Overview
Arizona Adult Education Standards Initiative
The Arizona Adult Education Standards Initiative (Standards Initiative) represents a proactive effort by Arizona’s adult education community to ensure consistency in program content and student outcomes for adult learners throughout the state. The Initiative is sponsored by the Arizona Department of Education – Division of Adult Education and developed by an outstanding cadre of the state’s adult educators.
The fundamental goal of this multi-year project is to ensure high levels of achievement for all adult learners in Arizona. As such, there are several critical reasons why it is so important to the future of adult education in Arizona as well as in the nation.
The Standards Initiative provides consistent content and performance standards for implementation in all programs funded by the Arizona Department of Education.
The Standards Initiative improves articulation and allows adult educators to assess
student performance and measure program effectiveness with greater accuracy.
In addition, exemplars of curriculum alignment developed by adult educators
during the spring and summer of 2000 also provide outstanding examples of
curricula in each of the content areas based on the standards.
The Standards Initiative establishes a strong foundation for effective delivery of services to all adult learners. Moreover, the Initiative offers benchmarks for learning and program performance and sets forth high expectations for quality and accountability.
The Standards Initiative raises the bar on instructional performance and accountability which, in turn, increases the credibility of adult education within the field of teaching and learning. In addition, the Arizona Adult Education Standards complement similar efforts on the national level (i.e., Equipped for the Future published by the National Institute for Literacy) by providing the framework for adult learners to maximize their potential in the community, family, and workplace.
The process used to develop the adult education content and performance standards was designed by the Arizona Department of Education (Division of Adult Education) with the assistance of two consulting firms: Leadership Learning Systems, Inc. (based in Arizona and Illinois) and StandardsWork (Washington, D.C.).
In order to create a clear focus and ensure leadership of the Initiative from professionals the field, an open invitation was extended to adult educators statewide requesting participation in the Standards Initiative. The initial team convened in January 1998, to inaugurate the Initiative. As a result of their thoughtful dialogue and discussion, the following critical statements were created to direct the work of the Standards Initiative.
We believe adult learners are
· multi-faceted, unique individuals
· capable of learning
· motivated by diverse life experiences
· exploring ways to improve their lives through relevant educational
opportunities.
We believe adult education is a learner-centered, interactive process which
· values and supports the individual in defining and achieving personal
goals
· develops and improves basic and life skills in the community, family,
and workplace.
Adult education standards are the cornerstone for quality teaching, quality learning, and quality lives.
The Arizona Adult Education Standards Initiative provides the framework for Adult learners to maximize their potential in the community, family, and workplace. The project provides consistency and continuity of educational services throughout the state as well as an easily understood model which communicates the contributions of adult education.
The approach used to create the Arizona Adult Education
content and performance standards combined both process and substance. The
process was highly participatory and encompassed active involvement and input
of more than 200 adult educators across the state during the period of February
1998 – June 2000. The substance focused on the articulation and continuous
improvement of rigorous and realistic standards for adult learning in specific
subject areas including reading, writing, mathematics, science, social studies,
ESOL, and citizenship test preparation.
THE STANDARDS INITIATIVE TIMELINE
A Steering Committee of adult educators provided overall guidance and direction throughout this period. Facilitation of the process was provided by Gail A. Digate of Leadership Learning Systems, Inc. and consultation in developing content and performance standards was provided by Susan Pimentel of StandardsWork.
A brief description of each phase of the Arizona Adult Education Standards Initiative appears below:
Teams of adult educators met to draft content standards in reading, writing, mathematics, ESOL, and Citizenship Test Preparation. These teams consulted a variety of resources, including the Arizona K-12 Academic Standards. A description of the relationship of the adult education content standards and the K-12 academic standards is provided on page 7. Several external, expert reviewers provided feedback and comments for continuous improvement to the original drafts.
During the second year of the Initiative, expanded teams of adult educators met to:
· conduct focus groups with adult educators and adult learners to solicit comments and suggestions on the drafts of the content standards. Focus group sessions were held in
Flagstaff, Phoenix, Tucson and Yuma.
· A second external review was conducted by Susan Pimentel of StandardsWork in August 1998.
· Following adoption of the content standards by the Steering Committee, initial work began on the development of performance standards in reading, writing, mathematics, ESOL and Citizenship Test preparation in September.
· Two additional teams were established to plan future implementation efforts: Professional Development and Marketing/Communications.
