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RU01-Letter Sounds A-I

Students listen to and view three songs that present the phonics letter sounds A to I with uppercase and lowercase alphabet letters and matching pictures (A says a for apple).  Students recognize letter-sound relationships and select pictures to match letters until mastery is achieved.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Set purpose(s) appropriate for each reading task 2.6

RU02-Three-Letter Words A-I

Students listen to and view two songs that present the decoding of three-letter C-V-C words with letters A-I in steps: alphabet, phonics, blending, and whole word.  Students decode three letter words and select matching pictures until mastery is achieved.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Set purpose(s) appropriate for each reading task 2.6

RU03-Sentences A-I

Students listen to and view a sight word song with three new words.  They match three written sight words with spoken words.  Students read simple sentences with known sight words and decodable words with letters A-I. They match sentences with pictures and fill in missing words in sentences.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Set purpose(s) appropriate for each reading task 2.6
Draw conclusions based on evidence in text 3.7

RU04-Letter Sounds J-R

Students listen to and view three songs that present the phonics letter sounds J to R with uppercase and lowercase alphabet letters and matching pictures (A says a for apple).  Students recognize letter-sound relationships and select pictures to match letters until mastery is achieved.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Set purpose(s) appropriate for each reading task 2.6
Draw conclusions based on evidence in text 3.7

RU05-Three-Letter Words J-R

Students listen to and view two songs that present the decoding of three-letter C-V-C words with letters A-R in steps: alphabet, phonics, blending, and whole word.  Students decode three letter words and select matching pictures until mastery is achieved.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Set purpose(s) appropriate for each reading task 2.6
Draw conclusions based on evidence in text 3.7

RU06-Sentences J-R

Students listen to and view a sight word song with three new words.  They match three written sight words with spoken words.  Students read simple sentences with known sight words and decodable words with letters A-R. They match sentences with pictures and fill in missing words in sentences.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Consider what they know and need to know about the topic 2.4
Set purpose(s) appropriate for each reading task 2.6
Draw conclusions based on evidence in text 3.7

RU07-Letter Sounds S-Z

Students view three songs that present the phonics letter sounds S to Z with uppercase and lowercase alphabet letters and matching pictures (A says a for apple).  Students demonstrate letter-sound recognition by selecting pictures to match letters until mastery is achieved.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Set purpose(s) appropriate for each reading task 2.6
Draw conclusions based on evidence in text 3.7

RU08-Three-Letter Words S-Z

Students listen to and view two songs that present the decoding of three-letter C-V-C words with letters A-Z in steps: alphabet, phonics, blending, and whole word.  Students decode three letter words and select matching pictures until mastery is achieved.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Set purpose(s) appropriate for each reading task 2.6
Draw conclusions based on evidence in text 3.7

RU09-Sentences S-Z

Students listen to and view a sight word song with three new words.  They match three written sight words with spoken words.  Students read simple sentences with known sight words and decodable words with letters A-Z. They match sentences with pictures and fill in missing words in sentences.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Consider what they know and need to know about the topic 2.4
Set purpose(s) appropriate for each reading task 2.6
Draw conclusions based on evidence in text 3.7
RU10-Short Vowels

Students listen to and view a short vowel song presenting each vowel sound with a matching word and picture.  They select missing short vowels in three-letter C-V-C words to match a picture until mastery is achieved.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Set purpose(s) appropriate for each reading task 2.6
Draw conclusions based on evidence in text 3.7

RU11-Ending Blends

Students listen to and view two songs presenting common ending or final consonant blends and diagraphs with example words. They decode words and select matching pictures until mastery is achieved.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Consider what they know and need to know about the topic 2.4
Set purpose(s) appropriate for each reading task 2.6
Draw conclusions based on evidence in text 3.7
Use pragmatic, textual, syntactic, semantic/lexical/morphological,graphonic, and other cues to construct and to confirm meaning 3.9

RU12-Ending Blends Sentences

Students listen to and view a sight word song with three new words. They read sentences containing words with ending or final consonant blends and diagraphs and select the correct final word to complete the sentence.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Consider what they know and need to know about the topic 2.4
Set purpose(s) appropriate for each reading task 2.6
Draw conclusions based on evidence in text 3.7
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

RU13-Long Vowels and Silent E

Students listen to and view a song which present the silent E or magic E rule and long vowel sounds. They must listen to words and select either the short vowel C-V-C word or the corresponding long vowel word with a final silent E added at the end.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Set purpose(s) appropriate for each reading task 2.6
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9
Relate what was read to personal experiences or needs 4.3

RU14-Long Vowels Sentences

Students listen to and view a sight word song with three new words.  They read sentences containing words with long vowels and the silent E or magic E, and select the correct final word to complete the sentence.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Consider what they know and need to know about the topic 2.4
Set purpose(s) appropriate for each reading task 2.6
Draw conclusions based on evidence in text 3.7
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9
Relate what was read to personal experiences or needs 4.3

