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Genres | Reading Operations | Word Analysis/ Vocabulary
R1.GEN.1
The learner will be able to comprehend the concept of a story by retelling the story in his/her own words.
| Strand |
Bloom's |
Scope |
| Story/Short Story |
Comprehension |
Master |
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R1.GEN.2
The learner will be able to listen to and understand that different customs are reflected in reading materials.
| Strand |
Bloom's |
Scope |
| World Literature |
Comprehension |
Master |
|
R1.ROP.1
The learner will be able to identify cause and effect in reading materials.
| Strand |
Bloom's |
Scope |
| Cause/Effect |
Knowledge |
Master |
|
R1.ROP.2
The learner will be able to interact with text to construct and extend meaning by using contextual clues to develop conceptualization.
| Strand |
Bloom's |
Scope |
| Constructing Meaning |
Application |
Master |
|
R1.ROP.3
The learner will be able to use graphic organizers (lists, charts, diagrams, story maps, time lines, maps, and illustrations) to examine and visually represent relationships in a text.
| Strand |
Bloom's |
Scope |
| Constructing Meaning: Applications |
Application |
Master |
|
R1.ROP.4
The learner will be able to use letter-sound relationships during the reading of connected text.
| Strand |
Bloom's |
Scope |
| Constructing Meaning: Strategies |
Application |
Master |
|
R1.ROP.5
The learner will be able to utilize understanding of grapheme (letter) and phoneme (sound) relationships to manipulate sounds in written words.
| Strand |
Bloom's |
Scope |
| Emergent Reading: Decode |
Application |
Master |
|
R1.ROP.6
The learner will be able to follow simple written instructions.
| Strand |
Bloom's |
Scope |
| Directions |
Application |
Master |
|
R1.ROP.7
The learner will be able to read from left to right, top to bottom, and front to back.
| Strand |
Bloom's |
Scope |
| Emergent Reading: Conventions |
|
Master |
|
R1.ROP.8
The learner will be able to identify the sound of the letter or letters before the first vowel (the onset) in a one-syllable word and the sound of the remaining part of the word (the rime).
| Strand |
Bloom's |
Scope |
| Emergent Reading |
Application |
Master |
|
R1.ROP.9
The learner will be able to analyze letter-sound relationships in previously learned words. They do not pronounce sounds in isolation.
| Strand |
Bloom's |
Scope |
| Emergent Reading: Conceptualizing |
Analysis |
Master |
|
R1.ROP.10
The learner will be able to read and reread passages aloud several times with guidance and feedback in a one-to-one setting as a strategy for increasing reading fluency.
| Strand |
Bloom's |
Scope |
| Emergent Reading |
Application |
Master |
|
R1.ROP.11
The learner will be able to use the knowledge of letter/sound relationships and word attack skills to decode words in context in order to read fluently.
| Strand |
Bloom's |
Scope |
| Emergent Reading |
Knowledge, Application |
Master |
|
R1.ROP.12
The learner will be able to identify word families and rhyming words.
| Strand |
Bloom's |
Scope |
| Emergent Reading: Word |
Knowledge |
Master |
|
R1.ROP.13
The learner will be able to predict what will happen next.
| Strand |
Bloom's |
Scope |
| Predicting: Events |
Analysis |
Master |
|
R1.ROP.14
The learner will be able to read fluently grade-level text according to published norms or standards. For example, according to one published norm, students should be reading approximately 60 words per minute correctly by end of first grade.
| Strand |
Bloom's |
Scope |
| Reading Aloud: Fluency |
Application |
Master |
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R1.ROP.15
The learner will be able to increase fluency through independent reading with no more than approximately 1 in 20 words difficult for the reader (95% success).
| Strand |
Bloom's |
Scope |
| Reading Aloud: Fluency |
|
Master |
|
R1.ROP.16
The learner will be able to listen to and read a variety of texts (stories, nonfiction, and poetry) with progressing fluency.
| Strand |
Bloom's |
Scope |
| Reading Aloud: Fluency |
|
Master |
|
R1.ROP.17
The learner will be able to make inferences from prior knowledge.
| Strand |
Bloom's |
Scope |
| Inference |
Analysis |
Master |
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R1.ROP.18
The learner will be able to relate letters (single or multiples) and sounds.
| Strand |
Bloom's |
Scope |
| Emergent Reading: Letter |
Application |
Master |
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R1.ROP.19
The learner will be able to segment words into phonemes and make words by writing letters for phonemes.
| Strand |
Bloom's |
Scope |
| Emergent Reading: Letter |
|
Master |
|
R1.ROP.20
The learner will be able to convert letters or letter combinations into sounds, and then know how to blend the sounds together to form recognizable words.
| Strand |
Bloom's |
Scope |
| Emergent Reading: Letter |
|
Master |
|
R1.ROP.21
The learner will be able to identify the main idea and supporting details of a story.
| Strand |
Bloom's |
Scope |
| Main Idea |
Knowledge |
Master |
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R1.ROP.22
The learner will be able to tell the main idea and show something (photograph, object, drawing) to make his idea clearer.
