RWU Framework

Read with Understanding
Framework
OREGON ADULT BASIC SKILLS

Learning Standards Project
Oregon Department of Community Colleges and Workforce Development
Table of Contents
Introduc on ...... 1
Elements of the Framework

Learning Standard ..... 9
Level Descrip ons (Cross-Level Matrix) ..... 10
Benchmarks/Sub-Benchmarks (Cross-Level Matrix) .... 14
Key References...... 36
Appendices
Appendix A Single-Level Views ....... 39
Appendix B Glossary .... 87

Appendix C Correspondence of Learning Standard Levels
and Standardized Test Scores ...... 99
Acknowledgements ...... 100
Read with Understanding Framework: Introduc on
Introduc on to the Read with Understanding Framework

In order to realize a consistent set of expecta ons and
understandings about teaching and learning in Oregon's Adult Basic
Skills (ABS) programs, instructors, administrators, professional
developers, and state leadership collaborated to develop and pilot
Learning Standards for the state. In April 2010, the Oregon Council
of Adult Basic Skills Development adopted Learning Standards that
reect a common vision of what adults need to know and be able to
do in the areas of reading, speaking, listening, and math in order to
carry out their life goals and purposes. The Vision for the Oregon
ABS Learning Standards, which guides this ini a ve, is presented to
the right and outlines the role of the ABS Learning Standards in
suppor ng prac oners in their ongoing work to create a
responsive, accountable, and adult-focused system.
Vision for the Oregon

ABS Learning Standards
(revised August 2010)
The Oregon Adult Basic Skills Learning

Standards support students in developing the
knowledge and skills they need to achieve their
goals as family members, workers, community
members, and lifelong learners. The Learning
Standards and their corresponding frameworks
are accessible and prac cal tools used by
teachers, program administrators, professional
developers, and State leadership.
Each of Oregons ABS Learning Standards is presented through a

Each Learning Standard Framework supports
Learning Standards Framework, which provides detailed informa on learning by providing:
for the performance levels dened by the Na onal Repor ng
An ar cula on of key sets of knowledge
System1, as well as any addi onal levels needed for transi on into
and skills which are transferable to postpostsecondary educa on and training. This document presents the
secondary educa on/training,
Framework for the Learning Standard Read with Understanding.
employment, family self-suciency, civic
par cipa on, and lifelong learning
Elements of the Learning Standard Framework
The Read with Understanding (RWU) Framework was developed by

instructors and administrators from Adult Basic Educa on (ABE),
Adult Secondary Educa on (ASE), and English for Speakers of Other
Languages (ESOL) classes/programs and is intended to be used in
teaching reading to both na ve and non-na ve English speakers. It
supports adults in eec vely using reading skills in family,
community, work, and school contexts, with an eye toward
preparing upper level students to succeed in post-secondary
se ngs. Level 8 focuses, in par cular, on the reading skills that
students need for successful transi on to college and/or
occupa onal training programs.
In developing the Learning Standard Framework, prac oners
a ended to four core criteria: 1) maintaining a focus on adults,
2) drawing from research to describe the development of
knowledge, skills, and strategies across levels, 3) being as clear as
possible and providing supports for the reader (e.g., examples,
deni ons, etc.), and 4) forma ng the document in a way that
permits exible use in integrated, mul -level, and single-level
classrooms. This sec on explains how the elements comprising the
Framework reect these core criteria.
1
The Na onal Repor ng System (NRS) is the outcome-based repor ng system for stateadministered, federally-funded adult educa on programs. One of the primary outcomes
sought is student progress in moving up through the NRS-dened Educa onal Func oning
Levels.
Oregon ABS Read with Understanding Framework, August 2010
A clearly-delineated con nuum of skill

development that guides goal-se ng,
curriculum, instruc on, assessment, and
accountability
A focus for instruc on and formal and
informal assessment, to supplement
the State-approved standardized
assessments (i.e., CASAS, BEST Plus, GED)
Consistency in expecta ons across
programs for learners who transfer
between ins tu ons.
The Learning Standard Frameworks build the
Oregon ABS system by:
Suppor ng student transi on to postsecondary educa on/training and work
Suppor ng program eorts in course
development or revision as part of college
ins tu onal eec veness goals and
individual program goals
Providing a common language for the
system to talk about teaching and
learning
Providing the basis for statewide
professional development grounded
in research and best prac ce.
1

The Read with Understanding Framework is organized into eight performance levels, each containing the following
elements:
Learning Standard
Level Descrip on
Benchmarks/Sub-Benchmarks, organized by Strands
Learning Standard
The Learning Standard is a global statement of what learners at any level should be able to do, related to reading.
Drawing from cogni ve science research and the eld research/work of Equipped for the Future (see Key
References), the Learning Standard describes a problem-solving process adults use when they engage in reading
tasks for authen c purposes, such as reading school le ers to nd out about upcoming events at their childrens
school, reading direc ons in a work manual, or reading academic or technical material in order to prepare for a
research project or presenta on. The Learning Standard for reading is presented in the box below:
Learning Standard: Read with Understanding2

Adult learners read diverse texts for a variety of purposes, integra ng their knowledge, skills, and strategies
in the following process:
Determine the reading purpose
Select and use reading strategies appropriate to the purpose
Monitor comprehension and adjust reading strategies
Analyze the content and reect on the underlying meanings
Integrate the content with prior knowledge to address the reading purpose
Each bullet in the Standard is called a component of the Standard, or component, and describes one important
aspect of the problem-solving process. The components are not numbered because they are not always used
sequen ally; individuals move back and forth among components as they use their skills to carry out real ac vi es.
The Standard is reiterated throughout the document as a reminder to keep the focus on reading for meaningful
adult purposes and to engage students in applying the full problem-solving process.
Level Descrip ons

The Level Descrip ons for RWUs eight performance levels draw from a variety of research and seminal sources
(see Key References) to describe what independent adult performance of the Learning Standard looks like when
exi ng each level. Although people at every level use a similar problem-solving process to read with
understanding, they draw upon a broadening base of knowledge, skills, and strategies as they move up the levels.
In addi on, the range of situa ons in which they can use that process, as well as their independence and uency,
increase. The Level Descrip ons support instructors in iden fying reading tasks which will provide an appropriate
amount of challenge to learners at par cular levels. The Level Descrip ons may also be used to guide placement
and to develop or select informal and formal assessments. An example of a Level Descrip on is provided on the
following page:
The Learning Standard has been adapted from Equipped for the Futures Content Standard Read with Understanding (h p://e.cls.utk.edu/fundamentals/
standard_read_with_understanding.htm ). For more informa on about EFF, see h p://e.cls.utk.edu

Example: Level Descrip on for Level 3
Adult learners exi ng this level can independently read with understanding...
Some personally-relevant and simplied
texts, including:
Read a grocery list and a store ad to make deci-

sions about what to buy
Read personal names and addresses to make
an invita on list
Read personal informa on prompts to accu-
rately ll out a simple school form
Read months, days and dates on a personal
calendar/PDA to iden fy and enter important
events
Read familiar product names and quan es to
ll a purchase order
Read and follow the direc ons at a movie cket
kiosk to buy a movie cket
Read a familiar canteen list to order items
Read a phone list of familiar names to locate a
specic number
Read a simplied narra ve or own wri ng for
enjoyment
Read a simple weather forecast in print or
online to determine appropriate clothes for the
weekend
Read a simple MP3 or DVD menu to select a
familiar tle or track
(context,
se ngs,
tasks)
Fluency
Range of
Situa ons
days on a calendar, personal informa on

prompts on forms)
Simplied or learner-created connected

texts with:
familiar content
mostly simple and compound sentenc-
es (may be in short, linked paragraphs)
personally-relevant or sight words,
and/or phone cally-regular one- or
two-syllable words
vocabulary common to everyday oral
contexts
Examples
Range of Texts
Important single words/phrases in visual-

ly-supported or predictable text (e.g.,
In some familiar contexts/se ngs

In simple, structured reading tasks
Perhaps slowly, displaying some eort but

few errors
Benchmarks/Sub-Benchmarks
Informed by research and best prac ce (see Key References), the Benchmarks u lize a broad research base to provide
informa on about the specic knowledge, skills, and strategies learners draw from to perform the Learning Standard as
described in the Level Descrip on for that level, or to lay the founda on for performance at higher levels. As illustrated
in the Example below, Sub-Benchmarks are more explicit examples of the sub-skills/strategies comprising a Benchmark.
Example: A Level 3 Benchmark and Its Sub-Benchmarks
Benchmark
R3S2 Use one or two
simple strategies to
pronounce and/or discern
the meanings of unfamiliar
words in environmental
print or a simplied text.
Sub-Benchmark
a. Match individual le ers or le er combina ons to sounds and then blend together
b. Use beginning and end le ers of long words in combina on with context to predict
the word
c. Apply current understanding of text, knowledge of topic, oral vocabulary, picture
aids, and/or knowledge of English syntax
d. Compare English to rst language (e.g., cognates; grammar; sounds; morphology)
e. Use a beginners, picture, or bilingual dic onary

Together, Benchmarks and Sub-Benchmarks can be used by teachers as objec ves for instruc on. The primary
instruc onal focus should be the Benchmarks, using the Sub-Benchmarks to iden fy and prac ce specic sub-skills
that would help learners with the broader Benchmarks. It is important to remember that the list of Sub-Benchmarks is
not all-inclusive, and it is possible that learners may require instruc on in a sub-skill that is not men oned in order to
achieve the performance described by the Benchmark.
The next sub-sec ons overview key informa on about how the Benchmarks/Sub-Benchmarks are organized:
Strands: The RWU Benchmarks are clustered into the following four Strands:
Reading with Purpose (P)
Fluent Reading (F)
Strategic Reading (S)
Analy cal and Cri cal Reading (A)
Readers integrate knowledge from all of these Strands when they use their skill in real situa ons, but grouping the
Benchmarks into Strands is intended to help prac oners easily nd specic Benchmarks of interest.
Nota on: Each Benchmark is notated by indica ng the Learning Standard (a le er), the level (a number), the Strand (a
le er), and the placement of the Benchmark in the Strand (a number). Therefore, for R3S2: R=Reading, 3=Level 3,
S=Strategic Reading, and 2=the 2nd benchmark in that Strand.
The Benchmarks have been constructed so that each one addresses the same content in every level. For example, F1
addresses word recogni on at all levels; S1 is about drawing upon prior knowledge. The Sub-Benchmarks add
lowercase le ers to the Benchmark nota on. See the example below:
Example: Two of the Level 3 Benchmarks/Sub-Benchmarks in the Strategic Reading Strand
Benchmarks
Sub-Benchmarks
Word-level Strategies
Prior
Knowledge
Strand: Strategic Reading (S)

R3S1 Apply prior knowledge
of the content and situa on,
including cultural
understanding, to support
comprehension.
a. Apply knowledge related to personal experience and interests

b. Apply specialized knowledge related to work, family, and community
topics
c. Apply knowledge of the se ng/situa on (e.g., What kind of informa on
is usually on this kind of text? May I ask for help?)
R3S2 Use one or two

a. Match individual le ers or le er combina ons to sounds and then blend
together
pronounce and/or discern the b. Use beginning and end le ers of long words in combina on with context
meanings of unfamiliar words
to predict the word
in environmental print or a
c. Apply current understanding of text, knowledge of topic, oral vocabulary,
simplied text.
picture aids, and/or knowledge of English syntax
d. Compare English to rst language (e.g., cognates; grammar; sounds;
morphology)
NOTE: Whereas the Benchmark nota on is consistent from level to level, the use of lower-case le ers associated with
specic content in the Sub-Benchmarks is not. For instance, b at Level 3 may not be about the same sort of
informa on as b at Level 4.

Progression across Levels: Similar concepts, skills, and/or strategies are found in Benchmarks and Sub-Benchmarks
across mul ple levels; however, dierences in language or in the examples provided will mark (perhaps subtly)
important changes in the range or complexity of what is being described. Concepts, skills, and strategies that are
men oned at a lower level but not at higher levels are assumed to be mastered by most learners performing at those
higher levels. If gaps in those areas are noted and are aec ng performance of the Benchmark, instruc on should be
provided.
In the RWU Framework, when verba m language is found moving up the levels, it may be assumed that it is because
applica on of the described concepts, skills, or strategies in more challenging texts or to a greater range of texts/
situa ons is key for con nued reading development. The development team felt that a empted changes in language
in these cases were ar cial, so the same language was kept from level to level.
Considera ons
The Role of Content Knowledge: Most adult students need ongoing development in a range of knowledge areas (e.g.,
science, government, work culture, etc.) that are not iden ed in the Learning Standard Framework but which provide
important contexts for skill development and applica on. This knowledge is iden ed and developed through
ini a ves such as Oregon Pathways to Adult Basic Skills (OPABS), the Ocean Sciences and Math Collabora ve, EL/Civics,
and class-nego ated themes.
Learners with Disabili es: The Learning Standard Framework describes what students need to know and be able to do
at each level. The Learning Standard, Level Descrip ons, and Benchmarks/Sub-Benchmarks apply to all students except
when the nature of a disability directly aects the students capacity to perform in a specic area. For instance,
students with certain severe processing issues are likely to con nue to have uency dicul es, even as they progress
in other areas of reading. These students may be exempt from demonstra ng uency-related aspects of the RWU
Framework. In other cases, learners have the ability to perform in a specic area but may need accommoda ons either
in how they are instructed or how they are assessed in order to develop and demonstrate their skills. Programs need
to consider carefully how best to use the Learning Standard Framework equitably with students with disabili es
without sacricing rigor and opportunity to learn.
Organiza on of the Document

This document presents the elements of the Framework (Learning Standard, Level Descrip ons, Benchmarks/SubBenchmarks) in two formats: cross-level matrices and single-level views. In the cross-level matrices, each Framework
element is presented separately, with one matrix showing all the Level Descrip ons across the eight levels and then
another matrix showing all the Benchmarks/Sub-Benchmarks across the eight levels. The purpose of this format is to
enable prac oners to track the development of a par cular aspect over mul ple levels and to support instructors who
teach in mul -level se ngs. In the single-level views (Appendix A), all the elements for a level are li ed from the
matrices and pulled together by level.
Although the single-level view may be preferred by teachers in single-level classes, it should be used in conjunc on
with the cross-level matrices, since students will have strengths and gaps. Instructors should not assume, for instance,
that students are working at the same level for all the Benchmarks. For instance, a Level 6 student may have strong
vocabulary skills which enable her to oset, to some degree, weak word iden ca on skills and to generally perform in
a manner described by the Level Descrip on for Level 6. However, because of her weakness in word iden ca on, this
student may read slowly, making reading an inecient way for her to nd informa on. In order to help this student
con nue to develop as a reader and to manage the reading load she is likely to face in college (her goal), the teacher
may need to work with this student on some of the Fluent Reading Benchmarks at Level 4. In essence, the cross-level
matrices will help instructors iden fy which concepts, skills, and strategiesfrom whichever levelstudents need to
develop in order to keep progressing as readers.

