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Knowledge and Skills Statement

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

Use interest inventories to understand student interests. Based on interest inventories, have students construct reading goals to focus their reasoning for the texts they select as well as their motivation to read assigned texts. Have students establish the purpose for reading a particular text and document their reasoning and the title of the text in their reading notebooks.
 

Further Explanation

This assessment requires students to understand and be able to communicate the reasons they are reading a self-selected text. Students should answer the question Why am I reading this text? This understanding is acquired through experience with setting goals or intentions for reading. Determining the purpose for reading both assigned and self-selected texts should occur will all reading situations.

When students establish purposes for reading, they set goals or intentions for reading. Students must answer the question “Why am I reading this text?” For example, the purpose for reading a text might be to learn a new recipe, be entertained, or learn about a historical event. In assigned texts, the purpose is usually established by the teacher or any other adult: summarize a story, write a book report, or write an argumentative essay in response to a text. However, in self-selected texts students must define for themselves the specific reason(s) to read a given text.
a text that a student identifies and chooses to read for independent reading