RWU Framework

Read with Understanding Framework

OREGON ADULT BASIC SKILLS

Learning Standards Project

Oregon Department of Community Colleges and Workforce Development

Table of Contents

Introducon ...... 1

Elements of the Framework

Learning Standard ..... 9

Level Descripons (Cross-Level Matrix) ..... 10

Benchmarks/Sub-Benchmarks (Cross-Level Matrix) .... 14

Key References...... 36

Appendices

Appendix A Single-Level Views ....... 39

Appendix B Glossary .... 87

Appendix C Correspondence of Learning Standard Levels and Standardized Test Scores ...... 99

Acknowledgements ...... 100

Oregon ABS Read with Understanding Framework, August 2010 1

Read with Understanding Framework: Introducon

In order to realize a consistent set of expectaons and understandings about teaching and learning in Oregon's Adult Basic Skills (ABS) programs, instructors, administrators, professional developers, and state leadership collaborated to develop and pilot Learning Standards for the state. In April 2010, the Oregon Council of Adult Basic Skills Development adopted Learning Standards that reect a common vision of what adults need to know and be able to do in the areas of reading, speaking, listening, and math in order to carry out their life goals and purposes. The Vision for the Oregon ABS Learning Standards, which guides this iniave, is presented to the right and outlines the role of the ABS Learning Standards in supporng praconers in their ongoing work to create a responsive, accountable, and adult-focused system. Each of Oregons ABS Learning Standards is presented through a Learning Standards Framework, which provides detailed informaon for the performance levels dened by the Naonal Reporng System1, as well as any addional levels needed for transion into postsecondary educaon and training. This document presents the Framework for the Learning Standard Read with Understanding.

Elements of the Learning Standard Framework The Read with Understanding (RWU) Framework was developed by instructors and administrators from Adult Basic Educaon (ABE), Adult Secondary Educaon (ASE), and English for Speakers of Other Languages (ESOL) classes/programs and is intended to be used in teaching reading to both nave and non-nave English speakers. It supports adults in eecvely using reading skills in family, community, work, and school contexts, with an eye toward preparing upper level students to succeed in post-secondary sengs. Level 8 focuses, in parcular, on the reading skills that students need for successful transion to college and/or occupaonal training programs. In developing the Learning Standard Framework, praconers aended to four core criteria: 1) maintaining a focus on adults, 2) drawing from research to describe the development of knowledge, skills, and strategies across levels, 3) being as clear as possible and providing supports for the reader (e.g., examples, denions, etc.), and 4) formang the document in a way that permits exible use in integrated, mul-level, and single-level classrooms. This secon explains how the elements comprising the Framework reect these core criteria.

Introducon to the Read with Understanding Framework

Vision for the Oregon ABS Learning Standards

(revised August 2010)

The Oregon Adult Basic Skills Learning Standards support students in developing the knowledge and skills they need to achieve their goals as family members, workers, community members, and lifelong learners. The Learning Standards and their corresponding frameworks are accessible and praccal tools used by teachers, program administrators, professional developers, and State leadership. Each Learning Standard Framework supports learning by providing:

x An arculaon of key sets of knowledge and skills which are transferable to post-secondary educaon/training, employment, family self-suciency, civic parcipaon, and lifelong learning

x A clearly-delineated connuum of skill development that guides goal-seng, curriculum, instrucon, assessment, and accountability

x A focus for instrucon and formal and informal assessment, to supplement the State-approved standardized assessments (i.e., CASAS, BEST Plus, GED)

x Consistency in expectaons across programs for learners who transfer between instuons.

The Learning Standard Frameworks build the Oregon ABS system by:

x Supporng student transion to post-secondary educaon/training and work

x Supporng program eorts in course development or revision as part of college instuonal eecveness goals and individual program goals

x Providing a common language for the system to talk about teaching and learning

x Providing the basis for statewide professional development grounded in research and best pracce.

1 The Naonal Reporng System (NRS) is the outcome-based reporng system for state-administered, federally-funded adult educaon programs. One of the primary outcomes sought is student progress in moving up through the NRS-dened Educaonal Funconing Levels.

2 Oregon ABS Read with Understanding Framework, August 2010


The Read with Understanding Framework is organized into eight performance levels, each containing the following elements:

x Learning Standard x Level Descripon x Benchmarks/Sub-Benchmarks, organized by Strands

Learning Standard The Learning Standard is a global statement of what learners at any level should be able to do, related to reading. Drawing from cognive science research and the eld research/work of Equipped for the Future (see Key References), the Learning Standard describes a problem-solving process adults use when they engage in reading tasks for authenc purposes, such as reading school leers to nd out about upcoming events at their childrens school, reading direcons in a work manual, or reading academic or technical material in order to prepare for a research project or presentaon. The Learning Standard for reading is presented in the box below: Each bullet in the Standard is called a component of the Standard, or component, and describes one important aspect of the problem-solving process. The components are not numbered because they are not always used sequenally; individuals move back and forth among components as they use their skills to carry out real acvies. The Standard is reiterated throughout the document as a reminder to keep the focus on reading for meaningful adult purposes and to engage students in applying the full problem-solving process. Level Descripons The Level Descripons for RWUs eight performance levels draw from a variety of research and seminal sources (see Key References) to describe what independent adult performance of the Learning Standard looks like when exing each level. Although people at every level use a similar problem-solving process to read with understanding, they draw upon a broadening base of knowledge, skills, and strategies as they move up the levels. In addion, the range of situaons in which they can use that process, as well as their independence and uency, increase. The Level Descripons support instructors in idenfying reading tasks which will provide an appropriate amount of challenge to learners at parcular levels. The Level Descripons may also be used to guide placement and to develop or select informal and formal assessments. An example of a Level Descripon is provided on the following page:

Learning Standard: Read with Understanding2

Adult learners read diverse texts for a variety of purposes, integrang their knowledge, skills, and strategies

in the following process:

x Determine the reading purpose x Select and use reading strategies appropriate to the purpose x Monitor comprehension and adjust reading strategies x Analyze the content and reect on the underlying meanings x Integrate the content with prior knowledge to address the reading purpose

2The Learning Standard has been adapted from Equipped for the Futures Content Standard Read with Understanding (hp://e.cls.utk.edu/fundamentals/standard_read_with_understanding.htm ). For more informaon about EFF, see hp://e.cls.utk.edu


Read with Understanding Framework: Introducon Example: Level Descripon for Level 3

Benchmarks/Sub-Benchmarks Informed by research and best pracce (see Key References), the Benchmarks ulize a broad research base to provide informaon about the specic knowledge, skills, and strategies learners draw from to perform the Learning Standard as described in the Level Descripon for that level, or to lay the foundaon for performance at higher levels. As illustrated in the Example below, Sub-Benchmarks are more explicit examples of the sub-skills/strategies comprising a Benchmark.

Example: A Level 3 Benchmark and Its Sub-Benchmarks

Benchmark Sub-Benchmark

R3S2 Use one or two simple strategies to pronounce and/or discern the meanings of unfamiliar words in environmental print or a simplied text.

a. Match individual leers or leer combinaons to sounds and then blend together b. Use beginning and end leers of long words in combinaon with context to predict the word

c. Apply current understanding of text, knowledge of topic, oral vocabulary, picture aids, and/or knowledge of English syntax

d. Compare English to rst language (e.g., cognates; grammar; sounds; morphology) e. Use a beginners, picture, or bilingual diconary

Adult learners exing this level can independently read with understanding...