In addi on to presen ng the elements of the Learning Standard Framework, this document also includes features to
aid prac oners in using the elements. A Glossary (Appendix B) has been developed to clearly state how par cular
terms found in the Framework are dened. Finally, Appendix C presents a table showing the correspondences
provided by the Na onal Repor ng System for CASAS scores levels and each of the eight performance levels
addressed by the Framework.
A Final Word
The Learning Standard Framework is designed to be used exibly by experienced and new prac oners alike to meet
the diverse needs of students throughout Oregon. By maintaining a focus on adult contexts, research-based skill
development, clarity, and usability, this Framework is a vital tool for the con nuous improvement of the eld and its
service to ABS learners.
Read with Understanding Framework: Elements
Elements of the Framework:

Read with Understanding Learning Standard
Level Descrip ons & Examples (cross-level matrix)
Benchmarks/Sub-benchmarks (cross-level matrix)
Read with Understanding Framework: Learning Standard
Learning Standard: Read with Understanding

Adult learners read diverse texts for a variety of purposes,
integra ng their knowledge, skills, and strategies in the
following process:
Select and use reading strategies appropriate to the
purpose
Analyze the content and reect on the underlying
meanings
Integrate the content with prior knowledge to address
the reading purpose
Read with Understanding Framework: Level Descrip ons

Level 1
Level 2
Level 3
Level 4
Beginning ESL Literacy
Low Beginning ESL
High Beginning ESL/

Beginning ABE Literacy
Low Intermediate ESL/

Beginning ABE
Adult learners exi ng each level can independently read with understanding...
(context, se ngs,
tasks)
Fluency
Range of
Situa ons
Range of Texts
Highly-relevant
Some personallysymbols, numbers,
relevant texts,
and words in personal including:
and environmental
print
10
In one or two familiar

contexts/se ngs
A range of personal and

simplied texts and some
simple, everyday texts,
including:
Frequentlyencountered
symbols, numbers,
words and phrases in
personal and
environmental print
Important single words/

phrases in visuallysupported or predictable
text (e.g., days on a
calendar; personal
informa on prompts on
forms)
Small blocks of simple

text (e.g., short, bulleted
informa on) and some
simple tables, graphs,
maps, and diagrams
conveying limited
informa on (e.g., childs
report card; hand-drawn
local map)
Very simple and

familiar or pa erned
sentences on familiar
subjects (e.g., I like
baseball. I like pizza. I
like ___.)
Simplied or learnercreated connected texts

with:
familiar content
mostly simple and
compound sentences
(may be in short, linked
paragraphs)
personally-relevant or
sight words, and/or
phone cally-regular
one- or two-syllable
words
vocabulary common to
everyday oral contexts
Mul ple pages of

simplied/simple
connected texts with:
everyday or highinterest content
short paragraphs with
clear main ideas and
obvious organiza onal
structures (e.g.,
sequence, descrip on)
compound and short
complex sentences
common mul -syllabic
words
high-frequency
academic words
vocabulary related to
personal interests
In a few familiar
contexts/se ngs
In very simple, highly- In simple, highlystructured reading

structured reading
tasks
tasks
Slowly and with
considerable eort
and errors
Some personally-relevant
and simplied texts,
including:
In some familiar contexts/

se ngs
In familiar and some

common contexts/se ngs
In simple, structured
reading tasks
In simple, structured
reading tasks
Slowly and with

Perhaps slowly, displaying
considerable eort and some eort but few errors
errors
Perhaps slowly but o en

comfortably and with few
errors

Level 5
Level 6
Level 7
Level 8
High Intermediate ESL/

Low Intermediate ABE
Advanced ESL/
High Intermediate ABE
Beginning Transi on/

Low ASE
Transi on/
High ASE
Adult learners exi ng each level can independently read with understanding...
A range of simple, everyday or A range of introductory
personal texts, including:
academic texts, popular
literary texts, and everyday
work and community
documents, including:
A range of secondary-level
academic texts, well-known
literary texts, and work and
community documents,
including:
A wide range of postsecondary academic texts,

founda onal literary texts, and
work and community
documents, including:
Blocks of texts (e.g., simple,

bulleted informa on) and
tables, graphs, maps, and
diagrams conveying limited
informa on (e.g., order
forms; U.S. map)
Tables, graphs, maps,

diagrams, poli cal cartoons,
and other visual
presenta ons carrying
mul ple levels of
informa on/ideas (e.g., food
pyramid; work ow
diagrams; road maps)
Complex tables, graphs,

maps, diagrams, poli cal
cartoons, and other visual
presenta ons (e.g.
organiza onal diagram for a
large workplace; census
chart; maps showing
popula on, climate, and
natural resources)
Complex tables, graphs,

maps, diagrams, poli cal
cartoons, and other visual
presenta ons (e.g., nancial
aid tables; stock market
graphs)
Mul part or mul ple pages

of simple connected text
with:
everyday or high-interest
content
paragraphs with clear
main ideas and
organiza onal structures
(e.g., sequence;
descrip on)
compound and short
complex sentences
words
high-frequency academic
words
vocabulary related to
personal interests
Mul part and/or mul ple

pages of connected text
with:
everyday or some
specialized content
connected paragraphs
with common structures
(e.g., cause/eect;
compare/contrast)
lengthy sentences,
some mes composed of
mul ple clauses
mul syllabic words
high-frequency academic
words
content-specic terms
related to paren ng,
work, community issues,
health, and/or some
academic subjects
Lengthy and/or complex

connected text with:
specialized or abstract
content
common and unique
organiza onal structures
lengthy sentences,
typically composed of
mul ple clauses
common academic words
Lengthy, dense, abstract,

and/or complex connected
text with:
specialized or abstract
content
complex organiza onal
structures
lengthy or packed
sentences with
complicated syntax
advanced academic
words
In a range of work, family, and In some academic and a range In a range of academic, work,
community contexts/se ngs
of work, family, and
community, and family
community contexts/situa ons contexts/situa ons, including
some novel ones
In a wide range of academic,

work, community, and family
contexts/situa ons, including
novel ones
In somewhat complex but

structured reading tasks
In complex and structured

reading tasks
In complex and somewhat

structured reading tasks
In complex and unstructured

reading tasks
Comfortably but perhaps with

inconsistent ability to adjust
pace or strategies with more
complex tasks
Comfortably and with

appropriate considera on of
the complexi es related to the
task

task

task
11

Level 1
Level 2
Level 3
Level 4
Low Beginning ESL
High Beginning ESL/


Beginning ABE
The following examples are representa ve of what a student exi ng each level can do:
Examples
Read word and picture

cues on a store sign to
know whether the store is
the correct one
Read the signs in a
restaurant to know where
to exit
Read familiar word and
picture cues to choose
correct grocery store item
Read family members
birthdates to conrm them
Read familiar street signs
and numbers to locate
places
Read familiar trac and
safety signs to travel safely
Read a very simple work
schedule to see when to
work
12
Read the signs on two

doors to know which is the
correct restroom
Read a product label to
check for a poison symbol
Read and recognize words
and prices in store ads to
make decisions about
what to buy at the best
price
Read days and dates on a
personal calendar to
iden fy and enter
important dates
Read a simple hand-drawn
map to get to a des na on
Read illustrated cooking
direc ons to prepare a
frozen dinner
Read simple word and
picture cues to check out
and pay the appropriate
amount at a U-Scan
sta on in a local grocery
store
Read a short phone list of
familiar names to locate a
specic number
Read self-wri en
pa erned sentences (e.g.,
I like dogs) to share
personal preferences with
a group
Read a grocery list and a

store ad to make decisions
about what to buy
Read personal names and
addresses to make an
invita on list
Read personal informa on
prompts to accurately ll
out a simple school form
Read months, days and
dates on a personal
calendar/PDA to iden fy
and enter important
events
Read familiar product
names and quan es to ll
a purchase order
Read and follow the
direc ons at a movie cket
kiosk to buy a movie cket
Read a familiar canteen list
to order items
Read a phone list of
familiar names to locate a
specic number
Read a simplied narra ve
or own wri ng for
enjoyment
Read a simple weather
forecast in print or online
to determine appropriate
clothes for the weekend
Read a simple MP3 or
DVD menu to select a
familiar tle or track
Read aloud a picture book

with simple text to a young
child
Read gree ng cards to
choose an appropriate one
for a friend
Read simple email
messages to communicate
with a family member
Read direc ons from an
online mapping site or GPS
to get to a chosen loca on
Read u lity bills to
understand how and when
to pay them
Read the interac ve TV
program guide to select
programs to record on a
digital video recorder
(DVR)
Read a simple descrip on
of entry-level job du es to
decide whether to apply
Read a simple work order
to know what to do
Read a simple short
narra ve about a
community concern to
decide whether or not to
become involved
Read short narra ves
about immigrant
experiences to reect on
and learn about personal
heritage
Read simple poems about
everyday items to enjoy
looking at things in a new
way
Read a simplied chapter
book for enjoyment

Level 5
Level 6
Level 7
Level 8

Advanced ESL/

Low ASE
Transi on/
High ASE
Read print or online housing

rental ads to compare
op ons and make a decision
about which to rent
Read interac ve TV program
guide to determine if specic
movies/TV shows are
appropriate for children
Read a simple novel about
losing a job to reect on the
ways job loss can aect
family rela onships
Read an interoce memo or
email on changes in the
company dress code to know
what to wear
Read a simple chart about a
companys job benets to
make decisions about them
Read a minimum-wage
poster to determine if a job
wage is legal
Read ci zenship applica on
procedures to decide
whether to pursue
ci zenship
Read about family tradi ons
on a class wiki to relate
family tradi ons from
dierent countries, cultures
and/or regions of the
country to own
Read a play about a
historical gure to learn
about his/her life
Read a simple webpage to
research a personal need or
interest
Read a variety of books and

ar cles about a health issue
to write an ar cle for a class
publica on
Read textbooks and Internet
ar cles to prepare a
presenta on on the jus ce
system
Read poetry by a favorite
author to add to a personal
collec on
Read a popular novel to
prepare for a book club
Read a screenplay of a TV
show to compare the wri en
and visual versions
Read newspaper editorials
on opposing sides of a
subject of interest to clarify
and explain a personal
opinion on the subject
Read informa on about a
union to decide whether to
join
Read promo onal materials
for job-related products to
help decide if replacements
or updates are necessary
Read part of a users guide
to nd out how to scan a
picture
Read nutri on informa on
on a restaurants website to
choose a meal that is low in
fat
Read a cell phone manual to
set up voice mail
Read print or online ar cles
about toddlers to iden fy
strategies to use for a twoyear-olds tantrums
Read various websites to
determine the best mode of
transporta on to use for a
long trip
Read reports, online ar cles,

and brochures about a local
geographic landmark to
prepare a poster display of
its crea on and signicance
Read a variety of books and
online ar cles about a region
or country of the world to
prepare a class presenta on
Read a sec on in a math
textbook to gure out how
to solve a specic kind of
problem
Read essays and ar cles on
an immigra on issue to
prepare an editorial for the
program newspaper
Read and analyze a short
story to contribute to a
group discussion
Read poetry about certain
themes to prepare ones
own poem
Read ar cles on O*Net
Online to answer own
ques ons about dierent
careers
Read ar cles about job
interviewing to develop a
personal list of reminders
Read ingredients, direc ons,
and warnings on over-thecounter medicine labels to
choose the right product for
a sick child
Read direc ons about wi-
connec ons to add a
computer to an exis ng
network
Read informa on about
adver sing techniques to
make decisions about
purchases
Read books and online

ar cles about an
environmental issue to
explain the key issues in a
paper
Read primary and secondary
sources about a major world
event to prepare a
presenta on on the shortterm and long-term eects
on the local people
Read print and online
editorials, ar cles, and
reports about a na onal
issue to prepare for a
debate
Read an American novel
from the 19th century to
prepare a paper about how
the novel reects the era in
which it was wri en
Read a Shakespearian play to
compare it to a live or movie
performance
Read a chapter from a
training manual to prepare
for a cer ca on test
Read a complex table from
the U.S. Bureau of Labor &
Sta s cs to research a
par cular occupa on
Read a booklet on workplace
medical benets to choose a
plan
Read informa on about
nancial aid to decide
whether to apply for loans
Read a dense rental contract
to ascertain rights and
responsibili es
13
Read with Understanding Framework: Benchmarks/Sub-Benchmarks

Level 1
Level 2
Level 3
Level 4
Low Beginning ESL
High Beginning ESL/


Beginning ABE
Strand: Reading with Purpose (P)
Reading Regularly
R1P1 Read for own purpos-

es, inside and outside of
class.
R2P1 Read for own purpos-

es, inside and outside of
class.
a. Read familiar store signs, a. Read pa erned or selfproduct labels, and related wri en sentences
ads
b. Read short, simplied or
b. Read high-frequency prac-
self-wri en stories
cal and survival signs and
c. Read familiar store signs,
symbols (e.g., EXIT; DAN-
product labels, related ads
GER; poison symbol; re-
d. Read high-frequency prac-
stroom; hospital; school)
cal and survival signs and
c. Read very simple charts
symbols (e.g., EXIT; DAN-
(e.g., scoreboards)
GER; poison symbol; re-
stroom; hospital; school)
R3P1 Read regularly for own R4P1 Read regularly for own
purposes, inside and outside purposes, inside and outside
of class.
of class.
a. Read simplied or selfwri en stories and poetry
a. Read simple or self-wri en

stories, poetry, and scripts
b. Read familiar store signs, b. Read short, simple person-

product labels, and related al and func onal texts
ads
(e.g., personal notes/
le ers; labels; gree ng
c. Read common prac cal
cards; simple ads)
and survival signs and sym-
bols (e.g., EXIT; DANGER; c. Read simple instruc ons
poison)
(e.g., for a familiar recipe;
direc ons to a residence)
d. Read parts of simple forms
(e.g., Name; Address; Tele- d. Read simple forms or parts
phone Number)
of more complex forms
e. Read parts of simple forms
(e.g., work order forms;
(e.g., Name; Address)
e. Read self-wri en lists (e.g.,
library card applica ons)
grocery lists; addresses)
f. Read short, self-wri en
e. Read some simple tables,
lists (e.g., grocery lists;
f. Read simple charts (e.g.,
graphs, and maps (e.g.,
addresses)
scoreboards; simple order
childs report card; medi-
forms; calendars)
g. Read simple charts (e.g.,
cine dosage chart; map of
scoreboards; calendars)
g. Read simple, visuallya familiar area)
supported digital texts
h. Read some simple,
f. Read high-interest, simpli-
(e.g., familiar DVD menu)
visually-supported digital
ed informa onal sources
texts (e.g., U-Scan at the
(e.g., simplied ar cle
grocery store)
about a famous person)
g. Read sec ons of newspa-
pers and simplied maga-
zines (e.g., bulleted side-
bar about how to plant a
bulb)
h. Read some simple digital
texts (e.g., personal email)
14

Level 5
Level 6
Level 7
Level 8

Advanced ESL/

Low ASE
Transi on/
High ASE

R5P1 Read regularly for own
purposes, inside and outside
of class.

of class.

of class.

of class.
a. Read simple novels, biog-

a. Read popular novels, biog-
a. Read novels, biographies,
a. Read literary texts from vari-
raphies, stories, poetry, and
raphies, essays, short stories, essays, short stories, poetry,
ous historical and cultural
scripts
poetry, and scripts
and scripts
perspec ves, including foun-
da onal American and world
b. Read simple personal and
b. Read everyday func onal
b. Read some complex func-
literatures
func onal texts (e.g., yers
texts (e.g., health brochures;
onal texts/documents (e.g.,
of upcoming events; ads;
poli cal ads)
simple wills; voter eligibility b. Read complex func onal
recipes)
materials)
texts/documents (e.g., war-
c. Read forms, tables, graphs,
ran es; contracts)
c. Read simple forms, tables,
diagrams, and maps (e.g.,
c. Read complex forms, tables,
graphs, diagrams, and maps
job applica ons; food pyra-
graphs, diagrams, and maps c. Read complex forms, tables,
(e.g., catalog order forms;
mid; work ow diagram;
(e.g., organiza onal diagram graphs, diagrams, and maps
menus; nutri on labels;
nutri on charts; road maps)
for a workplace; census
(e.g., nancial aid table;
maps of the U.S.; TV sched-
charts; climate maps)
stock market charts/graphs)
d. Read poli cal cartoons de-
ules)
pic ng current people or
d. Read poli cal cartoons
d. Read high-interest, simple,
events
e. Read specialized informa-
e. Read specialized informa-
informa onal texts
e. Read common informa onal
onal sources related to
onal sources related to
e. Read selected sec ons of
texts (e.g., self-help books;
math, social studies, science, math, social studies, science,
magazines and newspapers
textbooks; books on special
and work (e.g., high school
and work (e.g., college-level
interests)
level textbooks; training
textbooks; content-area jour-
f. Read simple digital texts
manuals)
nals; cer ca on materials)
(e.g., personal e-mail; video f. Read ar cles and editorials
games; DVD menus; simple
in popular magazines and
f. Read common historical
f. Read historical American
web pages)
local newspapers
American documents (e.g.,
documents (e.g., The Feder-
The Declara on of Independ-
alist; presiden al addresses)
g. Read digital texts (e.g., most
ence; U.S. Cons tu on; the
web pages; electronic ency-
g. Read ar cles and editorials
I Have a Dream speech)
clopedias)
in major magazines and
g. Read ar cles and editorials
newspapers
in news magazines and ma-
h. Read complex digital texts
jor newspapers
(e.g., complex web sites;
h. Read complex digital texts
online reports)
(e.g., dense web pages/sites;
online reports)
15

Level 1
Level 2
Level 3
Level 4
Low Beginning ESL
High Beginning ESL/


Beginning ABE
Determining Purpose
(cont.) Strand: Reading with Purpose (P)
16
R1P2 Iden fy, clarify, and/or

prepare for the purpose for
reading familiar
environmental print or
personal texts (e.g., to get
on the right bus; to buy the
right can of beans).
R2P2 Iden fy, clarify, and/or R3P2 Iden fy, clarify, and/or R4P2 Iden fy, clarify, and/
prepare for the purpose for prepare for a concrete
or prepare for a concrete
reading familiar
reading purpose.
reading purpose.
personal texts (e.g., to know
how much to pay; to turn on
the correct street).
a. Make predic ons about

content and organiza on
based on text type and
context (e.g., scoreboard;
label)

based on text type and
context (e.g., label; form)
b. Prepare simple notes to

use as a reference (e.g.,
picture cues; bus number
to look for)

based on tle, pictures,
text type, and/or
knowledge of the topic or
reading situa on
b. Prepare notes to use as a

reference (e.g., picture
cues; street names to look b. Ask simple ques ons to
for)
guide reading (e.g., What
is the price?)
a. Iden fy the intended

audience and purpose of
the text type
b. Make predic ons about
based on tle, pictures,
text type, and/or
knowledge of the topic or
reading situa on
c. Iden fy a specic purpose c. Ask simple ques ons to

for reading (e.g., to choose guide reading (e.g., Who is
the right product)
the man in the picture?)
d. Iden fy specic purposes
for reading (e.g., to check
predic ons; to answer own
ques ons; to nd due
date)

