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Genres | Reading Operations | Word Analysis/ Vocabulary
R3.GEN.1
The learner will be able to identify the author's purpose in a given passage.
| Strand |
Bloom's |
Scope |
| Author: Intentions |
Knowledge |
Master |
|
R3.GEN.2
The learner will be able to differentiate between fictional and nonfictional accounts.
| Strand |
Bloom's |
Scope |
| Fiction/Nonfiction |
Analysis |
Master |
|
R3.GEN.3
The learner will be able to read a variety of assigned and self-selected literature.
| Strand |
Bloom's |
Scope |
| Genre |
Comprehension |
Master |
|
R3.GEN.4
The learner will be able to comprehend the elements of literature (character, plot, setting, etc.).
| Strand |
Bloom's |
Scope |
| Literature |
Comprehension |
Master |
|
R3.ROP.1
The learner will be able to understand and identify the relationship between cause and effect in reading materials.
| Strand |
Bloom's |
Scope |
| Cause/Effect |
Comprehension |
Master |
|
R3.ROP.2
The learner will be able to define the element(s) of a specific character.
| Strand |
Bloom's |
Scope |
| Character |
Knowledge |
Master |
|
R3.ROP.3
The learner will be able to interact with text to construct and extend meaning through inference and interpretation.
| Strand |
Bloom's |
Scope |
| Constructing Meaning |
Application |
Master |
|
R3.ROP.4
The learner will be able to use graphic organizers (lists, charts, diagrams, time lines, maps, and illustrations) to examine and visually represent relationships in a text.
| Strand |
Bloom's |
Scope |
| Constructing Meaning: Applications |
Application |
Master |
|
R3.ROP.5
The learner will be able to use letter-sound relationships during the reading of connected text. (Since children encounter different letter-sound relationships as they read, this approach is not systematic or explicit.).
| Strand |
Bloom's |
Scope |
| Constructing Meaning: Strategies |
Application |
Master |
|
R3.ROP.6
The learner will be able to use a variety of structural cues to construct word meaning.
| Strand |
Bloom's |
Scope |
| Constructing Meaning: Cues |
|
Master |
|
R3.ROP.7
The learner will be able to follow directions, predict next step and outcome, and draw conclusions.
| Strand |
Bloom's |
Scope |
| Draw Conclusion |
|
Master |
|
R3.ROP.8
The learner will be able to apply knowledge of decoding strategies to clarify pronunciation.
| Strand |
Bloom's |
Scope |
| Reading Strategies: Decode |
Application |
Master |
|
R3.ROP.9
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 |
|
R3.ROP.10
The learner will be able to follow specific written instructions.
| Strand |
Bloom's |
Scope |
| Directions |
Application |
Master |
|
R3.ROP.11
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 |
|
R3.ROP.12
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 |
|
R3.ROP.13
The learner will be able to reread to monitor comprehension by looking back through the text.
| Strand |
Bloom's |
Scope |
| Emergent Reading |
Application |
Master |
|
R3.ROP.14
The learner will be able to tell facts from opinions and tell facts and opinions in a clear and logical order.
| Strand |
Bloom's |
Scope |
| Fact/Opinion |
Analysis |
Master |
|
R3.ROP.15
The learner will be able to identify figurative language in reading materials.
| Strand |
Bloom's |
Scope |
| Figurative Language |
Knowledge |
Master |
|
R3.ROP.16
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 114 words per minute correctly by the end of third grade.
| Strand |
Bloom's |
Scope |
| Reading Aloud: Fluency |
Application |
Master |
|
R3.ROP.17
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 |
|
R3.ROP.18
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 |
|
R3.ROP.19
The learner will be able to make inferences from prior knowledge and text.
| Strand |
Bloom's |
Scope |
| Inference |
Analysis |
Master |
|
R3.ROP.20
The learner will be able to recognize literary terms including theme, simile, alliteration, and metaphor.
| Strand |
Bloom's |
Scope |
| Literary Device |
Knowledge |
Master |
|
R3.ROP.21
The learner will be able to use complete sentences to explain the main ideas and fully explain it with a prepared sequence.
| Strand |
Bloom's |
Scope |
| Main Idea |
Comprehension |
Master |
|
R3.ROP.22
The learner will be able to monitor comprehension by making predictions or restating a difficult passage or sentence in their own words. For example: "Oh, so the author means that coming to America was a very important event in her grandmother's life".
| Strand |
Bloom's |
Scope |
| Reading Strategies: Monitor |
Analysis |
Master |
|
R3.ROP.23
The learner will be able to use features in the text to monitor comprehension such as section titles or chapters to look ahead to resolve difficulty in comprehending meaning of a passage.
| Strand |
Bloom's |
Scope |
| Reading Strategies: Monitor |
Application |
Master |
|
R3.ROP.24
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 |
|
R3.ROP.25
The learner will be able to confirm and/or revise predictions made about reading material.
| Strand |
Bloom's |
Scope |
| Predicting |
Analysis |
Master |
|
R3.ROP.26
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 |
|
R3.ROP.27
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 |
|
R3.ROP.28
The learner will be able to tell about setting, plot, characters, and resolution and relate stories to his/her own experiences.
| Strand |
Bloom's |
Scope |
| Prior Knowledge |
Application |
Master |
|
R3.ROP.29
The learner will be able to formulate questions to monitor comprehension by identifying where difficulties in comprehension are occurring.
| Strand |
Bloom's |
Scope |
| Reading Strategies: Question |
Synthesis |
Master |
|
R3.ROP.30
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 |
|
R3.ROP.31
The learner will be able to read aloud fluently and expressively with proper phrasing.