RU15-Beginning Blends A

Students listen to and view a song presenting the first of two sets of beginning or initial consonant blends and diagraphs with example words.  They listen to words and select matching beginning consonant blends to develop phonemic awareness until mastery is achieved.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Set purpose(s) appropriate for each reading task 2.6
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

RU16-Beginning Blends A Riddles

Students listen to and view a sight word song with three new words.  They read riddles containing three sentences and select the matching word answer from three words with beginning consonant blends.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Consider what they know and need to know about the topic 2.4
Set purpose(s) appropriate for each reading task 2.6
Make inferences based on text and prior knowledge 3.7
Draw conclusions based on evidence in text 3.8
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9
Relate what was read to personal experiences or needs 4.3

RU17-Vowel Blends A

Students listen to and view a song presenting the first of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words.  They listen to a word containing a vowel blend and select the matching written word.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Set purpose(s) appropriate for each reading task 2.6
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

RU18-Vowel Blends A Sentences

Students listen to and view a sight word song with three new words.  They read sentences with missing endings and select the correct ending from two containing words with vowel blends or pairs, diagraphs, and diphthongs.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Consider what they know and need to know about the topic 2.4
Set purpose(s) appropriate for each reading task 2.6
Make inferences based on text and prior knowledge 3.7
Draw conclusions based on evidence in text 3.8
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9
Relate what was read to personal experiences or needs 4.3

RU19-Vowel Blends B

Students listen to and view a song presenting the second of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words.  They listen to a word containing a vowel blend and select the matching written word.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Set purpose(s) appropriate for each reading task 2.6
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

RU20-Vowel Blends B Sentences

Students listen to and view a sight word song with three new words.  They read sentences with missing endings and select the correct ending from two containing words with vowel blends.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Consider what they know and need to know about the topic 2.4
Set purpose(s) appropriate for each reading task 2.6
Make inferences based on text and prior knowledge 3.7
Draw conclusions based on evidence in text 3.8
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9
Relate what was read to personal experiences or needs 4.3

RU21-Beginning Blends B

Students listen to and view a song presenting the second of two sets of beginning or initial consonant blends and diagraphs with example words.  They listen to words and select matching beginning consonant blends to develop phonemic awareness until mastery is achieved.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Set purpose(s) appropriate for each reading task 2.6
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

RU22-Beginning Blends B Riddles

Students listen to and view a sight word song with three new words.  They read riddles containing three sentences and select the matching word answer from three words with beginning consonant blends.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Consider what they know and need to know about the topic 2.4
Set purpose(s) appropriate for each reading task 2.6
Make inferences based on text and prior knowledge 3.7
Draw conclusions based on evidence in text 3.8
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9
Recognize the author’s use of language and techniques 3.11
Relate what was read to personal experiences or needs 4.3

RU23-Vowel Blends C

Students listen to and view a song presenting the third of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words.  They listen to a word containing a vowel blend and select the matching written word.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Set purpose(s) appropriate for each reading task 2.6
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9
Recognize the author’s use of language and techniques 3.11

RU24-Vowel Blends C Sentences

Students listen to and view a sight word song with three new words.  They read sentences with missing endings and select the correct ending from two containing words with vowel blends or pairs, diagraphs, and diphthongs.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Consider what they know and need to know about the topic 2.4
Set purpose(s) appropriate for each reading task 2.6
Make inferences based on text and prior knowledge 3.7
Draw conclusions based on evidence in text 3.8
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9
Recognize the author’s use of language and techniques 3.11
Relate what was read to personal experiences or needs 4.3

RU25-Vowel Blends D

Students listen to and view a song presenting the fourth of four sets of vowel blends or pairs, diagraphs, and diphthongs with example words.  They listen to a word containing a vowel blend and select the matching written word.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Set purpose(s) appropriate for each reading task 2.6
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9
Recognize the author’s use of language and techniques 3.11

RU26-Vowel Blends D Sentences

Students listen to and view a sight word song with three new words.  They read sentences with missing endings and select the correct ending from two containing words with vowel blends or pairs, diagraphs, and diphthongs.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Consider what they know and need to know about the topic 2.4
Set purpose(s) appropriate for each reading task 2.6
Make inferences based on text and prior knowledge 3.7
Draw conclusions based on evidence in text 3.8
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9
Recognize the author’s use of language and techniques 3.11
Relate what was read to personal experiences or needs 4.3

RU27-Silent Letters & Sounds

Students listen to and view a song presenting words with silent letters such as GH.  They read words and select the silent letter or letters in the word.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Consider what they know and need to know about the topic 2.4
Set purpose(s) appropriate for each reading task 2.6
Match reading rate to specific purpose and difficulty of material when reading aloud and silently 3.1
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

RU28-Word Families A

Students listen to and view a song presenting the first of two sets of word families with common endings, rimes, and chunks. They read a word and identify all rhyming words from a list

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Consider what they know and need to know about the topic 2.4
Set purpose(s) appropriate for each reading task 2.6
Match reading rate to specific purpose and difficulty of material when reading aloud and silently 3.1
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9
Recognize the author’s use of language and techniques 3.11

