Model Standards Reading Skill | Test Forms |
27 | 28 | 31 | 32 | 32X | 33 | 34 | 34X | 35 | 36 | 37 | 38 | 520 | 521 | 522-524 | 541 | 542 | 145 | 146 |
Beginning - Low | | | | | | | | | | | | | | | | | | | |
Relate phonological sounds to
letters and clusters of letters (sound/symbol correspondence) | x | x | | | | | | | | | | | | | | | | | |
Recognize basic sight words | x | x | x | x | x | x | x | x | | | | | x | | | | | | |
Interpret sentences using
vocabulary and structures previously learned orally | | | x | x | x | x | x | x | | | | | x | | | x | x | | |
Beginning – High | | | | | | | | | | | | | | | | | | | |
Interpret isolated words and
phrases in familiar contexts (traffic signs, store ads, fast food menus) | | | x | x | x | x | x | x | | | | | x | x | | | | | |
Interpret terms on simplified
forms (personal identification, school registration, checks, change of address) | | | x | x | x | x | x | x | x | x | | | x | | | x | | | |
Scan for numerical information
– e.g., the time a store opens – and other specific information in simple
life-skill materials related to immediate needs (ads, schedules, signs, forms) | | | x | x | x | x | x | x | x | x | | | x | x | x | | x | | |
Use strategies such as predicting
or phonics decoding to interpret new words in familiar contexts | | | | | | | | | | | | | | | | | | | |
Read and demonstrate
understanding of short, simplified narrative paragraphs on familiar topics containing
previously learned vocabulary and sentence patterns | | | | | x | x | x | x | x | x | | | | x | x | x | x | | |
Identify the sequence of a simple
narrative passage | | | | | | | | x | | | | | | | | x | x | | |
Intermediate – Low | | | | | | | | | | | | | | | | | | | |
Interpret simplified short
narrative and descriptive passages on familiar topics | | | | | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x |
Interpret simple narrative and
descriptive passages on unfamiliar topics if material includes visuals or other aids that
orient students to the passages | | | | | | | | x | | | x | x | | | | | | x | x |
Scan for specific information in
simple life-skill materials (ads, schedules, signs, forms) related to immediate needs | | | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x | x |
Predict meanings of unfamiliar
vocabulary in material rich in contextual clues | | | | | x | x | x | x | x | x | x | x | | | | | | x | x |
Interpret newspaper headlines on
familiar topics | | | | | | | | | | | | | | | | | | | |
Interpret abbreviations for words
previously learned in context of specific topics – e.g., employment, housing | | | | | x | x | x | x | x | x | | x | x | x | | | | | |
Intermediate – High | | | | | | | | | | | | | | | | | | | |
Interpret simple authentic
materials on familiar topics (newspaper articles on current events, social letters, public
information notices) | | | | | | x | x | x | x | x | x | x | | | x | | | x | x |
Identify the main idea of a
paragraph on a familiar topic | | | | | | | | x | x | x | x | x | | | | | | x | x |
Guess the meaning of unfamiliar
vocabulary and phrases from context | | | | | | | x | x | x | x | x | x | | | x | | | x | x |
Find information that requires
drawing from different sections of a reading passage | | | | | | | | | x | x | x | x | | | | | | x | x |
Draw meaning from passages by
using syntactic clues, such as pronoun references | | | | | | | | x | x | x | | | | | | | | | |
Identify relationships within a
passage by using syntactic clues, such as transitional words, e.g., "therefore" | | | | | | | | | | | | | | | | | | | |
Advanced – Low | | | | | | | | | | | | | | | | | | | |
Interpret both authentic and
edited materials, such as prose fiction, on familiar subjects | | | | | | | | | | | x | x | | | | | | | |
Identify main ideas and
supporting details or examples from familiar material | | | | | | | | | | | x | x | | | | | | x | x |
Guess meaning from context by
analyzing words’ prefixes and suffixes | | | | | | | | | | | | | | | | | | | |
Make inferences | | | | | | | | | | | x | x | | | | | | x | x |
Summarize reading passages | | | | | | | | | | | | | | | | | | | |
Advanced – High | | | | | | | | | | | | | | | | | | | |
Read authentic printed material
and prose on familiar topics | | | | | | | | | | | x | x | | | | | | | |
Read short stories and other
recreational literature | | | | | | | | | | | | | | | | | | | |
Interpret main ideas and key
points from technical material in students’ own fields of interest | | | | | | | | | | | | | | | | | | | |
Apply appropriate reading
strategies for understanding content on unfamiliar topics or technical information | | | | | | | | | | | x | x | | | | | | | |
Use syntactic clues to interpret
the meanings of complex sentences or new vocabulary | | | | | | | | | | | | | | | | | | | |
Analyze an author’s point of
view by making inferences | | | | | | | | | | | x | x | | | | | | | |
React personally to reading
materials by making judgements or prioritizing values, for example | | | | | | | | | | | | | | | | | | | |