Some personally-relevant and simplied texts, including: x Important single words/phrases in visual-ly-supported or predictable text (e.g., days on a calendar, personal informaon prompts on forms)

x Simplied or learner-created connected texts with: familiar content mostly simple and compound sentenc-es (may be in short, linked paragraphs)

personally-relevant or sight words, and/or phonecally-regular one- or two-syllable words

vocabulary common to everyday oral contexts

x Read a grocery list and a store ad to make deci-sions about what to buy

x Read personal names and addresses to make an invitaon list

x Read personal informaon prompts to accu-rately ll out a simple school form

x Read months, days and dates on a personal calendar/PDA to idenfy and enter important events

x Read familiar product names and quanes to ll a purchase order

x Read and follow the direcons at a movie cket kiosk to buy a movie cket

x Read a familiar canteen list to order items x Read a phone list of familiar names to locate a specic number

x Read a simplied narrave or own wring for enjoyment

x Read a simple weather forecast in print or online to determine appropriate clothes for the weekend

x Read a simple MP3 or DVD menu to select a familiar tle or track

In some familiar contexts/sengs In simple, structured reading tasks

Perhaps slowly, displaying some eort but few errors

Range of Texts

Range of

Situa

ons

(con

text,

seng

s,

tasks)

Flue

ncy

Exam

ples


Read with Understanding Framework: Introducon Together, Benchmarks and Sub-Benchmarks can be used by teachers as objecves for instrucon. The primary instruconal focus should be the Benchmarks, using the Sub-Benchmarks to idenfy and pracce specic sub-skills that would help learners with the broader Benchmarks. It is important to remember that the list of Sub-Benchmarks is not all-inclusive, and it is possible that learners may require instrucon in a sub-skill that is not menoned in order to achieve the performance described by the Benchmark. The next sub-secons overview key informaon about how the Benchmarks/Sub-Benchmarks are organized: Strands: The RWU Benchmarks are clustered into the following four Strands:

x Reading with Purpose (P) x Fluent Reading (F) x Strategic Reading (S) x Analycal and Crical Reading (A)

Readers integrate knowledge from all of these Strands when they use their skill in real situaons, but grouping the Benchmarks into Strands is intended to help praconers easily nd specic Benchmarks of interest. Notaon: Each Benchmark is notated by indicang the Learning Standard (a leer), the level (a number), the Strand (a leer), and the placement of the Benchmark in the Strand (a number). Therefore, for R3S2: R=Reading, 3=Level 3, S=Strategic Reading, and 2=the 2nd benchmark in that Strand. The Benchmarks have been constructed so that each one addresses the same content in every level. For example, F1 addresses word recognion at all levels; S1 is about drawing upon prior knowledge. The Sub-Benchmarks add lowercase leers to the Benchmark notaon. See the example below: Example: Two of the Level 3 Benchmarks/Sub-Benchmarks in the Strategic Reading Strand

NOTE: Whereas the Benchmark notaon is consistent from level to level, the use of lower-case leers associated with specic content in the Sub-Benchmarks is not. For instance, b at Level 3 may not be about the same sort of informaon as b at Level 4.

Benchmarks Sub-Benchmarks

Strand: Strategic Reading (S) R3S1 Apply prior knowledge

of the content and situaon, including cultural understanding, to support comprehension.

a. Apply knowledge related to personal experience and interests b. Apply specialized knowledge related to work, family, and community topics

c. Apply knowledge of the seng/situaon (e.g., What kind of informaon is usually on this kind of text? May I ask for help?)


a. Match individual leers or leer combinaons to sounds and then blend together

b. Use beginning and end leers of long words in combinaon with context to predict the word


d. Compare English to rst language (e.g., cognates; grammar; sounds; morphology)

e. Use a beginners, picture, or bilingual diconary

Prior

Kn

owledge

Word-level Strategies


Read with Understanding Framework: Introducon Progression across Levels: Similar concepts, skills, and/or strategies are found in Benchmarks and Sub-Benchmarks across mulple levels; however, dierences in language or in the examples provided will mark (perhaps subtly) important changes in the range or complexity of what is being described. Concepts, skills, and strategies that are menoned at a lower level but not at higher levels are assumed to be mastered by most learners performing at those higher levels. If gaps in those areas are noted and are aecng performance of the Benchmark, instrucon should be provided. In the RWU Framework, when verbam language is found moving up the levels, it may be assumed that it is because applicaon of the described concepts, skills, or strategies in more challenging texts or to a greater range of texts/situaons is key for connued reading development. The development team felt that aempted changes in language in these cases were arcial, so the same language was kept from level to level.

Consideraons The Role of Content Knowledge: Most adult students need ongoing development in a range of knowledge areas (e.g., science, government, work culture, etc.) that are not idened in the Learning Standard Framework but which provide important contexts for skill development and applicaon. This knowledge is idened and developed through iniaves such as Oregon Pathways to Adult Basic Skills (OPABS), the Ocean Sciences and Math Collaborave, EL/Civics, and class-negoated themes. Learners with Disabilies: The Learning Standard Framework describes what students need to know and be able to do at each level. The Learning Standard, Level Descripons, and Benchmarks/Sub-Benchmarks apply to all students except when the nature of a disability directly aects the students capacity to perform in a specic area. For instance, students with certain severe processing issues are likely to connue to have uency dicules, even as they progress in other areas of reading. These students may be exempt from demonstrang uency-related aspects of the RWU Framework. In other cases, learners have the ability to perform in a specic area but may need accommodaons either in how they are instructed or how they are assessed in order to develop and demonstrate their skills. Programs need to consider carefully how best to use the Learning Standard Framework equitably with students with disabilies without sacricing rigor and opportunity to learn.

Organizaon of the Document

This document presents the elements of the Framework (Learning Standard, Level Descripons, Benchmarks/Sub-Benchmarks) in two formats: cross-level matrices and single-level views. In the cross-level matrices, each Framework element is presented separately, with one matrix showing all the Level Descripons across the eight levels and then another matrix showing all the Benchmarks/Sub-Benchmarks across the eight levels. The purpose of this format is to enable praconers to track the development of a parcular aspect over mulple levels and to support instructors who teach in mul-level sengs. In the single-level views (Appendix A), all the elements for a level are lied from the matrices and pulled together by level. Although the single-level view may be preferred by teachers in single-level classes, it should be used in conjuncon with the cross-level matrices, since students will have strengths and gaps. Instructors should not assume, for instance, that students are working at the same level for all the Benchmarks. For instance, a Level 6 student may have strong vocabulary skills which enable her to oset, to some degree, weak word idencaon skills and to generally perform in a manner described by the Level Descripon for Level 6. However, because of her weakness in word idencaon, this student may read slowly, making reading an inecient way for her to nd informaon. In order to help this student connue to develop as a reader and to manage the reading load she is likely to face in college (her goal), the teacher may need to work with this student on some of the Fluent Reading Benchmarks at Level 4. In essence, the cross-level matrices will help instructors idenfy which concepts, skills, and strategiesfrom whichever levelstudents need to develop in order to keep progressing as readers.



In addion to presenng the elements of the Learning Standard Framework, this document also includes features to aid praconers in using the elements. A Glossary (Appendix B) has been developed to clearly state how parcular terms found in the Framework are dened. Finally, Appendix C presents a table showing the correspondences provided by the Naonal Reporng System for CASAS scores levels and each of the eight performance levels addressed by the Framework.

A Final Word

The Learning Standard Framework is designed to be used exibly by experienced and new praconers alike to meet the diverse needs of students throughout Oregon. By maintaining a focus on adult contexts, research-based skill development, clarity, and usability, this Framework is a vital tool for the connuous improvement of the eld and its service to ABS learners.

Read with Understanding Framework: Elements

Elements of the Framework: x Read with Understanding Learning Standard x Level Descripons & Examples (cross-level matrix) x Benchmarks/Sub-benchmarks (cross-level matrix)

Read with Understanding Framework: Learning Standard


Learning Standard: Read with Understanding

Adult learners read diverse texts for a variety of purposes, integrang their knowledge, skills, and strategies in the following process:

x Determine the reading purpose

x Select and use reading strategies appropriate to the

purpose

x Monitor comprehension and adjust reading strategies

x Analyze the content and reect on the underlying

meanings

x Integrate the content with prior knowledge to address

the reading purpose

Read with Understanding Framework: Level Descripons


Level 1

Beginning ESL Literacy Level 2

Low Beginning ESL Level 3

High Beginning ESL/ Beginning ABE Literacy

Level 4 Low Intermediate ESL/

Beginning ABE

Adult learners exing each level can independently read with understanding...

Highly-relevant symbols, numbers, and words in personal and environmental print

Some personally-relevant texts, including: xFrequently-encountered symbols, numbers, words and phrases in personal and environmental print

xVery simple and familiar or paerned sentences on familiar subjects (e.g., I like baseball. I like pizza. I like ___.)