Level 5
Level 6
Level 7
Level 8

Advanced ESL/

Low ASE
Transi on/
High ASE
(cont.) Strand: Reading with Purpose (P)

prepare for the reading
purpose.

prepare for the reading
purpose.
R7P2 Iden fy, clarify, and/or R8P2 Iden fy, clarify, and/or
prepare for a complex reading prepare for a complex reading
purpose.
purpose.

audience and general
purpose of the text type

audience and general
purpose of the text type
a. Preview key sec ons of the

text (e.g., advanced
organizers; headings/subheadings; rst/last
paragraphs; rst/last
sentences of paragraphs)
a. Preview key sec ons of the

organizers; headings/
subheadings; rst/last
paragraphs; rst/last
b. Make predic ons or ask

b. Preview key sec ons of the
ques ons based on tle,
pictures, headings, cap ons,
organizers; headings/subtext type, and/or knowledge
headings; rst sentences of b. Make predic ons or ask
b. Make predic ons or ask
of the topic or reading
paragraphs)
ques ons based on prior
situa on
knowledge about text type,
c. Make predic ons or ask
literary genre, topic, and/or
literary genre, topic, and/or
c. Iden fy specic purpose(s)
reading situa on
reading situa on
for reading (e.g., conrm
predic ons; answer
literary genre, topic, and/or c. Iden fy specic purposes for c. Iden fy specic purpose(s)
ques ons; gather facts/
reading situa on
reading (e.g., answer
for reading (e.g., to compare
evidence)
ques ons; iden fy gaps to
and contrast styles; gather
d. Iden fy specic purposes for
study for test; look for
facts/evidence for a research
d. Select appropriate print and
reading (e.g., conrm
interes ng points to bring up paper)
digital text, specifying how
predic ons; answer
in discussion)
the text addresses the
ques ons; gather facts/
readers goal (e.g., by
evidence)
digital text(s), specifying how
considering topic,
digital text(s), specifying how the text addresses the
e. Select appropriate print and
friendliness of text,
digital text, specifying how
familiarity with author)
considering wri ng style,
text features and supports,
familiarity with source/
author, appropriateness of
text type)
text type)
text type)
17

Level 1
Level 2
Level 3
Level 4
Low Beginning ESL
High Beginning ESL/


Beginning ABE
Strand: Fluent Reading (F)
Word Parts
Word Recogni on
R1F1 Pronounce1 on
sight a few high-
frequency and personallyrelevant symbols and
words found at home and
in the community.
18
R2F1 Pronounce1 on
sight some high
in the community.
R3F1 Pronounce1 on sight some

high-frequency, personallyrelevant, and phone cally-regular
one- and two-syllable words
found in own environment and in
simplied texts.
R4F1 Pronounce1 on sight

most high-frequency,
personally-relevant, and
phone cally-regular words
found in own environment
and in simplied texts.
a. Pronounce own printed a. Pronounce printed

name and names of
personal informa on
family members
(e.g., names of family
b. Pronounce symbols and
members; address;
words on familiar signs
phone number)
(e.g., McDonalds)
b. Pronounce symbols and
c. Pronounce single digit
words on familiar signs
numerals and some
(e.g., Target; yield)
higher numerals in
c. Pronounce some high
context (e.g., home
frequency words (e.g.,
address; phone numbers; as iden ed on the
Social Security number)
Dolch list)
d. Pronounce printed
numerals 0-100 and
familiar numerical
expressions (e.g., own
address and phone
number; Social Security
number; family
birthdates)
a. Pronounce words common in

meaningful discon nuous texts
(e.g., names of self and family
members; own address;
common grocery items)
b. Pronounce many highfrequency words (e.g., as
iden ed on the Dolch list)
c. Pronounce one-syllable words
with short-vowel or common
long-vowel pa erns (e.g., mat;
make; maid)
d. Pronounce simple contrac ons
and abbrevia ons (e.g., Im;
hes; Mr.; Mrs.; St.)
e. Pronounce printed numerals
from 0-1000 and common
numerical expressions (e.g.,
prices; current year; dates;
phone numbers)
a. Pronounce words on most

simple forms, labels, and
signs
b. Pronounce high-frequency
words (e.g., such as words
on the Dolch list)
c. Pronounce two- and three-
syllable phone callyregular words (e.g.,
airplane; informed)
d. Pronounce common
contrac ons and
abbrevia ons common to
calendars, addresses, and
dates (e.g., wasnt; wont;
Ave.; Tues.; Mar.)
e. Pronounce printed
numerals of up to ve digits
(e.g., car/house prices;
addresses)
R1F2 Recognize the

sounds of English language
and some one-to-one
le er-sound
correspondences.
R2F2 Recognize the

sounds of English
language and common
one-to-one le er-sound
correspondences.
R3F2 Recognize on sight printsound correspondences in onesyllable words.
R4F2 Recognize on sight

print-sound correspondences
in common two- and threesyllable words.
a. Iden fy ini al and nal

consonant sound in
1-syllable spoken words
b. Iden fy sounds
associated with most
consonants
c. Dis nguish between
consonant sounds in
minimal pairs (e.g.,/him/
vs. /his/)
d. Recognize upper- and
lower-case le ers of the
alphabet, dis nguishing
between similar le ers
(e.g., p/q; b/d; o/c)
e. Dis nguish between
consonants and vowels
a. Recognize ini al and

nal consonant sounds
in 1-syllable spoken
words
b. Recognize sounds
associated with
consonants
c. Dis nguish between
vowel sounds in
minimal pairs
(e.g.,/bed/ vs. /bad/;
/ran/ vs. /run/)
a. Recognize some short-
vowel syllable pa erns
in print (e.g., -at; -an)
a. Recognize individual sounds in a. Recognize consonant

1-syllable spoken words
digraphs and blends
b. Recognize sounds associated
b. Recognize common
with consonants, including
syllable pa erns in two-
those with alterna ve sounds
and three syllable words
(e.g., /sit/; /ads/)
(e.g., short vowels; long
c. Recognize high-frequency
vowels; r-controlled;
consonant digraphs and blends
diphthongs)
d. Recognize short-vowel syllable c. Recognize high-frequency
pa erns (e.g., -in; -op; -et)
prexes and suxes (e.g.,
e. Recognize silent-e and common
un-; re-; dis-; -est; -ful)
vowel-team syllable pa erns for
long vowels (e.g., ai; ay; ee)
f. Recognize high-frequency
suxes (e.g., -s; ed; -ing)

Level 5
Level 6
Level 7
Level 8

Advanced ESL/

Low ASE
Transi on/
High ASE

most words and abbrevia ons
found in simple texts.

most words and abbrevia ons
found in everyday texts and
some terms related to areas of
interest or study.

words, abbrevia ons, and
acronyms found in everyday
texts and a range of terms
related to areas of interest or
study.

acronyms found in diverse
texts, including a wide range
of terms related to specialized
topics.
a. Pronounce printed names in

own environment (e.g., coworkers; classmates)
a. Pronounce mul -syllabic

words

words

words
b. Pronounce words common b. Pronounce some terms

to elds of personal interest
specic to par cular elds
or academic study (e.g.,
of interest/study (e.g.,
developmental stage; engine cardiology; bicameral;
block; coastal range)
peninsula)
b. Pronounce many terms

specic to par cular elds
of interest/study (e.g.,
humerus; topographical)

syllable pa erns/types, base
words, and axes in common
mul -syllabic words.

syllable pa erns/types, root
words, and axes in mul syllabic words.

a. Recognize syllable pa erns/

types (e.g., closed syllable;
open syllable; VCe; vowel
digraphs/ diphthongs; rcontrolled; -Cle)
a. Recognize syllable pa erns/ (See previous levels, as

types
needed)
b. Recognize a range of roots
(e.g., spect; rupt; port)
c. Recognize a range of prexes
and suxes (e.g., semi-;
quad-; milli-; -logist; -ician)
b. Pronounce common mul syllabic words
c. Pronounce some
abbrevia ons found in
c. Pronounce abbrevia ons
everyday texts, including
and acronyms found in
those common to maps,
found in everyday texts
and acronyms used in
advanced work, community,
measurement, and classied
(e.g., states; pkg.; inc.)
specic contexts (e.g., CPA;
and academic texts (e.g.,
ads (e.g., some states; .; P-T)
dept.)
etc.; ibid.; AWOL)
d. Pronounce printed numerals
d. Pronounce most printed
d. Pronounce a range of
d. Pronounce a range of
e. Pronounce some common
numerals
common words from other
words from other languages
words from other languages
languages (e.g., ciao; por
(e.g., sayonara; Cest la vie;
(e.g., si; gracias; Juan, oui)
favor; Buenos dias)
junta)
b. Recognize base words (e.g.,

informa on)

(See previous levels, as

needed)
c. Recognize common prexes

and suxes (e.g., pre-; bi-;
an -; -ness; - on)
The focus of this benchmark is on correctly recognizing and saying a word encountered in print, in order to access meaning that may be a ached
to the word through ones oral vocabulary. Issues related to dialect and accents are not the focus.
19

Level 1
Level 2
Level 3
Level 4
Low Beginning ESL
High Beginning ESL/


Beginning ABE
(cont.) Strand: Fluent Reading (F)
Word Meaning
R1F3 Acquire and apply

meanings of some very
simple and common signs/
symbols and some words
related to health, safety,
and personal interests.
20

meanings of very simple and
common signs/symbols and
some words related to
health, safety, and everyday
life.

meanings of most simple,
words related to everyday
life.

meanings of simple,
everyday words and of
words related to personal
interests/needs.
a. Interpret some basic signs a. Interpret basic signs and

a. Interpret common signs
a. Interpret words and
and symbols related to
symbols related to safety
and symbols (e.g., for
phrases used on common
safety (e.g., poison symbol; and personal interests
recycling; cost per unit)
bills and forms (e.g.,
STOP; EXIT; DANGER)
(e.g., DANGER; DO NOT
Payment Due, Dates of
b. Interpret varied prompts
ENTER; restaurant sign;
Service)
b. Interpret some basic signs
for personal informa on
product sign)
and symbols that provide
(e.g., Date of Birth/
b. Apply meanings of printed
direc on (e.g., no
b. Apply meanings of some
Birthdate)
words and phrases which
smoking symbol; OPEN;
simple words and phrases
are commonly heard/
c. Apply meanings of printed
WOMEN)
found in daily
spoken in rela on to
words and phrases which
environmental print (e.g.,
family, work, and
c. Interpret some signs and
are commonly heard/
for sale; product names)
community life2
symbols related to
spoken in rela on to
personal interests (e.g.,
c. Interpret prompts for key
family, work, and
c. Apply meaning of printed
McDonalds; grocery store
personal informa on (e.g.,
community life2
words related to hobbies
logo)
Name; Address; Telephone
or personal interests4
Number)
d. Build oral vocabulary for
everyday words2
d. Build oral vocabulary for
everyday words2

Level 5
Level 6
Level 7
Level 8

Advanced ESL/

Low ASE
Transi on/
High ASE

meanings of words and
phrases found in simple
everyday texts and related to
personal interests.

meanings of most words and
phrases found in everyday
texts and of small sets of
terms related to a few
specialized topics.

phrases found in everyday and
academic texts, including
terms related to specialized
topics.

phrases found in complex and
dense texts, including a range
of terms related to specialized
topics.
a. Apply common meanings of

everyday2 and simple
academic words3 found
across everyday texts
a. Apply appropriate meanings a. Apply appropriate and

a. Apply appropriate and
(perhaps out of a set of
perhaps nuanced meanings
nuanced meanings of
possible meanings) of
of academic words found
academic words found
academic words found
across a range of texts3
across a range of texts3
3
across a range of texts
b. Apply meanings of terms
related to specic topics of
related to academic or work
and abbrevia ons related to
personal interest (e.g., work,
related to some specic
topics (e.g., math, social
a range of academic or work
health, community concerns)4
academic areas or other
studies, science, literature,
topics (e.g., math, social
specialized topics (e.g.,
and/or occupa onal terms)4
studies, science, literature,
c. Interpret high frequency
related to pre-GED topics,
and/or occupa onal terms;
idioms, expressions, and/or
c. Interpret idioms,
work, or interests) 4
i.e.; a.k.a; QID for quan ty
colloca ons (e.g., knock on
expressions, and/or
intake daily) 4
wood; prim and proper; make c. Interpret common idioms,
colloca ons (e.g., jury is s ll
the bed)
expressions, and/or
out; in conclusion; auspicious c. Interpret idioms,
colloca ons (e.g., live for the
occasion)
expressions, and/or
moment; crystal clear; face
colloca ons (e.g., short
the consequences)
circuit; economic downturn;
form a hypothesis)
Everyday words are words which are common in everyday speech (e.g., walk; man; great). Beck, McKeown, & Kucan (2002) call these words
Tier 1, and na ve-English speakers are likely to learn these through par cipa on in everyday life. Non-na ve English speakers, however,
may need to be taught these words.
Academic words are words which characterize mature discourse and appear in a wide variety of wri en texts, regardless of the subject ma er
(e.g., coincidence; reform; benet). Beck et al. (2002) call these Tier 2 words. The Academic Word List provides a list of the most common
academic words found in English texts (h p://www.victoria.ac.nz/lals/resources/academicwordlist/).
Terms are words which are specic to a par cular domain or subject ma er (e.g., peninsula; isotope). Beck et al., (2002) call these words Tier
3 words. They are also known as technical vocabulary.
21

Level 1
Level 2
Level 3
Level 4
Low Beginning ESL
High Beginning ESL/


Beginning ABE

R1F4 (Begins at Level 3)
R3F4 Accurately read aloud

connected simplied or selfwri en sentences with basic
expression.

connected text composed
primarily of simple and
compound sentences with
appropriate pacing,
phrasing, and expression.
Fluency
a. Use capitaliza on as a cue a. Use capitaliza on and

to begin a sentence
punctua on cues to aid
b. Use end punctua on to aid expression (e.g., end
expression
punctua on; commas used
in a series; quota on
marks)
b. Group words into short
phrases (e.g., The old man/
le his home,/and he drove
slowly/to the drugstore/for
his medicine.)
c. Apply appropriate
emphasis and intona on
to reect meaning
Prior Knowledge

about language, uses of
print, everyday life, and
cultural understanding to
support comprehension.
22

about language, uses of
print, everyday life, and
cultural understanding to

of the content and
situa on, including cultural
comprehension.
a. Understand that pictures, a. Understand that pictures, a. Apply knowledge related

symbols, and print
symbols, and print
to personal experience
represent things and ideas
represent things and ideas
and interests
b. Apply knowledge of the
b. Apply knowledge of the
b. Apply specialized
se ng/situa on (e.g.,
knowledge related to
where restroom signs are
where store signs are
work, family, and
typically posted; where
posted; what kind of
community topics
scoreboards are located)
informa on is provided on c. Apply knowledge of the
doors)
What kind of informa on
is usually on this kind of
text? May I ask for help?)

of the content and
comprehension.
a. Apply knowledge related
to personal experience
and interests
b. Apply specialized
work, family, and
community topics
c. Iden fy and manage the
eects of the reading
situa on on the reading
task (e.g., May I ask for
help? Do I need to wear
earplugs to concentrate?)

