Basic Skills in Reading 3-5 (#5010024) 


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Course Standards


Name Description
ELA.2.C.1.1: Demonstrate legible printing skills.
ELA.2.F.1.3: Use knowledge of grade-appropriate phonics and word-analysis skills to decode words.
  1. Decode words with variable vowel teams (e.g., oo, ea, ou) and vowel diphthongs (e.g., oi, oy, ow).
  2. Decode regularly spelled two-syllable words with long and short vowels.
  3. Decode words with open (e.g., hi, baby, moment) and closed (e.g., bag, sunshine, chop) syllables and consonant -le (e.g., purple, circle, stumble).
  4. Decode words with common prefixes and suffixes.
  5. Decode words with silent letter combinations (e.g., knight, comb, island, ghost).

 

Clarifications:

Clarification 1: Phonics refers to the relationship between graphemes (letters or letter combinations) and phonemes (speech sounds). 

Clarification 2: Students will decode decodable high frequency words appropriate to the grade level. See 2.F.1.4 and Dolch and Fry word lists. Students will read grade-level appropriate high frequency words, decodable or not, with automaticity.

ELA.2.F.1.4: Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.
Clarifications:
Clarification 1: See Dolch and Fry word lists.

Clarification 2: Many of the high frequency words at this grade level are either irregularly spelled and therefore not decodable or are temporarily irregular, meaning that students have not yet learned the phonics rule that would enable them to decode the word. Those words that are decodable should be introduced to students using appropriate phonics rules. See 2.F.1.3. Students will read grade-level appropriate high frequency words, decodable or not, with automaticity.

Clarification 3: See Fluency Norms for grade-level norms. Norms are expressed as words correct per minute (WCPM), a measure that combines accuracy with rate.

Clarification 4: Appropriate prosody refers to pausing patterns during oral reading that reflect the punctuation and meaning of a text. See Sample Oral Reading Fluency Rubrics for prosody.

Clarification 5: Grade-level texts, for the purposes of fluency, are those within the grade band on quantitative text complexity measures and appropriate in content and qualitative measures.

ELA.2.R.1.1: Identify plot structure and describe main story elements in a literary text.
Clarifications:
Clarification 1: Main story elements for the purpose of this benchmark are the setting, characters, and sequence of events of a story. 
Clarification 2: For setting, students will describe where and when the events of the story are happening. The time element of setting will be addressed even when not explicitly indicated in the text. 
Clarification 3: For character, student’s will describe characters’ traits, feelings, and behaviors.
ELA.2.R.1.2: Identify and explain a theme of a literary text.
ELA.2.R.1.3: Identify different characters’ perspectives in a literary text.
Clarifications:
Clarification 1: The term perspective means “a particular attitude toward or way of regarding something.” The term point of view is used when referring to the person of the narrator. This is to prevent confusion and conflation.
ELA.2.R.2.1: Explain how text features - including titles, headings, captions, graphs, maps, glossaries, and/or illustrations - contribute to the meaning of texts.
ELA.2.R.2.2: Identify the central idea and relevant details in a text.
ELA.2.R.2.3: Explain an author’s purpose in an informational text.
ELA.2.R.2.4: Explain an author’s opinion(s) and supporting evidence.
ELA.2.R.3.2: Retell a text to enhance comprehension. 
  1. Use main story elements in a logical sequence for a literary text.
  2. Use the central idea and relevant details for an informational text. 
    Clarifications:
    Clarification 1: Most grade-level texts are appropriate for this benchmark.
    ELA.2.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.
    Clarifications:
    Clarification 1: Grade-level academic vocabulary consists of words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.
    ELA.2.V.1.2: Identify and use base words and affixes to determine the meaning of unfamiliar words in grade-level content.
    Clarifications:
    Clarification 1: See Base Words.
    ELA.2.V.1.3: Identify and use context clues, word relationships, reference materials, and/or background knowledge to determine the meaning of unknown words.
    Clarifications:
    Clarification 1: Instruction for this benchmark should include text read-alouds and think-alouds aimed at building and activating background knowledge. Review of words learned in this way is critical to building background knowledge and related vocabulary. Texts read aloud can be two grade levels higher than student reading level.