Some personally-relevant and simplied texts, including: xImportant single words/phrases in visually-supported or predictable text (e.g., days on a calendar; personal informaon prompts on forms)

xSimplied or learner-created connected texts with: familiar content mostly simple and compound sentences (may be in short, linked paragraphs)

personally-relevant or sight words, and/or phonecally-regular one- or two-syllable words

vocabulary common to everyday oral contexts

A range of personal and simplied texts and some simple, everyday texts, including: xSmall blocks of simple text (e.g., short, bulleted informaon) and some simple tables, graphs, maps, and diagrams conveying limited informaon (e.g., childs report card; hand-drawn local map)

xMulple pages of simplied/simple connected texts with: everyday or high-interest content

short paragraphs with clear main ideas and obvious organizaonal structures (e.g., sequence, descripon)

compound and short complex sentences

common mul-syllabic words

high-frequency academic words

vocabulary related to personal interests

In one or two familiar contexts/sengs In very simple, highly-structured reading tasks

In a few familiar contexts/sengs In simple, highly-structured reading tasks

In some familiar contexts/sengs In simple, structured reading tasks

In familiar and some common contexts/sengs In simple, structured reading tasks

Slowly and with considerable eort and errors

Slowly and with considerable eort and errors

Perhaps slowly, displaying some eort but few errors

Perhaps slowly but oen comfortably and with few errors

Range of Texts

Ra

nge of

Situa

ons

(con

text, se

ngs,

tasks)

Flue

ncy



Level 5 High Intermediate ESL/ Low Intermediate ABE

Level 6 Advanced ESL/

High Intermediate ABE

Level 7 Beginning Transion/

Low ASE

Level 8 Transion/ High ASE

Adult learners exing each level can independently read with understanding...

A range of simple, everyday or personal texts, including: xBlocks of texts (e.g., simple, bulleted informaon) and tables, graphs, maps, and diagrams conveying limited informaon (e.g., order forms; U.S. map)

xMulpart or mulple pages of simple connected text with: everyday or high-interest content

paragraphs with clear main ideas and organizaonal structures (e.g., sequence; descripon)

compound and short complex sentences

common mul-syllabic words

high-frequency academic words

vocabulary related to personal interests

A range of introductory academic texts, popular literary texts, and everyday work and community documents, including: xTables, graphs, maps, diagrams, polical cartoons, and other visual presentaons carrying mulple levels of informaon/ideas (e.g., food pyramid; work ow diagrams; road maps)

xMulpart and/or mulple pages of connected text with: everyday or some specialized content

connected paragraphs with common structures (e.g., cause/eect; compare/contrast)

lengthy sentences, somemes composed of mulple clauses

mulsyllabic words high-frequency academic words

content-specic terms related to parenng, work, community issues, health, and/or some academic subjects

A range of secondary-level academic texts, well-known literary texts, and work and community documents, including: xComplex tables, graphs, maps, diagrams, polical cartoons, and other visual presentaons (e.g. organizaonal diagram for a large workplace; census chart; maps showing populaon, climate, and natural resources)

xLengthy and/or complex connected text with: specialized or abstract content

common and unique organizaonal structures

lengthy sentences, typically composed of mulple clauses

common academic words content-specic terms

A wide range of post-secondary academic texts, foundaonal literary texts, and work and community documents, including: xComplex tables, graphs, maps, diagrams, polical cartoons, and other visual presentaons (e.g., nancial aid tables; stock market graphs)

xLengthy, dense, abstract, and/or complex connected text with: specialized or abstract content

complex organizaonal structures

lengthy or packed sentences with complicated syntax

advanced academic words

content-specic terms

In a range of work, family, and community contexts/sengs In somewhat complex but structured reading tasks

In some academic and a range of work, family, and community contexts/situaons In complex and structured reading tasks

In a range of academic, work, community, and family contexts/situaons, including some novel ones In complex and somewhat structured reading tasks

In a wide range of academic, work, community, and family contexts/situaons, including novel ones In complex and unstructured reading tasks

Comfortably but perhaps with inconsistent ability to adjust pace or strategies with more complex tasks

Comfortably and with appropriate consideraon of the complexies related to the task





Level 1 Beginning ESL Literacy

Level 2 Low Beginning ESL

Level 3 High Beginning ESL/

Beginning ABE Literacy


Beginning ABE

The following examples are representave of what a student exing each level can do:

x Read word and picture cues on a store sign to know whether the store is the correct one

x Read the signs in a restaurant to know where to exit

x Read familiar word and picture cues to choose correct grocery store item

x Read family members birthdates to conrm them

x Read familiar street signs and numbers to locate places

x Read familiar trac and safety signs to travel safely

x Read a very simple work schedule to see when to work

x Read the signs on two doors to know which is the correct restroom

x Read a product label to check for a poison symbol

x Read and recognize words and prices in store ads to make decisions about what to buy at the best price

x Read days and dates on a personal calendar to idenfy and enter important dates

x Read a simple hand-drawn map to get to a desnaon

x Read illustrated cooking direcons to prepare a frozen dinner

x Read simple word and picture cues to check out and pay the appropriate amount at a U-Scan staon in a local grocery store

x Read a short phone list of familiar names to locate a specic number

x Read self-wrien paerned sentences (e.g., I like dogs) to share personal preferences with a group

x Read a grocery list and a store ad to make decisions about what to buy

x Read personal names and addresses to make an invitaon list

x Read personal informaon prompts to accurately ll out a simple school form

x Read months, days and dates on a personal calendar/PDA to idenfy and enter important events

x Read familiar product names and quanes to ll a purchase order

x Read and follow the direcons at a movie cket kiosk to buy a movie cket

x Read a familiar canteen list to order items

x Read a phone list of familiar names to locate a specic number

x Read a simplied narrave or own wring for enjoyment

x Read a simple weather forecast in print or online to determine appropriate clothes for the weekend

x Read a simple MP3 or DVD menu to select a familiar tle or track

x Read aloud a picture book with simple text to a young child

x Read greeng cards to choose an appropriate one for a friend

x Read simple email messages to communicate with a family member

x Read direcons from an online mapping site or GPS to get to a chosen locaon

x Read ulity bills to understand how and when to pay them

x Read the interacve TV program guide to select programs to record on a digital video recorder (DVR)

x Read a simple descripon of entry-level job dues to decide whether to apply

x Read a simple work order to know what to do

x Read a simple short narrave about a community concern to decide whether or not to become involved

x Read short narraves about immigrant experiences to reect on and learn about personal heritage

x Read simple poems about everyday items to enjoy looking at things in a new way

x Read a simplied chapter book for enjoyment

Exam

ples







Low ASE


x Read print or online housing rental ads to compare opons and make a decision about which to rent

x Read interacve TV program guide to determine if specic movies/TV shows are appropriate for children

x Read a simple novel about losing a job to reect on the ways job loss can aect family relaonships

x Read an interoce memo or email on changes in the company dress code to know what to wear

x Read a simple chart about a companys job benets to make decisions about them

x Read a minimum-wage poster to determine if a job wage is legal

x Read cizenship applicaon procedures to decide whether to pursue cizenship

x Read about family tradions on a class wiki to relate family tradions from dierent countries, cultures and/or regions of the country to own

x Read a play about a historical gure to learn about his/her life

x Read a simple webpage to research a personal need or interest

x Read a variety of books and arcles about a health issue to write an arcle for a class publicaon

x Read textbooks and Internet arcles to prepare a presentaon on the jusce system

x Read poetry by a favorite author to add to a personal collecon

x Read a popular novel to prepare for a book club

x Read a screenplay of a TV show to compare the wrien and visual versions

x Read newspaper editorials on opposing sides of a subject of interest to clarify and explain a personal opinion on the subject

x Read informaon about a union to decide whether to join

x Read promoonal materials for job-related products to help decide if replacements or updates are necessary

x Read part of a users guide to nd out how to scan a picture

x Read nutrion informaon on a restaurants website to choose a meal that is low in fat

x Read a cell phone manual to set up voice mail

x Read print or online arcles about toddlers to idenfy strategies to use for a two-year-olds tantrums

x Read various websites to determine the best mode of transportaon to use for a long trip

x Read reports, online arcles, and brochures about a local geographic landmark to prepare a poster display of its creaon and signicance

x Read a variety of books and online arcles about a region or country of the world to prepare a class presentaon

x Read a secon in a math textbook to gure out how to solve a specic kind of problem

x Read essays and arcles on an immigraon issue to prepare an editorial for the program newspaper