During the third year of the Initiative, the focus of work included:
· Initial release of the content standards in reading, writing, mathematics, ESOL,
and Citizenship Test preparation at the 1999 Arizona Adult Education Conference
(September 29 – October 2)
· Regional focus groups to solicit input on performance standards. These sessions
were held in Flagstaff, Holbrook, Phoenix, Tucson, and Yuma.
· Revision of both content and performance standards to reflect the federal
requirements of an additional level in ABE, the division of Adult Secondary Education (ASE – formerly GED preparation) into two levels, and adding two additional ESOL levels.
· Creation of content standards in science and social studies
· Regional focus groups to solicit and gather input on drafts of content standards
in science and social studies
· Establishment of a work team to develop recommendations regarding appropriate
assessment strategies in alignment with the content standards and federal requirements to document educational gain
(Note: Recommendations will be submitted to the Arizona Department of Education – Division of Adult Education) in
the autumn, 2000).
· Creation and training of a cadre of adult educators to support implementation of
the Arizona Adult Education Standards Initiative (i.e., Standards Specialists)
· Creation of curriculum alignment exemplars in reading, writing, mathematics,
and ESOL by teams of adult educators from programs across the state
(i.e., Curriculum Aligners)
· Implementation of a four-day summer institute which brought together more
than 100 adult educators (i.e., Standards Specialists and Curriculum Aligners)
to complete development of curriculum alignment exemplars and begin
articulation of strategies and action plans designed to support implementation
of the Standards Initiative in adult education programs throughout the state.
· It was during this institute that the State Director of Adult Education remarked that what began as a curriculum frameworks “project” indeed had become a major “initiative” destined to transform adult education in the state of Arizona and ensure “extraordinary” education to every adult learner.
The following activities are anticipated for implementation in the next phase of the Standards Initiative:
· Pilot project to implement and “test” assessment strategies
· Consultation and support to adult education programs by Standards Specialists to
implement content and performance standards in reading, writing, mathematics,
ESOL, and citizenship test preparation
· Development of performance standards in science and social studies (including
input and feedback from the field via the Arizona Department of Education
(Division of Adult Education) website
· Focus groups with representatives of community colleges regarding implications
of the Arizona Adult Education Standards Initiative for adult learners’ matriculation to community college programs
· Evaluation of the Standards Initiative (1998 – 2001)
· Complete implementation of content and performance standards in
reading, writing, mathematics, science, social studies, ESOL, and citizenship
test preparation
(Note: Implementation of science and social studies content and performance
standards is required of adult education providers by July 1, 2002.)
· Complete implementation of assessment strategies
(Note: Implementation of assessment strategies is required of adult education providers by July 1, 2002.)
· Periodic review and revision of content and performance standards as needed
(e.g. commitment to continuous improvement)
The first edition of the Arizona Adult Education Standards was released in September, 1999, and contained content standards in Reading, Writing, Mathematics, ESOL and Citizenship Test Preparation. This (second) edition provides updated content and performance standards in these disciplines along with content standards in Science and Social Studies.
The purpose of including content standards in Science and Social Studies is to ensure that students who so choose would have access to instruction in these disciplines. As adult literacy education in Arizona is not compulsory, adult learners choose to take the courses that enable them to reach educational goals that further their ability to function in the family, the community and the workplace. Making available to adult learners a solid foundation in the physical, natural and social sciences enables them to invest in their own personal and professional development.
As technological advances propel rapid changes in how people live and work, all adult learners will need to develop and refine skills that keep them competitive and productive in the workplace. Now and into the future, access to, and basic computer and Internet skills, will enable adult learners to function successfully in the family, the community and the workplace. During FY2000, the ADE provided resources and training to make all ADE-funded programs Internet-connected: for administration, instruction and professional development. During the next three years, the ADE will continue to provide resources and training to enable adult education and family literacy teachers to become computer literate and Internet savvy. By the end of FY2004, it is expected that Arizona’s Adult Education Standards will be revised to reflect a much greater expertise with technology on the part of adult educators, and a much higher expectation of adult learners with regard to basic computer and Internet skills.
CONTENT STANDARDS TO ARIZONA K-12 ACADEMIC STANDARDS
The initial charge from the State Director of Adult Education in January 1998 to develop content standards in adult education carried with it the need to craft world-class standards (not minimal competencies) and to customize these standards for adult learners. That said, content standards contained herein reflect sensible criteria for usefulness, intelligibility, rigor and measurability. In addition, content standards focus on academics, contain the right mix of skills and content, and represent a reasonable pattern of cumulative learning that is manageable (given the constraints of time).