    Clarification 2: See Context Clues and Word Relationships.

    ELA.3.C.2.1: Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, and clear pronunciation.
    Clarifications:
    Clarification 1: Nonverbal cues appropriate to this grade level are posture, tone, and expressive delivery. Clear pronunciation should be interpreted to mean an understanding and application of phonics rules and sight words as well as care taken in delivery. A student’s speech impediment should not be considered as impeding clear pronunciation. This grade level introduces an expectation that the information be presented in a logical sequence. A student may self-correct an error in sequence.

    Clarification 2: For further guidance, see the Elementary Oral Communication Rubric.

    ELA.3.F.1.3: Use knowledge of grade-level phonics and word-analysis skills to decode words. 
    1. Decode words with common Greek and Latin roots and affixes. (See benchmark 3.V.1.2) 
    2. Decode words with common derivational suffixes and describe how they turn words into different parts of speech. (e.g., -ful, -less, -est).
    3. Decode multisyllabic words.
      Clarifications:
      Clarification 1: See Common Greek and Latin Roots 3-5 and Affixes

      Clarification 2: See Affixes and the Parts of Speech They Form.

      ELA.3.F.1.4: Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.
      Clarifications:
      Clarification 1: See Fluency Norms for grade-level norms. Norms are expressed as words correct per minute (WCPM), a measure that combines accuracy with rate. 
      Clarification 2: Appropriate prosody refers to pausing patterns during oral reading that reflect the punctuation and meaning of a text. See Sample Oral Reading Fluency Rubrics for prosody. 
      Clarification 3: Grade-level texts, for the purposes of fluency, are those within the grade band on quantitative text complexity measures and appropriate in content and qualitative measures.
      ELA.3.R.1.1: Explain how one or more characters develop throughout the plot in a literary text.
      Clarifications:
      Clarification 1: When explaining character development, students will include character traits, feelings, motivations, and responses to situations.
      ELA.3.R.1.2: Explain a theme and how it develops, using details, in a literary text.
      ELA.3.R.1.3: Explain different characters’ perspectives in a literary text.
      Clarifications:
      Clarification 1: The term perspective means “a particular attitude toward or way of regarding something.” The term point of view is used when referring to the person of the narrator. This is to prevent confusion and conflation.
      ELA.3.R.2.1: Explain how text features contribute to meaning and identify the text structures of chronology, comparison, and cause/effect in texts.
      ELA.3.R.2.2: Identify the central idea and explain how relevant details support that idea in a text.
      ELA.3.R.2.3: Explain the development of an author's purpose in an informational text.
      ELA.3.R.2.4: Identify an author’s claim and explain how an author uses evidence to support the claim.
      ELA.3.R.3.2: Summarize a text to enhance comprehension.
      1. Include plot and theme for a literary text.
      2. Use the central idea and relevant details for an informational text.
        Clarifications:
        Clarification 1: Most grade-level texts are appropriate for this benchmark.
        ELA.3.R.3.3: Compare and contrast how two authors present information on the same topic or theme.
        ELA.3.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.
        Clarifications:
        Clarification 1: Grade-level academic vocabulary consists of words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.
        ELA.3.V.1.2: Identify and apply knowledge of common Greek and Latin roots, base words, and affixes to determine the meaning of unfamiliar words in grade-level content.
        Clarifications:
        Clarification 1: See Common Greek and Latin Roots 3-5 and Affixes.
        ELA.3.V.1.3: Use context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases, appropriate to grade level.
        Clarifications:
        Clarification 1: Instruction for this benchmark should include text read-alouds and think-alouds aimed at building and activating background knowledge. Review of words learned in this way is critical to building background knowledge and related vocabulary. Texts read aloud can be two grade levels higher than student reading level. 
        Clarification 2: See Context Clues and Word Relationships.

        Clarification 3: See ELA.3.R.3.1 and Elementary Figurative Language.