x Read and analyze a short story to contribute to a group discussion

x Read poetry about certain themes to prepare ones own poem

x Read arcles on O*Net Online to answer own quesons about dierent careers

x Read arcles about job interviewing to develop a personal list of reminders

x Read ingredients, direcons, and warnings on over-the-counter medicine labels to choose the right product for a sick child

x Read direcons about wi- connecons to add a computer to an exisng network

x Read informaon about adversing techniques to make decisions about purchases

x Read books and online arcles about an environmental issue to explain the key issues in a paper

x Read primary and secondary sources about a major world event to prepare a presentaon on the short-term and long-term eects on the local people

x Read print and online editorials, arcles, and reports about a naonal issue to prepare for a debate

x Read an American novel from the 19th century to prepare a paper about how the novel reects the era in which it was wrien

x Read a Shakespearian play to compare it to a live or movie performance

x Read a chapter from a training manual to prepare for a cercaon test

x Read a complex table from the U.S. Bureau of Labor & Stascs to research a parcular occupaon

x Read a booklet on workplace medical benets to choose a plan

x Read informaon about nancial aid to decide whether to apply for loans

x Read a dense rental contract to ascertain rights and responsibilies


Read with Understanding Framework: Benchmarks/Sub-Benchmarks






Beginning ABE

Strand: Reading with Purpose (P)

R1P1 Read for own purpos-es, inside and outside of class.

R2P1 Read for own purpos-es, inside and outside of class.

R3P1 Read regularly for own purposes, inside and outside of class.


a. Read familiar store signs, product labels, and related ads

b. Read high-frequency prac-cal and survival signs and symbols (e.g., EXIT; DAN-GER; poison symbol; re-stroom; hospital; school)

c. Read very simple charts (e.g., scoreboards)

a. Read paerned or self-wrien sentences

b. Read short, simplied or self-wrien stories

c. Read familiar store signs, product labels, related ads

d. Read high-frequency prac-cal and survival signs and symbols (e.g., EXIT; DAN-GER; poison symbol; re-stroom; hospital; school)

e. Read parts of simple forms (e.g., Name; Address)

f. Read short, self-wrien lists (e.g., grocery lists; addresses)

g. Read simple charts (e.g., scoreboards; calendars)

h. Read some simple, visually-supported digital texts (e.g., U-Scan at the grocery store)

a. Read simplied or self-wrien stories and poetry

b. Read familiar store signs, product labels, and related ads

c. Read common praccal and survival signs and sym-bols (e.g., EXIT; DANGER; poison)

d. Read parts of simple forms (e.g., Name; Address; Tele-phone Number)

e. Read self-wrien lists (e.g., grocery lists; addresses)

f. Read simple charts (e.g., scoreboards; simple order forms; calendars)

g. Read simple, visually-supported digital texts (e.g., familiar DVD menu)

a. Read simple or self-wrien stories, poetry, and scripts

b. Read short, simple person-al and funconal texts (e.g., personal notes/leers; labels; greeng cards; simple ads)

c. Read simple instrucons (e.g., for a familiar recipe; direcons to a residence)

d. Read simple forms or parts of more complex forms (e.g., work order forms; library card applicaons)

e. Read some simple tables, graphs, and maps (e.g., childs report card; medi-cine dosage chart; map of a familiar area)

f. Read high-interest, simpli-ed informaonal sources (e.g., simplied arcle about a famous person)

g. Read secons of newspa-pers and simplied maga-zines (e.g., bulleted side-bar about how to plant a bulb)

h. Read some simple digital texts (e.g., personal e-mail)

Read

ing Re

gularly







Low ASE


Strand: Reading with Purpose (P)





a. Read simple novels, biog-raphies, stories, poetry, and scripts

b. Read simple personal and funconal texts (e.g., yers of upcoming events; ads; recipes)

c. Read simple forms, tables, graphs, diagrams, and maps (e.g., catalog order forms; menus; nutrion labels; maps of the U.S.; TV sched-ules)

d. Read high-interest, simple, informaonal texts

e. Read selected secons of magazines and newspapers

f. Read simple digital texts (e.g., personal e-mail; video games; DVD menus; simple web pages)

a. Read popular novels, biog-raphies, essays, short stories, poetry, and scripts

b. Read everyday funconal texts (e.g., health brochures; polical ads)

c. Read forms, tables, graphs, diagrams, and maps (e.g., job applicaons; food pyra-mid; work ow diagram; nutrion charts; road maps)

d. Read polical cartoons de-picng current people or events

e. Read common informaonal texts (e.g., self-help books; textbooks; books on special interests)

f. Read arcles and editorials in popular magazines and local newspapers

g. Read digital texts (e.g., most web pages; electronic ency-clopedias)

a. Read novels, biographies, essays, short stories, poetry, and scripts

b. Read some complex func-onal texts/documents (e.g., simple wills; voter eligibility materials)

c. Read complex forms, tables, graphs, diagrams, and maps (e.g., organizaonal diagram for a workplace; census charts; climate maps)

d. Read polical cartoons

e. Read specialized informa-onal sources related to math, social studies, science, and work (e.g., high school level textbooks; training manuals)

f. Read common historical American documents (e.g., The Declaraon of Independ-ence; U.S. Constuon; the I Have a Dream speech)

g. Read arcles and editorials in news magazines and ma-jor newspapers

h. Read complex digital texts (e.g., dense web pages/sites; online reports)

a. Read literary texts from vari-ous historical and cultural perspecves, including foun-daonal American and world literatures

b. Read complex funconal texts/documents (e.g., war-ranes; contracts)

c. Read complex forms, tables, graphs, diagrams, and maps (e.g., nancial aid table; stock market charts/graphs)

d. Read polical cartoons

e. Read specialized informa-onal sources related to math, social studies, science, and work (e.g., college-level textbooks; content-area jour-nals; cercaon materials)

f. Read historical American documents (e.g., The Feder-alist; presidenal addresses)

g. Read arcles and editorials in major magazines and newspapers

h. Read complex digital texts (e.g., complex web sites; online reports)








Beginning ABE

(cont.) Strand: Reading with Purpose (P)

R1P2 Idenfy, clarify, and/or prepare for the purpose for reading familiar environmental print or personal texts (e.g., to get on the right bus; to buy the right can of beans).

R2P2 Idenfy, clarify, and/or prepare for the purpose for reading familiar environmental print or personal texts (e.g., to know how much to pay; to turn on the correct street).

R3P2 Idenfy, clarify, and/or prepare for a concrete reading purpose.

R4P2 Idenfy, clarify, and/or prepare for a concrete reading purpose.

a. Make predicons about content and organizaon based on text type and context (e.g., scoreboard; label)

b. Prepare simple notes to use as a reference (e.g., picture cues; bus number to look for)

a. Make predicons about content and organizaon based on text type and context (e.g., label; form)

b. Prepare notes to use as a reference (e.g., picture cues; street names to look for)

a. Make predicons about content and organizaon based on tle, pictures, text type, and/or knowledge of the topic or reading situaon

b. Ask simple quesons to guide reading (e.g., What is the price?)

c. Idenfy a specic purpose for reading (e.g., to choose the right product)

a. Idenfy the intended audience and purpose of the text type

b. Make predicons about content and organizaon based on tle, pictures, text type, and/or knowledge of the topic or reading situaon

c. Ask simple quesons to guide reading (e.g., Who is the man in the picture?)

d. Idenfy specic purposes for reading (e.g., to check predicons; to answer own quesons; to nd due date)

Determining Pu

rpose







Low ASE


(cont.) Strand: Reading with Purpose (P) R5P2 Idenfy, clarify, and/or prepare for the reading purpose.

R6P2 Idenfy, clarify, and/or prepare for the reading purpose.

R7P2 Idenfy, clarify, and/or prepare for a complex reading purpose.