A critical element in the process of developing content standards in adult education involved benchmarking the drafts of content standards to world-class levels and then reviewing them for relevancy, intelligibility and measurability.
As Arizona’s academic standards for students in grades K-12 are considered to be among the best in the nation, adult educators used this document as a valuable resource in both crafting and reviewing the adult education standards. Comparing what students in K-12 are capable of accomplishing with expectations for adult learners helped to aim higher when judging the potential of adult learners.
In summary, the focus in consulting the Arizona K-12 Academic Standards was to align the documents (i.e., content standards in Adult Education and K-12) in terms of rigor and comprehensiveness. However, no attempt was made to gain a direct one-to-one correspondence between the two documents as the two systems of education clearly serve different populations with specific needs, and facing diverse challenges and opportunities.
If you are confused about the language of standards, you are not alone. This section provides definitions for standards-related terms and an analogy (using a non-academic example) to illustrate several important concepts. The analogy appears in italics .
A goal is the end result of a learning experience. A goal often is not measurable in an immediate sense. It reflects a state of being rather than a state of action. A goal expresses a purpose for instruction but does not designate the specific abilities that the learner must possess.
A content standard supports the goal. It defines what a learner must know and be able to do. A content standard (also referred to as an exit standard) is brief, crisp, and written to the point. It uses jargon-free English so instructors and adult learners can understand it easily.
The learner is able to run one mile.
Indicators and sub-indicators contain all the knowledge and skills a learner needs to master the more broadly stated content standard. In essence, indicators and sub-indicators detail the content standard. Educators may refer to indicators and sub-indicators as “further domain specifications” or “benchmarks” that describe the skills, habits, and understandings that the learner must master.
Indicator: The learner understands the physiology of the body and knows how
to run safely.
Sub-indicators: • Understands physiology of muscles, bones, and
Cardiovascular system
• Understands how to warm up and cool down safely
• Understands how to pace self and breathe
correctly while running
• Uses correct foot position when running
(i.e., heel-toe-heel running)
• Observes the rules of the road (e.g., face traffic, observe
signs, run on sidewalk or shoulder of the road)
Sample activities are designed to illustrate the indicators and sub-indicators. They are not required; rather, sample activities are provided to offer instructors some useful ideas, suggestions, and possible ways to bring the standards and indicators to life. In addition, sample activities reflect several core competencies (including communication skills, interpersonal skills, and critical thinking skills) which can be demonstrated within several contexts or settings (including the community, family, and workplace). Sample activities are included in this document as resources for instruction. Sample activities in science and social studies have been cross-referenced to content standards in reading, writing, and mathematics.
Core competencies, the application of knowledge and skills in communication, interpersonal relations, and critical thinking, are designed as a fundamental element in sample activities.
Communication and interpersonal skills reflect the learner’s ability to engage in an interactive process while clearly expressing ideas that lead to mutual understanding. The following skill areas are demonstrated in these activities: speaking, listening, reading, and writing. A learner who communicates effectively is able to respond to an audience, demonstrate a clear sense of purpose, organize information, and deliver information using appropriate language and nonverbal behaviors.
Interpersonal skills encompass the ability to interact appropriately with individuals or groups in a variety of settings. Effective interpersonal interactions require the use of critical thinking skills such as analysis, synthesis, evaluation, and application in addition to the effective demonstration of communication skills (e.g., speaking, listening, reading, and writing).
The outcome of an activity is influenced by the environment or circumstances in which the activity occurs and the skills applied (e.g., communication, interpersonal, and/or critical thinking).
A sample activity may involve the learner in the process of entering a charity
run in support of cancer research.
A performance standard indicates how competent or adept a learner’s demonstration must be to show attainment of the content standard. In other words, a performance standard defines “how good is good enough” to meet the content standard. Performance standards specify the quality of learner performance – acceptable, excellent, or something less. The level of performance is determined by the extent to which students demonstrate command over the concepts of skills outlined in the content standards. Such command must include both quality and quantity.