        ELA.4.C.2.1: Present information orally, in a logical sequence, using nonverbal cues, appropriate volume, and clear pronunciation.
        Clarifications:
        Clarification 1: Nonverbal cues appropriate to this grade level are posture, tone, expressive delivery, focus on the audience, and facial expression. Clear pronunciation should be interpreted to mean an understanding and application of phonics rules and sight words as well as care taken in delivery. A student’s speech impediment should not be considered as impeding clear pronunciation. 

        Clarification 2: For further guidance, see the Elementary Oral Communication Rubric.

        ELA.4.F.1.3: Use knowledge of grade-level phonics and word-analysis skills to decode words.
        1. Apply knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read and write unfamiliar single-syllable and multisyllabic words in and out of context. 
        Clarifications:
        Clarification 1: At this level of reading, a student who is decoding at the phoneme level (i.e., “e-n-t-er-t-ai-n”) may decode a given text but will struggle with fluency and comprehension.
        As such, phonics instruction should move toward decoding at the syllabication and morpheme level. For example, when a 4th-grader encounters the word “entertain” in text, we want him or her to segment by syllable (i.e., “en-ter-tain”) or by morphological structure (i.e., “enter-tain”).
        ELA.4.F.1.4: Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.
        Clarifications:
        Clarification 1: See Fluency Norms for grade-level norms. Norms are expressed as words correct per minute (WCPM), a measure that combines accuracy with rate. 

        Clarification 2: Appropriate prosody refers to pausing patterns during oral reading that reflect the punctuation and meaning of a text. See Sample Oral Reading Fluency Rubrics for prosody. 

        Clarification 3: Grade-level texts, for the purposes of fluency, are those within the grade band on quantitative text complexity measures and appropriate in content and qualitative measures.

        ELA.4.R.1.1: Explain how setting, events, conflict, and character development contribute to the plot in a literary text.
        ELA.4.R.1.2: Explain a stated or implied theme and how it develops, using details, in a literary text.
        Clarifications:
        Clarification 1: An explanation of how the theme develops should include how characters respond to situations and how the speaker reflects upon a topic in a literary text.
        ELA.4.R.1.3: Identify the narrator’s point of view and explain the difference between a narrator’s point of view and character perspective in a literary text.
        Clarifications:
        Clarification 1: The term perspective means “a particular attitude toward or way of regarding something.” The term point of view is used when referring to the person of the narrator. This is to prevent confusion and conflation.
        ELA.4.R.1.4: Explain how rhyme and structure create meaning in a poem.
        ELA.4.R.2.1: Explain how text features contribute to the meaning and identify the text structures of problem/solution, sequence, and description in texts.
        ELA.4.R.2.2: Explain how relevant details support the central idea, implied or explicit.
        ELA.4.R.2.3: Explain an author’s perspective toward a topic in an informational text.
        Clarifications:
        Clarification 1: The term perspective means “a particular attitude toward or way of regarding something.”
        ELA.4.R.2.4: Explain an author’s claim and the reasons and evidence used to support the claim.
        ELA.4.R.3.1: Explain how figurative language contributes to meaning in text(s).
        Clarifications:
        Clarification 1: Figurative language for the purposes of this benchmark refers to metaphor, simile, alliteration, personification, hyperbole, and idiom. Other examples can be used in instruction. 

        Clarification 2: See Elementary Figurative Language.

        ELA.4.R.3.2: Summarize a text to enhance comprehension.
        1. Include plot and theme for a literary text. 
        2. Include the central idea and relevant details for an informational text. 
        Clarifications:
        Clarification 1: Most grade-level texts are appropriate for this benchmark.
        ELA.4.R.3.3: Compare and contrast accounts of the same event using primary and/or secondary sources.
        Clarifications:
        Clarification 1: Introduce the terms “primary sources” and “secondary sources.”
        ELA.4.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.
        Clarifications:
        Clarification 1: Grade-level academic vocabulary consists of words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.
        ELA.4.V.1.2: Apply knowledge of common Greek and Latin roots, base words, and affixes to determine the meaning of unfamiliar words in grade-level content.
        Clarifications:
        Clarification 1: See Common Greek and Latin Roots 3-5 and Affixes.
        ELA.4.V.1.3: Use context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases, appropriate to grade level.
        Clarifications:
        Clarification 1: Instruction for this benchmark should include text read-alouds and think-alouds aimed at building and activating background knowledge. Review of words learned in this way is critical to building background knowledge and related vocabulary. Texts read aloud can be two grade levels higher than student reading level. 