R8P2 Idenfy, clarify, and/or prepare for a complex reading purpose.

a. Idenfy the intended audience and general purpose of the text type

b. Make predicons or ask quesons based on tle, pictures, headings, capons, text type, and/or knowledge of the topic or reading situaon

c. Idenfy specic purpose(s) for reading (e.g., conrm predicons; answer quesons; gather facts/evidence)

d. Select appropriate print and digital text, specifying how the text addresses the readers goal (e.g., by considering topic, friendliness of text, familiarity with author)

a. Idenfy the intended audience and general purpose of the text type

b. Preview key secons of the text (e.g., advanced organizers; headings/sub-headings; rst sentences of paragraphs)

c. Make predicons or ask quesons based on prior knowledge about text type, literary genre, topic, and/or reading situaon

d. Idenfy specic purposes for reading (e.g., conrm predicons; answer quesons; gather facts/evidence)

e. Select appropriate print and digital text, specifying how the text addresses the readers goal (e.g., by considering wring style, text features and supports, familiarity with source/ author, appropriateness of text type)

a. Preview key secons of the text (e.g., advanced organizers; headings/sub-headings; rst/last paragraphs; rst/last sentences of paragraphs)

b. Make predicons or ask quesons based on prior knowledge about text type, literary genre, topic, and/or reading situaon

c. Idenfy specic purposes for reading (e.g., answer quesons; idenfy gaps to study for test; look for interesng points to bring up in discussion)

d. Select appropriate print and digital text(s), specifying how the text addresses the readers goal (e.g., by considering wring style, text features and supports, familiarity with source/author, appropriateness of text type)

a. Preview key secons of the text (e.g., advanced organizers; headings/subheadings; rst/last paragraphs; rst/last sentences of paragraphs)

b. Make predicons or ask quesons based on prior knowledge about text type, literary genre, topic, and/or reading situaon

c. Idenfy specic purpose(s) for reading (e.g., to compare and contrast styles; gather facts/evidence for a research paper)

d. Select appropriate print and digital text(s), specifying how the text addresses the readers goal (e.g., by considering wring style, text features and supports, familiarity with source/author, appropriateness of text type)








Beginning ABE

Strand: Fluent Reading (F) R1F1 Pronounce1 on sight a few high- frequency and personally-relevant symbols and words found at home and in the community.

R2F1 Pronounce1 on sight some high frequency and personally-relevant symbols and words found at home and in the community.

R3F1 Pronounce1 on sight some high-frequency, personally-relevant, and phonecally-regular one- and two-syllable words found in own environment and in simplied texts.

R4F1 Pronounce1 on sight most high-frequency, personally-relevant, and phonecally-regular words found in own environment and in simplied texts.

a. Pronounce own printed name and names of family members

b. Pronounce symbols and words on familiar signs (e.g., McDonalds)

c. Pronounce single digit numerals and some higher numerals in context (e.g., home address; phone numbers; Social Security number)

a. Pronounce printed personal informaon (e.g., names of family members; address; phone number)

b. Pronounce symbols and words on familiar signs (e.g., Target; yield)

c. Pronounce some high frequency words (e.g., as idened on the Dolch list)

d. Pronounce printed numerals 0-100 and familiar numerical expressions (e.g., own address and phone number; Social Security number; family birthdates)

a. Pronounce words common in meaningful disconnuous texts (e.g., names of self and family members; own address; common grocery items)

b. Pronounce many high-frequency words (e.g., as idened on the Dolch list)

c. Pronounce one-syllable words with short-vowel or common long-vowel paerns (e.g., mat; make; maid)

d. Pronounce simple contracons and abbreviaons (e.g., Im; hes; Mr.; Mrs.; St.)

e. Pronounce printed numerals from 0-1000 and common numerical expressions (e.g., prices; current year; dates; phone numbers)

a. Pronounce words on most simple forms, labels, and signs

b. Pronounce high-frequency words (e.g., such as words on the Dolch list)

c. Pronounce two- and three- syllable phonecally-regular words (e.g., airplane; informed)

d. Pronounce common contracons and abbreviaons common to calendars, addresses, and dates (e.g., wasnt; wont; Ave.; Tues.; Mar.)

e. Pronounce printed numerals of up to ve digits (e.g., car/house prices; addresses)

R1F2 Recognize the sounds of English language and some one-to-one leer-sound correspondences.

R2F2 Recognize the sounds of English language and common one-to-one leer-sound correspondences.

R3F2 Recognize on sight print-sound correspondences in one-syllable words.

R4F2 Recognize on sight print-sound correspondences in common two- and three-syllable words.

a. Idenfy inial and nal consonant sound in 1-syllable spoken words

b. Idenfy sounds associated with most consonants

c. Disnguish between consonant sounds in minimal pairs (e.g.,/him/ vs. /his/)

d. Recognize upper- and lower-case leers of the alphabet, disnguishing between similar leers (e.g., p/q; b/d; o/c)

e. Disnguish between consonants and vowels

a. Recognize inial and nal consonant sounds in 1-syllable spoken words

b. Recognize sounds associated with consonants

c. Disnguish between vowel sounds in minimal pairs (e.g.,/bed/ vs. /bad/;

/ran/ vs. /run/) a. Recognize some short- vowel syllable paerns in print (e.g., -at; -an)

a. Recognize individual sounds in 1-syllable spoken words

b. Recognize sounds associated with consonants, including those with alternave sounds (e.g., /sit/; /ads/)

c. Recognize high-frequency consonant digraphs and blends

d. Recognize short-vowel syllable paerns (e.g., -in; -op; -et)

e. Recognize silent-e and common vowel-team syllable paerns for long vowels (e.g., ai; ay; ee)

f. Recognize high-frequency suxes (e.g., -s; ed; -ing)

a. Recognize consonant digraphs and blends

b. Recognize common syllable paerns in two- and three syllable words(e.g., short vowels; long vowels; r-controlled; diphthongs)

c. Recognize high-frequency prexes and suxes (e.g., un-; re-; dis-; -est; -ful)

Word Re

cognion

Word Parts







Low ASE


Strand: Fluent Reading (F)

R5F1 Pronounce1 on sight most words and abbreviaons found in simple texts.

R6F1 Pronounce1 on sight most words and abbreviaons found in everyday texts and some terms related to areas of interest or study.

R7F1 Pronounce1 on sight words, abbreviaons, and acronyms found in everyday texts and a range of terms related to areas of interest or study.

R8F1 Pronounce1 on sight words, abbreviaons, and acronyms found in diverse texts, including a wide range of terms related to specialized topics.

a. Pronounce printed names in own environment (e.g., co-workers; classmates)

b. Pronounce common mul-syllabic words

c. Pronounce some abbreviaons found in everyday texts, including those common to maps, measurement, and classied ads (e.g., some states; .; P-T)

d. Pronounce most printed numerals

a. Pronounce mul-syllabic words

b. Pronounce words common to elds of personal interest or academic study (e.g., developmental stage; engine block; coastal range)

c. Pronounce abbreviaons found in everyday texts (e.g., states; pkg.; inc.)

d. Pronounce printed numerals

e. Pronounce some common words from other languages (e.g., si; gracias; Juan, oui)


b. Pronounce some terms specic to parcular elds of interest/study (e.g., cardiology; bicameral; peninsula)

c. Pronounce abbreviaons and acronyms used in specic contexts (e.g., CPA; dept.)

d. Pronounce a range of common words from other languages (e.g., ciao; por favor; Buenos dias)


b. Pronounce many terms specic to parcular elds of interest/study (e.g., humerus; topographical)

c. Pronounce abbreviaons and acronyms found in advanced work, community, and academic texts (e.g., etc.; ibid.; AWOL)

d. Pronounce a range of words from other languages (e.g., sayonara; Cest la vie; junta)

R5F2 Recognize on sight syllable paerns/types, base words, and axes in common mul-syllabic words.

R6F2 Recognize on sight syllable paerns/types, root words, and axes in mul-syllabic words.



a. Recognize syllable paerns/types (e.g., closed syllable; open syllable; VCe; vowel digraphs/ diphthongs; r-controlled; -Cle)

b. Recognize base words (e.g., informaon)

c. Recognize common prexes and suxes (e.g., pre-; bi-; an-; -ness; -on)

a. Recognize syllable paerns/types

b. Recognize a range of roots (e.g., spect; rupt; port)

c. Recognize a range of prexes and suxes (e.g., semi-; quad-; milli-; -logist; -ician)

(See previous levels, as needed)

(See previous levels, as needed)

1The focus of this benchmark is on correctly recognizing and saying a word encountered in print, in order to access meaning that may be aached

to the word through ones oral vocabulary. Issues related to dialect and accents are not the focus.