| Strand |
Bloom's |
Scope |
| Main Idea |
Application |
Master |
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R1.ROP.23
The learner will be able to answer questions on a subject based on prior knowledge or experience.
| Strand |
Bloom's |
Scope |
| Prior Knowledge |
Application |
Master |
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R1.ROP.24
The learner will be able to choose books which are of interest.
| Strand |
Bloom's |
Scope |
| Reading Behaviors: Selecting/Sharing |
|
Master |
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R1.ROP.25
The learner will be able to frequently read instructional-level materials that are challenging but manageable with no more than approximately 1 in 10 words difficult for the reader (90% success).
| Strand |
Bloom's |
Scope |
| Reading Behaviors |
|
Master |
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R1.ROP.26
The learner will be able to interact with text by connecting personal experience and other texts that they have read or heard.
| Strand |
Bloom's |
Scope |
| Reading Behaviors |
Application |
Master |
|
R1.ROP.27
The learner will be able to take turns reading aloud to another student in paired reading teams.
| Strand |
Bloom's |
Scope |
| Reading Behaviors: Selecting/Sharing |
Comprehension |
Master |
|
R1.ROP.28
The learner will be able to read along with taped books that are at the student's independent reading level and are read by fluent readers at about 80-100 words per minute. The learner will be able to repeat the reading until the text can be read independently without the tape.
| Strand |
Bloom's |
Scope |
| Reading Behaviors: Selecting/Sharing |
Comprehension |
Master |
|
R1.ROP.29
The learner will be able to read and respond to a variety of reading materials.
| Strand |
Bloom's |
Scope |
| Reading Behaviors |
|
Master |
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R1.ROP.30
The learner will be able to tell fiction from nonfiction and distinguish between fantasy and reality.
| Strand |
Bloom's |
Scope |
| Real/Non-Real |
Analysis |
Master |
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R1.ROP.31
The learner will be able to discuss what he reads.
| Strand |
Bloom's |
Scope |
| Reading Responses: Discussions |
Comprehension |
Master |
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R1.ROP.32
The learner will be able to know when a group of words is a sentence.
| Strand |
Bloom's |
Scope |
| Emergent Reading: Number/Sentence/Symbol |
Analysis |
Master |
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R1.ROP.33
The learner will be able to apply their knowledge of phonics as they read words, sentences, and text.
| Strand |
Bloom's |
Scope |
| Emergent Reading: Number/Sentence/Symbol |
Application |
Master |
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R1.ROP.34
The learner will be able to recognize and tell about the element of setting, characters and plot.
| Strand |
Bloom's |
Scope |
| Story Elements |
Knowledge |
Master |
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R1.ROP.35
The learner will be able to read for meaning (main idea, sequence, details) and read aloud fluently.
| Strand |
Bloom's |
Scope |
| Reading Strategies |
Application |
Master |
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R1.ROP.36
The learner will be able to tell the main idea and sequence.
| Strand |
Bloom's |
Scope |
| Reading Strategies |
|
Master |
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R1.ROP.37
The learner will be able to understand the beginning, middle and end of a story.
| Strand |
Bloom's |
Scope |
| Sequence |
Comprehension |
Master |
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R1.ROP.38
The learner will be able to recognize new words using picture cues.
| Strand |
Bloom's |
Scope |
| Emergent Reading: Word |
Application |
Master |
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R1.ROP.39
The learner will be able to summarize main ideas in text.
| Strand |
Bloom's |
Scope |
| Summary |
Comprehension |
Master |
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R1.ROP.40
The learner will be able to blend sounds to form words.
| Strand |
Bloom's |
Scope |
| Emergent Reading: Word |
Analysis |
Master |
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R1.ROP.41
The learner will be able to apply appropriate meanings of key words of a known concept. For example, the student has had a lot of experience with baseballs and globes but does not know that they are examples of spheres.
| Strand |
Bloom's |
Scope |
| Reading Strategies |
Application |
Master |
|
R1.ROP.42
The learner will be able to learn a new meaning for a known word. For example, the student knows what a "branch" is, and is learning in social studies about both branches of rivers and branches of government.
| Strand |
Bloom's |
Scope |
| Reading Strategies |
Application |
Master |
|
R1.ROP.43
The learner will be able to know the short vowels and consonant sounds.
| Strand |
Bloom's |
Scope |
| Emergent Reading: Word |
Comprehension |
Master |
|
R1.ROP.44
The learner will be able to recognize individual sounds in orally spoken words.
| Strand |
Bloom's |
Scope |
| Emergent Reading: Word |
Knowledge |
Master |
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Word Analysis/ Vocabulary
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R1.WAV.1
The learner will be able to recognize unfamiliar words using context clues such as understandable words, phrases, and punctuation marks to determine word meaning.
| Strand |
Bloom's |
Scope |
| Vocabulary Strategies: Analyze |
Analysis |
Master |
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R1.WAV.2
The learner will be able to identify and use compound words.
