aybe
infe
rred
fro
m o
ne o
f th
e co
n-te
xt c
lues
men
tione
d.
b. C.
Bec
omes
ski
llful
in p
inpo
intin
g th
ena
ture
of
the
cont
ext c
lue
and,
ther
efor
e, is
able
to u
nloc
k th
em
eani
ng o
f co
untle
ss w
ords
hith
er-
to u
nfam
iliar
to h
im.
Sele
cts
a va
riet
y of
mat
eria
ls f
rom
soci
al s
tudi
es, s
cien
ce, a
nd li
tera
-tu
re te
xtbo
oks
that
illu
stra
te th
eus
e of
spe
cifi
c ty
pogr
aphi
cal d
e-vi
ces
and
dem
onst
rate
s an
und
er-
stan
ding
of
the
reas
ons
for
thei
rus
e.
d.Se
izes
opp
ortu
nitie
s in
stu
dyin
g lit
-er
atur
e to
ana
lyze
the
effe
ct o
nm
eani
ng o
f ita
lics
and
quot
atio
nm
arks
for
spe
cial
em
phas
is.
e.U
ses
typo
grap
hica
l dev
ices
as
an a
idto
sum
mar
izin
g an
d ou
tlini
ng in
prep
arat
ion
for
exam
inat
ions
and
perf
orm
ance
of
assi
gnm
ents
.
f.D
educ
es th
e de
fini
tions
of
unfa
-m
iliar
wor
ds f
rom
sen
tenc
es in
whi
ch k
ey a
bbre
viat
ions
pro
vide
the
clue
s to
the
mea
ning
,E
xam
ple:
i.e.
, e.g
., vi
z.
SKIL
LL
EV
EL
BL
EV
EL
CL
EV
EL
D
II. G
ET
TIN
G A
ND
IN
TE
RPR
ET
ING
ME
AN
ING
24
A. G
ettin
g th
e M
ain
Tho
ught
Dev
elop
s th
e un
ders
tand
ing
that
ase
ries
of
conn
ecte
d se
nten
ces
are
rela
ted
to a
sin
gle
mai
n th
ough
t.
Lan
guag
e A
rts:
Exp
ress
esth
ough
t of
a st
ory
read
intr
ade
book
, etc
.,in
ans
wer
er's
que
stio
n.
the
mai
na
read
er,
to te
ach-
Soci
al S
tudi
es: S
elec
ts a
title
whi
ch b
est
expr
esse
s th
e m
ain
idea
of
an e
xper
ienc
ech
art.
(Titl
e)
Pare
nts
wor
k in
man
y w
ays
to m
ake
mon
ey.
Mar
k's
fath
er d
rive
s a
truc
k.C
arm
en's
mot
her
is a
sal
esla
dy.
Bet
ty's
fat
her
is a
wat
chm
an.
Joe'
s m
othe
r is
a te
ache
r.
Scie
nce:
Dra
ws
a lin
e un
der
the
mai
nth
ough
t, e.
g.,
Ele
ctri
city
wor
ks f
or u
s.It
giv
es u
s lig
ht a
t hom
e.It
rin
gs th
e be
ll at
sch
ool.
It h
elps
trai
ns to
run
.
Dev
elop
s th
e un
ders
tand
ing
that
the
mai
n id
ea o
f a
para
grap
h is
usu
ally
expr
esse
d in
the
firs
t sen
tenc
e (i
nm
ater
ials
rea
d at
this
leve
l).
Lan
guag
e A
rts:
Rec
ogni
zes
and
unde
r-lin
es th
e m
ain
thou
ght i
n th
e fi
rst
sen-
tenc
e of
teac
her-
prep
ared
mat
eria
l.
Scie
nce:
Iden
tifie
s th
e m
ain
thou
ght i
nth
e fi
rst s
ente
nce
of s
cien
ce te
xts,
e.g.
,Sh
adow
s ch
ange
in s
ize
duri
ng th
eda
y. I
n th
e m
orni
ng y
our
shad
owm
ay b
elo
ng. A
t noo
n, h
owev
er, i
t is
very
sho
rt.
Tow
ard
even
ing
it ge
ts b
igge
r ag
ain.
Soci
al S
tudi
es:
Find
s th
e m
ain
idea
inte
ache
r-or
cla
ss-p
repa
red
mat
erill
,e.
g.,
Com
mun
ity H
elpe
rsM
any
peop
le w
ork
to h
elp
us. T
hem
ailm
an b
ring
s ou
r m
ail.
The
pol
icem
anhe
lps
us c
ross
the
stre
et. T
he f
irem
anpu
ts o
ut f
ires
.
Dev
elop
s th
e un
ders
tand
ing
that
the
mai
n id
ea m
ay a
ppea
r at
the
be-
ginn
ing,
mid
dle,
or
end
of a
para
-gr
aph.
Lan
guag
e A
rts-
Soci
al S
tudi
es:
Elic
its a
nd u
nder
lines
the
mai
n id
ea in
para
grap
hs s
uch
as:
The
chi
ldre
n w
ent i
nto
the
barn
. The
stal
ls f
or th
e co
ws
wer
eve
ry c
lean
. The
milk
ing
mac
hine
s w
ere
shin
y. T
he f
ar-
mer
sai
d th
at c
ows
mus
t be
kept
cle
anan
d he
alth
y.
Mat
hem
atic
s:Fi
nds
the
prob
lem
sta
te-
men
t whe
n it
appe
ars
at th
e be
ginn
ing
oren
d, e
.g.,
Find
how
muc
h m
oney
Tom
and
Jac
kw
ill n
eed
to b
uild
thei
r cl
ubho
use
ifpa
int c
osts
$1.
79, w
ood
$.53
, and
nai
ls$.
17; o
rT
om a
nd J
ack
wan
t to
build
a cl
ub-
hous
e. P
aint
cos
ts $
1.79
, woo
d $.
53,
and
nails
$.1
7. H
ow m
uch
mon
ey w
illth
ey n
eed?
LE
VE
L E
LE
VE
L F
LE
VE
L G
LE
VE
L H
Ext
ends
the
skill
to p
rint
ed m
ate-
rial
in w
hich
the
mai
n th
ough
t is
not c
lear
ly s
tate
d or
sta
ted
over
seve
ral p
arag
raph
s.
Soci
al S
tudi
es: E
licits
the
mai
n id
ea (
e.g.
,ex
plan
atio
n of
dry
far
min
g) w
hen
it is
expr
esse
d in
two
or th
ree
para
grap
hs.
I ha
ve d
isco
vere
d th
at I
can
rai
se c
er-
tain
cro
ps b
y fo
llow
ing
the
dry-
farm
ing
met
hod.
The
se c
rops
mus
t be
the
kind
that
req
uire
littl
e ra
in. W
heat
is a
goo
dex
ampl
e.
Firs
t I d
ivid
e th
e la
nd in
to tw
o eq
ual
part
s. I
sow
hal
f in
whe
at a
nd le
t the
othe
r ha
lf li
efa
llow
. Tha
t hal
f re
sts.
I pl
ow a
nd c
ultiv
ate
the
fallo
w la
nddu
ring
the
sum
mer
. I p
low
aro
und
the
hills
. Thi
s is
cal
led
cont
our
plow
ing.
It
help
s th
e so
il ab
sorb
the
rain
wat
er. N
ext
year
, I w
ill p
lant
whe
at in
the
fallo
w la
nd.
Is a
ble
to m
ake
gene
raliz
atio
nson
the
basi
s of
the
eval
uatio
n of
mai
nid
eas
from
sev
eral
sou
rces
.
Soci
al S
tudi
es: R
eads
acc
ount
s of
cau
ses
of th
e A
mer
ican
Rev
olut
ion
(or
the
War
betw
een
the
Stat
es o
r W
orld
War
s I
and
II)
and
gene
raliz
esas
to th
e pr
obab
leca
uses
of
war
s in
the
past
.
Lan
guag
e A
rts:
Rea
ds a
nd e
valu
ates
ess
ays
and
artic
les
on o
ne s
peci
fic
topi
c an
dar
rive
s at
a g
ener
aliz
atio
n.
Ext
ends
the
abili
ty to
mak
ege
n-er
aliz
atio
ns a
nd to
arr
ive
atcr
ea-
tive
deci
sion
s as
a r
esul
t of
eval
ua-
tion
of m
ain
thou
ghts
fro
m s
ever
also
urce
s.
Soci
al S
tudi
es:
Aft
erre
adin
gse
vera
lso
urce
s, s
ees
the
rela
tions
hips
bet
wee
n th
eN
egro
's s
lave
sta
tus
befo
re th
e C
ivil
War
and
his
diff
icul
ties
in s
triv
ing
for
equa
l-ity
aft
er r
econ
stru
ctio
n. A
pplie
s th
isge
n-er
aliz
atio
n to
the
stru
ggle
of
toda
y's
Neg
rofo
r eq
ualit
y of
opp
ortu
nity
.
Lan
guag
e A
rts:
Rea
ds tw
o re
view
s of
am
otio
n pi
ctur
e; c
ompa
res
the
mai
n id
eas
expr
esse
d in
eac
h an
d m
akes
a d
ecis
ion
tose
e or
not
to s
ee th
e pi
ctur
e.
Bec
omes
ski
llful
in g
ettin
g th
e m
ain
thou
ght-
of
sent
ence
s, p
arag
raph
s,an
d lo
nger
sel
ectio
ns.
Lan
guag
e A
rts:
Ide
ntif
ies
vari
ous
orga
n-iz
atio
nal s
truc
ture
s of
par
agra
phs
as c
lues
to m
ain
idea
; enu
mer
atio
n of
det
ails
,ex
ampl
es, c
ause
and
eff
ect,
chro
nolo
gy,
and
spac
e or
der.
Dev
elop
s aw
aren
ess
in in
terp
retin
gpa
ra-
grap
hs in
whi
ch n
o sp
ecif
ic to
pic
sent
ence
is a
ppar
ent.
Ana
lyze
s th
e su
bord
inat
ion
and
coor
dina
-tio
n of
idea
s in
a p
arag
raph
as a
ids
to g
et-
ting
the
mea
ning
.
Judg
es u
nity
, coh
eren
ce, a
nd e
mph
asis
inpa
ragr
aphs
as
an a
id to
pin
poin
ting
the
mea
ning
.
Scie
nce:
Obs
erve
s th
e ba
sic
stru
ctur
e of
para
grap
hs in
sci
ence
text
book
s w
itha
view
to f
orm
ulat
ing
a gu
ide
to im
prov
edco
mpr
ehen
sion
.
App
lies
his
know
ledg
e of
sci
entif
ic m
eth-
od to
the
patte
rn o
f pa
ragr
aph
stru
ctur
eshe
dea
ls w
ith in
sci
ence
text
book
s.
Soci
al S
tudi
es: U
ses
his
know
ledg
e of
para
grap
h st
ruct
ures
to h
elp
in o
utlin
ing
and
sum
mar
izin
g sa
lient
mat
eria
l in
read
-in
g as
sign
men
ts.
Mat
hem
atic
s:Pr
actic
es v
erba
lizin
g th
eth
ough
t ker
nel o
f pr
oble
ms.
Vis
ualiz
es th
e sp
ace
rela
tions
hips
cal
led
for
in th
e so
lutio
n of
spe
cifi
c pr
oble
ms.
SKIL
LL
EV
EL
BL
EV
EL
CL
EV
EL
D
26
B. F
indi
ng a
nd R
elat
ing
Det
ails
Dev
elop
s th
e un
ders
tand
ing
that
ase
ries
of
conn
ecte
d se
nten
ces
(spo
-ke
n or
wri
tten
on th
is le
vel o
f ma-
turi
ty a
nd u
nder
stan
ding
) co
ntai
nde
tails
whi
ch a
re r
elat
ed to
eac
hot
her
and
to th
e m
ain
thou
ght.
Lan
guag
e A
rts:
Lea
rns
to f
ind
spec
ific
deta
ils in
sim
ple
read
ing
mat
eria
l by
find
-in
g an
swer
s to
que
stio
ns,
e.g.
, Wha
t did
the
child
ren
brin
g to
the
part
y?
Scie
nce:
Pic
ks o
ut, f
rom
an e
xper
ienc
ech
art,
deta
ils r
elat
ed to
the
mai
n id
ea,
e.g.
, Wha
t wer
e so
me
of th
e th
ings
our
mag
net c
ould
pic
k up
?
Soci
al S
tudi
es: R
eads
sim
ple
text
for
an-
swer
s to
que
stio
ns, e
.g.,
In w
hat w
ay d
oes
the
polic
eman
hel
p us
?
Dev
elop
s th
e co
ncep
t tha
t det
ails
fill
out,
exte
nd, m
ake
spec
ific
,ex
-em
plif
y, c
lari
fy, a
nd d
ocum
ent t
hem
ain
idea
.
Lan
guag
e A
rts:
Rea
ds v
ivid
pas
sage
s,re
calls
deta
ils, a
nd d
escr
ibes
or d
raw
ssi
mpl
e pi
ctur
es in
clud
ing
deta
ils.
Scie
nce:
Rea
ds a
nd f
ollo
ws
deta
iled
step
-by
-ste
p di
rect
ions
in o
rder
to p
erfo
rma
sim
ple
expe
rim
ent,
e.g.
,
Plan
ts N
eed
Wat
erM
ater
ials
:2
four
-inc
h po
ts2
sim
ilar
plan
tsso
ilw
ater
Dir
ectio
ns:
1.Pl
ace
soil
in e
ach
pot.
2.Pl
ace
plan
ts in
soi
l.3.
Eve
ry d
ay, w
ater
one
pot
onl
y.Q
uest
ion:
Wha
t did
the
plan
ts lo
ok li
keon
the
firs
t day
?af
ter
a w
eek?
afte
r 2
wee
ks?
Soci
al S
tudi
es: A
nsw
ers
ques
tions
bas
edon
mat
eria
l rea
d, e
.g.,
We
all k
now
that
diff
eren
t mat
eria
ls a
re u
sed
in c
onst
ruct
-in
g bu
ildin
gs. I
n w
hat w
ays
are
thes
em
ater
ials
use
d?
Dev
elop
s th
e ab
ility
to u
se d
etai
lsin
pre
pari
ng m
ater
ial f
or o
ral
orw
ritte
n pr
esen
tatio
n; d
evel
ops
the
abili
ty to
use
det
ails
in m
akin
ga
poin
t.
Lan
guag
e A
rts:
Ans
wer
s qu
estio
ns (
take
nfr
om m
ater
ial r
ead)
ask
ing
for
deta
ilsw
ho, w
hat,
whe
re, w
hen,
how
big
, wha
tco
lor.
