III.+Concepts+of+Print,+Comprehension+Strategies+and+Self-monitoring+Strategies+Standard

=III. Concepts of Print, Comprehension Strategies and Self-monitoring Strategies Standard=

Students develop and learn to apply strategies that help them to comprehend and interpret informational and literary texts. Reading and learning to read are problem-solving processes that require strategies for the reader to make sense of written language and remain engaged with texts. Beginners develop basic concepts about print (e.g., that print holds meaning) and how books work (e.g., text organization). As strategic readers, students learn to analyze and evaluate texts to demonstrate their understanding of text. Additionally, students learn to self-monitor their own comprehension by asking and answering questions about the text, self-correcting errors and assessing their own understanding. They apply these strategies effectively to assigned and self-selected texts read in and out of the classroom. A. Establish a purpose for reading and use a range of reading comprehension strategies to understand literary passages and text. B. Make predictions from text clues and cite specific examples to support predictions. C. Draw conclusions from information in text. D. Apply reading skills and strategies to summarize and compare and contrast information in text, between text and across subject areas. E. Demonstrate comprehension by responding to questions (e.g., literal, informational and evaluative). F. Apply and adjust self-monitoring strategies to assess understanding of text. **By the end of the 4–7 program:** A. Determine a purpose for reading and use a range of reading comprehension strategies to better understand text. B. Apply effective reading comprehension strategies, including summarizing and making predictions, and comparisons using information in text, between text and across subject areas. C. Make meaning through asking and responding to a variety of questions related to text. D. Apply self-monitoring strategies to clarify confusion about text and to monitor comprehension.
 * By the end of the K–3 program**:

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