Performance standards:
• Specify particular concepts and skills that the learner must know and be able
to do as defined by the content standards (often in greater detail with some
additional explanation of the type, quality, range and depth of the performance
expectations)
• Define several different levels of achievement that outline the extent to which
the learner demonstrates command over the concepts and skills within the content
standards. The Arizona Adult Education Standards Initiative has adopted four
levels of proficiency:
Beginning (a ways to go before passing)
Approaching (getting closer)
Met (passing)
Exceeds (excellent performance, beyond passing)
• Establish the difficulty of material with which the learner must work (e.g.,
vocabulary lists, spelling lists, reading lists or reading difficulty levels).
A learner at one proficiency level is able to display most of the knowledge, skills, and processes at that particular level (e.g., met level) and lower proficiency levels (e.g., approaching and beginning levels). Once assessment strategies have been adopted, the proficiency levels and their descriptors are intended to inform and guide interpretation of
the scores. In short, each proficiency level descriptor is a statement of the knowledge, skills, and abilities expected to be held by the average learner who is associated with that level.
In an attempt to ensure consistency across the various disciplines, the following terms were adopted by the Performance Standards Work Team:
• Occasionally, seldom Able to demonstrate skills and command of the
concepts up to 49% of the time
• Sometimes Able to demonstrate skills and command of the
concepts up to 50 – 74% of the time
• Often; most of the time Able to demonstrate skills and command of the
concepts up to 75 – 89% of the time
• Consistently Able to demonstrate skills and command of the
concepts up to 90 – 100% of the time
Returning to the sports analogy, consider time trials for Olympic runners as a vehicle to motivate and measure performance. For example, Olympic runners are not simply told they have to run fast in order to qualify for the 100-yard dash. Rather, they know exactly what times they need to beat. Without performance standards, a deliberate stroll could constitute running a mile.
The learner is able to run one mile in seven minutes.
Curriculum is best characterized as descriptions of what should take place in the classroom and describes in greater detail the topics, themes, units, and questions contained in the content standards. Curriculum serves as a guide for instructors; addressing teaching techniques, recommending activities, scope and sequence, and modes of presentation considered most effective.
In addition, curriculum indicates those textbooks, materials, activities, and equipment that best help the learner achieve the content standards. Unlike content standards, curriculum can vary from region to region or program to program as well as from teacher to teacher, provided that the focus remains on delivering the “big” ideas and concepts that the content standards require the learner to understand and apply. Content standards are the framework for curriculum.
Curriculum within the sports analogy example include units on
physiology, questions and topics to cover, suggested reading material,
and training sessions needed in order to ensure the learner is able to
run one mile safely and efficiently.
Assessment defines the nature of evidence required to demonstrate that the content standard has been met (e.g., essay, solution to a mathematical problem, answers to questions in reference to a reading passage).
In the charge to the Assessment Strategies Work Team (January, 2000), Karen M. Liersch, State Director of Adult Education specified the following requirements for assessment in adult education in Arizona:
· It will insure reliability and validity
· It will provide for pre-, interim, and post-testing
· It will be aligned to and test the Arizona Adult Education Content
Standards in Reading, Writing, Mathematics, and ESOL
· It will be criterion – or standards - referenced
· It will inform instruction
· It will serve as an accountability measure
· It will be adaptable to a variety of instructional environments
· The Assessment will accommodate learners with special needs
Assessments for the sports analogy might require the learner to run one mile,
demonstrating ability to use proper form and observe safety rules of running
(this would be an example of performance-based assessment).
Another approach might ask the learner to complete a written test,
Demonstrating understanding of physiology of running (this would be an
example of a criterion-referenced test, including multiple choice and
short answer questions).
Again, the performance standard specifies the learner’s degree
of proficiency on those demonstrations or assessments, defining
what it means to run the mile in one of three ways or levels:
expert, competent, or less than competent fashion.
|
Standard: The adult learner develops and applies reading strategies for the understanding of written materials. |
Pre-Literacy (Beginning ABE Literacy)…………2
ABE I (Beginning Basic Education)……………...2
ABE II (Low Intermediate Basic Education)……3
ABE III (High Intermediate Basic Education)….4
ASE I/GED (Low Adult Secondary Education)...5
ASE II (High Adult Secondary Education)…..…6
Standard: The adult learner develops and applies reading strategies for the
understanding of written materials.