RU29-True/False A

Students read sentences containing words from common word families and then identify whether they are true or false.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Consider what they know and need to know about the topic 2.4
Set purpose(s) appropriate for each reading task 2.6
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9
Identify ideas expressed as true or false, real or imaginary 3.10

RU30-Word Families A

Students listen to and view a song presenting the second of two sets of word families with common endings, rimes, and chunks. They read a word and identify all rhyming words from a list.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Consider what they know and need to know about the topic 2.4
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9
Relate what was read to personal experiences or needs 4.3

RU31-True/False A

Students read sentences containing words from common word families and then identify whether they are true or false.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Consider what they know and need to know about the topic 2.4
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

RU32-Prefixes

Students view a description of prefixes.  They listen to a word and attach the correct prefix from a list of prefixes to the base or root word.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Consider what they know and need to know about the topic 2.4
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

RU33-Suffixes

Students view a description of suffixes.  They listen to a word and attach the correct suffix from a list of suffixes to the base or root word.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Consider what they know and need to know about the topic 2.4
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9
Recognize the author’s use of language and techniques 3.11

RU34-Compound Words

Students view a description of compound words.  They listen to a compound word and attach the correct initial word from a list to the ending word.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Consider what they know and need to know about the topic 2.4
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9
Recognize the author’s use of language and techniques 3.11

RU35-Sentence Comprehension

Students read sentences and choose the correct word to complete them from among words with prefixes, words with suffixes, and compound words

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Consider what they know and need to know about the topic 2.4
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9
Relate what was read to personal experiences or needs 4.3

RU36-Long or Multi-syllable Words

Students listen to and view a song presenting a method for decoding long words or multi-syllable words by separating the syllables, sounding out each syllable, and blending together the sounds.  They must listen to long words and select them from a list of words.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Consider what they know and need to know about the topic 2.4
Set purpose(s) appropriate for each reading task 2.6
Make inferences based on text and prior knowledge 3.7
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9
Recognize the author’s use of language and techniques 3.11
Relate what was read to personal experiences or needs 4.3

RU37-Contractions

Students view a description of contractions.  They read two words and then select the matching contraction with the correct apostrophe and eliminated letters

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Consider what they know and need to know about the topic 2.4
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9
Recognize the author’s use of language and techniques 3.11

RU38-Numbers

Students listen to and view a song presenting the word categories of numbers 1 to 100.  They fill in a bank check by selecting the written out number that matches the numeral amount on the check.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Recognize author’s overall organization of ideas and patterns within that organization 3.4
Recognize the author’s use of language and techniques 3.11

RU39-Days and Months

Students listen to and view a song presenting the word categories of days of the week and months of the year.  They read invitations and identify the time and details of  the invite.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Recognize author’s overall organization of ideas and patterns within that organization 3.4
Recognize the author’s use of language and techniques 3.11

RU40-Directions

Students read and follow multiple-step written instructions and select the correct directions on maps, signs, diagrams and illustrations to navigate to a house.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Consider what they know and need to know about the topic 2.4
Set purpose(s) appropriate for each reading task 2.6
Recognize author’s overall organization of ideas and patterns within that organization 3.4
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9
Recognize the author’s use of language and techniques 3.11

RU41-Instructions

Students read and follow multiple-step written instructions and select the correct actions on signs, diagrams and illustrations to operate a gasoline pump and a television remote control.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Consider what they know and need to know about the topic 2.4
Set purpose(s) appropriate for each reading task 2.6
Recognize author’s overall organization of ideas and patterns within that organization 3.4
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9
Recognize the author’s use of language and techniques 3.11
Relate what was read to personal experiences or needs 4.3

RU42-Details: Who What When Where Why

Students listen to and view a song presenting the facts and details who what when where and why.  They read one-paragraph passages and answer comprehension multiple-choice questions including detail questions. Students follow the paragraph structure of left to right and top to bottom reading.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Consider what they know and need to know about the topic 2.4
Set purpose(s) appropriate for each reading task 2.6
Recognize author’s overall organization of ideas and patterns within that organization 3.4
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9
Recognize the author’s use of language and techniques 3.11
Relate what was read to personal experiences or needs 4.3

RU43-Order and Sequence

Students read five sentences and move each sentence into the logical order and sequence.  They place the topic sentence or problem at the top, the detail sentences in sequential or chronological order, and the conclusion sentence or solution at the end.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Set purpose(s) appropriate for each reading task 2.6
Recognize author’s overall organization of ideas and patterns within that organization 3.4
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9
Recognize the author’s use of language and techniques 3.11
Relate what was read to personal experiences or needs 4.3

RU44-Compare and Contrast

Students read one paragraph passages and answer multiple-choice questions to compare and contrast the similarities and differences of information on the same topic.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Consider what they know and need to know about the topic 2.4
Set purpose(s) appropriate for each reading task 2.6
Recognize author’s overall organization of ideas and patterns within that organization 3.4
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9
Recognize the author’s use of language and techniques 3.11
Relate what was read to personal experiences or needs 4.3

