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User's
Guide for Reading Activities
Objectives and Standards
The table identifies the objectives of the Reading Activities
and the national standards met by the activities, as identified
in the Standards for the English Language
Arts. To review a standard, click the number next to it.
See the teacher's guide of an activity for the specific skill
addressed by the activity.
| Objectives |
Applicable
National Standards |
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Students
will
- Read
with understanding fiction and nonfiction passages.
- Practice
critical comprehension skills.
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IRA/NCTE
1, 3, 9
|
|
Standards
for the English Language Arts
International Reading Association/National Council of
Teachers of English (IRA/NCTE)
- Students
read a wide range of print and nonprint texts to build
an understanding of texts, of themselves, and of the
cultures of the United States and the world; to acquire
new information; to respond to the needs and demands
of society and the workplace; and for personal fulfillment.
Among these texts are fiction and nonfiction, classic
and contemporary works.
- Students
read a wide range of literature from many periods
in many genres to build an understanding of the many
dimensions (e.g., philosophical, ethical, aesthetic)
of human experience.
- Students
apply a wide range of strategies to comprehend, interpret,
evaluate, and appreciate texts. They draw on prior
experience, their interactions with other readers
and writers, their knowledge of word meaning and of
other texts, their word identification strategies,
and their understanding of textual features (e.g.,
sound-letter correspondence, sentence structure, context,
graphics).
- Students
adjust their use of spoken, written, and visual language
(e.g., conventions, style, vocabulary) to communicate
effectively with a variety of audiences and for different
purposes.
- Students
employ a wide range of strategies as they write and
use different writing process elements appropriately
to communicate with different audiences for a variety
of purposes.
- Students
apply knowledge of language structure, language conventions
(e.g., spelling and punctuation), media techniques,
figurative language, and genre to create, critique,
and discuss print and nonprint texts.
- Students
conduct research on issues and interests by generating
ideas and questions, and by posing problems. They
gather, evaluate, and synthesize data from a variety
of sources (e.g., print and nonprint texts, artifacts,
people) to communicate their discoveries in ways that
suit their purpose and audience.
- Students
use a variety of technological and informational resources
(e.g., libraries, databases, computer networks, video)
to gather and synthesize information and communicate
knowledge.
- Students
develop an understanding of and respect for diversity
in language use, patterns, and dialects across cultures,
ethnic groups, geographic regions, and social roles.
- Students
whose first language is not English make use of their
first language to develop competency in the English
language arts and to develop understanding of content
across the curriculum.
- Students
participate as knowledgeable, reflective, creative,
and critical members of a variety of literacy communities.
- Students
use spoken, written, and visual language to accomplish
their own purposes (e.g., for learning, enjoyment,
persuasion, and the exchange of information).
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