Indicator A: Applies recognition and decoding strategies to pronounce and derive the
meaning of words
1. Identifies upper- and lower-case letters
2. Applies phonetic skills
3. Recognizes familiar word patterns
4. Applies picture clues
5. Recognizes basic sight words
1. Identifies common functional signs, directions, and maps
2. Reads and comprehends short simple sentences
Indicator A: Applies recognition and decoding strategies to pronounce and derive the
meaning of words
1. Recognizes basic word patterns, antonyms, and synonyms
2. Applies syllabication
1. Follows single step directions
2. Draws conclusions
3. Identifies the relevant facts
4. Sequences events, actions, and behaviors
Indicator C: Applies reading skills to interpret literary selections
1. Comprehends the meaning of literary selections and makes connections between the text and his/her own experiences
2. Describes the story elements of plot, setting, and characters, including the beginnings,
middles and endings of reading selections
3. Identifies the theme in reading selections
Indicator A: Applies recognition and decoding strategies to pronounce and derive the
meaning of words
1. Recognizes homophones and homographs
2. Applies context clues
3. Knows and uses structural analysis
Indicator B: Applies reading skills to functional and informational text
1. Follows multiple step directions
2. Summarizes the main ideas and supporting details
3. Identifies the author’s main purpose
4. Makes predictions about events, actions, and behaviors
5. Identifies cause and effect relationships
6. Reads and interprets charts, graphs, and labels and simple authentic materials found in the community or workplace
7. Applies skimming and scanning reading strategies to locate information and determine the main idea in print and graphic material
Indicator C: Applies reading skills to interpret literary selections
1. Determines the underlying theme or author's message and relates them to prior experiences or the experiences of others
2. Identifies the historical and cultural perspectives in reading selections
Indicator A: Applies recognition and decoding strategies to pronounce and derive the
meaning of words
1. Identifies the meaning of root words
2. Identifies the meaning of prefixes
3. Identifies the meaning of suffixes
4. Applies context clues to confirm meaning of figurative, idiomatic and technical words
5. Recognizes the meaning of word origins
1. Identifies the main idea, critical details, and author’s point of view and relates them to other sources, real life, and related topics
2. Summarizes the text in chronological, spatial, or logical order
3. Distinguishes facts from opinions
4. Makes inferences about the author’s purpose and perspective
6. Supports conclusions with convincing textual evidence
Indicator C: Applies reading skills to interpret literary selections
1. Makes defensible inferences about the events, setting, mood, plot, characters and meaning of the reading selections, including how they are presented by different authors
2. Identifies literary devices that define a writer’s style with emphasis on the use of figurative language
3. Explains how an author’s life and time are reflected in his or her work
4. Compares versions of traditional or contemporary literature from different cultures for similarities and differences related to themes or characters
5. Describes the literary elements and characteristics of fiction, nonfiction, drama, and poetry
Indicator A: Applies recognition and decoding strategies to pronounce and derive the meaning of words
1. Distinguishes between the denotative and connotative meanings of words and explains
"shades of meaning" for related words
2. Infers the meaning of words from context clues and word relationships, including idioms, analogies, metaphors, allusions, similes, and derivations
Indicator B: Applies reading skills to interpret and evaluate functional and informational text
1. Describes the thesis or point of view of a selection
2. Extracts critical details and extends the ideas in the reading selection
3. Distinguishes a conclusion from supporting statements
4. Distinguishes among facts, supported inferences, and opinions
5. Makes useful connections to other topics and extends ideas presented in text
6. Recognizes the role that values play in the beliefs and perspectives of authors
7. Evaluates the logic and clarity of many functional documents
8. Assesses the accuracy and reliability of facts as determined by documentation or proof
Indicator C: Applies reading skills to interpret literary selections drawn from American and world literature
1. Evaluates the influence of culture, ethnicity, and historical eras on the themes, supporting the inferences with evidence from the selection
2. Makes defensible inferences about the interactions between characters (e.g., conflicts, motivations, relationships) and how they affect the events and plot
3. Evaluates the relevance of setting (place, time and customs) to the mood, tone and meaning of text, using textural evidence to support the claims
4. Supports a judgment about the effectiveness of an author’s use of literacy elements and figurative language
Indicator A: Applies recognition and decoding strategies to pronounce and derive the meaning of words
1. Identifies and uses idioms and the literal and figurative meanings of words in speaking and writing
2. Uses knowledge of Greek, Anglo-Saxon and Latin roots to understand content area vocabulary words
Indicator B: Applies reading skills to interpret and evaluate functional and informational text
1. Recognizes unstated assumptions, extracts critical details, and extends the information from the text