Beginning ABE

(cont.) Strand: Fluent Reading (F)

R1F3 Acquire and apply meanings of some very simple and common signs/symbols and some words related to health, safety, and personal interests.

R2F3 Acquire and apply meanings of very simple and common signs/symbols and some words related to health, safety, and everyday life.

R3F3 Acquire and apply meanings of most simple, common signs/symbols and words related to everyday life.

R4F3 Acquire and apply meanings of simple, everyday words and of words related to personal interests/needs.

a. Interpret some basic signs and symbols related to safety (e.g., poison symbol; STOP; EXIT; DANGER)

b. Interpret some basic signs and symbols that provide direcon (e.g., no smoking symbol; OPEN; WOMEN)

c. Interpret some signs and symbols related to personal interests (e.g., McDonalds; grocery store logo)

d. Build oral vocabulary for everyday words2

a. Interpret basic signs and symbols related to safety and personal interests (e.g., DANGER; DO NOT ENTER; restaurant sign; product sign)

b. Apply meanings of some simple words and phrases found in daily environmental print (e.g., for sale; product names)

c. Interpret prompts for key personal informaon (e.g., Name; Address; Telephone Number)

d. Build oral vocabulary for everyday words2

a. Interpret common signs and symbols (e.g., for recycling; cost per unit)

b. Interpret varied prompts for personal informaon (e.g., Date of Birth/Birthdate)

c. Apply meanings of printed words and phrases which are commonly heard/spoken in relaon to family, work, and community life2

a. Interpret words and phrases used on common bills and forms (e.g., Payment Due, Dates of Service)

b. Apply meanings of printed words and phrases which are commonly heard/spoken in relaon to family, work, and community life2

c. Apply meaning of printed words related to hobbies or personal interests4

Word Meaning







Low ASE



R5F3 Acquire and apply meanings of words and phrases found in simple everyday texts and related to personal interests.

R6F3 Acquire and apply meanings of most words and phrases found in everyday texts and of small sets of terms related to a few specialized topics.

R7F3 Acquire and apply meanings of most words and phrases found in everyday and academic texts, including terms related to specialized topics.

R8F3 Acquire and apply meanings of most words and phrases found in complex and dense texts, including a range of terms related to specialized topics.

a. Apply common meanings of everyday2 and simple academic words3 found across everyday texts

b. Apply meanings of terms related to specic topics of personal interest (e.g., work, health, community concerns)4

c. Interpret high frequency idioms, expressions, and/or collocaons (e.g., knock on wood; prim and proper; make the bed)

a. Apply appropriate meanings (perhaps out of a set of possible meanings) of academic words found across a range of texts3

b. Apply meanings of terms related to some specic academic areas or other specialized topics (e.g., related to pre-GED topics, work, or interests) 4

c. Interpret common idioms, expressions, and/or collocaons (e.g., live for the moment; crystal clear; face the consequences)

a. Apply appropriate and perhaps nuanced meanings of academic words found across a range of texts3

b. Apply meanings of terms related to academic or work topics (e.g., math, social studies, science, literature, and/or occupaonal terms)4

c. Interpret idioms, expressions, and/or collocaons (e.g., jury is sll out; in conclusion; auspicious occasion)

a. Apply appropriate and nuanced meanings of academic words found across a range of texts3

b. Apply meanings of terms and abbreviaons related to a range of academic or work topics (e.g., math, social studies, science, literature, and/or occupaonal terms; i.e.; a.k.a; QID for quanty intake daily) 4

c. Interpret idioms, expressions, and/or collocaons (e.g., short circuit; economic downturn; form a hypothesis)

2 Everyday words are words which are common in everyday speech (e.g., walk; man; great). Beck, McKeown, & Kucan (2002) call these words Tier 1, and nave-English speakers are likely to learn these through parcipaon in everyday life. Non-nave English speakers, however, may need to be taught these words.

3 Academic words are words which characterize mature discourse and appear in a wide variety of wrien texts, regardless of the subject maer (e.g., coincidence; reform; benet). Beck et al. (2002) call these Tier 2 words. The Academic Word List provides a list of the most common academic words found in English texts (hp://www.victoria.ac.nz/lals/resources/academicwordlist/).

4 Terms are words which are specic to a parcular domain or subject maer (e.g., peninsula; isotope). Beck et al., (2002) call these words Tier 3 words. They are also known as technical vocabulary.








Beginning ABE


R1F4 (Begins at Level 3) R2F4 (Begins at Level 3)

R3F4 Accurately read aloud connected simplied or self-wrien sentences with basic expression.

R4F4 Accurately read aloud connected text composed primarily of simple and compound sentences with appropriate pacing, phrasing, and expression.

a. Use capitalizaon as a cue to begin a sentence

b. Use end punctuaon to aid expression

a. Use capitalizaon and punctuaon cues to aid expression (e.g., end punctuaon; commas used in a series; quotaon marks)

b. Group words into short phrases (e.g., The old man/le his home,/and he drove slowly/to the drugstore/for his medicine.)

c. Apply appropriate emphasis and intonaon to reect meaning

Strand: Strategic Reading (S)

R1S1 Apply prior knowledge about language, uses of print, everyday life, and cultural understanding to support comprehension.

R2S1 Apply prior knowledge about language, uses of print, everyday life, and cultural understanding to support comprehension.

R3S1 Apply prior knowledge of the content and situaon, including cultural understanding, to support comprehension.


a. Understand that pictures, symbols, and print represent things and ideas

b. Apply knowledge of the seng/situaon (e.g., where restroom signs are typically posted; where scoreboards are located)

a. Understand that pictures, symbols, and print represent things and ideas

b. Apply knowledge of the seng/situaon (e.g., where store signs are posted; what kind of informaon is provided on doors)

a. Apply knowledge related to personal experience and interests

b. Apply specialized knowledge related to work, family, and community topics

c. Apply knowledge of the seng/situaon (e.g., What kind of informaon is usually on this kind of text? May I ask for help?)



c. Idenfy and manage the eects of the reading situaon on the reading task (e.g., May I ask for help? Do I need to wear earplugs to concentrate?)

Flue

ncy

Prior Kn

owledge







Low ASE



R5F4 Accurately read aloud connected text composed of simple, compound, and short complex sentences with appropriate pacing, phrasing, and expression.

R6F4 Accurately read text composed of a variety of complex sentence structures with appropriate pacing, phrasing, and expression.

R7F4 Accurately read text composed of dense or long, complex sentences and paragraphs with appropriate pacing, phrasing, and expression.

R8F4 Accurately read text composed of dense or long, complex sentences and paragraphs with appropriate pacing, phrasing, and expression.

a. Use common punctuaon cues to aid expression (e.g., commas separang phrases/clauses)

b. Group words into meaningful phrases (e.g., A new employee/ should watch others carefully/ and ask quesons/ when she doesnt understand something.)


a. Use a range of punctuaon cues to aid expression (e.g., semicolons; colons)

b. Group words into meaningful phrases (e.g., Despite her past insincerity/ and her current obsession with his best friend/, he chose to interpret her acons /as friendly and not irty.)


(See previous levels as needed) (See previous levels as needed)

Strand: Strategic Reading (S)



R7S1 Evaluate and/or apply prior knowledge of the content and situaon, including cultural understanding, to support comprehension.

R8S1 Evaluate and/or apply prior knowledge of the content and situaon, including cultural understanding, to support comprehension.



c. Idenfy and manage the eects of the reading situaon on the reading task (e.g., May I ask for help? Is the lighng and noise level okay? What can I change to concentrate beer?)

a. Crique exisng knowledge (e.g., How does this compare with what I knew before?)

b. Apply some academic knowledge related to literature and the social, physical, and life sciences

c. Apply specialized knowledge related to work, family, and community topics

d. Idenfy and/or manage the eects of the reading situaon on the reading task (e.g., May I ask for help? Am I comfortable? What can I change to concentrate beer? What tools do I have on hand?)

a. Crique exisng knowledge (e.g., The author is saying something dierent from what I thought was true. Whos right?)

b. Apply a range of academic knowledge related to literature and the social, physical, and life sciences


d. Idenfy and/or manage the eects of the reading situaon on the reading task (e.g., May I ask for help? What can I change to concentrate beer? How long do I have for this task? What tools may I use?)

a. Crique exisng knowledge (e.g., The author is saying something dierent from what I thought was true. Whos right?)

b. Apply a wide range of academic knowledge related to literature and the social, physical, and life sciences


d. Imagine applicaons to personal or hypothecal experiences

e. Idenfy and/or manage the eects of the reading situaon on the reading task (e.g., What can I change to concentrate beer? How long do I have for this task? What tools may I use?)