        Clarification 2: See Context Clues and Word Relationships

        Clarification 3: See ELA.4.R.3.1 and Elementary Figurative Language.

        ELA.5.F.1.3: Use knowledge of grade-appropriate phonics and word-analysis skills to decode words.
        1. Apply knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read and write unfamiliar single-syllable and multisyllabic words in and out of context. 
        ELA.5.F.1.4: Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression.
        Clarifications:
        Clarification 1: See Fluency Norms for grade-level norms. Norms are expressed as words correct per minute (WCPM), a measure that combines accuracy with rate. 

        Clarification 2: Appropriate prosody refers to pausing patterns during oral reading that reflect the punctuation and meaning of a text. See Sample Oral Reading Fluency Rubrics for prosody. 

        Clarification 3: Grade-level texts, for the purposes of fluency, are those within the grade band on quantitative text complexity measures and appropriate in content and qualitative measures.

        ELA.5.R.1.1: Analyze how setting, events, conflict, and characterization contribute to the plot in a literary text.
        ELA.5.R.1.2: Explain the development of stated or implied theme(s) throughout a literary text.
        Clarifications:
        Clarification 1: Where the development of multiple themes is being explained, the themes may come from the same or multiple literary texts.
        ELA.5.R.1.3: Describe how an author develops a character’s perspective in a literary text.
        Clarifications:
        Clarification 1: The term perspective means “a particular attitude toward or way of regarding something.”
        ELA.5.R.1.4: Explain how figurative language and other poetic elements work together in a poem.
        Clarifications:
        Clarification 1: Figurative language for the purposes of this benchmark refers to metaphor, simile, alliteration, personification, hyperbole, imagery, and idiom. Other examples can be used in instruction. Clarification 2: Poetic elements to be used for the purposes of this benchmark are form, rhyme, meter, line breaks, and imagery.
        ELA.5.R.2.1: Explain how text structures and/or features contribute to the overall meaning of texts.
        Clarifications:
        Clarification 1: For more information, see Text Structures and Text Features.
        ELA.5.R.2.2: Explain how relevant details support the central idea(s), implied or explicit.
        ELA.5.R.2.3: Analyze an author’s purpose and/or perspective in an informational text.
        Clarifications:
        Clarification 1: The term perspective means “a particular attitude toward or way of regarding something.”
        ELA.5.R.2.4: Track the development of an argument, identifying the specific claim(s), evidence, and reasoning.
        Clarifications:
        Clarification 1: A claim is a statement that asserts something is true. A claim can either be fact or opinion. Claims can be used alone or with other claims to form a larger argument.
        ELA.5.R.3.1: Analyze how figurative language contributes to meaning in text(s).
        ELA.5.R.3.2: Summarize a text to enhance comprehension.
        1. Include plot and theme for a literary text. 
        2. Include the central idea and relevant details for an informational text. 
        Clarifications:
        Clarification 1: Most grade-level texts are appropriate for this benchmark.
        ELA.5.R.3.3: Compare and contrast primary and secondary sources related to the same topic.
        ELA.5.V.1.1: Use grade-level academic vocabulary appropriately in speaking and writing.
        Clarifications:
        Clarification 1: Grade-level academic vocabulary consists of words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.
        ELA.5.V.1.2: Apply knowledge of Greek and Latin roots and affixes, recognizing the connection between affixes and parts of speech, to determine the meaning of unfamiliar words in grade-level content.
        Clarifications:
        Clarification 1: See Common Greek and Latin Roots 3-5.
        ELA.5.V.1.3: Use context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the meaning of multiple-meaning and unknown words and phrases, appropriate to grade level.
        Clarifications:
        Clarification 1: Instruction for this benchmark should include text read-alouds and think-alouds aimed at building and activating background knowledge. Review of words learned in this way is critical to building background knowledge and related vocabulary. Texts read aloud can be two grade levels higher than student reading level. 