Scie
nce:
Use
s de
tails
fro
m p
rint
edm
ate-
rial
s to
pro
ve o
r re
fute
a po
int,
e.g.
, whe
els
mov
e th
ings
mor
e ea
sily
.
Soci
al S
tudi
es:
Supp
lies
deta
ils f
rom
mat
eria
l rea
d un
der
a st
ated
mai
n id
ea,
e.g.
, In d
iffe
rent
cul
ture
s ar
ound
the
wor
ld,
som
e ty
pes
of w
orke
rs a
re a
lway
s ne
eded
:1.
Wor
kers
to g
et f
ood.
2. W
orke
rs to
mak
e cl
othi
ng.
3. W
orke
rs to
bui
ld h
omes
.
LE
VE
L E
LE
VE
L F
LE
VE
L G
LE
VE
L H
Rel
ates
det
ails
to e
ach
othe
r ac
cord
-in
g to
pur
pose
, e.g
., tim
e se
ciue
nce,
cate
gori
es, e
tc.
Lan
guag
e A
rts:
Rec
ogni
zes
rela
ted
idea
sin
sev
eral
sen
tenc
es a
r4 c
ombi
nes
thes
ein
to o
ne s
ente
nce.
Scie
nce:
Sel
ects
fro
m b
iogr
aphi
cal m
ate-
rial
the
sign
ific
ant d
etai
ls th
at le
d a
scie
ntis
t to
mak
e an
impo
rtan
t dis
cove
ry,
e.g.
, Far
aday
-cir
cuits
; use
sde
tails
in F
ara-
day'
s ex
peri
men
ts to
exp
lain
how
a s
cien
-tis
t car
ried
out
his
wor
k.
Soci
al S
tudi
es:
Rel
ates
det
ails
to e
ach
othe
r un
der
vari
ous
sim
ple
outli
ne f
orm
:C
ount
ryPo
rtug
alH
olla
ndFr
ance
type
s of
hea
ding
s in
Exp
lore
rC
abra
lH
udso
nC
artie
r
Is a
wah
; of
clif
feri
ng r
elat
ions
hips
amon
g id
eas
and
thin
gs.
Gro
ups
re-
late
d id
eas
unde
r a
mai
n th
ough
tex
pres
sed
as a
gen
eral
izat
ion.
Soci
al S
tudi
es: R
eads
abo
ut V
enic
e an
dSt
ockh
olm
, not
ing
poin
ts o
f si
mila
rity
.L
ists
poi
nts
of s
imila
rity
and
giv
es h
islis
t a ti
tle th
at in
dica
tes
that
he
reco
g-ni
zes
the
gene
raliz
atio
n th
at th
ey a
resi
mila
r, e
.g.,
Sist
er C
ities
: Sto
ckho
lm a
nd V
enic
eB
uilt
on is
land
sSe
a or
ient
ed in
thei
r th
inki
ngH
ave
cana
lsC
omm
erci
al c
ente
rs
Sim
ilarl
y re
ads
abou
t Nor
way
and
Sw
e-de
n an
d no
tes
thei
r di
ffer
ence
s in
the
follo
win
g ou
tline
:
Unl
ike
Nei
ghbo
rs
Irre
gula
r co
astli
ne o
f N
orw
ayR
egul
ar c
oast
line
of S
wed
enN
orw
ay o
n th
e A
tlant
icSw
eden
on
the
Bal
tic S
eaN
orw
ay's
fm
anci
al d
iffi
culti
esSw
eden
's th
rivi
ng e
cono
my
Is a
ble
to r
ecal
l man
y de
tails
by
orga
nizi
ng th
em in
to m
eani
ngfu
l re-
latio
nshi
ps w
ith e
ach
othe
r an
d w
ithla
rger
idea
s.
Soci
al S
tudi
es:
Iden
tifie
s pr
oduc
ts b
yre
latin
g th
em in
his
min
d to
the
topo
g-ra
phy
of th
e ar
ea w
hich
pro
duce
d th
emor
to th
e ne
eds
ofth
e ar
ea w
hich
re-
ceiv
es th
em.
Scie
nce:
Ide
ntif
ies
reac
tant
s by
gro
upin
gth
ose
with
sim
ilar
actio
ns a
nd r
esul
ts.
Ref
ines
the
use
of c
lue
wor
ds to
sign
al a
noth
er f
act,
anot
her
time,
a sp
ecif
ic in
stan
ce, a
conc
lusi
on.
Soci
al S
tudi
es: "
Han
d cr
aft w
as th
e tr
adi-
tiona
l mod
e of
mak
ing
thin
gs f
or c
entu
ries
,bu
t the
Ind
ustr
ial R
evol
utio
n ch
ange
dal
l
that
." W
hat i
s th
e re
latio
nshi
p of
the
clau
se b
egin
ning
with
"bu
t" to
wha
t has
prec
eded
?
Szie
nce:
"Fi
rst,
fuel
is b
urne
d to
mak
est
eam
. The
n th
e st
eam
turn
s a
turb
ine
whi
ch, i
n tu
rn, t
urns
a g
ener
ator
.T
hege
nera
tor
prod
uces
ele
ctri
city
." W
hat a
reth
e ne
cess
ary
step
s in
mak
ing
elec
tric
ity?
Lan
guag
e A
rts:
Iden
tifie
s w
ords
suc
h as
also
, in
addi
tion,
mor
eove
r, f
urth
er,
still
,
yet,
likew
ise,
as
sign
als
tofu
rthe
r de
tails
in p
lot d
evel
opm
ent.
Und
erst
ands
ful
ly th
e im
port
ance
of d
etai
ls to
fill
out
the
bare
ske
le-
ton
of m
ain
idea
.
Lan
guag
e A
rts
and
Soci
al S
tudi
es:
Und
er-
stan
ds th
e di
ffer
ence
bet
wee
n de
tails
and
the
mai
n id
ea o
f se
nten
ces,
par
agra
phs,
and
long
er s
elec
tions
and
see
s th
ere
la-
tions
hip
amon
g th
em.
Judg
es th
e re
leva
nce
of s
peci
fic
de-
tails
to th
e m
ain
idea
of
sele
ctio
ns.
Scie
nce:
Follo
ws
sign
ific
ant d
etai
ls o
fex
peri
men
ts a
nd s
peci
fic
dire
ctio
nsfo
rpe
rfor
min
g th
em.
Indu
stri
al A
rts:
Rel
ates
the
impo
rtan
tde
tails
of
a jo
b sp
ecif
icat
ion
toth
efi
nish
ed p
rodu
ct.
Lan
guag
e A
rts
and
Soci
al S
tudi
es:
Use
s
his
own
wri
tings
(co
mpo
sitio
ns)
as m
a-te
rial
s fo
r te
stin
g re
leva
ncy
or ir
rele
vanc
y.
Use
s th
e m
ater
ials
he
is c
urre
ntly
read
-
ing
as a
sou
rce
of e
xam
ples
of d
etai
ls,
rele
vant
or
irre
leva
nt, t
o an
aut
hor's
inte
n-tio
n.
Mat
hem
atic
s: D
istin
guis
hes
betw
een
rele
-va
nt a
nd ir
rele
vant
num
eric
al a
ndve
rbal
deta
ils.
27
SKIL
LL
EV
EL
BL
EV
EL
CL
EV
EL
D
C.
Det
erm
inin
g Se
quen
ce
28
Dev
elop
s th
e un
ders
tand
ing
that
ase
ries
of
even
ts o
ccur
ring
with
in o
neep
isod
e m
ay b
e or
dere
d se
quen
tially
.
Lan
guag
e A
rts:
Lis
tens
to a
sim
ple
stor
yan
d is
gui
ded
to d
evel
op a
n un
ders
tand
ing
of s
eque
nce
by a
nsw
erin
g su
ch q
uest
ions
as: W
hat h
appe
ned
firs
t? W
hat h
appe
ned
next
?
Soci
al S
tudi
es:
Plac
es p
ictu
res
in s
e-qu
entia
l ord
er to
dev
elop
a s
impl
e tim
elin
e.
Scie
nce:
Part
icip
ates
in th
e w
ritin
g of
el:p
erie
nce
char
ts b
ased
on
firs
than
d ob
-se
rvat
ions
:H
ow lo
ng is
a d
ay in
fal
l,w
inte
r, a
nd s
prin
g?
Rec
ogni
zes
the
rela
tions
hip
of s
e-qu
ence
to m
eani
ng.
Lan
guag
e A
rts:
Rep
rodu
ces
stor
y he
ard
or r
ead
by d
raw
ing
seve
ral c
onse
cutiv
epi
ctur
es o
f ev
ents
in s
eque
ntia
l ord
er.
Scie
nce:
Plan
s an
d lis
ts (
in p
rope
r se
-qu
ence
) st
eps
.nee
ded
to _
carr
y ou
t asc
ienc
e ex
peri
men
t.
Soci
al S
tudi
es:
Rea
ds s
ever
al s
ente
nces
desc
ribi
ng a
n ev
ent c
onne
cted
with
the
unit
unde
r st
udy;
arr
ange
s th
ese
in c
or-
rect
ord
er, e
.g.,
Whe
n pe
ople
nee
ded
to tr
avel
,th
ey u
sed
stag
ecoa
ches
dra
wn
byon
e or
two
hors
es.
The
firs
tE
urop
ean
settl
ers
trav
eled
fro
m p
lace
to p
lace
on
foot
, on
hors
ebac
k, o
r in
wag
ons
draw
n by
hor
ses.
Whe
n th
e In
dian
s liv
ed in
New
Yor
k, th
ey tr
avel
ed o
n fo
ot.
Lat
er, p
eopl
e tr
avel
ed lo
ng d
is-
tanc
es o
n tr
ains
dra
wn
by s
team
engi
nes
inst
ead
of h
orse
s.
Use
s se
quen
tial o
rder
to m
ake
inte
r-pr
etat
ions
and
pre
dict
ions
; rec
og-
nize
s ke
y w
ords
as
clue
s to
se-
quen
tial d
evel
opm
ent.
Lan
guag
e A
rts:
Pre
dict
s ou
tcom
e of
sto
ryst
emm
ing
from
logi
cal s
eque
nce
of e
vent
s;pi
cks
out k
ey w
ords
or
phra
ses
whi
chhi
ghlig
ht s
eque
nce,
e.g
., no
w, t
hen,
aft
era
whi
le, t
oday
, yes
terd
ay, t
omor
row
, in
the
firs
t pla
ce, i
n th
e se
cond
pla
ce, e
tc.
Scie
nce:
Is a
ble
to r
enum
ber
or r
ewri
tein
seq
uent
ial o
rder
fac
ts ta
ken
from
text
.
Soci
al S
tudi
es.
Stud
ies
two
pict
ures
of
rela
ted
even
ts in
gro
wth
of
tow
ns, c
ities
,or
nat
ions
to d
eter
min
e tim
e sp
an a
nd s
e-qu
ence
of
even
ts b
etw
een
them
.
Phys
ical
Act
iviti
es:
Giv
es f
acts
seq
uen-
tially
whe
n ex
plai
ning
how
to p
lay
aga
me.
LE
VE
L E
LE
VE
L F
LE
VE
L G
LE
VE
L H
Ext
ends
the
unde
rsta
ndin
g of
se-
quen
ce o
f tim
e, p
lace
, and
thou
ght
in m
ore
com
plex
mat
eria
l.
Lan
guag
e A
rts:
Dev
elop
s th
e ab
ility
toor
der
even
ts in
seq
uenc
e of
tim
e, p
lace
,an
d th
ough
t in
mat
eria
l rea
d in
depe
nd-
ently
for
rec
reat
ion
or in
form
atio
n.
Scie
nce:
Bec
omes
aw
are
of th
e im
por-
tanc
e of
seq
uent
ial o
rder
in a
naly
zing
caus
e-ef
fect
rel
atio
nshi
p in
text
s de
alin
gw
ith th
e ef
fect
s of
air
pre
ssur
e, e
ffec
ts o
fse
ed d
ispe
rsal
, etc
.
Soci
al S
tudi
es:
Dev
elop
s th
e ab
ility
tore
ad a
nd c
onst
ruct
tim
e lin
es b
ased
on
mat
eria
l pre
sent
ed in
one
or
mor
e te
xts.
Iden
tifie
s se
quen
ce a
nd r
ecor
ds d
e-ta
ils a
ccor
ding
ly.
In a
ll su
bjec
t are
as:
Perf
orm
ing
an e
xper
imen
t in
scie
nce
Follo
win
g di
rect
ions
in a
sho
pFo
llow
ing
a re
cipe
in c
ooki
ngFo
llow
ing
a pa
ttern
in s
ewin
gSo
lvin
g m
ath
prob
lem
sL
earn
ing
a ne
w s
port
tech
niqu
eFo
llow
ing
the
plot
of
a st
ory
Follo
win
g th
e re
ason
ing
in a
nar
gum
ent o
r a
disc
ussi
onFo
llow
ing
the
auth
or's
org
aniz
a-tio
n of
seq
uenc
e in
a te
xtbo
okch
apte
r.
Det
erm
ines
seq
uenc
e w
hen
itis
stat
ed a
nd id
entif
ies
the
type
of
rela
tions
hip,
i.e.
, spa
tial,
chro
nolo
g-ic
al, l
ogic
al, t
opol
ogic
al, o
n w
hich
the
sequ
ence
is b
ased
.
Soci
al S
tudi
es:
Rea
ds a
tim
e lin
e th
atsh
ows
a te
mpo
ral r
elat
ions
hip
amon
gev
ents
, cur
rent
or
hist
oric
al.
Est
ablis
hes
a tim
e lin
e or
clo
ck f
ace
list-
ing
preh
isto
ric
deve
lopm
ent o
f m
an.
Det
erm
ines
seq
uenc
e w
hen
it is
not
spec
ific
ally
sta
ted,
usi
ng lo
gica
l rea
-so
ning
and
pla
cing
det
ails
in p
aral
lel
orde
r.
Soci
al S
tudi
es:
Iden
tifie
s se
quen
ce o
fev
ents
or
para
llels
occ
urre
nces
rel
ated
toon
e an
othe
r: F
renc
h R
evol
utio
nAm
er-
ican
Rev
olut
ion.
Scie
nce:
Rea
ds a
des
crip
tion
of th
e or
i-gi
n of
Mar
s an
d id
entif
ies
the
spat
ial r
e-la
tions
hips
impl
icit
in th
e te
xt.
Our
sola
rsy
stem
is a
n in
fmite
si-
man
y sm
all b
it of
the
univ
erse
ext
rem
ely
isol
ated
in s
pace
. Sun
light
, whi
ch tr
avel
sat
the
spee
d of
mor
e th
an 1
86,0
00 m
iles
a se
cond
, tak
es 8
min
utes
to r
each
the
eart
h an
d 5%
hou
rs to
rea
ch P
luto
, the
oute
rmos
t pla
net.