Beginning ABE

(cont.) Strand: Strategic Reading (S)

R1S2 Use one or two very simple strategies to pronounce and/or discern the meanings of unfamiliar printed words.

R2S2 Use one or two simple strategies to pronounce and/or discern the meanings of unfamiliar printed words.


R4S2 Use strategies in combinaon to pronounce and/or discern the meanings of unfamiliar words in environmental print or a simplied text.

a. Idenfy word boundaries

b. Compare unfamiliar word with personal notes (e.g., a previously copied word; a picture and word on a ash card; personal notes in nave language)

c. Use beginning and end leers in combinaon with context to predict the word

d. Use pictures, symbols, colors, and/or shapes as cues (e.g., as on signs)

e. Associate a word with a learned visual or physical prompt

a. Compare an unfamiliar word to a word and/or picture on a ash card or personal notes

b. Use beginning and end leers in combinaon with context to predict the word

c. Use pictures, symbols, colors, and/or shapes as cues (e.g., as on signs)

d. Associate unfamiliar word with a learned visual or physical prompt

e. Use a picture or bilingual diconary

a. Match individual leers or leer combinaons to sounds and then blend together

b. Use beginning and end leers of long words in combinaon with context to predict the word


d. Compare English to rst language (e.g., cognates; grammar; sounds; morphology)

e. Use a beginners, picture, or bilingual diconary

a. Idenfy and blend syllables, prexes, and suxes, applying common syllabicaon guidelines

b. Break down compound words

c. Apply meanings of high-frequency prexes and suxes (e.g., re-; un-; dis-; -est; -ful)

d. Compare the unknown word to a known form of the word (e.g., cognate; base word)

e. Use context (e.g., clues in close proximity to the word; knowledge of topic; picture aids; knowledge of English syntax)

f. Apply knowledge of simple homographs (e.g., read; present; close)

g. Use a glossary or a beginners, picture, or bilingual diconary

Word-Level Strategies







Low ASE



R5S2 Use strategies in combinaon to pronounce and/or discern the meanings of unfamiliar words in a simple text.

R6S2 Use strategies in combinaon to pronounce and/or discern the meanings of unfamiliar words in an everyday text.

R7S2 Use strategies easily and in combinaon to pronounce and/or discern the meanings of unfamiliar words found in a complex text.

R8S2 Use strategies easily and in combinaon to pronounce and/or discern the meanings of unfamiliar words found in a complex or dense text.

a. Idenfy and blend syllables, roots, prexes, and suxes, applying common syllabicaon guidelines

b. Use the pronunciaon informaon in a simple diconary or glossary

c. Apply meanings of simple roots, prexes, and suxes (e.g., pre-; bi-; -ness; -on)

d. Use context (e.g., embedded clues; knowledge of topic; knowledge of English syntax)

e. Apply knowledge of common homographs and homophones (e.g., bow; wind; sent/cent/scent)

f. Use text aids (e.g., margin notes; illustraons; glossary; etc.)

g. Idenfy and apply the appropriate denion in a simple diconary

a. Idenfy and blend syllables, roots, prexes, and suxes, applying common syllabicaon guidelines

b. Use the pronunciaon informaon in a diconary or glossary

c. Apply meanings of common roots, prexes, and suxes (e.g., spect; bio; port; bene-; inter-; -ary; -ology)

d. Use context (e.g., embedded clues; knowledge of topic; knowledge of English syntax)

e. Apply knowledge of homographs and homophones (e.g., abuse; conict; principle/principal)

f. Idenfy and apply the appropriate denion in a standard diconary or thesaurus

a. Apply meanings of a range of roots, prexes, and suxes (e.g., phil; carn; chron; hyper-; counter-; -ify; -cracy; -wise)

b. Disnguish between connotave and denotave meanings (e.g., a cheap person versus a thriy person)

c. Use context

d. Use a college diconary or thesaurus, idenfying the appropriate denion and/or using etymological informaon

a. Apply meanings of a range of roots, prexes, and suxes (e.g., frater; domin; magni-; omni-; -acious; -ulent)

b. Disnguish between connotave and denotave meanings (e.g., crical as examining carefully versus negave input)

c. Use context

d. Use a college diconary or thesaurus, idenfying the appropriate denion and/or using etymological informaon








Beginning ABE


R1S3 Apply a small set of simple strategies to check and/or enhance text comprehension.

R2S3 Apply a small set of simple strategies to check and/or enhance text comprehension.

R3S3 Integrate simple strategies to monitor and/or enhance text comprehension.

R4S3 Choose from a range of simple strategies and integrate them to monitor and/or enhance text comprehension.

a. Aend to features of English print (e.g., le-to-right orientaon; word boundaries)

b. Use knowledge of high-frequency text formats (e.g., signs; labels)

c. Use illustraons and symbols as clues to meaning

d. Compare text to prepared notes

e. Reread

f. Compare understanding with another reader

a. Aend to features of English print (e.g., le-to-right orientaon; word boundaries; paragraph indentaon)

b. Use knowledge of high-frequency text formats (e.g., signs; labels)

c. Use illustraons and symbols as clues to meaning

d. Compare text to prepared notes

e. Reread

f. Compare understanding with another reader

a. Use knowledge of common text formats (e.g., simple forms; coupons; calendars)

b. Use illustraons as clues to meaning

c. Compare text to prepared notes

d. Check decoding

e. Scan for key words/numbers

f. Answer simple quesons posed by self or others (e.g., What me do I need to show up?)

g. Check pronoun referent

h. Make inferences

i. Reread

j. Compare understanding with another reader

a. Use knowledge of common text formats (e.g., of familiar bills, report cards, telephone books, simple magazines)

b. Use common text features (e.g., tles; headings; illustraons; bold print; bullets)

c. Apply knowledge of list and sequence text structures and their signal words (e.g., rst; next; then)

d. Scan for key words/numbers

e. Answer simple quesons posed by self or others (e.g., What happens next?)

f. Check pronoun referent

g. Make inferences

h. Retell

i. Reread

j. Use simple graphic organizers (e.g., T-charts; Venn diagrams)

k. Discuss with others

l. Create a mental picture

Text Com

preh

ension

Strategies







Low ASE



R5S3 Choose from a range of simple strategies and integrate them to monitor and/or enhance text comprehension.

R6S3 Choose from a range of strategies and integrate them to monitor and/or enhance text comprehension.

R7S3 Choose from a range of strategies, including some sophiscated ones, and integrate them to monitor and/or enhance text comprehension.

R8S3 Choose from a range of sophiscated strategies and integrate them to monitor and/or enhance text comprehension.

a. Use text format and features (e.g., headings; subheadings; bullets; sidebars; illustraons; capons; guide words)

b. Apply knowledge of simple text structures (e.g., list; sequence; descripon) and their signal words (e.g., second; another)

c. Scan for key words/numbers

d. Answer quesons posed by self or others (e.g., using who, what, where, when, why, how)

e. Check pronoun referent

f. Make inferences

g. Use simple text markings (e.g., highlighng; underlining; nong personal reacons/quesons)

h. Retell/paraphrase/summarize

i. Reread/adjust reading pace

j. Use graphic organizers (e.g., Venn diagrams; bubble maps; cause-eect)

k. Discuss with others

l. Create a mental picture

a. Use text format and features (e.g., table of contents; index; sidebars; topic menus)

b. Apply knowledge of common text structures (e.g., descripon; cause-eect; compare-contrast; problem-soluon) and their signal words

c. Scan/skim

d. Answer quesons posed by self and others (e.g., turning sub-headings into quesons)

e. Make inferences

f. Mark texts and/or make notes

g. Write a summary to check understanding

h. Select and use an appropriate graphic organizer

i. Discuss with others

a. Use text format and features (e.g., search engines; drop-down menus; indices; advanced organizers)

b. Idenfy how facts/ideas are organized (e.g., by looking for common text structures; by aending to signal words)

c. Scan/skim

d. Ask and answer higher-order quesons to guide/assess reading (e.g., Why is the author telling me this right now? Why did the author choose this word?)

e. Make inferences

f. Break long sentences into phrases and think about their meaning

g. Mark texts and/or make notes

h. Organize notes and/or make own graphic organizer/text map

i. Write a summary to check understanding

j. Discuss with others

a. Use text format and features (e.g., search engines; drop-down menus; indices; advanced organizers)

b. Idenfy how facts/ideas are organized (e.g., by looking for common text structures; by aending to signal words)

c. Scan/skim

d. Ask and answer higher-order quesons to guide/assess reading (How is this dierent from what I read somewhere else? Can I think of an example of how to use this informaon?)

e. Make inferences

f. Break long sentences into phrases and think about their meaning

g. Mark texts and/or make notes

h. Organize notes and/or make own graphic organizer/text map

i. Write a summary to check understanding

j. Discuss with others

k. Research other interpretaons (e.g., literary analysis)








Beginning ABE

Strand: Analycal and Crical Reading (A)

R1A1 Locate and draw conclusions about clearly stated informaon and some implied messages found in a very simple and familiar funconal text (e.g., sign; label).

