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Genres | Reading Operations | Word Analysis/ Vocabulary
R2.GEN.1
The learner will be able to understand language patterns (poetry, prose) in children's literature.
| Strand |
Bloom's |
Scope |
| Children's Literature |
Comprehension |
Master |
|
R2.GEN.2
The learner will be able to discriminate between forms of fiction (stories) and nonfiction (newspapers).
| Strand |
Bloom's |
Scope |
| Fiction/Nonfiction |
Analysis |
Master |
|
R2.GEN.3
The learner will be able to distinguish between and talk about realistic fiction, fantasy, and nonfiction.
| Strand |
Bloom's |
Scope |
| Fiction |
Analysis |
Master |
|
R2.GEN.4
The learner will be able to understand rhymes and rhythm in children's literature.
| Strand |
Bloom's |
Scope |
| Children's Literature: Rhythm/Rhyme |
Comprehension |
Master |
|
R2.GEN.5
The learner will be able to using sequencing skills, comprehension of main idea and supporting details, to know when a story or fairy tale is over.
| Strand |
Bloom's |
Scope |
| Story/Short Story |
Comprehension |
Master |
|
R2.GEN.6
The learner will be able to understand different customs are reflected in reading materials.
| Strand |
Bloom's |
Scope |
| World Literature |
Comprehension |
Master |
|
R2.ROP.1
The learner will be able to identify cause and effect in reading materials.
| Strand |
Bloom's |
Scope |
| Cause/Effect |
Knowledge |
Master |
|
R2.ROP.2
The learner will be able to recognize and describe the element of a character.
| Strand |
Bloom's |
Scope |
| Character |
Comprehension |
Master |
|
R2.ROP.3
The learner will be able to interact with text to construct and extend meaning.
| Strand |
Bloom's |
Scope |
| Constructing Meaning |
Application |
Master |
|
R2.ROP.4
The learner will be able to use graphic organizers (lists, charts, diagrams, calendars, maps, and illustrations) to examine and visually represent relationships in a text.
| Strand |
Bloom's |
Scope |
| Constructing Meaning: Applications |
Application |
Master |
|
R2.ROP.5
The learner will be able to begin to use context clues/structural cues to construct word meaning.
| Strand |
Bloom's |
Scope |
| Constructing Meaning: Cues |
Application |
Master |
|
R2.ROP.6
The learner will be able to use the three-cueing system (meaning, structural, visual) to decode unfamiliar words.
| Strand |
Bloom's |
Scope |
| Reading Strategies: Decode |
Application |
Master |
|
R2.ROP.7
The learner will be able to begin to use structural cues to decode unknown words.
| Strand |
Bloom's |
Scope |
| Emergent Reading: Decode |
Application |
Master |
|
R2.ROP.8
The learner will be able to use information from reading materials to answer explicitly stated questions (in a single sentence).
| Strand |
Bloom's |
Scope |
| Detail |
Application |
Master |
|
R2.ROP.9
The learner will be able to follow simple written instructions and answer the question in a complete sentence.
| Strand |
Bloom's |
Scope |
| Directions |
Application |
Master |
|
R2.ROP.10
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 |
|
R2.ROP.11
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 |
|
R2.ROP.12
The learner will be able to reread to monitor comprehension by looking back through the text.
| Strand |
Bloom's |
Scope |
| Emergent Reading |
Application |
Master |
|
R2.ROP.13
The learner will be able to use knowledge of letter/sound relationships to decode words in context.
| Strand |
Bloom's |
Scope |
| Emergent Reading |
Application |
Master |
|
R2.ROP.14
The learner will be able to predict outcomes and draw conclusions.
| Strand |
Bloom's |
Scope |
| Predicting: Events |
Analysis |
Master |
|
R2.ROP.15
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 90-100 words per minute correctly by the end of second grade.
| Strand |
Bloom's |
Scope |
| Reading Aloud: Fluency |
Application |
Master |
|
R2.ROP.16
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 |
|
R2.ROP.17
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 |
|
R2.ROP.18
The learner will be able to make inferences from prior knowledge and text.