Yet
it ta
kes
this
sam
elig
ht, t
rave
ling
at th
e sa
me
spee
d, o
ver
4ye
ars
to r
each
the
near
est s
tar!
We
are
inde
ed w
idel
y se
para
ted
from
our
nei
gh-
bors
; but
ast
rono
mer
s te
ll us
that
all
star
s ha
ve m
uch
in c
omm
on a
nd th
at th
eypr
obab
ly a
ll ha
d th
e sa
me
orig
in.1
1 Mar
s: P
lane
t Num
ber
Four
by
Fran
klyn
M. B
ran
ley.
Det
erm
ines
the
prop
er s
eque
nce
ofde
tails
.
Lan
guag
e A
rts:
App
lies
his
unde
rsta
nd-
ing
of s
eque
nce
to p
lann
ing
sing
le-
and
mul
tipar
agra
ph w
ritin
g.
Rep
rodu
ces
the
sequ
ence
of
even
ts in
ast
ory
or p
lay
that
exp
lain
s th
e ac
tions
or
deci
sion
s of
spe
cifi
c ch
arac
ters
.
Ana
lyze
s th
e se
quen
tial o
rder
of
idea
sth
at le
ads
to a
n au
thor
's p
artic
ular
con
-cl
usio
ns.
Judg
es th
e ad
equa
cy o
f th
e se
quen
tial
orde
r of
idea
s; f
rom
gen
eral
to s
peci
fic;
from
kno
wn
to u
nkno
wn;
fro
m c
ause
toef
fect
; fro
m le
ast i
mpo
rtan
t to
mos
t im
-po
rtan
t, et
e.
Indu
stri
al A
rts:
Ana
lyze
s se
quen
ce o
fst
eps
in a
con
stru
ctio
n pr
ojec
t to
dete
r-m
ine
the
mos
t eco
nom
ic p
roce
dure
s.
Eva
luat
es th
e se
quen
ce o
f st
eps
to d
eter
-m
ine
clar
ity a
nd v
alid
ity in
rel
atio
n to
proj
ect,.
Scie
nce:
Eva
luat
es th
e se
quen
ce o
f st
eps
in a
n ex
peri
men
t as
a pr
edic
tor
of th
e ou
t-co
me.
Con
stru
cts
flow
cha
rt o
f an
exp
ek-i
-m
ent o
n th
e ba
sis
of th
e se
quen
ce o
fgi
ven
step
s.
Soci
al S
tudi
es: D
emon
stra
tes
unde
rsta
nd-
ing
of ti
me
sequ
ence
or
date
line
in r
ead-
ing
abou
t a p
artic
ular
eve
nt.
Iden
tifie
s sp
ecif
ic d
etai
ls in
cha
rts
orgr
aphs
as
they
rel
ate
to p
ortio
ns o
fas
sign
ed te
xts.
SKIL
LL
EV
EL
BL
EV
EL
CL
EV
EL
D
D. D
raw
ing
Infe
renc
esD
evel
ops
the
abili
ty to
pre
dict
out
-co
mes
of
even
ts a
nd a
ctio
ns o
fch
arac
ters
.
lang
uage
Art
s:R
eads
a s
impl
e st
ory
inth
e re
ader
and
dev
elop
s th
e ab
ility
tosu
pply
his
ow
n en
ding
by
draw
ing
api
ctur
e; d
evel
ops
the
abili
ty u
nder
tea-
cher
gui
danc
e to
pre
dict
com
ing
even
tsfr
om p
ictu
res
in h
is b
ook;
che
cks
pre-
dict
ions
by
read
ing
and
disc
ussi
ng th
est
ory;
dev
elop
s em
path
y fo
r th
e st
ory
char
acte
rs.
Scie
nce:
Rea
ds e
xper
ienc
e ch
arts
or
sim
ple
text
s ab
out m
agne
ts f
rom
whi
chhe
may
pre
dict
whi
ch o
f a
seri
es o
f ob
-je
cts
the
mag
net w
ill p
ick
up.
Soci
al S
tudi
es:
Pred
icts
out
com
es b
yvi
ewin
g fi
lmst
rips
and
gue
ssin
g w
hat t
hene
xt f
ram
e w
ill s
how
.
Rec
ogni
zes
caus
e an
d ef
fect
rel
a-tio
nshi
ps; d
evel
ops
the
abili
ty to
pick
mos
t log
ical
of
seve
ral g
iven
reas
ons
to p
redi
ct o
utco
mes
.
Lan
guag
e A
rts:
Use
s st
ory
and
pict
ure
cont
ent t
o in
terp
ret t
he m
otiv
es a
nd r
ea-
sons
for
the
feel
ings
of
stor
y ch
arac
ters
.
Scie
nce:
Atte
mpt
s to
pre
dict
the
effe
ctof
lack
of
wat
er o
n pl
ants
by
sele
ctin
gm
ost l
ogic
al a
mon
g se
vera
l rea
sons
giv
en.
Soci
al S
tudi
es: R
elat
es th
e qu
antit
y an
dva
riet
y of
foo
d in
mar
kets
and
sto
res
toth
e ea
se o
f tr
ansp
orta
tion.
Exp
ands
the
liter
al m
eani
ng o
f se
n-te
nces
to in
clud
e th
e im
plic
atio
ns.
Lan
guag
e A
rts:
Rea
ds f
or c
lues
that
tell
how
cha
ract
ers
look
, fee
l, ta
lk; r
ealiz
esth
e im
pact
of
actio
n w
ords
(su
ch a
s hu
r-ri
ed, d
ashe
d, c
rept
) an
d be
gins
to u
nder
-st
and
how
thes
e an
d ot
her
vivi
d w
ords
serv
e as
clu
es in
pre
dict
ing
even
ts.
Soci
al S
tudi
es:
Is g
uide
d by
thou
ght-
prov
okin
g qu
estio
ns to
mak
e in
fere
nces
abou
t the
val
ues
of p
eopl
e liv
ing
in d
if-
fere
nt c
ultu
res
arou
nd th
e w
orld
.
LE
VE
L E
LE
VE
L F
LE
VE
L G
LE
VE
L H
Con
tinue
sto
exp
and
the
liter
alm
eani
ng o
f m
ater
ial r
ead
to in
-cl
ude
impl
icat
ions
and
ram
ific
a-tio
ns.
Lan
guag
e A
rts:
Int
erpr
ets
figu
rativ
e la
n-gu
age
and
shad
es o
f hu
mor
in s
tori
es a
ndpo
ems,
e.g
., "T
he W
alru
s an
d th
e C
arpe
n-te
r" b
y L
ewis
Car
roll;
dem
onst
rate
s un
der-
stan
ding
of
char
acte
r tr
aits
by
port
rayi
ngch
arac
ter
in d
ram
atiz
atio
n, e
.g.,
Ben
jam
inFr
ankl
in.
Soci
al S
tudi
es: E
xpan
ds li
tera
l mea
ning
of s
ever
al s
ente
nces
to in
clud
e in
tend
edim
plic
atio
ns w
hen
read
ing
biog
raph
ies
offa
mou
s pe
ople
, e.g
.,H
is v
isio
n w
as m
agni
fice
nt, h
is e
ffec
tw
as f
ar-r
each
ing,
he
was
a m
anab
ove
all
men
.Y
et, n
one
coul
d ca
ll hi
m p
roud
.N
one
coul
d ca
ll hi
m s
elf-
seek
ing.
All
coul
d ca
ll hi
m f
rien
d.
Infe
rs th
e m
eani
ng o
f a
sim
ple
prov
-er
b or
max
im a
nd r
elat
es it
to h
isow
n ac
tiviti
es.
Lan
guag
e A
rts:
Dev
elop
s si
mpl
e pr
ov-
erbs
or
max
ims
from
cla
ssro
om a
ctiv
i-tie
s re
latin
g th
em to
wha
t he
has
read
.In
fers
the
mea
ning
of
"a s
titch
in ti
me
save
s ni
ne"
and
appl
ies
it to
doi
ng h
ome-
wor
k an
d pr
epar
ing
for
test
s.
In c
arry
ing
out c
lass
room
rou
tines
, fm
dsth
at it
is im
prac
tical
to h
ave
too
man
ype
ople
wor
king
at o
ne ta
sk a
nd m
ay s
ay:
"Too
man
y co
oks
spoi
l the
bro
th."
"If
you
wou
ld h
ave
som
ethi
ng d
one
wel
l, do
it y
ours
elf.
"
Soci
al S
tudi
es: S
ees
appl
icat
ions
in o
ut-
of-s
choo
l situ
atio
ns o
f pr
over
bs a
nd m
ax-
ims
lear
ned
in th
e cl
assr
oom
. May
de-
scri
be h
uman
rel
atio
ns w
ith:
"Do
unto
oth
ers"
; "T
urn
abou
t is
fair
play
"; "
Sauc
e fo
r th
e go
ose
is s
auce
for
the
gand
er."
Infe
rsre
latio
nshi
psno
tst
ated
.N
otes
cau
se a
nd e
ffec
t rel
atio
nshi
ps,
draw
s co
nclu
sion
s.
Soci
al S
tudi
es: R
eads
of
a sh
ippi
ng s
trik
ein
Eng
land
and
infe
rs p
roba
ble
effe
cts
rel-
ativ
e to
trav
el, f
ood,
trad
e, g
over
nmen
t,an
d th
e la
bor
mov
emen
t.
Mat
hem
atic
s: I
nfer
s re
latio
nshi
ps f
rom
agi
ven
prob
lem
.
Prob
lem
: The
per
imet
er: o
f a
squa
re is
4tim
es th
e le
ngth
of
its s
ides
. Wha
t is
true
of th
e sq
uare
and
its
rela
tions
hip
to th
esi
des? 1.
Quo
tient
of
the
peri
met
er d
ivid
edby
one
of
its s
ides
is a
con
stan
t (4)
.2.
Len
gth
of a
sid
e is
alw
ays
1/4
the
leng
th o
f its
per
imet
er.
Dev
elop
s in
fere
ntia
l ski
lls to
new
leve
l of
refm
emen
t with
incr
eas-
ingl
y co
mpl
ex m
ater
ial.
Lan
guag
e A
rts:
Infe
rs r
elat
ions
hip
be-
twee
n pe
ople
fro
m s
tate
men
t suc
h as
:Sh
e re
ceiv
ed h
im w
ith a
cur
t gre
et-
ing.
Soci
al S
tudi
es: D
raw
s co
rrec
t inf
eren
cefr
om u
se o
f m
etap
hori
cal e
xpre
ssio
ns in
com
mon
usa
ge:
Exa
mpl
e: "
the
Col
d W
ar,"
"th
e Ir
on C
ur-
tain
," "
The
cra
dle
of c
ivili
zatio
n."
Rec
ogni
zes
logi
cal f
alla
cies
.
Lan
guag
e A
rts
and
Soci
al S
tudi
es: I
dent
i-fi
es in
spe
eche
s, p
oliti
cal c
omm
enta
ries
,an
d th
e lik
e, th
e fo
llow
ing
area
s in
whi
chlo
gica
l fal
laci
es f
requ
ently
occ
ur:
caus
e an
d ef
fect
: If
B o
ccur
s af
ter
A, t
hen
A m
ust h
ave
caus
ed B
.A
stro
logy
, hum
an a
nd a
nim
al s
acri
fice
,m
any
adve
rtis
ing
clai
ms
have
bee
nba
sed
on th
is f
alla
cy. (
Not
e th
at A
and
B m
ay b
e re
late
d ca
usal
ly to
an
exte
nt.)
fals
e an
alog
ies:
Exa
gger
atin
g si
mila
ritie
san
d ig
nori
ng o
r pl
ayin
g do
wn
diff
er-
ence
s be
twee
n th
ings
. "W
hat g
ood
ispu
tting
up
a lin
e L
,f r
adar
sta
tions
arou
nd th
e co
untr
y w
hen
the
Gre
atW
all o
f C
hina
and
the
Mag
inot
Lin
e of
Fran
ce d
idn'
t wor
k?"
'31
./*
MA
IN T
HO
UG
HT
Dev
elop
s th
e un
ders
tand
ing
that
ase
ries
of
conn
ecte
d se
nten
ces
(apa
ragr
aph)
con
tain
s a
sing
le m
ain
thou
ght
whi
ch(a
tth
isle
vel)
gene
rally
app
ears
at t
he b
egin
ning
of
a pa
ragr
aph.
Con
com
itant
Dev
elop
men
t of
the
Com
preh
ensi
on S
kills
The
fol
low
ing
illus
trat
ions
are
des
igne
d to
sho
w th
e co
ncom
itant
dev
elop
men
tof
the
com
preh
ensi
on s
kills
. The
com
preh
ensi
on s
kills
mai
n th
ough
t, de
tails
,se
quen
ce, i
nfer
ence
are
deve
lope
d in
depe
nden
tly o
f on
e an
othe
r in
this
illu
stra
-tio
n.A
ll, h
owev
er, m
ay b
e de
velo
ped
in r
elat
ion
to th
e sa
me
para
grap
h. T
hete
ache
r m
ay u
se th
e sa
me
mat
eria
l to
deve
lop
any
one
of th
e sk
ills
or to
rev
iew
all o
f th
e sk
ills.
LE
VE
L B
The
fir
st e
xam
ple,
at L
evel
B, i
s ba
sed
upon
an
expe
rien
ce c
hart
.
Pare
nts
wor
k in
man
y w
ays
to m
ake
mon
ey.
Mar
k's
fath
er d
rive
s a
truc
k.
Car
men
's m
othe
r is
a s
ales
lady
.
Joe'
s m
othe
r is
a te
ache
r.
DE
TA
ILS
Dev
elop
s th
e un
ders
tand
ing
that
ase
ries
of
conn
ecte
d se
nten
ces
(apa
ragr
aph)
con
tain
s de
tails
whi
char
e re
late
d to
one
oth
er a
nd to
the
mai
n th
ough
t.
1
SEQ
UE
NC
E
Dev
elop
s th
e un
ders
tand
ing
that
ase
ries
of
even
ts o
ccur
ring
with
in o
neep
isod
e m
aybe
ord
ered
seq
uent
ially
.
INFE
RE
NC
E
Dev
elop
s th
e un
ders
tand
ing
that
com
preh
ensi
on o
ften
req
uire
s th
ere
ader
to g
o be
yond
the
liter
alco
mpr
ehen
sion
of
a se
lect
ion
and
to're
ad b
etw
een
the
lines
.'
Wha
t wou
ld b
e a
good
title
for
this
cha
rt?