Level 5
Level 6
Level 7
Level 8

Advanced ESL/

Low ASE
Transi on/
High ASE

connected text composed of
simple, compound, and short
complex sentences with
appropriate pacing, phrasing,
and expression.
R6F4 Accurately read text

composed of a variety of
complex sentence structures
with appropriate pacing,

composed of dense or long,
complex sentences and
paragraphs with appropriate
pacing, phrasing, and
expression.

expression.
a. Use common punctua on

a. Use a range of punctua on (See previous levels as needed) (See previous levels as needed)
cues to aid expression (e.g.,
cues to aid expression
commas separa ng phrases/
(e.g., semicolons; colons)
clauses)
b. Group words into
b. Group words into
meaningful phrases (e.g.,
Despite her past insincerity/
meaningful phrases (e.g., A
new employee/ should watch
others carefully/ and ask
ques ons/ when she doesnt
understand something.)
and her current obsession

with his best friend/, he chose
to interpret her ac ons /as
friendly and not irty.)
c. Apply appropriate emphasis c. Apply appropriate

emphasis and intona on
and intona on to reect
to reect meaning
meaning

including cultural
comprehension.

including cultural
comprehension.
a. Apply knowledge related to a. Cri que exis ng

personal experience and
knowledge (e.g., How does
this compare with what I
interests
knew before?)
b. Apply specialized knowledge
related to work, family, and b. Apply some academic
community topics
literature and the social,
c. Iden fy and manage the
physical, and life sciences
c.
Apply specialized
situa on on the reading task
(e.g., May I ask for help? Is the
work, family, and
ligh ng and noise level okay?
What can I change to
community topics
concentrate be er?)
d. Iden fy and/or manage
the eects of the reading
situa on on the reading
task (e.g., May I ask for help?
R7S1 Evaluate and/or apply

prior knowledge of the
content and situa on,
including cultural
comprehension.
R8S1 Evaluate and/or apply prior

knowledge of the content and
comprehension.
a. Cri que exis ng knowledge
a. Cri que exis ng knowledge
(e.g., The author is saying

something dierent from what I
thought was true. Whos right?)
(e.g., The author is saying

something dierent from what I
b. Apply a range of academic

b. Apply a wide range of academic
knowledge related to literature
literature and the social,
and the social, physical, and life
sciences
c. Apply specialized knowledge c. Apply specialized knowledge
related to work, family, and
related to work, family, and
community topics
community topics
d. Iden fy and/or manage the d. Imagine applica ons to
personal or hypothe cal
situa on on the reading task
experiences
(e.g., May I ask for help? What e. Iden fy and/or manage the
can I change to concentrate
eects of the reading situa on
be er? How long do I have for
on the reading task (e.g., What
Am I comfortable? What can
I change to concentrate
be er? What tools do I have
on hand?)
this task? What tools may I

use?)
can I change to concentrate be er?

How long do I have for this task?
What tools may I use?)
23

Level 1
Level 2
Level 3
Level 4
Low Beginning ESL
High Beginning ESL/


Beginning ABE
Word-Level Strategies
(cont.) Strand: Strategic Reading (S)

R1S2 Use one or two very
printed words.
R2S2 Use one or two simple

strategies to pronounce
and/or discern the meanings
of unfamiliar printed words.
R3S2 Use one or two

words in environmental
print or a simplied text.
a. Iden fy word boundaries
a. Compare an unfamiliar
word to a word and/or
picture on a ash card or
personal notes
a. Match individual le ers a. Iden fy and blend syllables,

or le er combina ons to
prexes, and suxes,
sounds and then blend
applying common
together
syllabica on guidelines
b. Compare unfamiliar word

with personal notes (e.g.,
a previously copied word; a
picture and word on a
b. Use beginning and end
b. Use beginning and end
ash card; personal notes
le ers in combina on with le ers of long words in
in na ve language)
context to predict the
combina on with context
word
to predict the word
c. Use beginning and end
le ers in combina on with c. Use pictures, symbols,
c. Apply current
context to predict the
colors, and/or shapes as
understanding of text,
word
cues (e.g., as on signs)
knowledge of topic, oral
vocabulary, picture aids,
d. Use pictures, symbols,
d. Associate unfamiliar word
and/or knowledge of
colors, and/or shapes as
with a learned visual or
English syntax
cues (e.g., as on signs)
physical prompt
d. Compare English to rst
e. Associate a word with a
e. Use a picture or bilingual
language (e.g., cognates;
learned visual or physical
dic onary
grammar; sounds;
prompt
morphology)
R4S2 Use strategies in

combina on to pronounce
of unfamiliar words in
environmental print or a
simplied text.
b. Break down compound

words
c. Apply meanings of highfrequency prexes and
suxes (e.g., re-; un-; dis-;
-est; -ful)
d. Compare the unknown
word to a known form of
the word (e.g., cognate;
base word)
e. Use context (e.g., clues in

close proximity to the word;
knowledge of topic; picture
aids; knowledge of English
e. Use a beginners, picture,
syntax)
or bilingual dic onary
f. Apply knowledge of simple
homographs (e.g., read;
present; close)
g. Use a glossary or a
beginners, picture, or
bilingual dic onary
24

Level 5
Level 6
Level 7
Level 8

Advanced ESL/

Low ASE
Transi on/
High ASE

and/or discern the
meanings of unfamiliar
words in a simple text.

combina on to pronounce and/
or discern the meanings of
unfamiliar words in an
everyday text.
R7S2 Use strategies easily and

in combina on to pronounce
and/or discern the meanings of
unfamiliar words found in a
complex text.
R8S2 Use strategies easily and

in combina on to pronounce
and/or discern the meanings of
unfamiliar words found in a
complex or dense text.
a. Iden fy and blend

syllables, roots, prexes,
and suxes, applying
common syllabica on
guidelines
a. Iden fy and blend syllables,

roots, prexes, and suxes,
applying common
a. Apply meanings of a range of a. Apply meanings of a range of

roots, prexes, and suxes
(e.g., phil; carn; chron; hyper-; (e.g., frater; domin; magni-;
counter-; -ify; -cracy; -wise)
omni-; -acious; -ulent)
b. Use the pronuncia on

b. Dis nguish between
b. Dis nguish between
informa on in a dic onary or
connota ve and denota ve
connota ve and denota ve
glossary
meanings (e.g., a cheap
meanings (e.g., cri cal as
person versus a thri y
examining carefully versus
c. Apply meanings of common
person)
nega ve input)
c. Apply meanings of simple
roots, prexes, and
(e.g., spect; bio; port; bene-; c. Use context
c. Use context
suxes (e.g., pre-; bi-;
inter-; -ary; -ology)
d. Use a college dic onary or
d. Use a college dic onary or
-ness; - on)
d. Use context (e.g., embedded
thesaurus, iden fying the
thesaurus, iden fying the
d. Use context (e.g.,
clues; knowledge of topic;
appropriate deni on and/or
appropriate deni on and/or
embedded clues;
knowledge of English syntax)
using etymological
using etymological
knowledge of topic;
informa on
informa on
e. Apply knowledge of
knowledge of English
homographs and
syntax)
homophones (e.g., abuse;
e. Apply knowledge of
conict; principle/principal)
common homographs
f. Iden fy and apply the
and homophones (e.g.,
appropriate deni on in a
bow; wind; sent/cent/
standard dic onary or
scent)
thesaurus
f. Use text aids (e.g., margin
notes; illustra ons;
glossary; etc.)
b. Use the pronuncia on
informa on in a simple
dic onary or glossary
g. Iden fy and apply the

appropriate deni on in
a simple dic onary
25

Level 1
Level 2
Level 3
Level 4
Low Beginning ESL
High Beginning ESL/


Beginning ABE
Text Comprehension Strategies

R1S3 Apply a small set of
simple strategies to check
and/or enhance text
comprehension.
R2S3 Apply a small set of

simple strategies to check
and/or enhance text
comprehension.
R3S3 Integrate simple

strategies to monitor and/
or enhance text
comprehension.
R4S3 Choose from a range of

simple strategies and
integrate them to monitor
and/or enhance text
comprehension.
a. A end to features of
English print (e.g., le -toright orienta on; word
boundaries)
a. A end to features of
English print (e.g., le -toright orienta on; word
boundaries; paragraph
indenta on)
a. Use knowledge of
common text formats
(e.g., simple forms;
coupons; calendars)
a. Use knowledge of common

text formats (e.g., of
familiar bills, report cards,
telephone books, simple
magazines)
b. Use knowledge of highfrequency text formats

(e.g., signs; labels)
b. Use knowledge of highfrequency text formats

(e.g., signs; labels)
b. Use illustra ons as clues

to meaning
b. Use common text features

(e.g., tles; headings;
c. Compare text to prepared
illustra ons; bold print;
c. Use illustra ons and
notes
bullets)
symbols as clues to
c. Use illustra ons and
d. Check decoding
meaning
symbols as clues to
c. Apply knowledge of list and
e. Scan for key words/
meaning
sequence text structures
d. Compare text to prepared
numbers
and their signal words (e.g.,
notes
d. Compare text to prepared
rst; next; then)
f. Answer simple ques ons
notes
e. Reread
posed by self or others
d. Scan for key words/
e. Reread
f. Compare understanding
(e.g., What me do I need numbers
with another reader
f. Compare understanding
to show up?)
e. Answer simple ques ons
with another reader
g. Check pronoun referent
posed by self or others
(e.g., What happens
h. Make inferences
next?)
i. Reread
f. Check pronoun referent
j. Compare understanding
g. Make inferences
with another reader
h. Retell
i. Reread
j. Use simple graphic
organizers (e.g., T-charts;
Venn diagrams)
k. Discuss with others
l. Create a mental picture
26

Level 5
Level 6
Level 7
Level 8

Advanced ESL/

Low ASE
Transi on/
High ASE

R5S3 Choose from a range
of simple strategies and
and/or enhance text
comprehension.

strategies and integrate them
to monitor and/or enhance text
comprehension.
a. Use text format and

features (e.g., headings;
subheadings; bullets;
sidebars; illustra ons;
cap ons; guide words)

strategies, including some
sophis cated ones, and
and/or enhance text
comprehension.
a. Use text format and features a. Use text format and features
(e.g., table of contents; index;
(e.g., search engines; dropsidebars; topic menus)
down menus; indices;
advanced organizers)
b. Apply knowledge of common
text structures (e.g.,
b. Iden fy how facts/ideas are
b. Apply knowledge of
descrip on; cause-eect;
organized (e.g., by looking for
simple text structures
compare-contrast; problemcommon text structures; by
(e.g., list; sequence;
solu on) and their signal
a ending to signal words)
descrip on) and their
words
c. Scan/skim
signal words (e.g.,
c. Scan/skim
d. Ask and answer higher-order
second; another)
d. Answer ques ons posed by
ques ons to guide/assess
c. Scan for key words/
self and others (e.g., turning
reading (e.g., Why is the
numbers
sub-headings into ques ons)
author telling me this right
d. Answer ques ons posed
now? Why did the author
e. Make inferences
by self or others (e.g.,
choose this word?)
using who, what, where, f. Mark texts and/or make notes
e. Make inferences
when, why, how)
g. Write a summary to check
f. Break long sentences into
understanding
e. Check pronoun referent
phrases and think about their
h.
Select and use an appropriate
f. Make inferences
meaning
graphic organizer
g. Use simple text markings
g. Mark texts and/or make
i. Discuss with others
(e.g., highligh ng;
notes
underlining; no ng
h. Organize notes and/or make
personal reac ons/
own graphic organizer/text
ques ons)
map
h. Retell/paraphrase/
i. Write a summary to check
summarize
understanding
i. Reread/adjust reading
j. Discuss with others
pace
j. Use graphic organizers
(e.g., Venn diagrams;
bubble maps; causeeect)

sophis cated strategies and
and/or enhance text
comprehension.
a. Use text format and
features (e.g., search
engines; drop-down menus;
indices; advanced
organizers)
b. Iden fy how facts/ideas are
organized (e.g., by looking
for common text structures;
by a ending to signal
words)
c. Scan/skim
d. Ask and answer higherorder ques ons to guide/
assess reading (How is this
dierent from what I read
somewhere else? Can I think
of an example of how to use
this informa on?)
e. Make inferences
f. Break long sentences into
phrases and think about
their meaning
g. Mark texts and/or make
notes
h. Organize notes and/or make
own graphic organizer/text
map
i. Write a summary to check
understanding
k. Research other
interpreta ons (e.g., literary
analysis)
27

Level 1
Level 2
Level 3
Level 4
Low Beginning ESL
High Beginning ESL/


Beginning ABE
Strand: Analy cal and Cri cal Reading (A)
Non-Literary Texts
R1A1 Locate and draw

conclusions about clearly
stated informa on and
some implied messages
found in a very simple and
familiar func onal text (e.g.,
sign; label).
28

conclusions about clearly
stated informa on and
some implied messages
found in a very simple and
familiar func onal text (e.g.,
sign; label).

conclusions about stated
informa on and implied
messages in a simple
func onal or persuasive
text.
R4A1 Locate, analyze, and

cri que stated informa on
and implied messages in a
simplied or very simple
func onal, informa onal, or
persuasive text.
a. Locate key informa on in a. Locate key informa on in a. Locate key informa on in a. Locate specic informa on
text with strong visual
in a short paragraph and/or
supports (e.g., brand
supports (e.g., brand
supports (e.g., item on a
a very simple table, map, or
names/logos; store names; names/logos; store names; calendar; where to sign)
diagram (e.g., about an
scores on a simple
scores on a simple
event; bill payment due
b. Locate specic
scoreboard)
scoreboard)
date; where hospital is on
informa on in a familiar
neighborhood map)
b. Recognize implied claims b. Locate needed informa on alphabe zed or
evident in pictures (e.g.,
in a short, (perhaps)
categorized list (e.g., a
b. Locate specic informa on
using a product will result
alphabe zed list (e.g., a
familiar menu; a canteen
in a mul -page lis ng (e.g.,
in a happier life; this
list of family members)
list)
a telephone book;
candidate is a patriot)
dic onary)
c. Recognize implied claims c. Recognize simple
evident in pictures (e.g.,
persuasive techniques
c. Iden fy the topic, stated
since this celebrity uses the (e.g., implied claims in
main idea, and key details
product, so should you)
pictures; celebrity
within a short paragraph
statements in ads)
d. Evaluate the reliability,
accuracy, and suciency of
informa on and claims
(e.g., checking for missing
details, as on an invita on;
dis nguishing fact v.
opinion; iden fying
misleading statement, as
in4 out of 5 den sts)

Level 5
Level 6
Level 7
Level 8

Advanced ESL/

Low ASE
Transi on/
High ASE

R5A1 Locate, analyze,
and cri que stated and
implied informa on and/
or ideas in a simple
func onal, informa onal,
or persuasive text.

cri que stated and implied
informa on and/or ideas in an
everyday func onal,
informa onal, or persuasive text.
R7A1 Locate, analyze and

cri que stated and unstated
informa on, ideas/arguments,
and/or themes in a complex
persuasive text.
a. Locate and interpret

informa on in simple
informa on in mul -featured
informa on in complex
tables, graphs, and
tables, graphs, and diagrams
diagrams (e.g., with one (e.g., a graph displaying oil spills
b. Locate specic informa on in
level of informa on on
by country, gallons, and dollars
a lengthy or dense source
each axis)
spent on cleanup)
(e.g., on the Internet; in a
b. Locate specic
b. Locate specic informa on in a
textbook or training manual)
informa on in a simple
lengthy source (e.g., on the
c. Interpret poli cal cartoons
mul -page source (e.g.,
Internet; within a textbook
depic ng current or historical
within a class wiki; in an chapter)
people and events
ar cle; within a book
d. Determine, analyze, and
with an index)
depic ng current people or
summarize the stated and/or
c. Iden fy the topic,
events
implied main idea of a
stated or clearly
paragraph and the details/
implied main idea,
summarize the stated or implied evidence used to develop it
and suppor ng details
main idea of a paragraph and
e. Determine, analyze, and
within a paragraph
the key details/evidence used to
summarize the authors
d. Draw conclusions about develop it
central idea and major points
specic details (e.g.,
(over mul ple paragraphs/
stated cause and eect)
summarize an authors clearlypages)
e. Evaluate the reliability,
stated central idea and major
f. Analyze specic details,
accuracy, and
points (over mul ple
including how they are
suciency of
paragraphs/pages)
related to each other and/or
informa on and claims
to the main/central idea
(e.g., checking for
including how they are related
g. Evaluate the reliability,
missing informa on, as
to each other and/or to the
in a classied ad;
main/central idea (e.g., implied
informa on, claims, or
explaining how author
cause and eect; types and subarguments (e.g., by
uses fact and opinion;
types; problems and solu ons)
inves ga ng the biases of
iden fying techniques
author/publisher/website;
such as use of fear,
iden fying techniques such as
bandwagon)
manipula on of graphs/
arguments (e.g., by
visuals, ad hominem a acks,
inves ga ng the biases of
straw man; conrming with
author/publisher/website;
another source)
dis nguishing between fact and
opinion; recognizing
understatement/
overstatements)

informa on, ideas/arguments,
and/or themes in a complex or
dense func onal, informa onal,
or persuasive text.
informa on in complex
b. Locate specic informa on in
a lengthy or dense source
(e.g., on the Internet; in a
college catalog; in a contract)
depic ng current or historical
people and events
summarize the stated and/or
implied main idea of a
paragraph and the details/
evidence used to develop it
summarize one or more
central ideas (over mul ple
paragraphs/pages) and their
major points and connec ons
including how they are related
to each other and/or to a
main/central idea
arguments (e.g., inves ga ng
the source and associated
biases; iden fying fallacious
arguments; conrming with
another source)
h. Interpret source and clarifying
informa on provided in
embedded cita ons,
footnotes, and endnotes (e.g.,
APA /MLA style)
29