| Strand |
Bloom's |
Scope |
| Inference |
Analysis |
Master |
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R2.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 |
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R2.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 |
|
R2.ROP.21
The learner will be able to tell the main idea.
| Strand |
Bloom's |
Scope |
| Main Idea |
Application |
Master |
|
R2.ROP.22
The learner will be able to monitor comprehension while reading by identifying difficulties in comprehension and requesting help.
| Strand |
Bloom's |
Scope |
| Reading Strategies: Monitor |
Application |
Master |
|
R2.ROP.23
The learner will be able to create mental images before and during reading in order to predict possible events and to aid in comprehension.
| Strand |
Bloom's |
Scope |
| Predicting |
Analysis |
Master |
|
R2.ROP.24
The learner will be able to make predictions about reading materials and use text to confirm them.
| Strand |
Bloom's |
Scope |
| Predicting |
Application |
Master |
|
R2.ROP.25
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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R2.ROP.26
The learner will be able to show understanding by finding the answers (implied by information presented in two or more sentences) within the text.
| Strand |
Bloom's |
Scope |
| Questions |
Comprehension |
Master |
|
R2.ROP.27
The learner will be able to read aloud naturally and fluently, with correct phrasing, inflection, intonation, rate.
| Strand |
Bloom's |
Scope |
| Reading Aloud |
|
Master |
|
R2.ROP.28
The learner will be able to choose books which are of interest.
| Strand |
Bloom's |
Scope |
| Reading Behaviors: Selecting/Sharing |
|
Master |
|
R2.ROP.29
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 |
|
R2.ROP.30
The learner will be able to interact with text by connecting personal experience and other texts that they have read.
| Strand |
Bloom's |
Scope |
| Reading Behaviors |
Application |
Master |
|
R2.ROP.31
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 |
|
R2.ROP.32
The learner will be able to choose reading materials appropriate for his/her purpose.
| Strand |
Bloom's |
Scope |
| Reading Behaviors: Selecting/Sharing |
Application |
Master |
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R2.ROP.33
The learner will be able to read silently for meaning.
| Strand |
Bloom's |
Scope |
| Reading Behaviors: Silent/Sustained |
Application |
Master |
|
R2.ROP.34
The learner will be able to demonstrate positive reading habits by choosing to read silently for extended periods of time on their own.
| Strand |
Bloom's |
Scope |
| Reading Behaviors: Silent/Sustained |
|
Master |
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R2.ROP.35
The learner will be able to make connections among the ideas in a text and between these ideas and their background knowledge to focus on comprehension.
| Strand |
Bloom's |
Scope |
| Relationship |
|
Master |
|
R2.ROP.36
The learner will be able to respond to a story by retelling the story in his/her own words in writing.
| Strand |
Bloom's |
Scope |
| Reading Responses: Retell |
Comprehension |
Master |
|
R2.ROP.37
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 |
|
R2.ROP.38
The learner will be able to tell about setting, plot, and characters.
| Strand |
Bloom's |
Scope |
| Story Elements |
Knowledge |
Master |
|
R2.ROP.39
The learner will be able to apply critical thinking when reading materials to make sense of what they read by using prior knowledge and experience, vocabulary and language structure.
| Strand |
Bloom's |
Scope |
| Reading Strategies |
Application |
Master |
|
R2.ROP.40
The learner will be able to tell the main idea, sequence, and important details.
| Strand |
Bloom's |
Scope |
| Reading Strategies |
|
Master |
|
R2.ROP.41
The learner will be able to read for meaning (main idea, sequences, theme, details).
| Strand |
Bloom's |
Scope |
| Reading Strategies |
Application |
Master |
|
R2.ROP.42
The learner will be able to summarize main ideas in text.
| Strand |
Bloom's |
Scope |
| Summary |
Comprehension |
Master |
|
R2.ROP.43
The learner will be able to draw graphic organizers which show details of support from a reading passage and to help focus on text structure as they read.
| Strand |
Bloom's |
Scope |
| Support |
Synthesis |
Master |
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R2.ROP.44
The learner will be able to blend sounds to form words.
