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New Jersey Core Curriculum Content Standards
May 1996
Language Arts And Literacy Standards And Progress Indicators
Standard 3.4:
All Students Will Read Various Materials And Texts With Comprehension And Critical Analysis
Descriptive Statement: Reading is a complex process through which readers actively construct meaning and connect with others' ideas. The reading process requires readers to relate prior knowledge and personal experiences to written texts; respond to texts in aesthetic and critical ways; recognize and appreciate print as a cuing system for meaning; and understand words, their variations, and their contexts. Students should recognize that what they hear, speak, write, and view contributes to the content and quality of their reading experiences.
Proficient readers use a repertoire of strategies (including phonics, context clues, and foreshadowing) that enables them to adapt to increasing levels of complexity, and they develop lifelong habits of reading and thinking. A diversity of materials provides students with opportunities to grow intellectually, socially, and emotionally as they consider universal themes, diverse cultures and perspectives, and the common aspects of human existence. The study of literature allows students to return to the materials and reconstruct meaning as they examine their own reading along with the writer's shaping of text and the cultural, historical, and psychological contexts for composing.
Cumulative Progress Indicators
By the end of Grade 4, students:
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1. |
Use listening, speaking, writing, and viewing to assist with reading. |
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2. |
Listen and respond to whole texts. |
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3. |
Understand that authors write for different purposes, such as persuading, informing, entertaining, and instructing. |
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4. |
Use reading for different purposes, such as enjoyment, learning, and problem-solving. |
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5. |
Read independently a variety of literature written by authors of different cultures, ethnicities, genders, and ages. |
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6. |
Read literally, inferentially, and critically. |
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7. |
Use print concepts in developmentally appropriate ways. |
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8. |
Read with comprehension. |
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9. |
Use prior knowledge to extend reading ability and comprehension and to link aspects of the text with experiences and people in their own lives. |
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10. |
Identify passages in the text that support their point of view. |
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11. |
Distinguish personal opinions and points of view from those of the author, and distinguish fact from opinion. |
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12. |
Demonstrate comprehension through retelling or summarizing ideas and following written directions. |
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13. |
Identify elements of a story, such as characters, setting, and sequence of events. |
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14. |
Identify literary forms, such as fiction, poetry, drama, and nonfiction. |
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15. |
Expand vocabulary using appropriate strategies and techniques, such as word analysis and context clues. |
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16. |
Read and use printed materials and technical manuals from other disciplines, such as science, social studies, mathematics, and applied technology. |
Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8, students:
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17. |
Read more than one work by a single author. |
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18. |
Begin to identify common aspects of human existence. |
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19. |
Recognize propaganda and bias in written texts. |
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20. |
Analyze main ideas and supportive details. |
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21. |
Analyze text using patterns of organization, such as cause and effect, comparison and contrast. |
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22. |
Analyze text for the purpose, ideas, and style of the author. |
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23. |
Understand the role of characters, setting, and events in a given literary work. |
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24. |
Understand the concepts of figurative language, symbolism, allusion, connotation, and denotation. |
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25. |
Gather and synthesize data for research from a variety of sources, including print materials, technological resources, observation, interviews, and audiovisual media. |
Building upon knowledge and skills gained in the preceding grades, by the end of Grade 12, students:
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26. |
Understand the relationship between contemporary writing and past literary traditions. |
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27. |
Understand that our literary heritage is marked by distinct literary movements and is part of a global literary tradition. |
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28. |
Analyze how the works of a given period reflect historical events and social conditions. |
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29. |
Understand the study of literature and theories of literary criticism. |
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30. |
Understand appropriate literary concepts, such as rhetorical device, logical fallacy, and jargon. |
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31. |
Understand the effect of literary devices, such as alliteration and figurative language, on the reader's emotions and interpretation. |
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32. |
Understand the range of literary forms and content that elicit aesthetic response. |
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