| Strand |
Bloom's |
Scope |
| Compound Word |
Comprehension |
Master |
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R1.WAV.3
The learner will be able to identify and sort common words from basic categories.
| Strand |
Bloom's |
Scope |
| High Frequency/Common |
|
Master |
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R1.WAV.4
The learner will be able to employ strategies (meaning cues, structural cues and visual cues) to clarify the meaning of words in text.
| Strand |
Bloom's |
Scope |
| Vocabulary Strategies: Unfamiliar Words |
Application |
Master |
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R1.WAV.5
The learner will be able to increase his/her vocabulary over time through interaction and use in different contexts.
| Strand |
Bloom's |
Scope |
| Vocabulary Strategies |
Application |
Master |
|
R1.WAV.6
The learner will be able to rehearse and perform a play for peers or others as a strategy to increase reading fluency, to promote cooperative interaction with peers and to increase reading enjoyment.
| Strand |
Bloom's |
Scope |
| Vocabulary Strategies |
|
Master |
|
R1.WAV.7
The learner will be able to increase his/her vocabulary through word instruction and word-learning strategies. For example, the learner will learn new words before reading to aid comprehension of the text.
| Strand |
Bloom's |
Scope |
| Vocabulary Strategies |
Application |
Master |
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R1.WAV.8
The learner will be able to apply knowledge of suffixes to determine the meaning of words (including -er, -est, and -ful).
| Strand |
Bloom's |
Scope |
| Suffix |
Application |
Master |
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R1.WAV.9
The learner will be able to identify action words, words that refer to persons, places, and words that refer to things.
| Strand |
Bloom's |
Scope |
| Vocabulary |
Knowledge |
Master |
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R1.WAV.10
The learner will be able to learn about, develop, and use strategies for building his/her vocabulary including indirect methods such as when they hear and see words used in many different contexts. For example, through conversations with adults, listening to readings, and reading extensively independently.
| Strand |
Bloom's |
Scope |
| Vocabulary Strategies |
|
Master |
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R1.WAV.11
The learner will be able to understand word choices can affect actions, feelings and ideas.
| Strand |
Bloom's |
Scope |
| Word Choice |
Comprehension |
Master |
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R1.WAV.12
The learner will be able to identify grade-level appropriate vocabulary by increasing the use of unknown words, words that are somewhat familiar (acquainted), and those that are very familiar and have recognized meanings.
| Strand |
Bloom's |
Scope |
| Vocabulary |
Knowledge |
Master |
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R1.WAV.13
The learner will be able to recognize words (high frequency) accurately with automaticity.
| Strand |
Bloom's |
Scope |
| Phonetic Clues: Decoding |
Application |
Master |
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R1.WAV.14
The learner will be able to break spoken words into sounds.
| Strand |
Bloom's |
Scope |
| Word: Orally Read |
Application |
Master |
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R1.WAV.15
The learner will be able to categorize phonemes.
| Strand |
Bloom's |
Scope |
| Phonetic Clues |
Comprehension |
Master |
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R1.WAV.16
The learner will be able to identify phonemes while reading aloud.
| Strand |
Bloom's |
Scope |
| Phonetic Clues |
Knowledge |
Master |
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R1.WAV.17
The learner will be able to identify and work with syllables in spoken words.
| Strand |
Bloom's |
Scope |
| Phonetic Clues |
Knowledge |
Master |
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R1.WAV.18
The learner will be able to recognize the same sounds in different words.
| Strand |
Bloom's |
Scope |
| Phonetic Clues |
Analysis |
Master |
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R1.WAV.19
The learner will be able to identify and work with onsets and rimes in spoken syllables.
| Strand |
Bloom's |
Scope |
| Rhyming |
Knowledge |
Master |
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R1.WAV.20
The learner will be able to blend phonemes to form words.
| Strand |
Bloom's |
Scope |
| Letters: Sounds |
Synthesis |
Master |
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R1.WAV.21
The learner will be able to recognize a variety of vowel sounds.
| Strand |
Bloom's |
Scope |
| Vowel |
Knowledge |
Master |
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R1.WAV.22
The learner will be able to make a new word by adding a phoneme to an existing word.
| Strand |
Bloom's |
Scope |
| Word Building |
Application |
Master |
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R1.WAV.23
The learner will be able to listen to a sequence of separately spoken phonemes and then combine the phonemes to form a word. For example: What word is /b/ /i/ /g/.
| Strand |
Bloom's |
Scope |
| Word Building |
Application |
Master |
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R1.WAV.24
The learner will be able to substitute phonemes in words to make new words.
| Strand |
Bloom's |
Scope |
| Word Building |
Application |
Master |
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R1.WAV.25
The learner will be able to break a word into its separate sounds, saying each sound as they tap out or count it. Then they will write and read the word.
| Strand |
Bloom's |
Scope |
| Word |
Application |
Master |
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R1.WAV.26
The learner will be able to blend or separate phonemes of one-syllable words.
| Strand |
Bloom's |
Scope |
| Word |
Application |
Master |
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USVI Territory NCLB Report Card (