How
man
y di
ffer
ent t
ypes
of
wor
k ar
eW
hose
par
ent w
as n
amed
fir
st?
Whi
chD
o th
e fa
ther
s w
ork
indo
ors
or o
ut?
men
tione
d?se
nten
ce te
lls a
bout
the
teac
her?
zM
AIN
TH
OU
GH
T
Dev
elop
s th
e un
ders
tand
ing
that
ase
ries
of
conn
ecte
d se
nten
ces
(apa
ragr
aph)
con
tain
s a
sing
le m
ain
thou
ght w
hich
may
(at
this
leve
l)ap
pear
at t
he b
egin
ning
, mid
dle,
end
of a
par
agra
ph.
Wha
t is
the
mai
n th
ough
t and
whe
re is
itfo
und?
In r
_.:le
r to
ans
wer
this
que
stio
n, th
ere
ader
mus
t
Con
com
itant
Dev
elop
men
t of
the
Com
preh
ensi
on S
kills
LE
VE
L F
The
noi
se o
f bu
ildin
g co
nstr
uctio
n is
oft
en d
eafe
ning
.T
he f
umes
of
auto
mob
ileex
haus
ts a
re s
uffo
catin
g. C
row
ded
subw
ays
and
stor
es a
rebo
ne-c
rush
ing.
All
in
all,
livin
g in
the
city
has
man
y di
sadv
anta
ges.
It t
akes
ace
rtai
n ty
pe o
f pe
rson
tobe
a c
ity d
wel
ler
and
a pe
culia
r ty
pe to
be
a N
ew Y
orke
r.
DE
TA
ILS
Dev
elop
s th
e un
ders
tand
ing
that
ase
ries
of
conn
ecte
d se
nten
ces
(apa
ragr
aph)
con
tain
s de
tails
whi
char
e re
late
d to
one
ano
ther
and
toth
e m
ain
thou
ght.
Whi
ch d
etai
ls in
this
par
agra
ph a
re r
elat
edto
the
mai
n th
ough
t? W
hich
are
not
?
Rea
d th
roug
h th
e de
tails
of
the
para
grap
hre
latin
g th
em to
one
ano
ther
and
to w
hat
has
tent
ativ
ely
been
sel
ecte
d as
the
mai
nid
ea.
SEQ
UE
NC
E
Dev
elop
s th
e un
ders
tand
ing
that
ase
ries
of
even
ts o
ccur
ring
with
in o
neep
isod
e m
aybe
ord
ered
seq
uent
ially
.
In w
hat o
rder
are
the
deta
ils w
hich
sup
port
the
mai
n id
ea s
tate
d?
Not
e th
e se
quen
ce o
f pr
esen
tatio
n of
fac
tsle
adin
g up
toth
eco
nclu
sion
(m
ain
thou
ght)
.
INFE
RE
NC
E
Dev
elop
s th
e un
ders
tand
ing
that
com
preh
ensi
on o
ften
req
uire
s th
ere
ader
to g
o be
yond
the
liter
alco
mpr
ehen
sion
of
a se
lect
ion
and
to're
ad b
etw
een
the
lines
.'
Wha
t kin
d of
per
son
does
it ta
ke to
live
in a
big
city
like
New
Yor
k?
Det
erm
ine
the
caus
es th
at le
ad u
p to
the
effe
ct (
mai
n th
ough
t).
Dis
tingu
ish
be-
twee
n re
leva
nt a
nd ir
rele
vant
det
ails
.
33
SKIL
LL
EV
EL
BL
EV
EL
CL
EV
EL
D
E.
Cri
tical
Rea
ding
I. D
istin
guis
hing
Bet
wee
nFa
ct a
nd O
pini
on
Eva
luat
es (
in th
e lig
ht o
f hi
s ow
nex
peri
ence
s)in
cide
nts
or s
tate
-m
ents
in m
ater
ial r
ead
indi
vidu
ally
or b
y th
e te
ache
r.
Lan
guag
e A
rts:
Aft
er li
sten
ing
to s
tori
es,
answ
ers
such
que
stio
ns a
s:W
hy d
o yo
u th
ink
I re
ad th
is s
tory
?D
o yo
u th
ink
it w
as f
air
for
?
Wha
t did
the
boy
do?
Wha
t do
you
thin
k th
e bo
y sh
ould
hav
edo
ne?
Soci
al S
tudi
es: A
fter
rea
crtn
g ex
peri
ence
char
ts c
onne
cted
with
topi
c, W
orke
rs in
Our
Com
mun
ity, a
nsw
ers
such
que
stio
nsas
:W
hich
wor
ker
wou
ld y
ou w
ant t
o be
?W
hy?
Whi
ch jo
b co
uld
you
do b
est a
fter
read
ing
this
sto
ry?
Rec
ogni
zes
diff
eren
cebe
twee
n"t
hink
ing"
and
"kn
owin
g."
Lan
guag
e A
rts:
Aft
er r
eadi
ng s
tory
abo
utan
air
plan
e, d
eter
min
es w
heth
er it
giv
esfa
ctua
l inf
orm
atio
n on
tran
spor
tatio
n.
Mat
hem
atic
s: S
how
s tw
o ca
ndy
bars
;as
ks f
or o
pini
on a
s to
cos
t of
bar.
Has
pupi
ls r
ead
cand
y w
rapp
er w
hich
giv
espr
ice.
Scie
nce:
Chi
ld te
lls w
hat h
e th
inks
are
the
eatin
g ha
bits
of
the
beav
er. R
eads
sim
ple
fact
ual m
ater
ial o
n th
e be
aver
. Com
pare
sw
hat h
e th
ough
t with
wha
t he
has
just
read
.
Eva
luat
es m
ater
ial r
ead
to d
istin
-gu
ish
betw
een
fact
and
opi
nion
and
toar
rive
at lo
gica
lco
nclu
sion
s.
Scie
nce:
Rec
ogni
zes
wor
ds th
at im
ply
opin
ion
as d
istin
guis
hed
from
fac
t, e.
g.,
It is
bel
ieve
d th
at m
an m
ay li
ve o
n th
em
oon
in y
ears
to c
ome.
(op
inio
n)vs
.M
an is
pra
ctic
ing
to s
urvi
ve in
spa
cew
ith th
e m
oon
as h
is f
utur
e de
stin
atio
n.(f
act)
Soci
al S
tudi
es: A
fter
rea
ding
abo
ut d
if-
fere
nt c
ultu
res
from
a v
arie
ty o
f so
urce
s,ev
alua
tes
the
valid
ity o
f in
form
atio
n an
dco
mes
to th
e co
nclu
sion
that
in m
any
re-
spec
ts p
eopl
e ar
e th
e sa
me
in th
ese
cul-
ture
s, e
.g.,
all h
ave
scho
ols
of o
ne ty
pe o
ran
othe
r w
hich
are
sim
ilar
in s
ome
resp
ects
(suc
h as
. ..)
and
dif
fere
nt in
oth
ers
(suc
has
...)
.
LE
VE
L E
LE
VE
L F
LE
VE
L G
LE
VE
L H
Dev
elop
s th
e ab
ility
to e
valu
ate
mat
eria
l cri
tical
ly f
or a
utho
r's p
oint
ofvi
ew,
purp
ose;
dist
ingu
ishe
sbe
twee
n th
e re
leva
nt a
nd th
e ir
rel-
evan
t.
Scie
nce:
Dis
cuss
es a
utho
r's p
urpo
se in
wri
ting
a bo
ok. I
s he
dis
tort
ing
the
fact
s in
ord
er to
ent
erta
in o
r ar
e th
esc
ient
ific
fac
ts c
orre
ct?
Mat
hem
atic
s:Se
lect
s re
leva
nt f
acts
in a
prob
lem
, e.g
. Joe
, who
is 8
yea
rs o
ld, h
itth
e ta
rget
13
times
. Saa
, who
is 1
2, h
it th
eta
rget
27
times
. How
man
y tim
es w
as th
eta
rget
hit?
Use
s cl
ue w
ords
to f
ind
sour
ces
of in
form
atio
n in
new
s re
port
s,ed
itori
als,
pam
phle
ts, e
tc.
Eva
luat
es s
ourc
es to
det
erm
ine
prob
-ab
le p
oint
of
view
.
Eva
luat
es s
ourc
es f
or v
alid
ity a
ndre
liabi
lity.
Soci
al S
tudi
es: R
eads
the
new
spap
ers
and
activ
ely
note
s th
e cl
ue w
ords
that
som
e-tim
es g
ive
an in
dica
tion
of s
ourc
es, o
rdi
ffer
entia
tes
betw
een
fact
and
opi
nion
.L
ooks
for
exp
ress
ions
suc
h as
:In
my
opin
ion
An
auth
orita
tive
sour
ce s
tate
sA
usu
ally
rel
iabl
e so
urce
sta
tes
The
Sta
te D
epar
tmen
t sta
tes
The
Uni
ted
Pres
s st
ates
Scie
nce:
Loo
ks f
or th
e so
urce
s of
sci
en-
tific
sta
tem
ents
in a
dver
tisin
g:Sc
ient
ific
test
s sh
ow th
at X
toot
hpas
te p
reve
nts
cavi
ties.
(B
utw
hich
test
s?)
Peop
le w
ho k
now
cof
fee
know
that
X b
rand
buy
s ra
re b
eans
.
Eva
luat
esso
urce
sto
dete
rmin
epr
obab
le p
oint
of
view
.
Soci
al S
tudi
es:
Bec
omes
aw
are
of a
ndev
alua
tes
effe
ct o
f sl
ant d
ue to
:pr
evai
ling
view
s of
tim
e pe
riod
in w
hich
the
sele
ctio
n w
as w
rit!
'npr
evai
ling
loca
l or
regi
onal
vie
ws
of th
ear
ea in
whi
ch th
e au
thor
live
dph
iloso
phic
al v
iew
s an
d co
nvic
tions
of
the
auth
or
Scie
nce:
Exa
min
es c
onfl
ictin
g st
atem
ents
on, f
or e
xam
ple,
flu
orid
atio
n an
d tr
ies
tode
term
ine
rela
tive
cons
iste
ncy
of id
eas
ofa
part
icul
ar s
ourc
e.
Wat
ches
for
uni
dent
ifie
d so
urce
san
d va
gue
gene
raliz
atio
ns.
Lan
guag
e A
rts
and
Soci
al S
tudi
es: L
earn
sto
rec
ogni
ze a
nd in
terp
ret s
tock
exp
res-
sion
s, s
uch
as "
The
y sa
y th
at."
or
"It's
know
n th
at ..
.", w
hich
fre
quen
tly s
igna
lop
inio
n ra
ther
than
fac
t.
Che
cks
to s
ee w
heth
er c
oncl
usio
ns o
r ge
n-er
aliz
atio
ns a
re s
uppo
rted
by
adeq
uate
evid
ence
.
Rec
ogni
zes
shor
tcom
ings
of
stat
emen
tsth
at c
anno
t be
veri
fied
.
Que
stio
ns g
ener
aliz
atio
ns, e
spec
ially
thos
eth
at a
re th
e re
sult
of f
aulty
logi
c.
Rec
ogni
zes
the
devi
ces
to s
lant
sta
te-
men
ts. (
See
Rec
ogni
zing
Pro
paga
nda
Tec
h-ni
ques
.)
Soci
al S
tudi
es: E
xam
ines
pas
sage
s E
som
new
spap
ers,
per
iodi
cals
, and
text
book
san
d an
alyz
es w
heth
er th
ey a
re s
tate
-m
ents
of
fact
or
opin
ion.
Dev
elop
s ob
ject
ive
crite
ria
for
judg
ing
whe
ther
a s
tate
men
t is
fact
or
opin
ion
ortr
ue o
r un
true
(un
prov
ed).
See
ks a
utho
ri-
tativ
e so
urce
s of
info
rmat
ion.
Scie
nce:
Con
duct
s ex
peri
men
ts a
nd a
naly
-ze
s to
sep
arat
e th
e fa
cts
from
mer
e ex
-pr
essi
ons.
Per
form
s tim
ed e
xper
imen
t in
orga
nizi
ng a
nd c
lass
ifyi
ng s
imila
r to
the
one
desc
ribe
d on
pag
e 47
of
Rea
ding
inth
e Su
bjec
t Are
as: G
rade
s 7,
8, 9
.
SKIL
LL
EV
EL
BL
EV
EL
CL
EV
EL
D
Cri
tical
Rea
ding
( c
ontin
ued)
2.U
sing
Log
ical
Rea
soni
ngto
Rec
ogni
ze S
ales
and
Prop
agan
da T
echn
ique
,
Beg
ins
to r
ecog
nize
"sa
les"
tech
-ni
ques
.
Lan
guag
e A
rts:
Lis
tens
to a
nd r
eads
TV
com
mer
cial
s; c
ompa
res
clai
ms
with
ac-
tual
item
whe
n re
ceiv
ed.
Hea
lth E
duca
tion:
Rec
ogni
zes
diff
eren
cebe
twee
n cl
aim
rea
d on
cer
eal b
ox a
ndac
tual
eff
ect o
f ce
real
.
Ext
ends
reco
gniti
onof
"sal
es"
tech
niqu
es to
oth
er r
eadi
ng m
a-te
rial
s.
Lan
guag
e A
rts:
Rea
ds a
dver
tisem
ent a
ndco
mpa
res
clai
ms
with
ow
n ex
peri
ence
,e.
g., B
oys
run
fast
er w
hen
they
wea
r. .
.sn
eake
rs.
Soci
al S
tudi
es: R
eads
adv
ertis
emen
t for
fam
iliar
map
gam
e. C
ompa
res
clai
med
prog
ress
in s
tudy
ski
lls w
ith a
ctua
l gai
nex
peri
ence
d.
LE
VE
L E
LE
VE
L F
LE
VE
L G
LE
VE
L H
Con
tinue
s to
be
aler
t to
the
"ban
d-w
agon
" ap
proa
ch.
Lan
guag
e A
rts:
Rea
ds tr
avel
fol
ders
and
ad s
ectio
n of
new
spap
er. A
naly
zes
such
stat
emen
ts a
s: I
f yo
u're
the
only
one
inyo
ur g
roup
who
has
n't b
een
to .
.. ,
you
mus
t pla
n to
go
now
. Eve
ry s
choo
l gir
lne
eds
a.
.. p
enfo
r be
tter
wri
ting.
Do
you
have
one
?
Soci
al S
tudi
es: R
eads
art
icle
s in
mag
a-zi
nes
and
new
spap
ers
whi
ch u
rge
or c
on-
done
spe
cifi
c be
havi
or, e
.g.,
exag
gera
ted
clai
ms
of in
jury
in a
n ac
cide
nt, o
n th
eba
sis
of "
com
mon
pra
ctic
e."