Level 1
Level 2
Level 3
Level 4
Low Beginning ESL
High Beginning ESL/


Beginning ABE
(cont.) Strand: Analy cal and Cri cal Reading (A)

R1A2 (Begins at Level 3)
R3A2 Iden fy basic story

elements in a simplied or
self-wri en story or in a
story read aloud (e.g., by
the teacher).
R4A2 Iden fy basic literary

genres and draw conclusions
related to their basic
structural elements.
a. Iden fy and describe

major characters
a. Classify a literary work as a

story, poem, or play
Literary Texts
b. Iden fy the se ng (e.g.,

place; me of year)
b. Describe key aspects of

how a specic poem or play
is organized (e.g., use of
c. Sequence major events
rhyme; use of shape or a
(e.g., beginning, middle,
specic rhythm, as in haiku;
end)
role of character list, stage
d. Iden fy a stated theme/
direc ons, and/or dialogue
message (e.g., Be true to
markers)
yourself.)
c. Iden fy and describe major
and minor characters
d. Iden fy the se ng, even
when aspects of me or
place are implied (e.g.,
characters are wearing
coats so it may be winter)
e. Iden fy the main
characters problem and
sequence major events
f. Iden fy a stated or obvious
(but implied) theme/
message
30

Level 5
Level 6
Level 7
Level 8

Advanced ESL/

Low ASE
Transi on/
High ASE

R5A2 Draw conclusions
related to the common
structural elements of a
simple literary work.
R6A2 Draw conclusions related R7A2 Draw conclusions related R8A2 Draw conclusions related
to the common structural
to the structural elements of a to the structural elements of a
elements of a literary work.
complex literary work, using
complex, dense, or abstract
literary terms.
literary work, using literary
terms.
a. Classify a literary work as a. Classify a literary work as a

a short story, novel,
short story, novel, poem,
poem, play/script,
play/script, biography,
biography, or
autobiography, speech, or
autobiography
essay
b. Describe how an author b. Describe the eects of how an
organizes a poem or play
author organizes a poem or
(e.g., how rhyme, rhythm, script (e.g., lack of
capitaliza on,
punctua on permits the
punctua on are used in a
reader to group ideas in a
poem; how character and
variety of ways)
prop lists, stage
c. Describe a characters traits
direc ons, scenes/acts
and/or mo va on, providing
are handled)
examples
c. Describe a character in
d. Iden fy conicts and
terms of dominant
determine whether they are
physical and personality
external or internal (e.g.,
traits, providing examples
person against group; person
from the text
against self)
d. Iden fy the se ng and its
e. Iden fy and name the key
role
components of the plots
e. Describe the main
development (e.g., exposi on;
characters problem and
rising ac on; climax; falling
summarize major events
ac on; resolu on)
f. Iden fy an obvious (but
perhaps implied) theme/
message
f. Assess how the point of view

from which the account is told
aects the readers
experience (e.g., from the
main characters perspec ve)
g. Determine a major theme,
providing evidence
a. Iden fy and analyze the

characteris cs and purposes
of major literary forms (e.g.,
poetry; short story; drama;
biography; autobiography;
speeches; essays)
b. Analyze how features/
sec ons of a poem or script
further the authors purpose
c. Describe a characters traits,
mo va on, and
development, providing
examples
d. Iden fy and describe
conicts/moral dilemmas
e. Determine how authors
decisions about se ng, plot,
and/or point of view
contribute to the authors
purpose
f. Determine major themes and
how they interact, providing
evidence
a. Iden fy and analyze the

characteris cs and purposes
of various literary forms (e.g.,
sonnet; ballad; ode; tragedy;
sa re)
b. Analyze how drama c
conven ons support or
enhance drama c text (e.g.,
monologue; soliloquy; chorus;
aside; drama c irony)
c. Iden fy by name major
rhythm and rhyme schemes,
explaining their eects on the
reader (e.g., iambic
pentameter; heroic couplets)
d. Discuss characteriza ons using
sophis cated literary terms
(e.g., tragic hero; protagonist;
sta c character; round
character)
e. Determine how authors
decisions about se ng, plot
(including conict), and/or
point of view contribute to the
authors purpose
f. Determine major and/or
universal themes and describe
how the author develops and
interrelates them
g. Explain how a literary work
reects a theme common in
founda onal American
literature (e.g., individualism;
the struggle for equality)
31

Level 1
Level 2
Level 3
Level 4
Low Beginning ESL
High Beginning ESL/


Beginning ABE
Style
R3A3 Iden fy, interpret,

and/or appreciate how an
author uses language.5

and/or appreciate an
authors use of language and
very simple literary
techniques. 5
a. Locate favorite
a. Locate favorite descrip ve
descrip ve words or
words or phrases and
phrases in a text and
explain their eects
explain their eects (e.g.,
b. Interpret simple gura ve
the lady in the re-red
language (e.g., the wall of
coat)
water; tall as a tree).
b. Describe the eects of an
[NOTE: Naming the type of
authors use of
gura ve languagee.g.,
allitera on, repe on,
simile; metaphoris not
and/or rhyme
required.]
c. Locate examples of
allitera on, repe on, and/
or rhyme and explain their
eect(s)
d. Explain personal opinion
about the authors style
32

Level 5
Level 6
Level 7
Level 8

Advanced ESL/

Low ASE
Transi on/
High ASE

and appreciate an authors
use of language and simple
literary techniques. 5
R6A3 Analyze and evaluate an

authors style, a ending to the
use of language and specic
R7A3 Analyze and evaluate an

use of language and literary
techniques and to inuences
on the wri ng. 5
a. Explain the purpose of

specic examples of an
authors use of imagery
a. Locate, name, interpret, and

cri que descrip ve and
gura ve language (e.g.,
imagery; metaphor;
hyperbole; personica on)
a. Locate, name, interpret, and a. Locate, name, interpret, and

cri que the use of descrip ve cri que the use of descrip ve
and gura ve language and
and gura ve language and
literary techniques (e.g.,
sophis cated literary
symbolism; metaphors;
techniques (e.g., irony;
foreshadowing)
allusions; sarcasm)
b. Iden fy, name, and

interpret simple
gura ve language (e.g., b. Explain the intended eects of
simile; metaphor;
common literary techniques b. Assess how the authors
hyperbole)
used within a text (e.g.,
purpose aected decisions
ashback; rhetorical ques on)
about the type of
c. Locate examples of
presenta on to use (e.g.,
allitera on, repe on,
c. Iden fy the authors tone or
ar cle vs. editorial; poem vs.
and/or rhyme and explain the mood of the text, when
story)
their eect(s)
provided op ons, and support
with evidence
c. Iden fy the authors tone or
d. Explain personal opinion
the mood of the text,
about the authors style
d. Evaluate the eec veness/
providing evidence
appeal of the authors style,
ci ng specic examples
d. Iden fy examples of the
cultural, personal, and/or
historical inuences on the
wri ng
e. Evaluate the eec veness/
R8A3 Analyze and evaluate the

use of sophis cated language
and literary techniques and to
inuences on the wri ng. 5
b. Determine the authors tone

or the mood of the text,
providing evidence
c. Assess how the authors
purpose aected decisions
about the type of presenta on
to use (e.g., ar cle vs.
editorial; poem vs. story)
d. Iden fy the cultural, personal
and/or historical inuences on
the wri ng, providing
evidence
e. Evaluate the eec veness/
This benchmark addresses all types of texts, not just literary. Literary techniques, style, and tone can be discussed with bumper
s ckers, ads, gree ng cards, editorials, etc., in addi on to literary works.
33

Level 1
Level 2
Level 3
Level 4
Low Beginning ESL
High Beginning ESL/


Beginning ABE
Making Connec ons
R1A4 Make connec ons

between people/
characters, events, or
informa on presented in
text (perhaps read aloud)
and own life to address the
reading purpose.
R2A4 Make connec ons

between people/
characters, events, or
text (perhaps read aloud)
and own life to
address the reading
purpose.
R3A4 Connect people/

characters, events,
informa on, or ideas
presented in one text with
those in another text or in
real life to address the
reading purpose.

characters, events,
another text and/or in real
life to address the reading
purpose.
a. Determine the relevance a. Determine the relevance a. Determine the relevance a. Determine the relevance of
of the ideas/informa on
of ideas/informa on
the ideas/informa on
presented in the text to
presented in the text to the
the reading purpose (e.g.,
the reading purpose (e.g.,
the reading purpose (e.g., reading purpose (e.g., Is
Does this tell me how
Do I want this product?)
Is this the address I
this the recipe I want to
much the item costs?)
need?)
prepare? Which of these
b. Iden fy similari es
plan ng ps applies to
b. Iden fy similari es
between a character in a b. Describe the impact of
me?)
between a character in a
story and self, a friend, or
the text, as a whole, on
story and self, a friend, or
family member*
the reader (e.g., feelings/ b. Agree or disagree with an
family member*
thoughts evoked)
idea or theme and explain
c. Follow familiar and very
reasoning
simple wri en and/or
c. Follow very simple
illustrated direc ons (e.g.,
wri en and illustrated
c. Follow simple direc ons
cake mix direc ons;
direc ons (e.g., food
consis ng of a short
*Only if oral English abili es
clothing care labels)
product prepara on;
sequence of wri en steps
exceed reading abili es
simply-wri en class
and/or graphic informa on,
instruc ons)
with or without visual
supports (e.g., simple
d. Iden fy similari es
recipe)
*Only if oral English abili es
between a character and
exceed reading abili es
someone else (c onal or d. Relate characters or events
real)
to own experiences or to
another text (e.g., compare
e. Relate to own
and contrast a character
experiences or to another
with someone else;
text (e.g., iden fy with
compare own experience
the characters emo ons)
immigra ng to the one
described by the author)
e. Compare an idea or theme
to one read in a previous
text or to own life
34

Level 5
Level 6
Level 7
Level 8

Advanced ESL/

Low ASE
Transi on/
High ASE

characters, events,
informa on, ideas, or
themes presented in one
text with those in other
texts and/or in real life to
address the reading
purpose.
R6A4 Integrate the people/

characters, events, informa on,
ideas/arguments, or themes
presented in a text with those
in other texts and/or with
knowledge of the world to
address the reading purpose.
a. Determine the relevance a. Determine the relevance of

the reading purpose (e.g., reading purpose (e.g., Which
What informa on from
part of this ar cle answers my
this job benets chart is
ques ons? What aspect of this
important to me? What
chapter do I want to discuss in
have I learned about why
the book club?)
this person was famous?)
b. Agree or disagree with an
idea/argument or theme and
idea or theme and explain explain reasoning
reasoning
c. Follow lengthy, mul -step
c. Follow simple mul -step
direc ons, integra ng wri en
wri en direc ons,
and graphic informa on (e.g.,
integra ng wri en and
direc ons for solving a type of
graphic informa on (e.g., math problem)
game direc ons)
d. Compare and contrast
d. Iden fy similari es and/
people/characters/events in
or dierences between
dierent texts
characters or between a
e. Compare, contrast, and/or
character and a real
cri que ideas and arguments
person
in dierent texts
e. Compare an idea or
f. Combine, compare, contrast,
theme to one read in a
and/or cri que informa on
previous text or to own
from dierent sources
life
f. Combine, compare, and/
or contrast informa on
presented in dierent
simple sources

characters, events,
informa on, ideas/ arguments,
themes, or wri ng styles in
lengthy or mul ple complex
texts with each other and/or
with knowledge of the world to
address a complex reading
purpose.

characters, events, informa on,
ideas/ arguments, themes, or
wri ng styles from mul ple
complex or dense texts with
each other and/or with
purpose.
a. Determine the relevance of

reading purpose (e.g., How
does this policy apply in this
situa on?)
a. Determine the relevance of

reading purpose (e.g., What
from this resource do I need to
include in my research paper?)

explain reasoning
explain reasoning
c. Follow complex, mul -step
c. Follow complex, mul -step
direc ons, integra ng wri en direc ons, integra ng wri en
and graphic informa on (e.g., and graphic informa on (e.g.,
science experiment)
registering for college courses;
applying for nancial aid)
d. Compare and contrast
people/characters/events in d. Discuss how an authors style/
dierent texts
typical theme is evidenced in
dierent works
e. Combine, compare, contrast,
and/or cri que ideas/
e. Combine, compare, and/or
arguments or themes in
contrast styles, ideas/
dierent texts (e.g., discuss
arguments, or themes from
the eect of genre on how the dierent texts
theme of prejudice is
f. Compare and contrast
developed in a specic poem
vs. a specic essay)
dierent sources, including
f. Combine, compare, and/or
primary and secondary
contrast informa on from
sources
dierent sources (e.g., for a
research paper)
35
Key References
for the Development of the Read with Understanding Framework
Beck, I.L., McKeown, M.G., & Kucan, M.G. (2002). Bringing words to life: Robust vocabulary instruc on. New York:
The Guilford Press.
Bransford, J.D., Brown, A.L., & Cocking, R.R. (Eds.). (1999). How people learn: Brain, mind, experience, and school.
Washington, DC: Na onal Academy Press.
Burt, M., Peyton, J.K., & Duzer, C.V. (2005). CAELA Brief: How should adult ESL reading instruc on dier from ABE
reading instruc on? Washington, DC: Center for Applied Linguis cs. h p://www.cal.org/caela/
esl_resources/briefs/readingdif.html
Council of Chief State School Ocers (CCSSO) & Na onal Governors Associa on Center for Best Prac ces (NGA
Center) (2010). Common core standards for English language arts & literacy in history/social studies, science,
and technical subjects. h p://www.corestandards.org/the-standards
Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213-238.
EFF Assessment Consor um (2002). EFF/NRS data collec on project, 2000-2001. Washington, D.C.: Na onal
Ins tute for Literacy. h p://e.cls.utk.edu/PDF/EFFNRS Interim Report2.pdf
Kruidenier, J. (2002). Research-based principles for adult basic educa on. Washington, DC: Na onal Ins tute for
Literacy. h p://www.ni.gov/publica ons/pdf/adult_ed_02.pdf
School of Linguis cs and Applied Language Study. (2007). The academic word list. New Zealand: Victoria University
of Wellington. h p://www.victoria.ac.nz/lals/resources/academicwordlist/
Stein, S. (2000). Equipped for the Future content standards: What adults need to know and be able to do in the 21st
century. Washington, D.C.: Na onal Ins tute for Literacy. h p://e.cls.utk.edu/PDF/standards_guide.pdf
U.S. Department Of Educa on, Oce Of Voca onal And Adult Educa on, Division Of Adult Educa on And Literacy
( 2010). Implementa on Guidelines. Measures and Methods for the Na onal Repor ng System for Adult
Educa on. Chapter II NRS Measure Deni ons and Data Collec on Methods. h p://www.nrsweb.org/
founda ons/implementa on_guidelines.aspx
Wrigley, H. (2010). ABE and adult ESOL: Whats the dierence? Special characteris cs of adult English language
learners. Washington, DC: Na onal Ins tute for Literacy.
36
Read with Understanding Framework: SINGLE-LEVEL VIEWS
Appendix A: Single-Level Views
Appendix A: Single-Level Views
Read with Understanding Framework: LEVEL 1 (Beginning ESL Literacy)

Level 1 Descrip on:
Range of Texts
Highly-relevant symbols, numbers, and
words in personal and environmental
print
40
In very simple, highly-structured

reading tasks
Examples
(context, se ngs,
tasks)
Fluency
Range of
Situa ons
In one or two familiar contexts/se ngs
Read word and picture cues on a store sign

to know whether the store is the correct
one
Read the signs in a restaurant to know
where to exit
Read familiar word and picture cues to
choose correct grocery store item
Read family members birthdates to
conrm them
Read familiar street signs and numbers to
locate places
Read familiar trac and safety signs to
travel safely
Read a very simple work schedule to see
when to work
Slowly and with considerable eort

and errors
Level 1 Benchmarks
READING WITH PURPOSE (P)
R1P1 Read for own purposes, inside and outside of class.
R1P2 Iden fy, clarify, and/or prepare for the purpose for reading familiar environmental print
or personal texts (e.g., to get on the right bus; to buy the right can of beans).
FLUENT READING (F)
R1F1 Pronounce on sight a few high- frequency and personally-relevant symbols and words
found at home and in the community.
R1F2 Recognize the sounds of English language and some one-to-one le er-sound
correspondences.
R1F3 Acquire and apply meanings of some very simple and common signs/symbols and some
words related to health, safety, and personal interests.
STRATEGIC READING (S)
R1S1 Apply prior knowledge about language, uses of print, everyday life, and cultural
understanding to support comprehension
R1S2 Use one or two very simple strategies to pronounce and/or discern the meanings of
unfamiliar printed words.
R1S3 Apply a small set of simple strategies to check and/or enhance text comprehension.
ANALYTICAL AND CRITICAL READING (A)
R1A1 Locate and draw conclusions about clearly stated informa on and some implied
messages found in a very simple and familiar func onal text (e.g., sign; label).
R1A4 Make connec ons between people/characters, events, or informa on presented in text
(perhaps read aloud) and own life to address the reading purpose.
41

