Title I reading students generally need to acquire competency in the following skill areas:

  • Sight Word Mastery – the student needs to master high-frequency grade-leveled words to achieve reading fluency
  • Word Attack  - the student needs to be able to use  multiple strategies to decode unknown words
  • Critical Thinking – the student needs to be able to summarize text and read critically
  • Literary Elements – the student needs to understand character, point of view, theme and author’s style
  • Comprehension – the student should be able to create mental pictures, draw conclusions, and make inferences while reading
  • Vocabulary – the student needs to use context clues to expand his knowledge of unknown/unfamiliar  words

Supporting reading at home will help your child become a lifelong reader.  Visiting the library, setting aside reading time, and discussing the books your child reads will foster reading success.  The more your child reads, the more your child can achieve.

 

Academic Standards for Reading, Writing, Listening and Speaking

These standards describe what students should know and be able to do with the English language, prekindergarten through Grade 12. The standards provide the targets for instruction and student learning essential for success in all academic areas, not just language arts classrooms. Although the standards are not a curriculum or a prescribed series of activities, school entities will use them to develop a local school curriculum that will meet local students' needs.

Five standard categories are designed to provide a Pre K–12 continuum to reflect the demands of a college- and career-ready graduate.

 

Standard 1 Foundational Skills begin at prekindergarten and focus on early childhood, with some standards reflected through Grade 5. These foundational skills are a necessary and important component of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend text, both literary and informational, across disciplines.
Standard 2 Reading Informational Text enables students to read, understand, and respond to informational text.
Standard 3 Reading Literature enables students to read, understand, and respond to works of literature.
Standard 4 Writing develops the skills of informational, argumentative, and narrative writing, as well as the ability to engage in evidence-based analysis of text and research.
Standard 5 Speaking and Listening focuses students on communication skills that enable critical listening and effective presentation of ideas.

 

With a focus on college and career readiness, the instructional shifts are evident throughout the PA Core Standards:

  • Balancing the reading of informational and literary texts so that students can access nonfiction and authentic texts, as well as literature
  • Focusing on close and careful reading of text so that students are learning from the text
  • Building a staircase of complexity (i.e., each grade level requires a "step" of growth on the "staircase") so that students graduate college or career ready
  • Supporting writing from sources (i.e., using evidence from text to inform or make an argument) so that students use evidence and respond to the ideas, events, facts, and arguments presented in the texts they read
  • Stressing an academically focused vocabulary so that students can access more complex texts

The English Language Arts Standards also provide parents and community members with information about what students should know and be able to do as they progress through the educational program and at graduation. With a clearly defined target provided by the standards, parents, students, educators, and community members become partners in learning. Each standard implies an end-of-year goal—with the understanding that exceeding the standard is an even more desirable end goal.


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