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Reading Foundational Standard 4 - Fluency:
Read with sufficient accuracy and fluency to support comprehension.

Students who meet this standard are probably making effective combined use of all print skill strategies, particularly sight-reading, sound-out, analogy and self-monitoring. This standard corresponds, roughly, to the ability of readers not only to master the component skills, but to coordinate them, so that there are no barriers in their grasp of orthography/sound patterns that prevents them from making full use of other skills, particular verbal skills.

A rough measure of the extent to which students have mastered basic fluency is their (complementary) ability to mobilize deliberative strategies (especially self-monitoring and proofreading strategies) to identify and repair errors in their print processing, and also their ability to achieve more than preliminary levels of verbal inference and verbal expression even on highly challenging tasks.

Standards Table RF4. Mapping Reading Foundational Standard 4 to the Competency Model

Grade level
Skills
Kindergarten
The specific grade-level skill applicable to this standard includes the following:
  • Read emergent-reader texts with purpose and understanding.
Readers at this level are likely to be devoting considerable time in deliberative modes dealing with phonological analysis and phonics. Thus we expect them to pattern at the levels shown below on the competency model:
1st Grade
The specific grade-level skills applicable to this standard include the following:
  • Read grade-level text with purpose and understanding.
  • Read grade-level text orally with accuracy, appropriate rate, and expression.
  • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Readers at this level are still likely to be devoting considerable time in deliberative modes dealing with phonological analysis and phonics. Thus we expect them to pattern at the levels shown below on the competency model:
2nd Grade
The specific grade-level skills applicable to this standard include the following:
  • Read grade-level text with purpose and understanding.
  • Read grade-level text orally with accuracy, appropriate rate, and expression.
  • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Readers at this level have probably automatized much of the processing they do when writing or reading, but are still likely to be devoting considerable time in deliberative modes with finer details such as capitalization, punctuation, or relatively unfamiliar words. Thus we expect them to pattern at the levels shown below on the competency model:
3rd Grade
The specific grade-level skills applicable to this standard include the following:
  • Read grade-level text with purpose and understanding.
  • Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
  • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Readers and writers at this level have probably automatized much of the processing they do when writing or reading, to the point that they are fluent in processing not just words but phrasal meanings and the integrated patterns of phrasal intonation that go with them. False starts and other processing errors are likely to focus at the level of integrating words into sentences either for production or comprehension, or dealing with chunks at about the size of a clause. Thus we expect readings and writers to pattern at the levels shown below on the competency model:
4th Grade
The specific grade-level skills applicable to this standard include the following:
  • Read grade-level text with purpose and understanding.
  • Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
  • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
These skills correspond to the following elements of the competency model:
5th Grade
The specific grade-level skills applicable to this standard include the following:
  • Read grade-level text with purpose and understanding.
  • Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
  • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Readers and writers at this level have probably automatized nearly all of the orthographic processing they do when writing or reading. False starts and other processing errors are likely to focus more on grammatical and semantic patterns (aspects of the verbal mode in the competency) than on the fine details of orthography. Thus we expect readings and writers to pattern at the levels shown below on the competency model:




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