RU45-Cause and Effect

Students view a description of cause and effect explaining the why and because relationships. Students read one paragraph passages and answer multiple-choice questions which ask why, with answers beginning with because.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Recognize author’s overall organization of ideas and patterns within that organization 3.4
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9
Recognize the author’s use of language and techniques 3.11
Relate what was read to personal experiences or needs 4.3

RU46-Fact and Opinion

Students view a description of fact and opinion. They read sentences and select whether they represent a fact or the opinion of the author.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Recognize author’s overall organization of ideas and patterns within that organization 3.4
Make inferences based on text and prior knowledge 3.7
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9
Recognize the author’s use of language and techniques 3.11
Determine whether fact or opinion is being presented 3.13
Relate what was read to personal experiences or needs 4.3

RU47-Main Idea

Students listen to and view a song describing the main idea and details of a paragraph, with an example paragraph and structure diagram. They must read a paragraph and identify the main idea, summary, central idea,theme, or topic.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Follow the sequence of ideas expressed by identifying the author’s key idea 3.3
Recognize author’s overall organization of ideas and patterns within that organization 3.4
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9
Analyze and evaluate what was read 4.4

RU48-Conclutions and Inferences

Students view a description of conclusions and inferences. They read one paragraph passages and answer multiple-choice questions including making inferences and predicting outcomes.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Make inferences based on text and prior knowledge 3.7
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

RU49-Challenge Game: Follow Instructions

Students read multiple-step written instructions and perform tasks to clean up a messy room.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Set purpose(s) appropriate for each reading task 2.6
Recognize author’s overall organization of ideas and patterns within that organization 3.4
Make inferences based on text and prior knowledge 3.7
Use pragmatic, textual, syntactic,semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

RU50-Final Challenge: Follow Instructions

Students read multiple-step written instructions and perform tasks to create a music video.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1
Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1
Set purpose(s) appropriate for each reading task 2.6
Associate what is being read with personal experiences and make connections 3.2
Make inferences based on text and prior knowledge 3.7
Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

CU1-Book Structure

Students listen to and view a song describing the structure of a book, including the cover, title, author, table of contents, chapters, and index.  They view covers and pages from books and locate answers to questions about the contents.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

CU2-Format, Types of Text

Students view a description of formats including fiction and non-fiction, narrative and  expository, and books, drama / plays, or novels.  They distinguish between common forms of literature.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Read a range of contemporary and classical texts appropriate to interests and learning needs 1.2

Read texts from a variety of genres and cultural traditions 1.3

Select and use the appropriate strategies and the language cueing systems and conventions to construct meaning before, during and after reading grade-level appropriate texts 2.1

CU3-Main Idea

Students listen to and view a song describing the main idea, summary, topic, and theme.  They must read passages and generalize to identify the central idea.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Set purpose for each reading task 2.5

Associate what is being read with personal experiences and make connections 3.2

Follow the sequence of ideas expressed by identifying the author’s key idea 3.3

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

CU4-Author’s Purpose

Students listen to and view a song describing the author’s purpose, including writing to inform, narrate, persuade, describe, and entertain.  They must read passages and identify the author’s purpose.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Set purpose for each reading task 2.5

Associate what is being read with personal experiences and make connections 3.2

CU5-Tone, Mood and Attitude

Students listen to and view a song describing the author’s tone, mood and attitude.  They
       must read passages and identify the author’s tone and attitude.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Set purpose for each reading task 2.5

Associate what is being read with personal experiences and make connections 3.2

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9.

Recognize the author’s use of language and techniques 3.11

CU6-Expository Organizers

Students view a description of graphic expository organizers including the sections for title, purpose, main idea, details, and conclusion.  They must read informational passages and fill in all the sections of the organizer.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Set purpose for each reading task 2.5

Associate what is being read with personal experiences and make connections 3.2

Follow the sequence of ideas expressed by identifying the author’s key idea 3.3

Make jot notes to assist recall of the main idea(s) expressed by the author 3.5

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

Recall and relate in own words, major ideas and their supporting details 4.2

CU7-Reference Books

Students view a description if reference books and materials including the encyclopedia, dictionary, atlas, thesaurus.  They must read a request for information and decide which reference materials would contain the information.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Read a range of comtemporary and classical texts appropriate to interests and learning needs 1.2

Set purpose for each reading task 2.5

Associate what is being read with personal experiences and make connections 3.2

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9.