R2A1 Locate and draw conclusions about clearly stated informaon and some implied messages found in a very simple and familiar funconal text (e.g., sign; label).

R3A1 Locate and draw conclusions about stated informaon and implied messages in a simple funconal or persuasive text.

R4A1 Locate, analyze, and crique stated informaon and implied messages in a simplied or very simple funconal, informaonal, or persuasive text.

a. Locate key informaon in text with strong visual supports (e.g., brand names/logos; store names; scores on a simple scoreboard)

b. Recognize implied claims evident in pictures (e.g., using a product will result in a happier life; this candidate is a patriot)

a. Locate key informaon in text with strong visual supports (e.g., brand names/logos; store names; scores on a simple scoreboard)

b. Locate needed informaon in a short, (perhaps) alphabezed list (e.g., a list of family members)

c. Recognize implied claims evident in pictures (e.g., since this celebrity uses the product, so should you)

a. Locate key informaon in text with strong visual supports (e.g., item on a calendar; where to sign)

b. Locate specic informaon in a familiar alphabezed or categorized list (e.g., a familiar menu; a canteen list)

c. Recognize simple persuasive techniques (e.g., implied claims in pictures; celebrity statements in ads)

a. Locate specic informaon in a short paragraph and/or a very simple table, map, or diagram (e.g., about an event; bill payment due date; where hospital is on neighborhood map)

b. Locate specic informaon in a mul-page lisng (e.g., a telephone book; diconary)

c. Idenfy the topic, stated main idea, and key details within a short paragraph

d. Evaluate the reliability, accuracy, and suciency of informaon and claims (e.g., checking for missing details, as on an invitaon; disnguishing fact v. opinion; idenfying misleading statement, as in4 out of 5 densts)

Non

-Literary Texts







Low ASE


Strand: Analycal and Crical Reading (A)

R5A1 Locate, analyze, and crique stated and implied informaon and/or ideas in a simple funconal, informaonal, or persuasive text.

R6A1 Locate, analyze, and crique stated and implied informaon and/or ideas in an everyday funconal, informaonal, or persuasive text.

R7A1 Locate, analyze and crique stated and unstated informaon, ideas/arguments, and/or themes in a complex funconal, informaonal, or persuasive text.

R8A1 Locate, analyze and crique stated and unstated informaon, ideas/arguments, and/or themes in a complex or dense funconal, informaonal, or persuasive text.

a. Locate and interpret informaon in simple tables, graphs, and diagrams (e.g., with one level of informaon on each axis)

b. Locate specic informaon in a simple mul-page source (e.g., within a class wiki; in an arcle; within a book with an index)

c. Idenfy the topic, stated or clearly implied main idea, and supporng details within a paragraph

d. Draw conclusions about specic details (e.g., stated cause and eect)

e. Evaluate the reliability, accuracy, and suciency of informaon and claims (e.g., checking for missing informaon, as in a classied ad; explaining how author uses fact and opinion; idenfying techniques such as use of fear, bandwagon)

a. Locate and interpret informaon in mul-featured tables, graphs, and diagrams (e.g., a graph displaying oil spills by country, gallons, and dollars spent on cleanup)

b. Locate specic informaon in a lengthy source (e.g., on the Internet; within a textbook chapter)

c. Interpret polical cartoons depicng current people or events

d. Determine, analyze, and summarize the stated or implied main idea of a paragraph and the key details/evidence used to develop it

e. Determine, analyze, and summarize an authors clearly-stated central idea and major points (over mulple paragraphs/pages)

f. Analyze specic details, including how they are related to each other and/or to the main/central idea (e.g., implied cause and eect; types and sub-types; problems and soluons)

g. Evaluate the reliability, accuracy, and suciency of informaon, claims, or arguments (e.g., by invesgang the biases of author/publisher/website; disnguishing between fact and opinion; recognizing understatement/ overstatements)

a. Locate and interpret informaon in complex tables, graphs, and diagrams

b. Locate specic informaon in a lengthy or dense source (e.g., on the Internet; in a textbook or training manual)

c. Interpret polical cartoons depicng current or historical people and events

d. Determine, analyze, and summarize the stated and/or implied main idea of a paragraph and the details/evidence used to develop it

e. Determine, analyze, and summarize the authors central idea and major points (over mulple paragraphs/pages)

f. Analyze specic details, including how they are related to each other and/or to the main/central idea

g. Evaluate the reliability, accuracy, and suciency of informaon, claims, or arguments (e.g., by invesgang the biases of author/publisher/website; idenfying techniques such as manipulaon of graphs/visuals, ad hominem aacks, straw man; conrming with another source)

a. Locate and interpret informaon in complex tables, graphs, and diagrams

b. Locate specic informaon in a lengthy or dense source (e.g., on the Internet; in a college catalog; in a contract)

c. Interpret polical cartoons depicng current or historical people and events

d. Determine, analyze, and summarize the stated and/or implied main idea of a paragraph and the details/evidence used to develop it

e. Determine, analyze, and summarize one or more central ideas (over mulple paragraphs/pages) and their major points and connecons

f. Analyze specic details, including how they are related to each other and/or to a main/central idea

g. Evaluate the reliability, accuracy, and suciency of informaon, claims, or arguments (e.g., invesgang the source and associated biases; idenfying fallacious arguments; conrming with another source)

h. Interpret source and clarifying informaon provided in embedded citaons, footnotes, and endnotes (e.g., APA /MLA style)








Beginning ABE

(cont.) Strand: Analycal and Crical Reading (A)

R1A2 (Begins at Level 3) R2A2 (Begins at Level 3) R3A2 Idenfy basic story elements in a simplied or self-wrien story or in a story read aloud (e.g., by the teacher).

R4A2 Idenfy basic literary genres and draw conclusions related to their basic structural elements.

a. Idenfy and describe major characters

b. Idenfy the seng (e.g., place; me of year)

c. Sequence major events (e.g., beginning, middle, end)

d. Idenfy a stated theme/message (e.g., Be true to yourself.)

a. Classify a literary work as a story, poem, or play

b. Describe key aspects of how a specic poem or play is organized (e.g., use of rhyme; use of shape or a specic rhythm, as in haiku; role of character list, stage direcons, and/or dialogue markers)

c. Idenfy and describe major and minor characters

d. Idenfy the seng, even when aspects of me or place are implied (e.g., characters are wearing coats so it may be winter)

e. Idenfy the main characters problem and sequence major events

f. Idenfy a stated or obvious (but implied) theme/message

Literary Texts







Low ASE


(cont.) Strand: Analycal and Crical Reading (A)

R5A2 Draw conclusions related to the common structural elements of a simple literary work.

R6A2 Draw conclusions related to the common structural elements of a literary work.

R7A2 Draw conclusions related to the structural elements of a complex literary work, using literary terms.

R8A2 Draw conclusions related to the structural elements of a complex, dense, or abstract literary work, using literary terms.

a. Classify a literary work as a short story, novel, poem, play/script, biography, or autobiography

b. Describe how an author organizes a poem or play (e.g., how rhyme, rhythm, capitalizaon, punctuaon are used in a poem; how character and prop lists, stage direcons, scenes/acts are handled)

c. Describe a character in terms of domin

Documents

RWU Framework