Scie
nce
and
Hea
lth: R
eads
dif
fere
nt p
oint
sof
vie
w o
n to
pics
suc
h as
air
pol
lutio
n,fl
uori
de in
dri
nkin
g w
ater
. Rec
ogni
zes
use
of s
uch
wor
ds a
s pe
ople
bel
ieve
, eve
ryon
ekn
ows
to s
uppo
rt o
ppos
ite p
oint
s of
view
.
Is a
ble
to r
ecog
nize
sla
nt, b
ias,
and
prop
agan
da.
Soci
al S
tudi
es: R
ecog
nize
s th
e us
e of
the
polit
ical
slo
gan
"Van
, Van
is a
use
d up
man
.""D
FVa
tired
old
man
."
Rec
ogni
zes
the
use
of p
atri
otic
slo
gans
"Rem
embe
r th
e A
lam
o."
Hea
lth E
duca
tion:
Rec
ogni
zes
card
sta
ck-
ing:
Bru
shle
ss to
othp
aste
tast
es b
ette
r an
d re
-su
lts in
few
er c
aviti
es. (
Tas
tes
bette
r th
an.
.. .
wha
t?)
Res
ults
in f
ewer
cav
ities
. (T
han
wha
t?)
Rec
ogni
zes
slan
ting
and
load
edw
ords
.
Soci
al S
tudi
esC
urre
nt E
vent
s: C
olle
cts
and
exam
ines
edi
tori
als
on th
e sa
me
topi
cfr
om p
ublic
atio
ns o
f op
posi
ng v
iew
s.
Com
pare
s th
e pr
o an
d co
n le
tters
re-
ceiv
ed b
y ne
wsp
aper
s an
d m
agaz
ines
on
curr
ent i
ssue
s an
d ha
ppen
ings
.
Com
pare
s hi
s ow
n im
pres
sion
s of
an
even
t with
a s
ubse
quen
t new
spap
er a
c-co
unt o
f it.
Det
ects
sla
nt in
man
y fo
rms
of c
om-
mun
icat
ion:
In R
epor
ting:
quot
atio
ns g
iven
out
of
cont
ext
fact
s si
fted
and
onl
y th
ose
whi
chsu
ppor
t a p
artic
ular
vie
w a
re u
sed
mis
lead
ing
head
lines
col
or a
sub
sequ
ent
stor
yun
veri
fied
sta
tem
ents
mad
e w
ith th
ose
that
are
ver
ifie
d
In E
dito
rial
s:in
valid
use
of
stat
istic
s, s
tudi
es, p
olls
unw
arra
nted
aut
hori
ty in
vest
ed in
sour
ces
(It m
ust b
e tr
ue; i
t's in
the
Con
gres
sion
al R
ecor
d)es
tabl
ishi
ng g
uilt
by a
ssoc
iatio
n or
innu
endo
Scie
nce:
Mak
esju
dgm
ents
such
as"a
tom
ic te
stin
g ha
s ha
d lit
tle o
r no
eff
ect
on th
e w
eath
er."
Who
is b
est q
ualif
ied
to m
ake
this
judg
-m
ent?
You
, or
a.a
dire
ctor
of
the
wea
ther
bur
eau
b.pr
esid
ent o
f a
bird
wat
cher
clu
bc.
prof
esso
r of
Am
eric
an g
over
nmen
t?
Exp
ands
and
ref
ines
the
abili
ty to
reco
gniz
e sl
antin
g an
d us
e of
load
-ed
wor
ds; w
eigh
s ev
iden
cepr
e-se
nted
.
Lan
guag
e A
rts
and
Soci
al S
tudi
es: R
ecog
-ni
zes,
iden
tifie
s, a
nd c
olle
cts
mul
tiple
ex-
ampl
es o
f pr
opag
anda
of
the
follo
win
gty
pes:
nam
e ca
lling
:"w
ell-
mea
ning
inco
mpe
-te
nt";
"do
-goo
der"
glitt
erin
g ge
nera
lity:
"O
urs
is th
e pa
rty
of th
e pe
ople
."un
supp
orte
d st
atem
ent:
"It i
s w
ell k
now
nth
at ..
.." "
Scie
ntis
ts a
gree
...."
test
imon
ial:
"Geo
rge
Was
hing
ton
slep
the
re."
plai
n fo
lks:
"I'm
one
of
you
folk
s, b
orn
and
rais
ed in
thes
e m
ount
ains
."th
e bi
g lie
: Nor
th K
orea
, whi
le in
vadi
ngSo
uth
Kor
ea, s
ays,
"So
uth
Kor
ea is
atta
ckin
g us
."in
com
plet
e tr
uth:
"T
he r
evie
w s
aid
that
it's
deva
stat
ing.
"(C
ompl
ete
trut
h:"d
evas
tatin
g in
its
dulln
ess"
)un
veri
fied
sta
tem
ent:
"Nin
e :n
it of
ten
teen
ager
s ex
pres
s ap
prov
al."
faul
ty in
terp
reta
tion:
"Is
n't i
t app
allin
gth
at h
alf
the
stud
ents
in th
e U
nite
dSt
ates
are
bel
nw a
vera
ge o
n st
anda
rd-
ized
rea
ding
test
s?"
(By
defi
nitio
n, th
em
edia
n is
the
poin
t at w
hich
hal
f ar
eab
ove
and
half
are
bel
ow.)
37
SKIL
LL
EV
EL
BL
EV
EL
CL
EV
EL
D
Ill.
DE
VE
LO
PIN
G W
OR
K-S
TU
DY
SK
ILL
S
A. F
ollo
win
g D
irec
tions
Follo
ws
oral
dire
ctio
ns g
iven
inun
inte
rrup
ted
sequ
ence
;fo
llow
ssi
mpl
e di
rect
ions
inde
pend
ently
.
Gai
ns in
depe
nden
ce in
fol
low
ing
sim
ple
prin
ted
dire
ctio
ns in
pra
c-tic
e m
ater
ials
.
Art
: Fol
low
s di
rect
ions
on
char
t, e.
g.,
Mat
hem
atic
s: U
ses
dire
ctio
ns in
ord
er to
Mak
ing
Lea
f Pi
ctur
es1.
Col
lect
leav
es.
2. P
aste
leav
es o
n pa
per.
3. A
dd li
nes
in c
rayo
n.4.
Wri
te a
title
.
Scie
nce:
Fol
low
s or
al d
irec
tions
and
/or
expe
rien
ce c
hart
s in
not
ing
effe
cts
ofex
trem
e co
ld o
n w
ater
.
Lan
guag
e A
rts:
Rea
ds d
irec
tions
to c
om-
plet
e ac
tiviti
es s
uch
as: D
raw
a b
ox. P
uta
ball
on it
. Col
or th
e ba
ll gr
een.
Soci
al S
tudi
es: R
eads
dir
ectio
ns o
n ch
art
of C
lass
room
Hel
pers
in o
rder
to c
arry
out a
task
.
carr
y ou
t pro
cess
req
uire
d,e.
g.,
add,
subt
ract
, fin
d th
e ne
xt n
umbe
r.
Lan
guag
e A
rts:
Rea
ds a
nd f
ollo
ws
dire
c-tio
ns c
onne
cted
with
inde
pend
ent a
ctiv
i-tie
s in
wor
kboo
ks, e
.g.,
draw
a li
ne f
rom
to; d
raw
a c
ircl
e ar
ound
; etc
.
Soci
al S
tudi
es: R
eads
and
fol
low
s di
fec-
tions
in o
rder
to ta
ke a
trip
by
subw
ay to
a N
ew Y
ork
City
poi
nt o
f in
tere
st.
Dev
elop
s th
e ab
ility
to o
bser
ve a
spec
ific
pat
tern
in f
ollo
win
g di
rec-
tions
; rea
ds e
ntir
e pr
oble
m f
or g
en-
eral
idea
, rer
eads
to n
ote
spec
ific
step
s to
be
take
n, c
arri
es o
ut s
teps
,re
ads
prob
lem
aga
in to
insu
re a
llst
eps
wer
e fu
lly c
arri
ed o
ut.
Mat
hem
atic
s: A
pplie
s ab
ove
skill
to e
x-er
cise
req
uiri
ng p
robl
em s
olvi
ng r
athe
rth
an s
impl
e co
mpu
tatio
n.
Scie
nce:
Fol
low
s ab
ove
step
s in
car
ryin
gou
t or
prep
arin
g an
exp
erim
ent,
e.g.
,H
ow to
Mak
e B
ottle
Whi
stle
s.
Soci
al S
tudi
es: O
bser
ves
abov
e st
eps
inco
nstr
uctin
g m
aps
or e
xhib
its in
con
nec-
tion
with
cul
min
atin
g ac
tivity
for
Cul
-tu
res
Aro
und
the
Wor
ld.
LE
VE
L E
Ext
ends
the
abili
ty to
fol
low
in-
depe
nden
tly p
reci
se, w
ritte
n di
rec-
tions
.
Scie
nce:
Wor
ks o
n in
depe
nden
t pro
ject
san
d ex
peri
men
ts, e
.g.,
prep
arin
g te
mpe
ra-
ture
cha
rt.
Mat
hem
atic
s: W
orks
out
pro
blem
s in
volv
-in
g m
ore
than
one
pro
cess
, e.g
., T
om a
ndC
arlo
s ar
e co
llect
ing
bottl
e ca
ps. O
n th
efi
rst d
ay th
ey e
acn
colle
ct 5
. On
the
seco
nd d
ay, T
om g
ets
2 an
d C
arlo
s ge
tstw
ice
as m
any.
How
man
y ca
ps d
o th
eyha
ve?
Lan
guag
e A
rts:
Rea
ds a
nd c
ompl
etes
teac
her-
cons
truc
ted
puzz
les
and
fmds
the
corr
ect s
olut
ion.
Fills
out
for
ms
such
as
head
ing
in s
tand
-ar
dize
d te
st f
orm
, ope
ning
a b
ank
acco
unt,
etc.
Soci
al S
tudi
es: F
ollo
ws
wri
ting
dire
ctio
nsfo
r co
nstr
uctin
g a
time
line,
e.g
., M
anW
ho M
ade
Am
eric
a G
row
.
EV
EL
FL
EV
EL
GL
EV
EL
H
Mas
ters
the
art o
f fo
llow
ing
dire
c-tio
ns b
y re
fmin
g th
e us
e of
a g
uide
,su
ch a
s th
e fo
llow
ing:
Rea
d th
e tit
le.
Rea
d al
l the
dir
ectio
ns.
Cir
cle
the
key
wor
ds a
nd s
peci
fic
step
s.Fo
llow
ste
p by
ste
p.R
erea
d di
rect
ions
and
che
ck f
orac
cura
cy.
Soci
al S
tudi
es: F
ills
in q
uest
ionn
aire
for
mfo
r cl
assm
ate'
s su
rvey
of
opin
ion,
fol
low
-in
g pr
inte
d di
rect
ions
.
Scie
nce:
Rea
ds e
ntir
e se
lect
ion
prep
ara-
tory
to p
erfo
rmin
g an
exp
erim
ent.
Enc
ir-
cles
key
wor
ds a
nd p
hras
es; g
athe
rs n
ec-
essa
ry m
ater
ials
; det
erm
ines
exa
ct s
e-qu
ence
of
step
s, n
umbe
ring
it in
text
, and
then
doe
s ex
peri
men
t. Fi
nally
che
cks
re-
sults
aga
inst
sta
ted
aim
s or
pur
pose
.
Follo
ws
com
plex
dir
ectio
ns:
Rea
d th
e tit
le.
Rea
d al
l the
dir
ectio
ns a
nd d
ia-
gram
s ca
refu
lly f
or th
e ov
eral
lpi
ctur
e.L
ook
up u
nkno
wn
wor
ds.
Follo
w th
e st
eps
one
by o
ne a
ndre
late
eac
h st
ep to
the
fina
lgo
al.
Che
ck.
Indu
stri
al A
rts:
Fol
low
s di
rect
ions
for
mak
ing
a m
odel
whe
re h
e ne
eds
to g
ofr
om d
iagr
am to
pri
nted
dir
ectio
ns a
ndvi
ce v
ersa
fre
quen
tly f
or m
ore
expl
icit
info
rmat
ion
and
as a
che
ck a
gain
st h
im-
self
thro
ugho
ut.
Gui
danc
e: F
ollo
ws
dire
ctio
ns f
or f
illin
gou
t an
appl
icat
ion
for
a po
sitio
n; f
ollo
ws
dire
ctio
ns f
or w
ritin
g a
lette
r re
ques
ting
a le
tter
of r
ecom
men
datio
n.
Ext
ends
the
abili
ty to
fol
low
dir
ec-
tions
to s
ituat
ions
that
ref
lect
Lea
lne
eds
in th
e ou
tsid
e w
orld
.
Voc
atio
nal a
nd C
aree
r G
uida
nce:
Prep
ares
com
plic
ated
app
licat
ions
and
form
s (f
or c
olle
ge a
dmis
sion
and
em
ploy
-m
ent)
in w
hich
he
aim
s fo
r co
mpl
ete
accu
racy
and
rel
evan
ce o
f in
form
atio
n.
Mat
hem
atic
s: A
pplie
s kn
owle
dge
of th
eo-
rem
s an
d po
stul
ates
to g
iven
dat
a fo
r th
epu
rpos
e of
wor
king
out
alte
rnat
e so
lu-
tions
to a
pro
blem
.
Scie
nce:
Fol
low
s di
rect
ions
for
mak
ing
a ho
me
com
pass
with
the
use
of w
rist
wat
ch a
nd a
nsw
ers
prac
tical
que
stio
ns r
e-ga
rdin
g co
mpa
ss d
irec
tions
acc
urat
ely.
39
SKIL
LL
EV
EL
BL
EV
EL
CL
EV
EL
D
B. L
ocat
ing
Info
rmat
ion
Not
e:In
this
bul
letin
loca
ting
info
rmat
ion
is c
onfm
ed to
info
r-m
atio
n in
pri
nted
mat
eria
ls. T
hete
ache
r sh
ould
be
awar
e of
and
use
othe
r so
urce
s, s
uch
as a
udio
-vi
sual
, fir
stha
nd e
xper
ienc
es, e
tc.
Bec
omes
aw
are
of v
ario
us s
ourc
esof
info
rmat
ion;
und
erst
ands
the
use
of th
e ta
ble
of c
onte
nts;
use
s al
pha-
betic
al s
eque
nce
in lo
catin
g in
for-
mat
ion.
Lan
guag
e A
rts:
Use
s kn
owle
dge
of a
lpha
-be
tical
seq
uenc
e an
d re
latio
nshi
p be
twee
nca
pita
l and
sm
all l
ette
rs to
loca
te w
ords
in p
ictu
re d
ictio
nary
, e.g
., M
othe
r, c
arry
,ho
t, C
hris
tmas
, etc
.