CU8-Narrative Writing

Students view a description of narrative story writing including the problem, characters, setting, and solution.  They must read stories and identify the key elements.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Set purpose for each reading task 2.5

Follow the sequence of ideas expressed by identifying the author’s key idea 3.3

Make jot notes to assist recall of the main idea(s) expressed by the author 3.5

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

Recognize the author’s use of language and techniques 3.11

Identify with and develop an understanding of the characters the author has created from what they say and do, and from what other characters and the narrator say about them 3.15

Recall and relate in own words, major ideas and their supporting details 4.2

CU9-Story Maps

Students view a description of graphic story maps including sections for the problem, characters, setting, events, and solution.  They read stories or narrative passages and fill in all the sections of the story map.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Set purpose for each reading task 2.5

Make jot notes to assist recall of the main idea(s) expressed by the author 3.5

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

Recognize the author’s use of language and techniques 3.11

Recall and relate in own words, major ideas and their supporting details 4.2

CU10-K-W-L Charts

Students listen to and view a song describing the use of K-W-L charts to document what you already know, want to know, and learned after reading a passage.  They must fill in the K-W-L charts before and after reading each passage

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Set purpose for each reading task 2.5

Predict, confirm and adjust predictions 3.2

Make jot notes to assist recall of the main idea(s) expressed by the author 3.5

Make inferences based on text and prior knowledge 3.7

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

Recognize the author’s use of language and techniques 3.11

Recall and relate in own words, major ideas and their supporting details 4.2

CU11-Greek and Latin Root Words

Students listen to and view a song describing and listing common greek and latin root words.  They must identify the root word from a set of words and then identify the meaning of the root word.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Set purpose for each reading task 2.5

Make inferences based on text and prior knowledge 3.7

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

Recognize the author’s use of language and techniques 3.11

CU12-Homophones

Students listen to and view a song describing and listing common homophones, or words with the same sound and a different meaning.  They must fill in sentences with the correct word from several homophones.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Set purpose for each reading task 2.5

Make inferences based on text and prior knowledge 3.7

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

Recognize the author’s use of language and techniques 3.11

CU13-Context Clues

Students listen to and view a song describing how to use sentence and word context clues to help find or predict the meaning of unknown or unfamiliar words.  They must identify the meaning of words in the context of passages from several possible meanings.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Make inferences based on text and prior knowledge 3.7

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

Recognize the author’s use of language and techniques 3.11

CU14-Question Answer Relationships QAR

Students view a description of QAR, or question answer relationships, including right there, think and search, author and me, and on my own.  They must read passages and  answer each type of question.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Formulate questions before reading 2.4

Set purpose for each reading task 2.5

Make jot notes to assist recall of the main idea(s) expressed by the author 3.5

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

Recall and relate in own words, major ideas and their supporting details 4.2.

Analyze and evaluate what was read 4.4

CU15-Synonyms

Students view a description of synonyms, or words with the same meaning.  They must select the correct synonym for a word to replace in a sentence.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Set purpose for each reading task 2.5

Make jot notes to assist recall of the main idea(s) expressed by the author 3.5

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

CU16-Antonyms

Students view a description of antonyms, or words with the opposite meaning.  They must select the correct antonym for a word to replace in a sentence.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Set purpose for each reading task 2.5

Make jot notes to assist recall of the main idea(s) expressed by the author 3.5

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

CU17-Poetry

Students view a description of poetry and the common forms including narrative, dramatic, free verse.  They read poems and answer questions on the form and content.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Formulate questions before reading 2.4

Set purpose for each reading task 2.5

Make jot notes to assist recall of the main idea(s) expressed by the author 3.5

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

Recall and relate in own words, major ideas and their supporting details 4.2.

Analyze and evaluate what was read 4.4.

CU18-History K-W-L

Students view a description of the subject history and learn vocabulary words for this subject.  They read textbook style history passages and fill in K-W-L charts to document what they already know, want to know, and learned after reading the passage.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Formulate questions before reading 2.4

Set purpose for each reading task 2.5

Associate what is being read with personal experiences and make connections 3.2

Make jot notes to assist recall of the main idea(s) expressed by the author 3.5

Make inferences based on text and prior knowledge 3.7

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

Recall and relate in own words, major ideas and their supporting details 4.2.

Analyze and evaluate what was read 4.4.

CU19-Charts and Graphs

Students view a description of charts, graphs and diagrams including the pie, bar, and line charts and graphs.  They view graphs and answer questions about the content.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Formulate questions before reading 2.4

Set purpose for each reading task 2.5

Make jot notes to assist recall of the main idea(s) expressed by the author 3.5

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

Recall and relate in own words, major ideas and their supporting details 4.2.

Analyze and evaluate what was read 4.4

CU20-Music Comprehension

Students view a description of the subject music.  They read textbook style expository passages about music and answer comprehension questions.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Formulate questions before reading 2.4

Set purpose for each reading task 2.5

Make jot notes to assist recall of the main idea(s) expressed by the author 3.5

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

Recall and relate in own words, major ideas and their supporting details 4.2.