Adult learners read diverse texts for a variety of purposes, integra ng their knowledge, skills, and strategies in
the following process:
Benchmarks
Sub-Benchmarks
Determining
Purpose
Reading
Regularly

R1P1 Read for own
purposes, inside and
outside of class.
a. Read familiar store signs, product labels, and related ads

b. Read high-frequency prac cal and survival signs and symbols (e.g., EXIT; DANGER;
poison symbol; restroom; hospital; school)
c. Read very simple charts (e.g., scoreboards)
R1P2 Iden fy, clarify, and/ a. Make predic ons about content and organiza on based on text type and context (e.g.,
or prepare for the purpose
scoreboard; label)
for reading familiar
b. Prepare simple notes to use as a reference (e.g., picture cues; bus number to look for)
personal texts (e.g., to get
on the right bus; to buy the
right can of beans).
Word Parts
On Sight Word
Recogni on

R1F1 Pronounce1 on
sight a few high-
in the community.
a. Pronounce own printed name and names of family members

b. Pronounce symbols and words on familiar signs (e.g., McDonalds)
c. Pronounce single digit numerals and some higher numerals in context (e.g., home
address; phone numbers; Social Security number)
R1F2 Recognize the sounds a. Iden fy ini al and nal consonant sound in 1-syllable spoken words
of English language and
b. Iden fy sounds associated with most consonants
some one-to-one le erc. Dis nguish between consonant sounds in minimal pairs (e.g., /him/ vs. /his/)
sound correspondences.
d. Recognize upper- and lower-case le ers of the alphabet, dis nguishing between similar
le ers (e.g., p/q; b/d; o/c)
Word Meanings
e. Dis nguish between consonants and vowels
42

a. Interpret some basic signs and symbols related to safety (e.g., poison symbol; STOP;
meanings of some very
EXIT; DANGER)
simple and common signs/ b. Interpret some basic signs and symbols that provide direc on (e.g., no smoking
symbols and some words
symbol; OPEN; WOMEN)
related to health, safety,
c. Interpret some signs and symbols related to personal interests (e.g., McDonalds;
and personal interests.
grocery store logo)
d. Build oral vocabulary for everyday words2

Benchmarks
Sub-Benchmarks
Fluency

Prior
Knowledge
R1S2 Use one or two very

simple strategies to pro-
nounce and/or discern the
meanings of unfamiliar print-
ed words.
Text Comprehension
Strategies
R1S1 Apply prior knowledge a. Understand that pictures, symbols, and print represent things and ideas
about language, uses of print, b. Apply knowledge of the se ng/situa on (e.g., where restroom signs are typically
everyday life, and cultural
posted; where scoreboards are located)
understanding to support
comprehension.
Word-Level
Strategies
a. Iden fy word boundaries

b. Compare unfamiliar word to a word and/or picture on a ash card or personal notes
c. Use beginning and end le ers in combina on with context to predict the word
d. Use pictures, symbols, colors, and/or shapes as cues (e.g., as on signs)
e. Associate a word with a learned visual or physical prompt
R1S3 Apply a small set of sim- a. A end to features of English print (e.g., le -to-right orienta on; word boundaries)
ple strategies to check and/or b. Use knowledge of high-frequency text formats (e.g., signs; labels)
enhance text comprehension.
c. Use illustra ons and symbols as clues to meaning
d. Compare text to prepared notes
e. Reread
f. Compare understanding with another reader
Making
Connec ons
Style
Literary
Texts Non-Literary Texts

a. Locate key informa on in text with strong visual supports (e.g., brand names/logos;
store names; scores on a simple scoreboard)
conclusions about clearly stat-
ed informa on and some im- b. Recognize implied claims evident in pictures (e.g., using a product will result in a happier
life; this candidate is a patriot)
plied messages found in a
very simple and familiar func-
onal text (e.g., sign; label).

R1A4 Make connec ons be-
tween people/characters,
events, or informa on
presented in text (perhaps
read aloud) and own life to
address the reading
purpose.
a. Determine the relevance of the ideas/informa on presented in the text to the read-
ing purpose (e.g., Does this tell me how much the item costs?)
b. Iden fy similari es between a character in a story and self, a friend, or family mem-
ber*
*Only if oral English abili es exceed reading abili es
The focus of this benchmark is on correctly recognizing and saying a word encountered in print, in order to access meaning that may be a ached to the word through
ones oral vocabulary. Issues related to dialect and accents are not the focus.
2
Everyday words are words which are common in everyday speech (e.g., walk; man; great). Beck, McKeown, & Kucan (2002) call these words Tier 1, and na veEnglish speakers are likely to learn these through par cipa on in everyday life. Non-na ve English speakers, however, will need to learn these words.
43
Read with Understanding Framework: LEVEL 2 (Low Beginning ESL)

Level 2 Descrip on:

Some personally-relevant texts, includ-
ing:
Read the signs on two doors to know which

is the correct restroom
Read a product label to check for a poison
symbol
Read and recognize words and prices in
store ads to make decisions about what to
buy at the best price
Very simple and familiar or pa erned

sentences on familiar subjects (e.g.,
I like baseball. I like pizza. I like
____.)
Read days and dates on a personal calen-

dar to iden fy and enter important dates
Read a simple hand-drawn map to get to a
des na on
(context,
se ngs,
tasks)
Range of
Situa ons
Examples
Range of Texts
Frequently-encountered symbols,
numbers, words and phrases in per-
sonal and environmental print
Read illustrated cooking direc ons to pre-

pare a frozen dinner
Read simple word and picture cues to
check out and pay the appropriate amount
at a U-Scan sta on in a local grocery
store
In a few familiar contexts/se ngs
Read a short phone list of familiar names

to locate a specic number
In simple, highly-structured reading

tasks
Read self-wri en pa erned sentences

(e.g., I like dogs) to share personal pref-
erences with a group
Fluency
44
Slowly and with considerable eort

and errors
Level 2 Benchmarks
R2P1 Read for own purposes, inside and outside of class.
R1P2 Iden fy, clarify, and/or prepare for the purpose for reading familiar environmental print
or personal texts (e.g., to get on the right bus; to buy the right can of beans).
FLUENT READING (F)
R2F1 Pronounce on sight some high frequency and personally-relevant symbols and words
found at home and in the community.
R2F2 Recognize the sounds of English language and common one-to-one le er-sound
correspondences.
R2F3 Acquire and apply meanings of very simple and common signs/symbols and some words
related to health, safety, and everyday life.
R2S1 Apply prior knowledge about language, uses of print, everyday life, and cultural
understanding to support comprehension.
R2S2 Use one or two simple strategies to pronounce and/or discern the meanings of
R2S3 Apply a small set of simple strategies to check and/or enhance text comprehension.
R2A1 Locate and draw conclusions about clearly stated informa on and some implied
messages found in a very simple and familiar func onal text (e.g., sign; label).
R2A4 Make connec ons between people/characters, events, or informa on presented in text
(perhaps read aloud) and own life to address the reading purpose.
45

Benchmarks
Sub-Benchmarks
Determining
Purpose
Reading
Regularly

R2P1 Read for own
a. Read pa erned or self-wri en sentences
purposes, inside and outside b. Read short, simplied or self-wri en stories
of class.
c. Read familiar store signs, product labels, related ads
d. Read high-frequency prac cal and survival signs and symbols (e.g., EXIT; DANGER;
poison symbol; restroom; hospital; school)
e. Read parts of simple forms (e.g., Name; Address)
f. Read short, self-wri en lists (e.g., grocery lists; addresses)
g. Read simple charts (e.g., scoreboards; calendars)
h. Read some simple, visually-supported digital texts (e.g., U-Scan at the grocery store)
R2P2 Iden fy, clarify, and/or a. Make predic ons about content and organiza on based on text type and context
prepare for the purpose for
(e.g., label; form)
reading familiar
b. Prepare notes to use as a reference (e.g., picture cues; street names to look for)
personal texts (e.g., to know
how much to pay; to turn on the
correct street).
Word Fluency
Meaning
Word Parts
On Sight
Word Recogni on
46

some high frequency and
personally-relevant symbols
and words found at home
and in the community.
a. Pronounce printed personal informa on (e.g., names of family members; address;

phone number)
b. Pronounce symbols and words on familiar signs (e.g., Target; yield)
c. Pronounce some high frequency words (e.g., as iden ed on the Dolch list)
d. Pronounce printed numerals 0-100 and familiar numerical expressions (e.g., own
address and phone number; Social Security number; family birthdates)
R2F2 Recognize the sounds of a. Recognize ini al and nal consonant sounds in 1-syllable spoken words
English language and
b. Recognize sounds associated with consonants
common one-to-one le erc. Dis nguish between vowel sounds in minimal pairs (e.g., /bed/ vs. /bad/; /ran/ vs.
sound correspondences.
/run/)
d. Recognize some short- vowel syllable pa erns in print (e.g., -at; -an)
a. Interpret basic signs and symbols related to safety and personal interests (e.g.,
meanings of very simple and
DANGER; DO NOT ENTER; restaurant sign; product sign)
common signs/symbols and b. Apply meanings of some simple words and phrases found in daily environmental print
some words related to
(e.g., for sale; product names)
health, safety, and everyday c. Interpret prompts for key personal informa on (e.g., Name; Address; Telephone
life.
Number)
d. Build oral vocabulary for everyday words2

Benchmarks
Sub-Benchmarks
Word-Level
Strategies
Prior
Knowledge
Fluency

R2S1 (Begins at Level 3)
R2S1 Apply prior knowledge a. Understand that pictures, symbols, and print represent things and ideas
about language, uses of print, b. Apply knowledge of the se ng/situa on (e.g., where store signs are posted; what
everyday life, and cultural
kind of informa on is provided on doors)
understanding to support
comprehension.
R2S2 Use one or two simple
strategies to pronounce and/
or discern the meanings of
a. Compare an unfamiliar word to a word and/or picture on a ash card or personal

notes
b. Use beginning and end le ers in combina on with context to predict the word
c. Use pictures, symbols, colors, and/or shapes as cues (e.g., as on signs)
d. Associate unfamiliar word with a learned visual or physical prompt
Text Comprehension
Strategies
e. Use a picture or bilingual dic onary

R2S3 Apply a small set of sim- a. A end to features of English print (e.g., le -to-right orienta on; word boundaries;
ple strategies to check and/or
paragraph indenta on)
enhance text comprehension. b. Use knowledge of high-frequency text formats (e.g., signs; labels)
c. Use illustra ons and symbols as clues to meaning
d. Compare text to prepared notes
e. Reread
f. Compare understanding with another reader
Making
Connec ons
Literary
Texts

a. Locate key informa on in text with strong visual supports (e.g., brand names/logos;
conclusions about clearly stat-
store names; scores on a simple scoreboard)
ed informa on and some im- b. Locate needed informa on in a short, (perhaps) alphabe zed list (e.g., a familiar list
plied messages found in a
of family members)
very simple and familiar func-
c. Recognize implied claims evident in pictures (e.g., since this celebrity uses the prod-
onal text (e.g., sign; label).
uct, so should you)
Style
Non-Literary
Texts
R2A4 Make connec ons be-

tween people/characters,
events, or informa on pre-
sented in text (perhaps read
aloud) and own life to
address the reading purpose.
a. Determine the relevance of the ideas/informa on presented in the text to the read-
ing purpose (e.g., Do I want this product?)
b. Iden fy similari es between a character in a story and self, a friend, or family mem-
ber*
c. Follow familiar and very simple wri en and/or illustrated direc ons (e.g., cake mix
direc ons; clothing care labels)
*Only if oral English abili es exceed reading abili es
The focus of this benchmark is on correctly recognizing and saying a word encountered in print, in order to access meaning that may be a ached to the word through
ones oral vocabulary. Issues related to dialect and accents are not the focus.
2
47
Read with Understanding Framework: LEVEL 3 (High Beginning ESL/Beginning ABE Literacy)

Level 3 Descrip on:

Some personally-relevant and simpli-
ed texts, including:
Read a grocery list and a store ad to make

decisions about what to buy
Read personal names and addresses to
make an invita on list
Read personal informa on prompts to ac-
curately ll out a simple school form
Read months, days and dates on a personal
calendar/PDA to iden fy and enter im-
portant events
Read familiar product names and quan -
es to ll a purchase order
Read and follow the direc ons at a movie
cket kiosk to buy a movie cket
Read a familiar canteen list to order items
Read a phone list of familiar names to lo-
cate a specic number
Read a simplied narra ve or own wri ng
for enjoyment
Read a simple weather forecast in print or
online to determine appropriate clothes
for the weekend
Read a simple MP3 or DVD menu to select
a familiar tle or track
48
Examples
Simplied or learner-created con-

nected texts with:
familiar content
mostly simple and compound sen-
tences (may be in short, linked par-
agraphs)
personally-relevant or sight
words, and/or phone cally-regular
one- or two-syllable words
vocabulary common to everyday
oral contexts
(context,
se ngs,
tasks)
In some familiar contexts/se ngs
Fluency
Range of
Situa ons
Range of Texts
Important single words/phrases in

visually-supported or predictable text
(e.g., days on a calendar; personal
informa on prompts on forms)
Perhaps slowly, displaying some eort

but few errors
Level 3 Benchmarks
R3P1 Read regularly for own purposes, inside and outside of class.
R3P2 Iden fy, clarify, and/or prepare for a concrete reading purpose.
FLUENT READING (F)
R3F1 Pronounce on sight some high-frequency, personally-relevant, and phone callyregular one- and two-syllable words found in own environment and in simplied texts.
R3F2 Recognize on sight print-sound correspondences in one-syllable words.
R3F3 Acquire and apply meanings of most simple, common signs/symbols and words related
to everyday life.
R3F4 Accurately read aloud connected simplied or self-wri en sentences with basic
expression.
R3S1 Apply prior knowledge of the content and situa on, including cultural understanding, to
R3S2 Use one or two simple strategies to pronounce and/or discern the meanings of
unfamiliar words in environmental print or a simplied text.
R3S3 Integrate simple strategies to monitor and/or enhance text comprehension.
R3A1 Locate and draw conclusions about stated informa on and implied messages in a simple
func onal or persuasive text.
R3A2 Iden fy basic story elements in a simplied or self-wri en story or in a story read aloud
(e.g., by the teacher).
R3A3 Iden fy, interpret, and/or appreciate how an author uses language.
R3A4 Connect people/characters, events, informa on, or ideas presented in one text with
those in another text or in real life to address the reading purpose.
49
Benchmarks
Sub-Benchmarks
Reading
Regularly

R3P1 Read regularly for
own purposes, inside and
outside of class.
a. Read simplied or self-wri en stories and poetry

b. Read familiar store signs, product labels, and related ads
c. Read common prac cal and survival signs and symbols (e.g., EXIT; DANGER; poison)
d. Read parts of simple forms (e.g., Name; Address; Telephone Number)
e. Read self-wri en lists (e.g., grocery lists; addresses)
f. Read simple charts (e.g., scoreboards; simple order forms; calendars)
Determining
Purpose
g. Read simple, visually-supported digital texts (e.g., familiar DVD menu)

R3P2 Iden fy, clarify, and/
reading purpose.
a. Make predic ons about content and organiza on based on tle, pictures, text type,
and/or knowledge of the topic or reading situa on
b. Ask simple ques ons to guide reading (e.g., What is the price?)
c. Iden fy a specic purpose for reading (e.g., to choose the right product)
Word Parts
Word Recogni on

some high-frequency,
phone cally-regular one-
and two-syllable words
a. Pronounce words common in meaningful discon nuous texts (e.g., names of self and
family members; own address; common grocery items)
b. Pronounce many high-frequency words (e.g., as iden ed on the Dolch list)
c. Pronounce one-syllable words with short-vowel or common long-vowel pa erns (e.g.,
mat; make; maid)
d. Pronounce simple contrac ons and abbrevia ons (e.g., Im; hes; Mr.; Mrs.; St.)
e. Pronounce printed numerals from 0-1000 and common numerical expressions (e.g.,
prices; current year; dates; phone numbers)

print-sound
correspondences in onesyllable words.
a. Recognize individual sounds in 1-syllable spoken words

b. Recognize sounds associated with consonants, including those with alterna ve sounds
(e.g., /sit/, /ads/)
c. Recognize high-frequency consonant digraphs and blends
d. Recognize short-vowel syllable pa erns (e.g., -in; -op; -et)
e. Recognize silent-e and common vowel-team syllable pa erns for long vowels (e.g., ai;
ay; ee)
f. Recognize high-frequency suxes (e.g., -s; -ed; -ing)
50
Benchmarks
Sub-Benchmarks
Fluency
Word
Meanings

meanings of most simple,
words related to everyday life.
a. Interpret common signs and symbols (e.g., for recycling; cost per unit)

connected simplied or selfwri en sentences with basic
expression.
a. Use capitaliza on as a cue to begin a sentence
b. Interpret varied prompts for personal informa on (e.g., Date of Birth/Birthdate)

c. Apply meanings of printed words and phrases which are commonly heard/spoken
in rela on to family, work, and community life2
b. Use end punctua on to aid expression
Word-Level
Strategies
Prior
Knowledge