2. Evaluates technical journals or workplace documents for purpose, organizational pattern, clarity, and relevancy of information
3. Describes and connects the essential ideas, arguments, and perspectives of text
4. Assesses the adequacy or appropriateness of data to substantiate hypotheses, conclusions, or generalizations
5. Evaluates the author’s use of bias and use of persuasive strategies to elicit a desired response from the reader
6. Identifies logical fallacies in arguments
Indicator C: Applies reading skills to interpret literacy selections drawn from American and world literature
1. Evaluates the structural elements of plot
2. Compares and contrasts the motivations and reactions of literary characters from
different eras and cultures confronting similar situations or conflicts
3. Analyzes how a work of literature reflects the heritage, traditions, attitudes and beliefs of its author and/or times
4. Analyzes how an author's choice of words appeals to the senses, suggests mood, and sets tone
5. Compares works that express a universal theme, often providing credible evidence to support his/her ideas
Reading Performance Standards
Pre-Literacy
Beginning
The student:
· recognizes a few upper and lower case letters and knows a few consonant sounds
· demonstrates phonemic awareness of a few initial and final sounds
· reads and comprehends up to 50 percent of the words on a Basic Sight Word List
Approaching
The student:
· recognizes many upper and lower case letters and many consonant sounds
· shows evidence of using decoding skills (i.e., phonetic, word patterns) to read and understand some new words
· reads and comprehends some familiar words and phrases and some short simple sentences on familiar topics
· reads and comprehends more than 50 percent but less than 70 percent of the words on a Basic Sight Word List
Met
The student:
· often recognizes upper and lower case letters and many consonant sounds
· uses phonetic skills to decode and derive the meaning of most single syllable words
· applies reading strategies to comprehend many familiar words and most short simple sentences on familiar topics and common functional directions, signs, and maps
· reads and comprehends at least 70 percent but less than 90 percent of words on a Basic Sight Word List
Exceeds
The student:
· consistently recognizes upper and lower case letters and consonant sounds
· uses phonetic skills to decode and derive the meaning of most one and two syllable words
· applies reading strategies to comprehend most short sentences on both familiar and unfamiliar topics and functional directions, signs, and maps
· reads and comprehends at least 90 percent of the Basic Sight Word List
ABE I
Beginning
The student:
· knows and applies a few word patterns and context clues to sporadically derive the meaning of new words
· comprehends a few simple and compound sentences in single or linking paragraphs and demonstrates such comprehension by pin-pointing answers in text
· on occasion is able to identify the basic facts and ideas in what he/she has read
Approaching
The student:
· uses phonics, structural analysis, syllabification and word parts to derive the meaning of some new words and applies this knowledge for fluent oral and silent reading
· sometimes is able to identify the basic facts and sequence events, actions, and behaviors in simple functional and informational texts
· is able to interpret many single step directions and common schedules, signs and maps
· fills out most simple forms but needs support on completing more complex ones
· comprehends the meaning of some short stories and narrative passages and can make some obvious connections between the text and personal experiences
Met
The student:
· uses phonics, structural analysis, syllabification, word parts and patterns to derive the meaning of many new words and applies this knowledge for fluent oral and silent reading
· uses knowledge of antonyms and synonyms to determine the meaning of many words and phrases
· often is able to identify the basic facts and sequence events, actions, and behaviors in simple functional and informational texts
· consistently is able to interpret single step directions and many common schedules, signs and maps
· often is able to draw appropriate and relevant conclusions from functional and informational text
· comprehends the meaning of many short stories and narrative passages and can make some obvious connections between the text and personal experiences
· often identifies and describes the story elements of plot, setting, theme, and characters, including the beginnings, middles and endings of short stories and other simple literary selections
Exceeds
The student:
· knows and uses simple word families and basic word patterns, including some suffixes and prefixes to decode most new words encountered when reading
· applies knowledge of antonyms, synonyms, homophones and homographs to decode many unfamiliar words
· consistently is able to identify the basic facts and ideas in simple functional and informational texts and sequence events, actions, and behaviors in simple functional and informational texts
· consistently draws appropriate and relevant conclusions from functional and informational text
· often is able to extract significant information about topics in a reading selection
· consistently describes the plot, setting and characters in literary selections
· often identifies themes in literary selections in fictional and non-fictional works, and relates them to prior experiences or the experiences of others
ABE II
Beginning
The student:
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