Soci
al S
tudi
es: D
evel
ops
expe
rien
ce c
hart
with
teac
her.
How
We
Will
Fin
d O
utW
e w
ill a
sk o
ur p
aren
ts.
We
will
look
1-b
r pi
ctur
es.
We
will
look
for
boo
ks.
We
will
wat
ch T
V.
Scie
nce:
Use
s ta
ble
of c
onte
nts
unde
rte
ache
r di
rect
ion
to lo
cate
spe
cifi
c tit
lean
d pa
ge o
n w
hich
a s
tory
sta
rts,
e.g
.,"A
Win
dy D
ay."
Gen
eral
: Bec
omes
aw
are
of v
ario
us ty
pes
of b
ooks
, i.e
., re
ader
s, s
cien
ce b
ooks
, pic
-tu
re d
ictio
nari
es, c
onte
nt a
rea
pict
ure
b oo
ks.
Mas
ters
cor
rect
seq
uenc
e of
the
alph
abet
and
alp
habe
tical
ord
er b
yse
cond
lette
r; b
egin
s to
use
libr
ary
as a
sou
rce
of in
form
atio
n; u
ses
tabl
e of
con
tent
s in
depe
nden
tly.
Lan
guag
e A
rts:
Use
s sp
ellin
g lis
t and
pict
ure
dict
iona
ry a
s a
refe
renc
e fo
r th
eco
rrec
t spe
lling
of
wor
ds; a
rran
ges
wor
dsin
alp
habe
tical
ord
er b
y th
e fi
rst t
wo
lette
rs.
Soci
al S
tudi
es: U
ses
tabl
e of
con
tent
sin
depe
nden
tly to
loca
te s
tori
es, p
ages
on
Wor
kers
in O
ur C
ity.
Scie
nce:
Bri
ngs
to c
lass
boo
ks f
rom
the
loca
l lib
rary
con
nect
ed w
ith th
e to
pic.
Tim
my
and
the
Tin
-Can
Tel
epho
neSo
unds
Al I
Aro
und
Tru
e B
ook
of S
ound
s W
e H
ear
Bec
omes
aw
are
that
info
rmat
ion
may
be
foun
d in
man
y ty
pes
ofpr
inte
d m
ater
ials
; beg
ins
to d
evel
opsk
ill in
dec
idin
g w
hich
ref
eren
ce to
use
to f
ind
spec
ific
info
rmat
ion;
ex-
tend
s di
ctio
nary
ski
lls.
Lan
guag
e A
rts:
Use
s kn
owle
dge
of a
lpha
-be
tical
seq
uenc
e to
det
erm
ine
the
righ
tse
ctio
n of
the
dict
iona
ry f
or lo
catin
gw
ords
; beg
ins
to u
se th
e di
ctio
nary
for
ref
-er
ence
and
is a
war
e th
at o
ne w
ord
may
have
sev
eral
mea
ning
s, e
.g.,
note
to s
ee,
nota
tion
on th
e st
aff,
sho
rt le
tter.
Scie
nce:
Use
s th
e gu
ide
wor
ds a
t the
top
of th
e pa
ge in
dic
tiona
ry to
fin
d a
spec
ific
wor
d re
late
d to
the
topi
c un
der
stud
y.
Soci
al S
tudi
es: E
valu
ates
var
ious
sou
rces
read
er, t
rade
boo
k, te
xtbo
ok, d
ictio
nary
as s
ourc
es o
f in
form
atio
n on
topi
c un
der
stud
y.
LE
VE
L E
LE
VE
L F
LE
VE
L G
LE
VE
L H
Und
erst
ands
the
plac
e of
and
the
use
of ta
ble
of c
onte
nts,
inde
x,an
d gl
ossa
ry in
var
ious
type
s of
book
s; e
xten
ds k
now
ledg
e an
d us
eof
the
dict
iona
ry; s
how
s lim
ited
use
of e
ncyc
lope
dia;
bec
omes
aw
are
ofth
e fu
nctio
n of
cha
pter
and
par
a-gr
aph
head
ings
in b
ooks
; ext
ends
the
abili
ty to
ski
m.
Soci
al S
tudi
es: G
oes
to o
ther
sou
rct.s
for
info
rmat
ion
abou
t top
icra
dio,
tele
visi
on,
adve
rtis
emen
ts, s
peci
al r
esou
rce
pers
onne
l;un
ders
tand
s th
e di
ffer
ence
bet
wee
n a
tabl
e of
con
tent
s an
d an
inde
x in
loca
ting
info
rmat
ion.
Scie
nce:
Use
s th
e al
phab
etic
al g
uide
lette
rsan
d in
dex
in lo
catin
g a
topi
c in
the
ency
clop
edia
; use
s ch
apte
r an
d pa
ragr
aph
head
ings
whe
n lo
okin
g fo
r in
form
atio
n on
elec
tric
ity.
Lan
guag
e A
rts:
Use
s th
e di
ctio
nary
for
pron
unci
atio
n as
wel
l as
mea
ning
of
un-
know
n w
ord;
ski
ms
text
s to
fin
d ch
arac
-te
r cl
ues,
fav
orite
pas
sage
s.
Inte
rpre
ts r
esea
rch
ques
tions
eff
ec-
tivel
y an
d se
lect
s ke
y w
ords
to a
idin
loca
tion
of m
ater
ials
.R
ephr
ases
que
stio
ns to
sha
rpen
the
dire
ctio
n to
res
earc
h.
Soci
al S
tudi
es: D
urin
g a
"stu
dy in
dep
th"
of p
rodu
cts
of o
ur n
atio
n th
e qu
estio
nm
ay a
rise
: In
wha
t sta
tes
are
the
mos
tor
ange
s an
d pe
ache
s gr
own?
The
stu
-de
nt p
foce
eds
from
: ora
nges
and
pea
ches
to f
ruit
to U
nite
d St
ates
, fru
it pr
oduc
tion
to li
sts
of f
ruits
by
stat
es.
Scie
nce:
Res
earc
h to
pic:
Wha
t eff
ect h
ave
the
was
te m
ater
ials
fro
m o
ur m
anuf
actu
r-in
g pl
ants
had
on
our
rive
rs a
s so
urce
s of
drin
king
wat
er?
The
stu
dent
rep
hras
es th
e qu
estio
n in
his
min
d an
d th
inks
of
wat
er p
ollu
tion
orco
nser
vatio
n of
wat
er. H
e al
so c
onsi
ders
such
topi
cs a
s th
e in
dust
rial
gro
wth
nea
rri
vers
, etc
.
Loc
ates
app
ropr
iate
sour
ces;
ap-
prai
ses
usef
ulne
ss. U
tiliz
es g
ener
also
urce
s to
obt
ain
a br
oad
pict
ure
befo
re g
oing
to s
peci
fics
.
Soci
al S
tudi
es: R
esea
rch
topi
c: H
ow a
reth
e ne
w c
ount
ries
of
Afr
ica
deve
lopi
ngth
eir
natu
ral r
esou
rces
? Fi
rst s
ourc
e m
ight
be th
e A
lman
ac to
get
the
date
s of
inde
-pe
nden
ce a
nd to
fm
d ou
t whi
ch a
re th
e"n
ew"
coun
trie
s. T
he s
tude
nt th
en c
on-
sults
eac
h co
untr
y's
listin
g in
an
ency
clo-
pedi
a to
fin
d ou
t abo
ut it
s re
sour
ces.
Scie
nce:
Gen
eral
res
earc
h to
pic:
Wha
tty
pes
of c
limat
e ar
e fo
und
on o
ur e
arth
?So
urce
s: g
loss
ary
of a
text
book
; map
show
ing
clim
atic
con
ditio
ns o
n th
e ea
rth
as r
elat
ed to
latit
ude;
sci
ence
enc
yclo
-pe
dia
or g
eoga
phy
text
for
a d
etai
led
desc
ript
ion
of v
ario
us ty
pes
of c
limat
e.
Lan
guag
e A
rts:
App
lies
crite
ria
such
as
the
follo
win
g in
judg
ing
dict
iona
ries
:1.
Are
the
defi
nitio
ns o
f w
ords
cle
arin
them
selv
es w
ithou
t ref
eren
ce to
othe
r de
fini
tions
?2.
Is
the
pron
unci
atio
n ke
y re
adily
unde
rsta
ndab
le?
3. H
ow u
p-to
-dat
e is
the
info
rmat
ion
in th
e bo
ok?
4. T
o w
hat e
xten
t is
its c
over
age
com
-pl
ete
or a
dequ
ate?
All
curr
icul
um a
reas
: Use
s th
e co
pyri
ght
date
and
the
late
st p
ublis
hing
dat
e w
here
mat
eria
l mus
t be
up-t
o-da
te o
r m
ust b
e of
a pe
riod
.In
terp
rets
gra
phic
mat
eria
l and
inte
grat
esit
in h
is r
epor
ts a
nd p
aper
s.U
ses
part
s of
a b
ook
for
a qu
ick
over
view
or a
det
aile
d in
vest
igat
ion.
Ref
mes
and
ext
ends
res
earc
h te
ch-
niqu
es; a
ppra
ises
sou
rces
.
Soci
al S
tudi
es, S
cien
ce, I
ndus
tria
l Art
s:U
ses
a va
riet
y of
text
book
s to
bec
ome
fam
iliar
with
the
loca
tion
and
func
tion
of e
ach
of th
e fo
llow
ing:
title
pag
e, c
opyr
ight
pag
e, ta
ble
of c
on-
tent
s, in
dex,
glo
ssar
y, a
ppen
dix,
fro
ntis
-pi
ece,
jack
et, l
ist o
f m
aps.
Car
ries
out
spe
cifi
c as
sign
men
ts in
volv
ing
use
of li
brar
y ex
hibi
ts, m
icro
film
s, r
ecor
d-in
gs, p
ictu
rQ f
ile, a
nd v
ertic
al f
ile.
Lea
rns
the
impo
rtan
ce a
nd s
peci
fic
uses
of f
ootn
otes
.
Und
erst
ands
the
func
tion
of a
bib
liog-
raph
y an
d ac
quir
es r
espe
ct f
or s
chol
ar-
ship
of
the
auth
or.
Lan
guag
e A
rts:
Bec
omes
fam
iliar
with
the
cont
ents
and
arr
ange
men
t of
the
un-
abri
dged
dic
tiona
ry. U
ses
the
thes
auru
san
d di
ctio
nary
of
syno
nym
s an
d an
to-
nym
s. P
erfo
rms
assi
gnm
ents
that
giv
ehi
m k
now
ledg
e of
the
cont
ents
and
fun
c-tio
ns o
f w
orks
suc
h as
Bre
wer
's D
ictio
n-(a
y of
Phr
ase
and
Fabl
e, B
enet
's T
heR
eade
r's E
ncyc
lope
dia,
Bar
tlett'
s Fa
mil-
iar
Quo
tatio
ns, G
rang
er's
Ind
ex to
Poe
rty
and
Rec
itatio
ns.
Bec
omes
aw
are
of th
e ex
iste
nce
of o
ther
spec
ializ
ed r
efer
ence
boo
ks a
nd th
eir
uses
: Who
's W
ho, W
ho's
Who
in A
mer
ica,
Dic
tiona
ry o
f A
mer
ican
Bio
grap
hy, I
nfor
-m
atio
n Pl
ease
Alm
anac
.
SKIL
L
A"
1k
LE
VE
L B
LE
VE
L C
LE
VE
L D
C. S
elec
ting,
Eva
luat
ing,
Rec
allin
gIn
form
atio
nD
evel
ops
the
abili
ty to
sel
ect f
rom
seve
ral r
espo
nses
the
one
that
bes
tan
swer
s th
e qu
estio
n po
sed;
rec
alls
mai
n in
cide
nts
in m
ater
ial r
ead.
Lan
guag
e A
rts:
Aft
er r
eadi
ng a
sto
ry, s
e-le
cts
the
resp
onse
in te
ache
r-pr
epar
ed o
rw
orkb
ook
mat
eria
l tha
t bes
t ans
wer
s th
equ
estio
n.
Scie
nce:
Rec
alls
mai
n in
cide
nts
in e
xper
-ie
nce
char
t dev
elop
ed, f
ollo
win
g an
act
ual
expe
rien
ce, s
uch
as a
nei
ghbo
rhoo
d w
alk.
Beg
ins
co d
evel
op th
e ab
ility
to li
s-te
n to
a s
peak
er a
nd to
rec
all f
acts
give
n; e
valu
ates
sev
eral
res
pons
esan
d se
lect
s th
e m
ost s
uita
ble.
Soci
al S
tudi
es: L
iste
ns to
spe
aker
s re
pre-
sent
ing
vari
ous
ethn
ic g
roup
speo
ple
inN
ew Y
ork
City
; rec
alls
mat
eria
l pre
sent
ed,Z
o w
rite
an
expe
rien
ce s
tory
with
the
tea-
cher
.
Lan
guag
e A
rts:
Aft
er r
eadi
ng a
sel
ectio
n,se
lect
s th
e be
st r
espo
nse
to c
ompl
ete
ast
atem
ent,
e.g.
,L
ittle
Bea
r ra
n in
to th
e ca
ve to
hide
fro
m th
e hu
nter
.ta
ke h
is w
inte
r na
p.lo
ok f
or h
oney
.
Dev
elop
s th
e ab
ility
to r
ead
for
info
rmat
ion
in c
onte
nt a
rea
text
-an
d tr
ade
book
s; s
how
s ab
ility
tore
tain
and
rec
all w
hat h
as b
een
read
; dev
elop
s th
,.. a
bilit
y to
gar
ner
fact
s fr
om s
hort
talk
s or
fro
m a
nin
form
ativ
e se
lect
ion
read
by
the
teac
her.
Soci
al S
tudi
es: L
iste
ns to
res
ourc
e pe
r-so
n de
scri
be li
fe o
n a
kibb
utz
in I
srae
l; re
-la
tes
this
mat
eria
l to
mat
eria
l rea
d in
so-
cial
stu
dies
text
.
Mat
hem
atic
s: R
eads
pro
blem
, sel
ects
, and
eval
uate
s fa
cts
in th
e lig
ht o
f th
e qu
estio
nas
ked.
Scie
nce:
Fol
low
s ta
lk b
y ol
der
child
at
Scie
nce
Fair
,rec
alls
fac
ts a
nd in
form
atio
nup
on r
epor
ting
to c
lass
.