R3S1 Apply prior knowledge of a. Apply knowledge related to personal experience and interests
the content and situa on,
b. Apply specialized knowledge related to work, family, and community topics
including cultural
c. Apply knowledge of the se ng/situa on (e.g., What kind of informa on is usually
on this kind of text? May I ask for help?)
comprehension.
R3S2 Use one or two
pronounce and/or discern the
meanings of unfamiliar words
in environmental print or a
simplied text.
a. Match individual le ers or le er combina ons to sounds and then blend together
b. Use beginning and end le ers of long words in combina on with context to predict
the word
c. Apply current understanding of text, knowledge of topic, oral vocabulary, picture
aids, and/or knowledge of English syntax
d. Compare English to rst language (e.g., cognates; grammar; sounds; morphology)

R3S3 Integrate simple
strategies to monitor and/or
a. Use knowledge of common text formats (e.g., simple forms; coupons; calendars)
b. Use illustra ons as clues to meaning
c. Compare text to prepared notes
d. Check decoding
e. Scan for key words/numbers
f. Answer simple ques ons posed by self or others (e.g., What me do I need to show
up?)
g. Check pronoun referent
h. Make inferences
i. Reread
j. Compare understanding with another reader
Non-Literary
Texts

a. Locate key informa on in text with strong visual supports (e.g., item on a calendar;
conclusions about stated
where to sign)
informa on and implied
b. Locate specic informa on in a familiar alphabe zed or categorized list (e.g., a
messages in a simple func onal familiar menu; a canteen list)
or persuasive text.
c. Recognize simple persuasive techniques (e.g., implied claims in pictures; celebrity
statements in ads)
(Level 3 con nued on the following page.)
51
Benchmarks
Sub-Benchmarks
Making
Connec ons
Style
Literary
Texts

R3A2 Iden fy basic story
elements in a simplied or
self-wri en story or in a story
read aloud (e.g., by the
teacher).
a. Iden fy and describe major characters

b. Iden fy the se ng (e.g., place; me of year)
c. Sequence major events (e.g., beginning, middle, end)
d. Iden fy a stated theme/message (e.g., Be true to yourself.)
R3A3 Iden fy, interpret, and/ a. Locate favorite descrip ve words or phrases in a text and explain their eects (e.g.,
or appreciate how an author
the lady in the re-red coat)
uses language.5
b. Describe the eects of an authors use of allitera on, repe on, and/or rhyme
characters, events,
those in another text or in
reading purpose.
a. Determine the relevance of ideas/informa on presented in the text to the reading

purpose (e.g., Is this the address I need?)
b. Describe the impact of the text, as a whole, on the reader (e.g., feelings/thoughts
evoked)
c. Follow very simple wri en and illustrated direc ons (e.g., food product prepara on;
simply-wri en class instruc ons)
d. Iden fy similari es between a character and someone else (c onal or real)
e. Relate to own experiences or to another text (e.g., iden fy with the characters
emo ons)
The focus of this benchmark is on correctly recognizing and saying a word encountered in print, in order to access meaning that may be a ached to the word
through ones oral vocabulary. Issues related to dialect and accents are not the focus.
Academic words are words which characterize mature discourse and appear in a wide variety of wri en texts, regardless of the subject ma er (e.g., coincidence;
reform; benet). Beck et al. (2002) call these Tier 2 words. The Academic Word List provides a list of the most common academic words found in English texts
(h p://www.victoria.ac.nz/lals/resources/academicwordlist/).
Terms are words which are specic to a par cular domain or subject ma er (e.g., peninsula; isotope). Beck et al., (2002) call these words Tier 3 words. They are
also known as technical vocabulary.
This benchmark addresses all types of texts, not just literary. Literary techniques, style, and tone can be discussed with bumper s ckers, ads, gree ng cards, edito-
rials, etc., in addi on to literary works.
52
Level 4 (Low Intermediate ESL/Beginning ABE)

begins on the following page.
Read with Understanding Framework: LEVEL 4 (Low Intermediate ESL/Beginning ABE)

Level 4 Descrip on:

(context,
se ngs,
tasks)
Fluency
Range of
Situa ons
54
Read aloud a picture book with simple text to a

young child
Read gree ng cards to choose an appropriate
one for a friend
Read simple email messages to communicate
with a family member
Read direc ons from an online mapping site or
GPS to get to a chosen loca on
Read u lity bills to understand how and when
to pay them
Read the interac ve TV program guide to select
programs to record on a digital video recorder
(DVR)
Read a simple descrip on of entry-level job
du es to decide whether to apply
Read a simple work order to know what to do
Read a simple short narra ve about a
community concern to decide whether or not
to become involved
Read short narra ves about immigrant
experiences to reect on and learn about
personal heritage
Read simple poems about everyday items to
enjoy looking at things in a new way
Read a simplied chapter book for enjoyment
Small blocks of simple text (e.g., short,

bulleted informa on) and some simple
tables, graphs, maps, and diagrams
conveying limited informa on (e.g.,
childs report card; hand-drawn local
map)
Mul ple pages of simplied/simple
connected texts with:
everyday or high-interest content
short paragraphs with clear main ideas
and obvious organiza onal structures
(e.g., sequence; descrip on)
compound and short complex
sentences
common mul -syllabic words
high-frequency academic words
vocabulary related to personal
interests
Examples
Range of Texts
A range of personal and simplied texts

and some simple, everyday texts, including:
In familiar and some common contexts/

se ngs

Perhaps slowly but o en comfortably and
with few errors
Level 4 Benchmarks
R4P2 Iden fy, clarify, and/or prepare for a concrete reading purpose.
FLUENT READING (F)
R4F1 Pronounce on sight most high-frequency, personally-relevant, and phone cally-regular
words found in own environment and in simplied texts.
R4F2 Recognize on sight print-sound correspondences in common two- and three-syllable
words.
R4F3 Acquire and apply meanings of simple, everyday words and of words related to personal
interests/needs.
R4F4 Accurately read aloud connected text composed primarily of simple and compound
sentences with appropriate pacing, phrasing, and expression.
R4S2 Use strategies in combina on to pronounce and/or discern the meanings of unfamiliar
words in environmental print or a simplied text.
R4S3 Choose from a range of simple strategies and integrate them to monitor and/or enhance
text comprehension.
R4A1 Locate, analyze, and cri que stated informa on and implied messages in a simplied or
very simple func onal, informa onal, or persuasive text.
R4A2 Iden fy basic literary genres and draw conclusions related to their basic structural
elements.
R4A3 Iden fy, interpret, and/or appreciate an authors use of language and very simple
literary techniques.
R4A4 Connect people/characters, events, informa on, or ideas presented in one text with
another text and/or in real life to address the reading purpose.
55

Benchmarks
Sub-Benchmarks

outside of class.
a. Read simple or self-wri en stories, poetry, and scripts

b. Read short, simple personal and func onal texts (e.g., personal notes/le ers; labels;
gree ng cards; simple ads)
c. Read simple instruc ons (e.g., for a familiar recipe; direc ons to a residence)
Reading
Regularly
d. Read simple forms or parts of more complex forms (e.g., work order forms; library card
applica ons)
e. Read some simple tables, graphs, and maps (e.g., childs report card; medicine dosage
chart; map of a familiar area)
f. Read high-interest, simplied informa onal sources (e.g., simplied ar cle about a
famous person)
g. Read sec ons of newspapers and simplied magazines (e.g., bulleted sidebar about
how to plant a bulb)
Determining
Purpose
h. Read some simple digital texts (e.g., personal e-mail)

reading purpose.
a. Iden fy the intended audience and purpose of the text type

b. Make predic ons about content and organiza on based on tle, pictures, text type,
c. Ask simple ques ons to guide reading (e.g., Who is the man in the picture?)
d. Iden fy specic purposes for reading (e.g., to check predic ons; to answer own
ques ons; to nd due date)
Word Parts
Word Recogni on
56
R4F1 Pronounce on sight

most high-frequency,
phone cally-regular words
a. Pronounce words on most simple forms, labels, and signs

b. Pronounce high-frequency words (e.g., such as words on the Dolch list)
c. Pronounce two- and three-syllable phone cally-regular words (e.g., airplane; informed)
d. Pronounce common contrac ons and abbrevia ons common to calendars, addresses,
and dates (e.g., wasnt; wont; Ave.; Tues.; Mar.)
e. Pronounce printed numerals of up to ve digits (e.g., car/house prices; addresses)

print-sound
correspondences in
common two- and threesyllable words.
a. Recognize consonant digraphs and blends

b. Recognize common syllable pa erns in two- and three syllable words (e.g., short
vowels; long vowels; r-controlled; diphthongs)
c. Recognize high-frequency prexes and suxes (e.g., un-; re-; dis-; -est; -ful)

Benchmarks
Sub-Benchmarks
Fluency
Word
Meaning

a. Interpret words and phrases used on common bills and forms (e.g., Payment Due,
meanings of simple, everyday Dates of Service)
words and of words related b. Apply meanings of printed words and phrases which are commonly heard/spoken in
to personal interests/needs.
rela on to family, work, and community life2
c. Apply meaning of printed words related to hobbies or personal interests 4
a. Use capitaliza on and punctua on cues to aid expression (e.g., end punctua on;
connected text composed
commas used in a series; quota on marks)
primarily of simple and
b. Group words into short phrases (e.g., The old man/le his home,/and he drove
compound sentences with
slowly/to the drugstore/for his medicine.)
c. Apply appropriate emphasis and intona on to reect meaning
and expression.
Prior
Knowledge

including cultural
comprehension.
a. Apply knowledge related to personal experience and interests

of unfamiliar words in
environmental print or a
simplied text.
a. Iden fy and blend syllables, prexes, and suxes, applying common syllabica on
guidelines
b. Apply specialized knowledge related to work, family, and community topics

c. Iden fy and manage the eects of the reading situa on on the reading task (e.g.,
May I ask for help? Do I need to wear earplugs to concentrate?)
b. Break down compound words

c. Apply meanings of high-frequency prexes and suxes (e.g., re-; un-; dis-; -est; -ful)
d. Compare the unknown word to a known form of the word (e.g., cognate; base word)
e. Use context (e.g., clues in close proximity to the word; knowledge of topic; picture
aids; knowledge of English syntax)
f. Apply knowledge of simple homographs (e.g., read; present; close)
g. Use a glossary or a beginners, picture, or bilingual dic onary

R4S3 Choose from a range of a. Use knowledge of common text formats (e.g., of familiar bills, report cards, telephone
books, simple magazines)
b. Use common text features (e.g., tles; headings; illustra ons; bold print; bullets)
and/or enhance text
c. Apply knowledge of list and sequence text structures and their signal words (e.g.,
comprehension.
rst, next, then)
d. Scan for key words/numbers
e. Answer simple ques ons posed by self or others (e.g., What happens next?)
f. Check pronoun referent
g. Make inferences
h. Retell
i. Reread
j. Use simple graphic organizers (e.g., T-charts; Venn diagrams)
(Level 4 is con nued on the following page.)
57

Benchmarks
Sub-Benchmarks
Literary Texts
Non-Literary Texts

cri que stated informa on
and implied messages in a
simplied or very simple
persuasive text.
a. Locate specic informa on in a short paragraph and/or a very simple table, map,
diagram (e.g., about an event; bill payment due date; where hospital is on
neighborhood map)
R4A2 Iden fy basic literary

genres and draw conclusions
related to their basic
structural elements.
a. Classify a literary work as a story, poem, or play
b. Locate specic informa on in a mul -page lis ng (e.g., a telephone book; dic onary)
c. Iden fy the topic, stated main idea, and key details within a short paragraph
d. Evaluate the reliability, accuracy, and suciency of informa on and claims (e.g.,
checking for missing details, as on an invita on; dis nguishing fact v. opinion;
iden fying misleading statement, as in4 out of 5 den sts)
b. Describe key aspects of how a specic poem or play is organized (e.g., use of rhyme;
use of shape or a specic rhythm, as in haiku; role of character list, stage direc ons,
and/or dialogue markers)
c. Iden fy and describe major and minor characters
d. Iden fy the se ng, even when aspects of me or place are implied (e.g., characters
are wearing coats so it may be winter)
e. Iden fy the main characters problem and sequence major events
Style
f. Iden fy a stated or obvious (but implied) theme/message

R4A3 Iden fy, interpret, and/ a. Locate favorite descrip ve words or phrases and explain their eects
or appreciate an authors use b. Interpret simple gura ve language (e.g., the wall of water, tall as a tree). [NOTE:
of language and very simple
Naming the type of gura ve languagee.g., simile, metaphoris not required.]
c. Locate examples of allitera on, repe on, and/or rhyme and explain their eect(s)
Making
Connec ons
d. Explain personal opinion about the authors style

characters, events,
another text and/or in real
life to address the reading
purpose.
a. Determine the relevance of the ideas/informa on presented in the text to the

reading purpose (e.g., Is this the recipe I want to prepare? Which of these plan ng
ps applies to me?)
b. Agree or disagree with an idea or theme, and explain reasoning
c. Follow simple direc ons consis ng of a short sequence of wri en steps and/or
graphic informa on, with or without visual supports (e.g., simple recipe)
d. Relate characters or events to own experiences or to another text (e.g., compare and
contrast a character with someone else; compare own experience immigra ng to the
one described by the author)
e. Compare an idea or theme to one read in a previous text or to own life
(h p://www.victoria.ac.nz/lals/resources/academicwordlist/).
58
Level 5 (High Intermediate ESL/Low Intermediate ABE)

Read with Understanding Framework: LEVEL 5 (High Intermediate ESL/Low Int. ABE)
Level 5 Descrip on:

A range of simple, everyday or personal
texts, including:
Read print or online housing rental ads to

compare op ons and make a decision about
which to rent
Read interac ve TV program guide to
determine if specic movies/TV shows are
appropriate for children
Read a simple novel about losing a job to
reect on the ways job loss can aect family
rela onships
Read an interoce memo or email on changes
in the company dress code to know what to
wear
Read a simple chart about a companys job
benets to make decisions about them
Read a minimum-wage poster to determine if a
job wage is legal
Read ci zenship applica on procedures to
decide whether to pursue ci zenship
Read about family tradi ons on a class wiki to
relate family tradi ons from dierent
countries, cultures and/or regions of the
country to own
Read a play about a historical gure to learn
about his/her life
Read a simple webpage to research a personal
need or interest
(context,
se ngs,
tasks)
Range of
Situa ons
Mul part or mul ple pages of simple

connected text with:
everyday or high-interest content
paragraphs with clear main ideas and
organiza onal structures (e.g.,
sequence; descrip on)
compound and short complex
sentences
common mul -syllabic words
vocabulary related to personal
interests
Examples
Range of Texts
Blocks of texts (e.g., simple, bulleted

informa on) and tables, graphs, maps,
and diagrams conveying limited
informa on (e.g., order forms; U.S. map)
In a range of work, family, and community

contexts/se ngs
In somewhat complex but structured
reading tasks
Fluency
60
Comfortably but perhaps with inconsistent

ability to adjust pace or strategies with
more complex tasks
Level 5 Benchmarks
R5P2 Iden fy, clarify, and/or prepare for the reading purpose.
FLUENT READING (F)
R5F1 Pronounce on sight most words and abbrevia ons found in simple texts.
R5F2 Recognize on sight syllable pa erns/types, base words, and axes in common mul syllabic words.
R5F3 Acquire and apply meanings of words and phrases found in simple everyday texts and
related to personal interests.
R5F4 Accurately read aloud connected text composed of simple, compound, and short complex
sentences with appropriate pacing, phrasing, and expression.
R5S2 Use strategies in combina on to pronounce and/or discern the meanings of unfamiliar
words in a simple text.
R5S3 Choose from a range of simple strategies and integrate them to monitor and/or enhance
text comprehension.
R5A1 Locate, analyze, and cri que stated and implied informa on and/or ideas in a simple
func onal, informa onal, or persuasive text.
R5A2 Draw conclusions related to the common structural elements of a simple literary work.
R5A3 Iden fy, interpret, and appreciate an authors use of language and simple literary
techniques.
R5A4 Connect people/characters, events, informa on, ideas, or themes presented in one text
with those in other texts and/or in real life to address the reading purpose.
61
Benchmarks
Sub-Benchmarks
Reading
Regularly