| Strand |
Bloom's |
Scope |
| Reading Aloud |
|
Master |
|
R3.ROP.32
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 |
|
R3.ROP.33
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 |
|
R3.ROP.34
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 |
|
R3.ROP.35
The learner will be able to choose reading selections for a particular purpose (pleasure, information, research).
| Strand |
Bloom's |
Scope |
| Reading Behaviors: Selecting/Sharing |
Application |
Master |
|
R3.ROP.36
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 |
|
R3.ROP.37
The learner will be able to read information for various purposes - to build vocabulary, entertain, make decisions.
| Strand |
Bloom's |
Scope |
| Reading Purposes |
Application |
Master |
|
R3.ROP.38
The learner will be able to distinguish between, talk, and write about realistic fiction, fantasy, fables, and nonfiction.
| Strand |
Bloom's |
Scope |
| Real/Non-Real |
|
Master |
|
R3.ROP.39
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 |
|
R3.ROP.40
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 |
|
R3.ROP.41
The learner will be able to understand similarities and differences among settings and events in various texts.
| Strand |
Bloom's |
Scope |
| Setting |
Comprehension |
Master |
|
R3.ROP.42
The learner will be able to identify topic, characters, setting, plot, events in sequence, important details, inferences, conclusions and identify/speak/write summaries.
| Strand |
Bloom's |
Scope |
| Story Elements |
Knowledge |
Master |
|
R3.ROP.43
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, reading strategies and/or plans, and for problem solving and resolution.
| Strand |
Bloom's |
Scope |
| Reading Strategies |
Application |
Master |
|
R3.ROP.44
The learner will be able to clearly communicate (orally and in writing) a main idea, proper details, and a correct sequence.
| Strand |
Bloom's |
Scope |
| Reading Strategies |
|
Master |
|
R3.ROP.45
The learner will be able to read for meaning (main idea, sequences, details, summarization).
| Strand |
Bloom's |
Scope |
| Reading Strategies |
Application |
Master |
|
R3.ROP.46
The learner will be able to apply the use of metacognitive (think aloud) strategies to think about and have control over their reading.
| Strand |
Bloom's |
Scope |
| Reading Strategies |
Application |
Master |
|
R3.ROP.47
The learner will be able to summarize the main ideas and relevant details of a given reading selection to make a connection of the main or central ideas.
| Strand |
Bloom's |
Scope |
| Summary |
Comprehension |
Master |
|
R3.ROP.48
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 |
|
R3.ROP.49
The learner will be able to blend sounds to form words.
| Strand |
Bloom's |
Scope |
| Emergent Reading: Word |
Analysis |
Master |
|
R3.ROP.50
The learner will be able to apply strategies to clarify and enrich the meaning of a known word. For example, the student learns the differences between running, jogging, trotting, dashing, and sprinting.
| Strand |
Bloom's |
Scope |
| Constructing Meaning: Strategies |
Application |
Master |
|
R3.ROP.51
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 |
|
R3.ROP.52
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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R3.WAV.1
The learner will be able to apply knowledge of affixes to understand specialized vocabulary words in the content areas. (Prefixes - un-, re-, pre-, dis-, and mis; Suffixes - -er, -est, -ful) For example, if students learn the four most common prefixes (un-, re-, in-, dis) they will have important clues about the meaning of about two-thirds of all English words with prefixes.
| Strand |
Bloom's |
Scope |
| Affix |
Application |
Master |
|
R3.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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R3.WAV.3
The learner will be able to identify, understand, and use more prefixes and suffixes.
| Strand |
Bloom's |
Scope |
| Vocabulary: Expand/Build |
|
Master |
|
R3.WAV.4
The learner will be able to use opposites, rhyming words, synonyms, compound words, and common homonyms.
| Strand |
Bloom's |
Scope |
| Vocabulary: Reading |
Application |
Master |
|
R3.WAV.5
The learner will be able to speak, write, and use vocabulary from all subject areas.
| Strand |
Bloom's |
Scope |
| Vocabulary: Specialized |
|
Master |
|
R3.WAV.6
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 |
|
R3.WAV.7
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.
| Strand |
Bloom's |
Scope |
| Vocabulary Strategies: Unfamiliar Words |
Application |
Master |
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R3.WAV.8
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 |
|
R3.WAV.9
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 |
|
R3.WAV.10
The learner will be able to decode unfamiliar words in context by using meaning clues, sentence structure clues, and phonetic generalizations.
| Strand |
Bloom's |
Scope |
| Context |
|
Master |
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R3.WAV.11
The learner will be able to break words into syllables.
| Strand |
Bloom's |
Scope |
| Syllabication |
Comprehension |
Master |
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R3.WAV.12
The learner will be able to understand, use, pronounce, and spell vocabulary from all subjects.
| Strand |
Bloom's |
Scope |
| Vocabulary |
|
Master |
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R3.WAV.13
The learner will be able to determine the meaning of words representing unknown concepts. For example, the student may not be familiar with either the process or the word "photosynthesis".
| Strand |
Bloom's |
Scope |
| Vocabulary Strategies |
Application |
Master |
|
R3.WAV.14
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; i.e., word walls.
| Strand |
Bloom's |
Scope |
| Vocabulary |
Knowledge |
Master |
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R3.WAV.15
The learner will be able to identify ways that authors choose words to convey meaning, engage in word play, and participate in other strategies to foster word consciousness.
| Strand |
Bloom's |
Scope |
| Word Choice |
Application |
Master |
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R3.WAV.16
The learner will be able to use vocabulary words from all subjects in his/her writing and talk about it.
| Strand |
Bloom's |
Scope |
| Vocabulary: Writing |
Application |
Master |
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R3.WAV.17
The learner will be able to expand word patterns.
| Strand |
Bloom's |
Scope |
| Word |
Synthesis |
Master |
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R3.WAV.18
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 (