LE
VE
L E
Con
tinue
s to
dev
elop
the
abili
tyto
liste
n to
a s
peak
er w
ith s
usta
ined
atte
ntio
n; r
ecal
ls p
ertin
ent f
acts
, re-
stat
es th
m c
lear
ly; o
rgan
izes
fac
tsga
ther
ed f
rom
mor
e th
an o
neso
urce
.
Lan
guag
e A
rts:
Lis
tens
to ta
lk b
y sc
hool
libra
rian
on
the
use
of th
e lib
rary
as a
sour
ce o
f re
sear
ch m
ater
ial,
reca
lls th
efa
cts,
and
res
tate
s th
em in
the
form
of a
char
t "G
uide
to M
ater
ial i
n th
e L
ibra
ry."
Soci
al S
tudi
es: U
ses
vari
ous
sour
ces
tolo
cate
info
rmat
ion
on R
ober
t Ful
ton
biog
raph
ical
ske
tche
s, e
ncyc
lope
dia,
text
s,an
d tr
ade
book
s; o
rgan
izes
:act
s in
toa
repo
rt to
be
pres
ente
d or
ally
or
in w
ritin
g.
Scie
nce:
Ref
ers
to v
ario
us m
ater
ials
new
spap
ers,
per
iodi
cals
, tex
ts to
sup
port
info
rmat
ion
on th
e ap
pear
ance
, siz
e, a
ndap
pare
nt m
ovem
ent o
f th
e m
oon.
LE
VE
L F
LE
VE
L G
LE
VE
L I
f
App
rais
es s
ourc
es f
or p
roba
ble
re-
liabi
lity.
All
curr
icul
um a
reas
:
Cho
oses
fro
m a
com
pila
tion
of in
form
a-tio
n th
e fa
cts
pert
inen
t to
his
repo
rt, t
ohi
s po
int o
f vi
ew in
a d
iscu
ssio
nor
a d
e-ba
te, o
r to
mak
ing
soun
d ju
dgm
ent.
Inte
grat
es k
now
ledg
e ga
ined
fro
mm
any
sour
ces
into
wel
l-or
gani
zed,
cle
ar, a
ccu-
rate
and
con
cise
talk
s or
pap
ers.
Beg
ins
to d
evel
op m
ore
orga
nize
dm
etho
ds f
or r
ecal
ling
info
rmat
ion
read
.
Soci
al S
tudi
es: I
n re
view
ing
a ch
apte
rre
ad in
pre
para
tion
for
an e
xam
inat
ion,
uses
a s
tudy
for
mul
a su
ch a
s SQ
3R, e
.g.,
Ssu
rvey
s th
e ch
apte
r tit
le, t
opic
and
subt
opic
hea
ding
s to
pic
k up
the
mai
n id
eas
of th
e ch
apte
rQ
turn
s ea
ch to
pic
into
a q
uest
ion
to g
ive
dire
ctio
n to
his
rea
ding
Rra
pidl
y re
ads
the
mat
eria
l to
an-
swer
que
stio
ns a
nd f
ill in
info
r-m
atio
nR
reci
tes
or r
ecal
ls th
e an
swer
s to
ques
tions
pre
viou
sly
pose
d or
toqu
estio
ns a
t the
end
of
the
chap
ter
Rre
view
s th
e m
ater
ial b
y co
nstr
uct-
ing
an o
utlin
e fo
r fu
rthe
r st
udy
or b
y w
ritin
g a
sum
mar
y.
Ref
ines
org
aniz
atio
nal m
etho
ds f
orre
calli
ng in
form
atio
n.
Mas
ters
abili
tyto
stud
yef
fect
ivel
yth
roug
h us
e of
SQ
3R o
r so
me
pers
onal
lyde
velo
ped
met
hod.
Dev
elop
s a
syst
em f
or m
emor
izin
g bl
ocks
of in
form
atio
n th
roug
h co
ncur
rent
not
e-ta
king
or
inte
rlin
ear
com
men
ts.
Tak
es p
art i
n di
scus
sion
gro
ups
form
edfo
r th
e pu
rpos
e of
rev
iew
ing
mat
eria
lsre
ad to
pre
pare
for
a te
st o
r re
port
to th
ecl
ass
or la
rger
gro
up.
App
rais
es v
alid
ity o
f so
urce
ma-
teri
als
Lan
guag
e A
rts
and
Soci
al S
tudi
es:
Wor
ks o
ut a
nd a
pplie
s in
res
earc
h pr
oj-
ects
cri
teri
a fo
r ev
alua
tion
sim
ilar
to th
efo
llow
ing:
Doe
s th
e au
thor
mai
ntai
nan
obj
ectiv
eto
ne th
roug
hout
?W
hat e
vide
nce
is th
ere
that
the
auth
oris
sch
olar
ly a
nd k
now
s in
timat
ely
wha
the
is w
ritin
g ab
out?
To
wha
t ext
ent d
oes
the
wri
ter
avoi
dth
e us
e of
sla
nted
or
emot
iona
llych
arge
d w
ords
?Is
the
orga
niza
tion
logi
cal a
nd c
lear
lyde
velo
ped?
Are
the
conc
lusi
ons
draw
n by
the
wri
ter
rela
ted
logi
cally
to th
e fa
cts
and
supp
ortin
g de
tails
pre
sent
ed?
SKIL
LL
EV
EL
BL
EV
EL
CL
EV
EL
D
44
D. O
rgan
izin
g In
form
atio
n
Beg
ins
to u
se w
ord
clas
sifi
catio
ns.
Lan
guag
e A
rts:
Cla
ssif
ies
wor
ds a
sH
appy
Wor
dsSa
d W
ords
Scie
nce:
Con
stru
cts
char
ts b
ased
on a
ctu-
al e
xper
ienc
es, e
.g.,
Will
a M
agne
t Pic
k U
pY
esN
oa
penc
il?a
nail?
a cr
ayon
?a
pin?
Org
aniz
es m
ater
ials
in s
impl
e ch
art
or s
tory
for
m.
Soci
al S
tudi
es:
Coo
pera
tivel
y de
velo
psch
art f
ollo
win
g w
ork
on to
pic.
Fun
in N
ew Y
ork
1. 2. 3. 4.
Scie
nce:
Aft
er a
ctua
l exp
erie
nce
and
ref-
eren
ce to
text
s an
d pi
ctur
es, w
rite
s ex
-pe
rien
ce c
hart
.
Plan
ting
a L
emon
See
dC
aryl
bro
ught
som
e le
mon
see
ds to
scho
ol. W
e w
ashe
d th
e ju
ice
off
them
.W
e pu
t fou
r in
a p
ot w
ith s
ome
soil
init.
See
our
lem
on p
lant
now
.
Prep
ares
mat
eria
l acc
ordi
ng to
pre
-de
term
ined
for
mat
; dev
elop
s un
der-
stan
ding
of
outli
ne te
chni
que.
Scie
nce:
Fol
low
s fo
rmat
in p
rese
ntin
gsc
ienc
e ex
peri
men
t.
Feel
ing
Soun
d V
ibra
tions
Wha
t I w
ant t
o fi
nd o
ut:
Wha
t I n
eed:
Wha
t I d
id:
Wha
t I d
isco
vere
d:
LE
VE
L E
LE
VE
L F
LE
VE
L G
LE
VE
L H
Wri
tes
sim
ple
sum
mar
y of
fac
ts.
Soci
al S
tudi
es: F
ollo
ws
sim
ple
outli
nefo
rm in
sum
mar
izin
g fa
cts,
e.g
., Pe
ople
Who
Dev
elop
ed M
odem
Sci
ence
and
Indu
stry
Tra
nspo
rtat
ion
Wri
ght B
roth
ers
Lin
dber
ghFo
rdC
omm
unic
atio
nM
arco
niD
e Fo
rest
Mac
kay
Indu
stry
and
Fin
ance
Car
negi
eSc
hwab
Roc
kefe
ller
Gia
nnin
i
Dev
elop
s sk
ill in
sel
ectin
g si
gnif
i-ca
nt f
acts
whe
n pr
epar
ing
a su
m-
mar
y of
som
ethi
ng th
at h
e ha
s re
ad.
Lis
ts m
ain
and
subo
rdin
ate
idea
s in
app
ro-
pria
te s
eque
nce
and
rela
tions
hip.
Use
s m
ain
thou
ghts
and
maj
or d
etai
lsto
for
m a
sim
ple
sent
ence
out
line,
a to
pic
outli
ne.
Lan
guag
e A
rts:
Mak
es a
topi
c ou
tline
from
not
es ta
ken
on a
vis
it to
the
mu-
seum
.Dec
ides
on
mai
n to
pics
acc
ordi
ng to
purp
ose
of v
isit,
e.g
.,I.
The
hab
itat o
f w
ildlif
eA
.B
.C
.II
. Typ
es o
f tr
ees
A.
B.
C.
Scie
nce:
Rea
ds a
bout
the
Cur
ies
and
lists
the
mai
n ev
ents
whi
ch le
d up
to th
e di
s-co
very
of
radi
um. N
otes
the
rela
tions
hip
betw
een
thei
r w
ork
and
that
of
othe
rsc
ient
ists
and
mat
hem
atic
ians
of
thei
rda
y.
Org
aniz
es id
eas
in a
pat
tern
whi
chis
app
ropr
iate
and
spe
cifi
c to
the
use
for
whi
ch th
ey a
re in
tend
ed.
Lan
guag
e A
rts:
Lis
ts s
tory
book
cha
rac-
ters
acc
ordi
ng to
thei
r ou
tsta
ndin
g ch
ar-
acte
rist
ics:
sol
dier
s, te
enag
ers,
boy
s.
Soci
al S
tudi
es: G
roup
s pr
oduc
ts b
y ar
eas
from
whi
ch th
ey c
ome,
by
the
area
tow
hich
they
are
sen
t, m
atch
ed w
ith th
eir
com
plem
ent f
or e
xcha
nge.
Scie
nce:
Gro
ups
food
s by
the
nutr
ient
sco
ntai
ned,
by
the
rela
tive
cost
, by
ease
of
prep
arat
ion,
for
use
a ba
lanc
ed d
iet.
Dev
elop
s th
eab
ility
to o
utlin
e pa
ra-
grap
hs a
nd lo
nger
sel
ectio
ns u
sing
Har
vard
outli
ne f
orm
.I.
A.
B.
1. 2. 3. 1. 2.
Dev
elop
s th
e sp
ecif
ic p
urpo
ses
for
mak
ing
sum
mar
ies.
Lan
guag
e A
rts
and
Soci
al S
tudi
es:
Prac
tices
ext
ract
ing
the
mai
n id
ea o
f ca
re-
fully
sel
ecte
d pa
ssag
es.
Lea
rns
a va
riet
y of
use
s fo
r su
mm
arie
s of
mat
eria
ls r
ead.
Sets
wor
d lim
its o
n su
mm
arie
s th
at h
ew
rite
s to
obt
ain
max
imum
com
pres
sion
or c
onde
nsat
ion
of c
onte
nt.
Subm
its s
umm
arie
s he
has
wri
tten
to th
ecl
ass
for
criti
cism
of
accu
racy
, com
plet
e-ne
ss, a
nd a
void
ance
of
redu
ndan
cy.
Dev
elop
s co
mpe
tenc
e in
taki
ng n
otes
.T
ests
rel
iabi
lity
of n
ote-
taki
ng s
yste
m in
prep
arat
ion
for
exam
inat
ions
, ora
l re-
port
s, a
nd th
e hl
e.
Lan
guag
e A
rts
and
All
Oth
er S
ubje
ctA
reas
:D
evel
ops
and
prac
tices
a s
yste
m o
f no
te-
taki
ng s
imila
r to
the
follo
win
g fo
r re
ad-
ing
or le
ctur
es:
a. W
rite
s do
wn
the
mai
n po
ints
bri
efly
stat
ed.
b. r
ifts
thes
e m
ain
poin
ts, e
limin
ates
dupl
icat
ion,
and
gro
ups
them
und
erco
mm
onhe
adin
gs,
ifpo
ssib
le.
Lea
ves
spac
e fo
r m
akin
g la
ter
addi
-tio
ns.
c. R
erea
ds th
e se
lect
ion
or c
hapt
erra
pidl
y to
add
any
om
itted
poi
nts
or e
ssen
tial d
etai
ls.
Mas
ters
the
abili
ty to
out
line
long
er s
elec
-tio
ns, c
hapt
ers,
etc
., us
ing
both
maj
or a
ndm
inor
det
ails
.
45
SKIL
LL
EV
EL
BL
EV
EL
CL
EV
EL
D
46
E. U
sing
Gra
phic
Rep
rese
ntat
ions
(map
s, g
lobe
s, c
hart
s, d
iap-
ms)
Dev
elop
s th
e ab
ility
to lo
cate
pla
ces
on s
impl
e m
aps;
con
tinue
s us
e of
char
ts.
Soci
al S
tudi
es: M
akes
larg
e pl
an to
repr
e-se
nt c
lass
room
, sch
ool b
lock
; loc
ates
far
mar
eas
on m
ap o
f th
e U
nite
d St
ates
.
Scie
nce:
Fol
low
s si
mpl
e m
ap o
f th
eco
mm
unity
in lo
okin
g fo
r A
nim
als
inO
ur N
eigh
borh
ood;
con
stru
cts
and
read
sch
art d
evel
oped
as
a re
sult
of th
isex
per-
ienc
e, e
.g.,
Ani
mal
Whe
re W
e Sa
w I
t
Hea
lth: U
nder
stan
ds th
e pu
rpos
es o
f an
dhe
lps
in d
evel
opin
g ch
arts
rel
ated
tohe
alth
lear
ning
s, e
.g.,
We
Hav
e V
isite
d th
e D
entis
tN
ame
Dat
e
Bec
omes
aw
are
of th
e gl
obe
as a
repr
esen
tatio
n of
the
wor
ld; b
e-co
mes
aw
are
of d
irec
tions
; und
er-
stan
ds th
at s
mal
l thi
ngs
on a
map
stan
d fo
r bi
g th
ings
in r
ealit
y.
Soci
al S
tudi
es: L
ocat
es N
ew Y
ork
City
on a
map
; com
pare
s m
ap lo
catio
n to
glob
e lo
catio
n; u
ses
map
of
New
Yor
kC
ity to
loca
te w
ater
are
as, b
ridg
es, t
un-
nels
, poi
nts
of in
tere
st; u
ses
lege
nd to
unde
rsta
nd s
ymbo
ls; c
ompa
res
size
of
sim
ple
larg
e sc
ale
map
s of
the
clas
sroo
m,
neig
hbor
hood
, and
com
mun
ity to
the
thin
gs th
ey r
epre
sent
.