Analyze and evaluate what was read 4.4

CU21-Mythology Story Maps

Students view a description of the subject mythology and learn vocabulary words for this subject.  They read mythological stories from around the world and fill in all the sections of the story map for each story: problem, characters, setting, events, and solution.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Set purpose for each reading task 2.5

Follow the sequence of ideas expressed by identifying the author’s key idea 3.3

Make jot notes to assist recall of the main idea(s) expressed by the author 3.5

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

Recognize the author’s use of language and techniques 3.11

Identify with and develop an understanding of the characters the author has created from what they say and do, and from what other characters and the narrator say about them 3.15

Recall and relate in own words, major ideas and their supporting details 4.2

CU22-Idioms

Students listen to and view a song describing and listing common idioms in context.  They read passages containing idioms and identify the correct meaning of each idiom.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Set purpose for each reading task 2.5

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

Recognize the author’s use of language and techniques 3.11

Identify with and develop an understanding of the characters the author has created from what they say and do, and from what other characters and the narrator say about them 3.15

CU23-Conclusions and Inferences

Students view a description of conclusions and inferences with an example.  They read short passages and then make inferences and draw conclusions to answer the questions.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Formulate questions before reading 2.4

Set purpose for each reading task 2.5

Make jot notes to assist recall of the main idea(s) expressed by the author 3.5

Make inferences based on text and prior knowledge 3.7

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

Recall and relate in own words, major ideas and their supporting details 4.2.

Relate what was read to personal experiences or needs 4.3

Analyze and evaluate what was read 4.4

CU24-Earth Science K-W-L

Students view a description of the subject earth science and learn vocabulary words for this subject.  They read textbook style earth science passages and fill in K-W-L charts to document what they already know, want to know, and learned after reading the passage.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Formulate questions before reading 2.4

Set purpose for each reading task 2.5

Associate what is being read with personal experiences and make connections 3.2

Make jot notes to assist recall of the main idea(s) expressed by the author 3.5

Make inferences based on text and prior knowledge 3.7

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

Recall and relate in own words, major ideas and their supporting details 4.2.

Relate what was read to personal experiences or needs 4.3

Analyze and evaluate what was read 4.4.

CU25-Dance Comprehension

Students view a description of the subject dance and learn vocabulary words for this subject.  They read textbook style expository passages about dance and answer comprehension questions.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Formulate questions before reading 2.4

Set purpose for each reading task 2.5

Make jot notes to assist recall of the main idea(s) expressed by the author 3.5

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

Recall and relate in own words, major ideas and their supporting details 4.2.

CU26-Advertising QAR

Students view a description of the subject advertising.  They view advertisements with text and graphics.  They answer four QAR, or question answer relationships, questions per passage: right there, think and search, author and me, and on my own.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Formulate questions before reading 2.4

Set purpose for each reading task 2.5

Associate what is being read with personal experiences and make connections 3.2

Make jot notes to assist recall of the main idea(s) expressed by the author 3.5

Make inferences based on text and prior knowledge 3.7

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

Relate what was read to personal experiences or needs 4.3

Analyze and evaluate what was read 4.

CU27-Art Expository Organizer

Students view a description of the subject art and learn vocabulary words for this subject.  They read expository passages about famous artists and fill in all the sections of the expository organizer for each passage: title, purpose, main idea, details, and conclusion.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Formulate questions before reading 2.4

Set purpose for each reading task 2.5

Associate what is being read with personal experiences and make connections 3.2

Follow the sequence of ideas expressed by identifying the author’s key idea 3.3

Make jot notes to assist recall of the main idea(s) expressed by the author 3.5

Make inferences based on text and prior knowledge 3.7

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

Recall and relate in own words, major ideas and their supporting details 4.2.

Relate what was read to personal experiences or needs 4.3

Analyze and evaluate what was read 4.4

Draw conclusions about author’s message, values, and craft or techniques 4.6

CU28-Cause and Effect

Students view a description of cause and effect with an example.  They read passages and answer why questions by selecting from a set of clauses beginning with because.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Formulate questions before reading 2.4

Set purpose for each reading task 2.5

Make jot notes to assist recall of the main idea(s) expressed by the author 3.5

Make inferences based on text and prior knowledge 3.7

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9.

CU29-Metaphor and Simile

Students view a description of metaphor and simile with examples of figurative language.  They read sentences and identify whether the author is using metaphor or simile.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Formulate questions before reading 2.4

Set purpose for each reading task 2.5

Make jot notes to assist recall of the main idea(s) expressed by the author 3.5

Make inferences based on text and prior knowledge 3.7

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

Recognize the author’s use of language and techniques 3.11t

CU30-Point of View

Students view a description of the author’s point of view including first person and third person writing examples.  They read passages and identify the point of view and author’s opinion.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Set purpose for each reading task 2.5

Associate what is being read with personal experiences and make connections 3.2

Follow the sequence of ideas expressed by identifying the author’s key idea 3.3

Determine whether fact or opinion is being presented 3.13

Recall and relate in own words, major ideas and their supporting details 4.2.

Relate what was read to personal experiences or needs 4.3

Analyze and evaluate what was read 4.4

Draw conclusions about author’s message, values, and craft or techniques 4.6

CU31-Forms and Applications

Students view a description of forms and applications including blanks, fields, and field headings.  They fill in forms such as a job application one field at a time.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Formulate questions before reading 2.4

Set purpose for each reading task 2.5

Associate what is being read with personal experiences and make connections 3.2

Make inferences based on text and prior knowledge 3.7

Recall and relate in own words, major ideas and their supporting details 4.2..