        Clarification 2: See Context Clues and Word Relationships

        Clarification 3: See ELA.5.R.3.1 and Elementary Figurative Language.

        ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
        Clarifications:
        K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

        2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

        4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

        6-8 Students continue with previous skills and use a style guide to create a proper citation.

        9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

        ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
        Clarifications:
        See Text Complexity for grade-level complexity bands and a text complexity rubric.
        ELA.K12.EE.3.1: Make inferences to support comprehension.
        Clarifications:
        Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
        ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
        Clarifications:
        In kindergarten, students learn to listen to one another respectfully.

        In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

        In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

        ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
        Clarifications:
        Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
        ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
        Clarifications:
        In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
        ELD.K12.ELL.LA.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
        ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.



        General Course Information and Notes

        VERSION DESCRIPTION

        This course supports students who are struggling to read and write or speak about what they have read in core instruction. Instruction will use explicit, systematic, and sequential approaches to reading instruction addressing all components of reading including phonological awareness, phonics, vocabulary, fluency, and reading comprehension. 

        Teachers will use the listed standards that correspond to student need based on diagnostic assessments and adjust according to ongoing progress monitoring data. 

        Effective instruction matches instruction to the need of the students in the group and provides multiple opportunities to practice the skill and receive feedback. The additional time allotted is in addition to core instruction. The intervention includes materials and strategies designed to supplement core instruction.


        GENERAL NOTES

        English Language Development ELD Standards Special Notes Section:
        Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/la.pdf


        VERSION REQUIREMENTS

        Interventions must be evidence-based and correspond to either the district K-12 Evidence-based Comprehensive Reading plan or the reading plan within a school's charter.


        QUALIFICATIONS

        As well as any certification requirements listed on the course description, the following qualifications may also be acceptable for the course:

        Any field when certification reflects a bachelor or higher degree plus Reading Endorsement.

         

        INTENSIVE READING INTERVENTIONS (TIER 3) MUST BE DELIVERED BY INSTRUCTIONAL PERSONNEL WHO POSSESS A LITERACY MICRO-CREDENTIAL OR ARE CERTIFIED OR ENDORSED IN READING. INSTRUCTIONAL PERSONNEL WHO POSSESS A LITERACY MICRO-CREDENTIAL AND ARE DELIVERING INTENSIVE READING INTERVENTIONS (TIER 3) MUST BE SUPERVISED BY AN INDIVIDUAL CERTIFIED OR ENDORSED IN READING.


        General Information

        Course Number: 5010024 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades PreK to 5 Education Courses > Subject: English/Language Arts > SubSubject: General >
        Abbreviated Title: BAS SKLS READ 3-5
        Course Attributes:
        • Class Size Core Required
        • Florida Standards Course
        Course Type: Elective Course Course Level: 2
        Course Status: Course Approved
        Grade Level(s): 3,4,5



        Educator Certifications

        Reading (Elementary and Secondary Grades K-12)
        Elementary Education (Grades K-6)
        Elementary Education (Elementary Grades 1-6)
        English (Elementary Grades 1-6)
        Prekindergarten/Primary Education (Age 3 through Grade 3)
        Primary Education (K-3)
        Elementary Education (Elementary Grades 1-6) Plus Reading Endorsement
        Elementary Education (Grades K-6) Plus Reading Endorsement
        English (Elementary Grades 1-6) Plus Reading Endorsement
        Prekindergarten/Primary Education (Age 3 through Grade 3) Plus Reading Endorsement
        Primary Education (K-3) Plus Reading Endorsement


        State Adopted Instructional Materials

        HMH Basic Skills in Reading Grades 3-5, Powered by READ 180
        Hasselbring, et al - Houghton Mifflin Harcourt - First - 2021

        There are more than 1780 related instructional/educational resources available for this on CPALMS. Click on the following link to access them: https://www.cpalms.org/PreviewCourse/Preview/17770