Beg
ins
to u
se c
ompa
ss r
ose;
und
er-
stan
ds p
hysi
cal a
nd p
oliti
cal f
ea-
ture
s; d
evel
ops
geog
raph
ic v
ocab
u-la
ry; d
evel
ops
the
abili
ty to
rea
dan
d fo
llow
dia
gram
s an
d ch
arts
.
Soci
al S
tudi
es: U
ses
com
pass
ros
e to
fin
ddi
rect
ion
whe
n lo
catin
g A
rgen
tina
(Cul
-tu
res
Aro
und
the
Wor
ld);
pic
ks o
ut c
oun-
trie
s on
the
map
by
thei
r di
stin
guis
hing
colo
r; u
ses
wor
ds s
uch
as d
irec
tion,
rou
te,
rive
r, o
cean
, lak
e, c
ount
ry, s
tate
, city
,m
ount
ain,
pla
in.
Scie
nce:
Fol
low
s di
agra
m to
mak
e a
sim
-pl
e ho
mem
ade
anem
omet
er.
Mus
ic: F
ollo
ws
note
s on
sta
ff to
sig
ht-
read
mus
ic.
LE
VE
L E
LE
VE
L F
LE
VE
L G
LE
VE
L H
Ext
ends
kno
wle
dge
of m
ap s
ym-
bols
; int
erpr
ets
sim
ple
pict
oria
l, ci
r-cl
e, b
ar g
raph
s.
Soci
al S
tudi
es: L
ocat
es c
ities
and
cap
itals
by s
ymbo
ls w
he d
iscu
ssin
g bi
rthp
lace
s of
grea
t Am
eric
ans.
Scie
nce:
Rea
ds a
nd in
terp
rets
bar
gra
ph,
show
ing
hour
s of
day
light
.
Mat
hem
atic
s: R
eads
cir
cle
grap
h in
ord
erto
sol
ve a
pro
blem
, e.g
..
The
abo
ve c
ircl
e in
dica
tes
how
Joh
n sp
ent
his
dolla
r. W
hat p
erce
nt d
id h
e sp
end
onca
ndy?
On
toys
? O
n a
com
ic b
ook?
Ext
ends
his
abi
lity
to d
eriv
e m
ean-
ing
or in
form
atio
n fr
om b
ar a
ndlin
e gr
aphs
, dif
fere
nt ty
pes
of m
appr
ojec
tions
, and
mor
e co
mpl
ex d
ia-
gram
s re
late
d to
his
rea
ding
in th
eco
nten
t are
as.
Soci
al S
tudi
es: U
ses
a C
ivil
War
map
tofo
llow
the
prog
ress
of
both
Uni
on a
ndC
onfe
dera
te a
rmie
s.
Mat
hem
atic
s: M
akes
and
app
lies
a lin
egr
aph
as h
e fo
llow
s di
rect
ions
for
a s
pe-
cifi
c pr
oble
m. S
ees
the
rela
tions
hip
of a
brs
grap
h to
a li
ne g
raph
dea
ling
with
sim
ilar
stat
istic
s or
fig
ures
.
Scie
nce:
Con
vert
s a
bar
grap
h to
a li
negr
aph
show
ing
amou
nt o
f ra
infa
ll in
an
area
.
Bec
omes
ade
pt in
util
izin
g sk
ills
ofre
adin
g co
mpl
ex s
ymbo
lic r
epre
sen-
tatio
ns o
f va
riou
s pa
ttern
s of
rel
a-tio
nshi
p.
Mus
ic: R
eads
and
fol
low
s a
mus
ic c
hart
in tw
o-pa
rt o
r gr
oup
sing
ing.
Hea
lth E
duca
tion:
Fol
low
s pr
ogre
ssio
n of
step
s in
a c
hart
that
teac
hes
the
step
s of
ada
nce.
Lan
guag
e A
rts:
Cha
rts
risi
ng a
nd f
allin
gac
tion
in a
pla
y or
nov
el to
sho
w d
evel
op-
men
t, cl
imax
, and
den
ouem
ent o
f pl
ot.
Soci
al S
tudi
es: L
earn
s si
gnif
ican
t dif
fer-
ence
s am
ong
vari
ous
type
s of
map
pro
jec-
tions
.
Mas
ters
use
of
all t
ypes
of
char
ts,
map
s, g
raph
s, a
nd o
ther
sym
bolic
repr
esen
tatio
ns.
Use
s m
ore
com
plex
mat
eria
ls in
all
sub-
ject
are
as.
Lan
guag
e A
rts:
Rel
ates
a s
ymbo
lic v
iew
of D
ante
's I
nfer
no to
the
spec
ific
pas
sage
sin
a tr
ansl
atio
n of
The
Div
ine
Com
edy.
Che
mis
try:
Int
erpr
ets
chem
ical
equ
atio
nsan
d re
late
s th
em to
app
ropr
iate
cha
rts
ofat
omic
wei
ghts
and
val
ence
s.
Prep
ares
and
inte
rpre
ts s
truc
tura
l cha
rts
of e
lem
ents
and
che
mic
al c
ompo
unds
tote
xt d
escr
iptio
ns o
f sa
me.
SKIL
LL
EV
EL
BL
EV
EL
CL
EV
EL
D
F. M
aste
ring
the
Mec
hani
csof
Sile
nt a
nd O
ral R
eadi
ngM
aste
rsle
ft-t
o-ri
ght
prog
ress
ion;
hand
les
book
pro
perl
y; r
eads
si-
lent
ly w
ith c
ompr
ehen
sion
; beg
ins
skim
min
g un
der
teac
her
dire
ctio
n.*
Lan
guag
e A
rts:
Con
sist
ently
rea
dsfr
omle
ft to
rig
ht m
ater
ials
on e
xper
ienc
e ch
arts
and
in b
ooks
; loo
ks a
t wor
ds f
rom
left
tori
ght,
avoi
ding
con
fusi
on b
etw
een
saw
-w
as; s
kim
s m
ater
ial i
ndic
ated
by
teac
her
to lo
cate
per
son,
col
or, n
umbe
r, o
bjec
t,e.
g., "
On
page
17,
fin
d th
e pa
rt th
at te
llsus
who
cam
e to
vis
it U
ncle
Ned
." H
olds
book
com
fort
ably
, tur
nspa
ge f
rom
top
with
two
fmge
rs o
f ri
ght h
and.
Mas
ters
retu
rnsw
eep;
deve
lops
abili
ty to
rea
d al
oud
with
prop
erem
phas
is a
nd c
lear
pro
nunc
iatio
n;ex
tend
s ab
ility
to s
can
for
deta
ilsto
incl
ude
long
er s
elec
tions
.
Lan
guag
e A
rts:
In
resp
onse
to te
ache
r'squ
estio
n, r
eads
ora
lly s
elec
tion
from
pre
vi-
ousl
y re
ad m
ater
ial w
ith u
nder
stan
ding
;sc
ans
an e
ntir
e st
ory
to f
ind
requ
ired
in-
form
atio
n, e
.g.,
"Whe
re d
oes
it te
llus
why
the
boys
did
n't w
ant
to g
o to
scho
ol?"
Soci
al S
tudi
es: H
asno
dif
ficl
ay w
ith r
e-tu
rn s
wee
p w
hen
read
ing
mat
eria
l of i
n-cr
easi
ng c
ompl
exity
.
*NO
TE
: In
this
pub
licat
ion
the
term
sca
nnin
g is
use
d to
ref
er to
rap
idre
adin
g w
hen
look
ing
for
spec
ific
det
ails
, the
ans
wer
toa
ques
tion,
etc
. The
term
ski
mm
ing
is u
sed
to d
escr
ibe
the
act o
fra
pid
read
ing
for
mai
n id
eas
and
gene
ral i
mpr
essi
on.
Bec
omes
aw
are
of d
iffe
rent
rat
es in
read
ing;
con
tinue
s pr
actic
e of
scan
-ni
ng a
nd f
ollo
ws
sequ
ence
in c
hora
lsp
eaki
ng a
nd d
ram
atic
rea
ding
s.
Mat
hem
atic
s: D
emno
nstr
ates
car
eful
de-
taile
d re
adin
g of
pro
blem
s.
Scie
nce:
Sca
ns a
nar
rativ
e in
ord
erto
find
mat
eria
ls n
eces
sary
topr
epar
e an
ex-
hibi
t on
the
daily
cyc
le o
f ni
ght a
ndda
y.
Soci
al S
tudi
es: S
kim
s th
roug
h m
ater
ial i
nor
der
to f
ind
the
sect
ion
deal
ing
with
occu
patio
ns o
f pe
ople
in th
e pl
ains
of
Arg
entin
a; r
eads
this
sec
tion
ata
slow
erra
te.
Lan
guag
e A
rts:
Pre
pare
s ch
oral
rea
ding
sele
ctio
n an
d fo
llow
sse
quen
ce o
f pa
rts,
shar
es r
eadi
ng o
f sh
ort p
lays
with
oth
erch
ildre
n.
LE
VE
L E
LE
VE
L F
LE
VE
L G
LE
VE
L H
Rea
ds s
ilent
ly m
ore
rapi
dly
than
oral
ly; a
djus
ts r
ate
to s
uit p
urpo
se;
deve
lops
ski
ll of
eff
ectiv
e de
liver
yin
ora
l rea
ding
.
Soci
al S
tudi
es: S
how
s ev
iden
ce o
f ra
pid
sile
nt r
eadi
ng w
hen
read
ing
biog
raph
y of
Ben
jam
in F
rank
lin f
or g
ener
al in
form
a-tio
n co
mpa
red
to s
low
er r
ate
whe
n ga
ther
-in
g fa
ctua
l dat
a fr
om s
ourc
e m
ater
ial.
Scie
nce:
Rea
ds s
cien
ce f
ictio
n m
ater
ial
with
less
atte
ntio
n to
det
ail t
han
a bo
oksu
ch a
s A
tom
s at
Wor
k.
Lan
guag
e A
rts:
Rea
ds to
cla
ss p
revi
ousl
ypr
epar
edm
ater
ial
with
em
phas
is o
nen
unci
atio
n, th
ough
t uni
ts, p
itch.
Var
ies
his
rate
of
read
ing
acco
rdin
gto
his
pur
pose
and
the
natu
re o
fth
e m
ater
ial.
Lan
guag
e A
rts:
Ski
ms
a sh
ort s
tory
inor
der
tofi
nda
suita
ble
port
ion
for
dram
atiz
atio
n. S
tops
and
rea
ds c
aref
ully
the
port
ion
chos
en to
judg
e su
itabi
lity
for
dram
atic
act
ion.
Scan
s m
ater
ial t
o lo
cate
the
spec
ific
answ
erto
aqu
estio
nor
part
icul
arin
form
atio
n ne
eded
.
Skim
s fo
r di
ffer
ent p
urpo
ses:
to g
et a
gen
eral
impr
essi
onto
get
mai
n id
eas
to d
eter
min
e su
itabi
lity
ofm
ater
ial t
o hi
s ne
eds
to g
et c
lues
to th
e de
velo
pmen
tof
a p
lot.
Soci
al S
tudi
es: S
kim
s a
new
s ar
ticle
to g
eta
gene
ral i
mpr
essi
on o
f its
sco
pe: D
oes
the
artic
le p
rovi
de b
ackg
roun
d fo
r th
eto
pic?
Doe
s it
pred
ict e
vent
s to
com
e?
Beg
ins
to u
se v
arie
ty o
f ap
proa
ches
in r
eadi
ng, d
eter
min
ing
rate
and
dept
h ac
cord
ing
to th
e pu
rpos
e fo
rw
hich
he
is r
eadi
ng, t
he n
atur
e of
mat
eria
l, an
d th
e am
ount
of
time
he h
as f
or it
.
Lan
guag
e A
rts:
Ref
ines
abi
lity
to p
artic
i-pa
te in
cho
ral s
peak
ing
activ
ities
, asi
ng a
poem
suc
h as
Ben
et's
"W
este
rn S
tar"
whi
ch d
eman
ds m
odul
atio
n, e
mot
iona
lov
erto
nes,
and
dra
mat
ic e
ffec
ts o
f vo
ice.
Is a
ble
to c
onve
y ef
fect
ivel
y th
e im
pres
-si
on h
e w
ishe
s to
mak
e th
roug
h em
phas
is,
voic
e, e
tc.,
in o
ral r
eadi
ng.
Is a
ble
to d
iffe
rent
iate
type
s of
rea
ding
mat
eria
ls a
nd a
djus
ts r
ate
acco
rdin
gly:
read
ing
for
info
rmat
ion
read
ing
for
enjo
ymen
tse
lect
ive
read
ing
(sca
nnin
gan
d sk
imm
ing)
Hom
e E
cono
mic
s: S
cans
a r
ecip
e to
see
if it
will
ful
fill
the
requ
irem
ents
of
a su
g-ge
sted
rec
omm
ende
d di
et, n
otin
g th
e nu
m-
ber
of e
ggs
requ
ired
or
the
amou
nt o
fsu
gar
invo
lved
in r
elat
ion
to th
e re
com
-m
enda
tions
of
the
diet
.
Ext
ends
the
abili
ty to
adj
ust r
ead-
ing
rate
to p
urpo
se a
nd ty
pe o
fm
ater
ial r
ead.
Lan
guag
e A
rts,
Soc
ial S
tudi
es, S
cien
ce:
Lea
rns
that
the
slow
est r
eadi
ng r
ate
isus
ed in
rea
ding
dir
ectio
ns, l
earn
ing
thin
gsve
rbat
im, a
scer
tain
ing
indi
cate
or
com
-pl
ex r
elat
ions
hips
, und
erst
andi
ng a
nd s
olv-
ing
prob
lem
s, g
aini
ng in
sigh
t int
o de
pth
of m
eani
ng, r
eadi
ng te
chni
cal m
atte
r, a
ndor
al r
eadi
ng.
Use
s sl
ow r
ate
of r
eadi
ng to
com
preh
end
read
ing
assi
gnm
ents
thor
ough
ly, t
o re
adcr
itica
lly, t
o st
udy
for
clas
s te
sts
or r
ecita
-tio
ns.
Use
s an
ave
rage
rat
e of
rea
ding
to e
njoy
ast
ory,
to s
atis
fy h
is c
urio
sity
abo
ut a
topi
c, a
nd to
gai
n su
rfac
e co
mpr
ehen
sion
.
Use
s a
rapi
d ra
te o
f re
adin
g to
sca
n fo
rsp
ecif
ic p
urpo
se; t
o fi
nd a
spe
cifi
c ite
mof
info
rmat
ion,
to g
et a
Qen
eral
impr
es-
sion
of
cont
ent,
to f
ind
the
prop
er p
lace
tost
art s
low
er r
eadi
ng, a
nd to
judg
ew
heth
er m
ater
ial i
s su
itabl
e fo
r sl
ower
read
ing.
49