CU32-Biology Comprehension

Students view a description of the subject biology and learn vocabulary words for this subject.  They read textbook style expository passages about biology and answer comprehension questions.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Formulate questions before reading 2.4

Set purpose for each reading task 2.5

Make jot notes to assist recall of the main idea(s) expressed by the author 3.5

Recall and relate in own words, major ideas and their supporting details 4.2

CU33-Fact and Opinion

Students view a description of fact and opinion with examples.  They must read short passages and identify ones expressing fact or the author’s opinion.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Set purpose for each reading task 2.5

Associate what is being read with personal experiences and make connections 3.2

Follow the sequence of ideas expressed by identifying the author’s key idea 3.3

Determine whether fact or opinion is being presented 3.13

Recall and relate in own words, major ideas and their supporting details 4.2.

Analyze and evaluate what was read 4.4

Draw conclusions about author’s message, values, and craft or techniques 4.6

CU34-Prediction

Students learn how to predict what will happen next based on items in a passage. They read passages and make predictions, and then confirm their predictions after further reading.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Set purpose for each reading task 2.5

Predict, confirm and adjust predictions 3.1

Associate what is being read with personal experiences and make connections 3.2

Follow the sequence of ideas expressed by identifying the author’s key idea 3.3

Determine whether fact or opinion is being presented 3.13

Recall and relate in own words, major ideas and their supporting details 4.2.

Analyze and evaluate what was read 4.4

Draw conclusions about author’s message, values, and craft or techniques 4.6

CU35-Geography K-W-L

Students view a description of the subject geography and learn vocabulary words for this subject.  They read textbook style geography passages and fill in K-W-L charts to document what they already know, want to know, and learned after reading the passage.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Formulate questions before reading 2.4

Set purpose for each reading task 2.5

Associate what is being read with personal experiences and make connections 3.2

Make jot notes to assist recall of the main idea(s) expressed by the author 3.5

Make inferences based on text and prior knowledge 3.7

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

Recall and relate in own words, major ideas and their supporting details 4.2.

Relate what was read to personal experiences or needs 4.3

Analyze and evaluate what was read 4.4.

CU36-Flowcharts Organize

Student view a description of a flowchart diagram including the step-by-step process from start to finish with boxes and lines.  They read passages describing a sequence or process and fill in the boxes of a flowchart.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Set purpose for each reading task 2.5

Make jot notes to assist recall of the main idea(s) expressed by the author 3.5

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

Recall and relate in own words, major ideas and their supporting details 4.2

Relate what was read to personal experiences or needs 4.3

Analyze and evaluate what was read 4.4.

CU37-Plays and Drama

Students view a description of plays and drama including script, characters, setting, dialog, comedy, and tragedy.  They read script selections and identify the key elements of the play.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Set purpose for each reading task 2.5

Follow the sequence of ideas expressed by identifying the author’s key idea 3.3

Make jot notes to assist recall of the main idea(s) expressed by the author 3.5

Recall and relate in own words, major ideas and their supporting details 4.2.

Relate what was read to personal experiences or needs 4.3

Analyze and evaluate what was read 4.4

Draw conclusions about author’s message, values, and craft or techniques 4.6

CU38-Social Studies Comprehension

Students view a description of the subject social studies and learn vocabulary words for this subject.  They read textbook style expository passages about social studies and answer comprehension questions.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Formulate questions before reading 2.4

Set purpose for each reading task 2.5

Associate what is being read with personal experiences and make connections 3.2

Follow the sequence of ideas expressed by identifying the author’s key idea 3.3

Make jot notes to assist recall of the main idea(s) expressed by the author 3.5

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

Recall and relate in own words, major ideas and their supporting details 4.2.

Analyze and evaluate what was read 4.4

CU39-Astronomy Expository Organizer

Students view a description of the subject astronomy.  They read expository passages about astronomy and fill in all the sections of the expository organizer for each passage: title, purpose, main idea, details, and conclusion.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Formulate questions before reading 2.4

Set purpose for each reading task 2.5

Associate what is being read with personal experiences and make connections 3.2

Follow the sequence of ideas expressed by identifying the author’s key idea 3.3

Make jot notes to assist recall of the main idea(s) expressed by the author 3.5

Make inferences based on text and prior knowledge 3.7

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

Recall and relate in own words, major ideas and their supporting details 4.2.

Relate what was read to personal experiences or needs 4.3

Analyze and evaluate what was read 4.4

Draw conclusions about author’s message, values, and craft or techniques 4.6

CU40-Mystery Prediction

Students view a description of mystery or suspense chapter books.  They read parts of chapters of the book, make predictions about the story plot, and read further to confirm their predictions.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Set purpose for each reading task 2.5

Predict, confirm and adjust predictions 3.1

Associate what is being read with personal experiences and make connections 3.2

Follow the sequence of ideas expressed by identifying the author’s key idea 3.3

Determine whether fact or opinion is being presented 3.13

Recall and relate in own words, major ideas and their supporting details 4.2.