| Strand |
Bloom's |
Scope |
| Emergent Reading: Word |
Analysis |
Master |
|
R2.ROP.45
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 |
|
R2.ROP.46
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 |
|
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Word Analysis/ Vocabulary
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R2.WAV.1
The learner will be able to apply knowledge of affixes to understand specialized vocabulary words in the content areas. (Suffixes - -er, -est, -ful).
| Strand |
Bloom's |
Scope |
| Affix |
Application |
Master |
|
R2.WAV.2
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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R2.WAV.3
The learner will be able to identify and use compound words.
| Strand |
Bloom's |
Scope |
| Compound Word |
Knowledge |
Master |
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R2.WAV.4
The learner will be able to begin to differentiate words with multiple meanings by applying context clues and by applying other strategies such as word study.
| Strand |
Bloom's |
Scope |
| Context |
Comprehension |
Master |
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R2.WAV.5
The learner will be able to identify, understand, and use more prefixes and suffixes.
| Strand |
Bloom's |
Scope |
| Vocabulary: Expand/Build |
|
Master |
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R2.WAV.6
The learner will be able to begin to recognize multiple meaning words.
| Strand |
Bloom's |
Scope |
| Multiple Meaning |
Knowledge |
Master |
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R2.WAV.7
The learner will be able to use opposites, rhyming words, synonyms, compound words, base words homophones and common homonyms.
| Strand |
Bloom's |
Scope |
| Vocabulary: Reading |
Application |
Master |
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R2.WAV.8
The learner will be able to speak, write, and use vocabulary from all subjects.
| Strand |
Bloom's |
Scope |
| Vocabulary: Specialized |
|
Master |
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R2.WAV.9
The learner will be able to use appropriate strategies for learning new vocabulary words including the use of dictionaries and other reference aids to learn word meanings and to deepen knowledge of word meanings.
| Strand |
Bloom's |
Scope |
| Vocabulary Strategies: Unfamiliar Words |
Application |
Master |
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R2.WAV.10
The learner will be able to employ strategies to clarify and explain words including the use of information about word parts to determine the meaning of words in text (prefixes).
| Strand |
Bloom's |
Scope |
| Vocabulary Strategies: Unfamiliar Words |
Application |
Master |
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R2.WAV.11
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 |
|
R2.WAV.12
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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R2.WAV.13
The learner will be able to break words into syllables.
| Strand |
Bloom's |
Scope |
| Syllabication |
Comprehension |
Master |
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R2.WAV.14
The learner will be able to pronounce and use vocabulary from all subjects.
| Strand |
Bloom's |
Scope |
| Vocabulary |
|
Master |
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R2.WAV.15
The learner will be able to determine the meaning of unknown words by checking visual, structural and meaning cues.
| Strand |
Bloom's |
Scope |
| Vocabulary Strategies: Unfamiliar Words |
Application |
Master |
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R2.WAV.16
The learner will be able to understand word choices can indicate actions, feelings and ideas.
| Strand |
Bloom's |
Scope |
| Word Choice |
Comprehension |
Master |
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R2.WAV.17
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 (example: word walls).
| Strand |
Bloom's |
Scope |
| Vocabulary |
Knowledge |
Master |
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R2.WAV.18
The learner will be able to use contractions to determine word meaning.
| Strand |
Bloom's |
Scope |
| Structure |
Application |
Master |
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R2.WAV.19
The learner will be able to recognize grade level appropriate words accurately with automaticity.
| Strand |
Bloom's |
Scope |
| Phonetic Clues: Decoding |
Application |
Master |
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R2.WAV.20
The learner will be able to recognize a variety of vowel sounds.
| Strand |
Bloom's |
Scope |
| Vowel |
Knowledge |
Master |
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R2.WAV.21
The learner will be able to blend phonemes to make recognizable words.
| Strand |
Bloom's |
Scope |
| Word |
Application |
Master |
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R2.WAV.22
The learner will be able to use phonemes to decode unfamiliar words.
| Strand |
Bloom's |
Scope |
| Word |
Application |
Master |
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R2.WAV.23
The learner will be able to recognize patterns as visual clues to decode words.
| Strand |
Bloom's |
Scope |
| Word |
Knowledge |
Master |
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USVI Territory NCLB Report Card (