Analyze and evaluate what was read 4.4

Draw conclusions about author’s message, values, and craft or techniques 4.6

CU41-Analogies

Students listen to and view a song describing an analogy with several examples.  They view analogies with missing elements and identify the correct elements to complete the relationships.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Set purpose for each reading task 2.5

Associate what is being read with personal experiences and make connections 3.2

Make inferences based on text and prior knowledge 3.7

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

Relate what was read to personal experiences or needs 4.3

Analyze and evaluate what was read 4.4

CU42-Compare and Contrast: Venn Diagrams

Students view a description of Venn diagrams to compare and contrast two items, including the common intersecting elements and distinct elements.  They read passages and then fill in Venn diagrams.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Set purpose for each reading task 2.5

Make jot notes to assist recall of the main idea(s) expressed by the author 3.5

Recall and relate in own words, major ideas and their supporting details 4.2

Relate what was read to personal experiences or needs 4.3

Analyze and evaluate what was read 4.4.

CU43-Biography K-W

Students view a description of the subject biography and learn vocabulary words for this subject.  They read biographical passages about famous people and fill in K-W-L charts to document what they already know, want to know, and learned after reading the passage.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Formulate questions before reading 2.4

Set purpose for each reading task 2.5

Associate what is being read with personal experiences and make connections 3.2

Make jot notes to assist recall of the main idea(s) expressed by the author 3.5

Make inferences based on text and prior knowledge 3.7

Recall and relate in own words, major ideas and their supporting details 4.2.

Relate what was read to personal experiences or needs 4.3

Analyze and evaluate what was read 4.4.

Draw conclusions about author’s message, values, and craft or techniques 4.6

CU44-Internet Searching

Students view a description of internet search, including search engines, web browser, search terms, links, and web sites.  They view search results and identify the best web site for specific purposes.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Set purpose for each reading task 2.5

Associate what is being read with personal experiences and make connections 3.2

Make inferences based on text and prior knowledge 3.7

Relate what was read to personal experiences or needs 4.3

Analyze and evaluate what was read 4.4.

Draw conclusions about author’s message, values, and craft or techniques 4.6

CU45-Health Expository Organizer

Students view a description of the subject health.  They read expository passages about health and fill in all the sections of the expository organizer for each passage: title, purpose, main idea, details, and conclusion.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Set purpose for each reading task 2.5

Follow the sequence of ideas expressed by identifying the author’s key idea 3.3

Make jot notes to assist recall of the main idea(s) expressed by the author 3.5

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

Recall and relate in own words, major ideas and their supporting details 4.2.

Analyze and evaluate what was read 4.4

Draw conclusions about author’s message, values, and craft or techniques 4.6

CU46-Preview, Skim and Scan

Students view a description of skimming and scanning text and previewing a passage.  They must briefly skim and scan passages and then answer questions about the passage.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Set purpose for each reading task 2.5

Follow the sequence of ideas expressed by identifying the author’s key idea 3.3

Make jot notes to assist recall of the main idea(s) expressed by the author 3.5

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

Recall and relate in own words, major ideas and their supporting details 4.2.

CU47-Careers Flowcharts

Students view a description of a career or permanent occupation, and learn vocabulary words for careers.  They read passages that describe careers and then fill in the boxes of a flowchart describing the step-by-step process.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Set purpose for each reading task 2.5

Make jot notes to assist recall of the main idea(s) expressed by the author 3.5

Recall and relate in own words, major ideas and their supporting details 4.2

Relate what was read to personal experiences or needs 4.3

Analyze and evaluate what was read 4.4.

CU48-Follow Directions

Students follow multi-step written directions and instructions to obtain money from an ATM machine and make a series of purchases at a shopping center.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Set purpose for each reading task 2.5

Associate what is being read with personal experiences and make connections 3.2

Make inferences based on text and prior knowledge 3.7

Recall and relate in own words, major ideas and their supporting details 4.2

Relate what was read to personal experiences or needs 4.3

CU49-Fast Fluency Game

Students exercise their reading fluency by reading a passage and answering a series of timed questions on title, main idea, tone, metaphor and simile, analogy, and point of view.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Set purpose for each reading task 2.5

Follow the sequence of ideas expressed by identifying the author’s key idea 3.3

Make jot notes to assist recall of the main idea(s) expressed by the author 3.5

Use pragmatic, textual, syntactic, semantic/lexical/morphological, graphonic, and other cues to construct and to confirm meaning 3.9

Recognize the author’s use of language and techniques 3.11

Recall and relate in own words, major ideas and their supporting details 4.2.

Analyze and evaluate what was read 4.4

Draw conclusions about author’s message, values, and craft or techniques 4.6

CU50-Final Challenge

Students follow multi-step written directions and instructions to find a missing certificate in an old mansion.

Read for a variety of purposes including to gather information, to follow directions, to give a response, to form an opinion, to understand information, to enjoy and appreciate 1.1

Set purpose for each reading task 2.5

Associate what is being read with personal experiences and make connections 3.2

Make inferences based on text and prior knowledge 3.7

Recall and relate in own words, major ideas and their supporting details 4.2

Relate what was read to personal experiences or needs 4.3

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