outside of class.
a. Read simple novels, biographies, stories, poetry, and scripts

b. Read simple personal and func onal texts (e.g., yers of upcoming events; ads; recipes)
c. Read simple forms, tables, graphs, diagrams, and maps (e.g., catalog order forms; men-
us; nutri on labels; maps of the U.S.; TV schedules)
d. Read high-interest, simple, informa onal texts
e. Read selected sec ons of magazines and newspapers
Determining
Purpose
f. Read simple digital texts (e.g., personal e-mail; video games; DVD menus; simple web
pages)
or prepare for the reading
purpose.
a. Iden fy the intended audience and general purpose of the text type
b. Make predic ons or ask ques ons based on tle, pictures, headings, cap ons, text type,
c. Iden fy specic purpose(s) for reading (e.g., conrm predic ons; answer ques ons;
gather facts/evidence)
d. Select appropriate print and digital text, specifying how the text addresses the readers
goal (e.g., by considering topic, friendliness of text, familiarity with author)
R5F1 Pronounce1 on sight a. Pronounce printed names in own environment (e.g., co-workers; classmates)
most words and abbrevia-
b. Pronounce common mul -syllabic words
ons found in simple texts.
c. Pronounce some abbrevia ons found in everyday texts, including those common to
maps, measurement, and classied ads (e.g., some states; .; P-T)
Word Parts
d. Pronounce most printed numerals

syllable pa erns/types,
base words, and axes in
words.
a. Recognize syllable pa erns/types (e.g., closed syllable; open syllable; VCe; vowel di-
graphs/ diphthongs; r-controlled; -Cle)
Word
Meaning
Word
Recogni on

meanings of words and
phrases found in simple
everyday texts and related
to personal interests.
a. Apply common meanings of everyday2 and simple academic words3 found across every-
day texts
62
b. Recognize base words (e.g., informa on)

c. Recognize common prexes and suxes (e.g., pre-; bi-; an -; -ness; - on)
b. Apply meanings of terms related to specic topics of personal interest (e.g., work;
health; community concerns)4
c. Interpret high frequency idioms, expressions, and/or colloca ons (e.g., knock on wood;
prim and proper; make the bed)
Benchmarks
Sub-Benchmarks
Fluency

a. Use common punctua on cues to aid expression (e.g., commas separa ng phrases/
connected text composed of
clauses)
simple, compound, and short b. Group words into meaningful phrases (e.g., A new employee/ should watch others
complex sentences with
carefully/ and ask ques ons/ when she doesnt understand something.)
and expression.
Prior
Knowledge

R5S1 Apply prior knowledge a. Apply knowledge related to personal experience and interests
of the content and situa on, b. Apply specialized knowledge related to work, family, and community topics
including cultural
c. Iden fy and manage the eects of the reading situa on on the reading task (e.g.,
May I ask for help? Is the ligh ng and noise level okay? What can I change to
comprehension.
concentrate be er?)
a. Iden fy and blend syllables, roots, prexes, and suxes, applying common
and/or discern the meanings b. Use the pronuncia on informa on in a simple dic onary or glossary
of unfamiliar words in a
c. Apply meanings of simple roots, prexes, and suxes (e.g., pre-; bi-; -ness; - on)
simple text.
d. Use context (e.g., embedded clues; knowledge of topic; knowledge of English syntax)
e. Apply knowledge of common homographs and homophones (e.g., bow; wind; sent/
cent/scent)
f. Use text aids (e.g., margin notes; illustra ons; glossary; etc.)
g. Iden fy and apply the appropriate deni on in a simple dic onary

R5S3 Choose from a range of a. Use text format and features (e.g., headings; subheadings; bullets; sidebars;
illustra ons; cap ons; guide words)
b. Apply knowledge of simple text structures (e.g., list; sequence; descrip on) and their
and/or enhance text
signal words (e.g., second; another)
comprehension.
c. Scan for key words/numbers
d. Answer ques ons posed by self or others (e.g., using who, what, where, when, why,
how)
e. Check pronoun referent
f. Make inferences
g. Use simple text markings (e.g., highligh ng; underlining; no ng personal reac ons/
ques ons)
h. Retell/paraphrase/summarize
i. Reread/adjust reading pace
j. Use graphic organizers (e.g., Venn diagrams; bubble maps; cause-eect)
63
Benchmarks
Sub-Benchmarks
Literary Texts
Non-Literary Texts

a. Locate and interpret informa on in simple tables, graphs, and diagrams (e.g., with
cri que stated and implied
one level of informa on on each axis)
informa on and/or ideas in a b. Locate specic informa on in a simple mul -page source (e.g., within a class wiki; in
simple func onal,
an ar cle; within a book with an index)
informa onal, or persuasive
c. Iden fy the topic, stated or clearly implied main idea, and suppor ng details within
text.
a paragraph
d. Draw conclusions about specic details (e.g., stated cause and eect)
e. Evaluate the reliability, accuracy, and suciency of informa on and claims (e.g.,
checking for missing informa on, as in a classied ad; explaining how author uses
fact and opinion; iden fying techniques such as use of fear, bandwagon)
related to the common
structural elements of a
simple literary work.
a. Classify a literary work as a short story, novel, poem, play/script, biography, or

autobiography
b. Describe how an author organizes a poem or play (e.g., how rhyme, rhythm,
capitaliza on, punctua on are used in a poem; how character and prop lists, stage
direc ons, scenes/acts are handled)
c. Describe a character in terms of dominant physical and personality traits, providing
examples from the text
d. Iden fy the se ng and its role
e. Describe the main characters problem and summarize major events
Style
f. Iden fy an obvious (but perhaps implied) theme/message

R5A3 Iden fy, interpret, and a. Explain the purpose of specic examples of an authors use of imagery
appreciate an authors use of b. Iden fy, name, and interpret simple gura ve language (e.g., simile; metaphor;
language and simple literary
hyperbole)
techniques. 5
c. Locate examples of allitera on, repe on, and/or rhyme and explain their eect(s)
Making
Connec ons
d. Explain personal opinion about the authors style

a. Determine the relevance of the ideas/informa on presented in the text to the
characters, events,
reading purpose (e.g., What informa on from this job benets chart is important to
informa on, ideas, or themes
me? What have I learned about why this person was famous?)
b. Agree or disagree with an idea or theme, and explain reasoning
those in other texts and/or in
c. Follow simple mul -step wri en direc ons, integra ng wri en and graphic
informa on (e.g., game direc ons)
reading purpose.
d. Iden fy similari es and/or dierences between characters or between a character
and a real person
e. Compare an idea or theme to one read in a previous text or to own life
f. Combine, compare, and/or contrast informa on presented in dierent simple
sources
1
(h p://www.victoria.ac.nz/lals/resources/academicwordlist/)
64
Level 6 (Advanced ESL/High Intermediate ABE)

Read with Understanding Framework: LEVEL 6 (Advanced ESL/High Intermediate ABE)

Level 6 Descrip on:

(context,
se ngs,
tasks)
Fluency
Range of
Situa ons
66
Tables, graphs, maps, diagrams, poli cal

cartoons, and other visual presenta ons
carrying mul ple levels of informa on/
ideas (e.g., food pyramid; work ow dia-
grams; road maps)
Mul part and/or mul ple pages of con-
nected text with:
everyday or some specialized content
connected paragraphs with common
structures (e.g., cause/eect; com-
pare/contrast)
lengthy sentences, some mes com-
posed of mul ple clauses
mul syllabic words
content-specic terms related to par-
en ng, work, community issues,
health, and/or some academic sub-
jects
In some academic and a range of work,
family, and community contexts/situa ons
Examples
Range of Texts
A range of introductory academic texts,

popular literary texts, and everyday work
and community documents,
including:
Read a variety of books and ar cles about a

health issue to write an ar cle for a class publi-
ca on
Read textbooks and Internet ar cles to prepare
a presenta on on the jus ce system
Read poetry by a favorite author to add to a
personal collec on
Read a popular novel to prepare for a book club
Read a screenplay of a TV show to compare the
wri en and visual versions
Read newspaper editorials on opposing sides of
a subject of interest to clarify and explain a
personal opinion on the subject
Read informa on about a union to decide
whether to join
Read promo onal materials for job-related
products to help decide if replacements or up-
dates are necessary
Read part of a users guide to nd out how to
scan a picture
Read nutri on informa on on a restaurants
website to choose a meal that is low in fat
Read a cell phone manual to set up voice mail
Read print or online ar cles about toddlers to
iden fy strategies to use for a two-year-olds
tantrums
Read various websites to determine the best
mode of transporta on to use for a long trip
In complex and structured reading tasks

Comfortably and with appropriate consid-
era on of the complexi es related to the
task
Level 6 Benchmarks
R6P2 Iden fy, clarify, and/or prepare for the reading purpose.
FLUENT READING (F)
R6F1 Pronounce on sight most words and abbrevia ons found in everyday texts and some terms
related to areas of interest or study.
R6F2 Recognize on sight syllable pa erns/types, root words, and axes in mul -syllabic words.
R6F3 Acquire and apply meanings of most words and phrases found in everyday texts and of small
sets of terms related to a few specialized topics.
R6F4 Accurately read text composed of a variety of complex sentence structures with appropriate
pacing, phrasing, and expression.
R6S2 Use strategies in combina on to pronounce and/or discern the meanings of unfamiliar words
in an everyday text.
R6S3 Choose from a range of strategies and integrate them to monitor and/or enhance text
comprehension.
R6A1 Locate, analyze, and cri que stated and implied informa on and/or ideas in an everyday
func onal, informa onal, or persuasive text.
R6A2 Draw conclusions related to the common structural elements of a literary work.
R6A3 Analyze and evaluate an authors style, a ending to the use of language and specic literary
techniques.
R6A4 Integrate the people/characters, events, informa on, ideas/arguments, or themes presented
in a text with those in other texts and/or with knowledge of the world to address the reading
purpose.
67

Benchmarks
Sub-Benchmarks
Reading
Regularly

outside of class.
a. Read popular novels, biographies, essays, short stories, poetry, and scripts
b. Read everyday func onal texts (e.g., health brochures; poli cal ads)
c. Read forms, tables, graphs, diagrams, and maps (e.g., job applica ons; food pyramid;
work ow diagram; nutri on charts; road maps)
d. Read poli cal cartoons depic ng current people or events
e. Read common informa onal texts (e.g., self-help books; textbooks; books on special
interests)
f. Read ar cles and editorials in popular magazines and local newspapers
Determining
Purpose
g. Read digital texts (e.g., most web pages; electronic encyclopedias)

or prepare for the reading
purpose.
a. Iden fy the intended audience and general purpose of the text type
b. Preview key sec ons of the text (e.g., advanced organizers; headings/sub-headings; rst
c. Make predic ons or ask ques ons based on prior knowledge about text type, literary
genre, topic, and/or reading situa on
d. Iden fy specic purposes for reading (e.g., conrm predic ons; answer ques ons; gath-
er facts/evidence)
e. Select appropriate print and digital text, specifying how the text addresses the readers
goal (e.g., by considering wri ng style, text features and supports, familiarity with
source/ author, appropriateness of text type)
Word
Recogni on

most words and abbrevia-
ons found in everyday
texts and some terms relat-
ed to areas of interest or
study.
a. Pronounce mul -syllabic words

b. Pronounce words common to elds of personal interest or academic study (e.g., devel-
opmental stage; engine block; coastal range)
c. Pronounce abbrevia ons found in everyday texts (e.g., states; pkg.; inc.)
d. Pronounce printed numerals
Word Parts
e. Pronounce some common words from other languages (e.g., si; gracias; Juan, oui)
68

root words, and axes in
a. Recognize syllable pa erns/types

b. Recognize a range of roots (e.g., spect; rupt; port)
c. Recognize a range of prexes and suxes (e.g., semi-; quad-; milli-; -logist; -ician)

Benchmarks
Sub-Benchmarks
Fluency
Word
Meaning

a. Apply appropriate meanings (perhaps out of a set of possible meanings) of academic
words found across a range of texts3
b. Apply meanings of terms related to some specic academic areas or other specialized
texts and of small sets of
topics (e.g., related to pre-GED topics, work, or interests) 4
terms related to a few
c. Interpret common idioms, expressions, and/or colloca ons (e.g., live for the moment;
specialized topics.
crystal clear; face the consequences)
composed of a variety of
complex sentence structures
with appropriate pacing,
a. Use a range of punctua on cues to aid expression (e.g., semicolons; colons)

b. Group words into meaningful phrases (e.g., Despite her past insincerity/ and her
current obsession with his best friend/, he chose to interpret her ac ons /as friendly
and not irty.)
Prior
Knowledge

including cultural
comprehension.
a. Cri que exis ng knowledge (How does this compare with what I knew before?)
b. Apply some academic knowledge related to literature and the social, physical, and life
sciences
c. Apply specialized knowledge related to work, family, and community topics
d. Iden fy and/or manage the eects of the reading situa on on the reading task (e.g.,
May I ask for help? Am I comfortable? What can I change to concentrate be er?
What tools do I have on hand?)

a. Iden fy and blend syllables, roots, prexes, and suxes, applying common
and/or discern the meanings b. Use the pronuncia on informa on in a dic onary or glossary
of unfamiliar words in an
c. Apply meanings of common roots, prexes, and suxes (e.g., spect; bio; port; bene-;
everyday text.
inter-; -ary; -ology)
d. Use context (e.g., embedded clues; knowledge of topic; knowledge of English syntax)
e. Apply knowledge of homographs and homophones (e.g., abuse; conict; principle/
principal)
f. Iden fy and apply the appropriate deni on in a standard dic onary or thesaurus
R6S3 Choose from a range of a. Use text format and features (e.g., table of contents; index; sidebars; topic menus)
strategies and integrate them b. Apply knowledge of common text structures (e.g., descrip on; cause-eect; compareto monitor and/or enhance
contrast; problem-solu on) and their signal words
text comprehension.
c. Scan/skim
d. Answer ques ons posed by self and others (e.g., turning sub-headings into ques ons)
e. Make inferences
f. Mark texts and/or make notes
g. Write a summary to check understanding
h. Select and use an appropriate graphic organizer
i. Discuss with others
69

Benchmarks
Sub-Benchmarks
Non-Literary Texts

R6A1 Locate, analyze,
implied informa on
and/or ideas in an eve-
ryday func onal,
informa onal, or per-
suasive text.
a. Locate and interpret informa on in mul -featured tables, graphs, and diagrams (e.g., a
graph displaying oil spills by country, gallons, and dollars spent on cleanup)
b. Locate specic informa on in a lengthy source (e.g., on the Internet; within a textbook chap-
ter)
c. Interpret poli cal cartoons depic ng current people or events
d. Determine, analyze, and summarize the stated or implied main idea of a paragraph and the
key details/evidence used to develop it
e. Determine, analyze, and summarize an authors clearly-stated central idea and major points
(over mul ple paragraphs/pages)
f. Analyze specic details, including how they are related to each other and/or to the main/
central idea (e.g., implied cause and eect; types and sub-types; problems and solu ons)
Literary Texts
g. Evaluate the reliability, accuracy, and suciency of informa on, claims, or arguments (e.g.,
by inves ga ng the biases of author/publisher/website; dis nguishing between fact and
opinion; recognizing understatement/ overstatements)
R6A2 Draw conclusions a. Classify a literary work as a short story, novel, poem, play/script, biography, autobiography,
related to the common speech, or essay
structural elements of b. Describe the eects of how an author organizes a poem or script (e.g., lack of punctua on
a literary work.
permits the reader to group ideas in a variety of ways)
c. Describe a characters traits and/or mo va on, providing examples
d. Iden fy conicts and determine whether they are external or internal (e.g., person against
group; person against self)
e. Iden fy and name the key components of the plots development (e.g., exposi on; rising
ac on; climax; falling ac on; resolu on)
f. Assess how the point of view from which the account is told aects the readers experience
(e.g., from the main characters perspec ve)
Style
g. Determine a major theme, providing evidence

R6A3 Analyze and eval- a. Locate, name, interpret, and cri que descrip ve and gura ve language (e.g., imagery; met-
uate an authors style,
aphor; hyperbole; personica on)
a ending to the use of b. Explain the intended eects of common literary techniques used within a text (e.g., ash-
language and specic
back; rhetorical ques on)
c. Iden fy the authors tone or the mood of the text, when provided op ons, and support with
evidence
Making
Connec ons
d. Evaluate the eec veness/appeal of the authors style, ci ng specic examples
R6A4 Integrate the

people/characters,
events, informa on,
ideas/arguments, or
themes presented in a
text with those in oth-
er texts and/or with
knowledge of the
world to address the
reading purpose.
a. Determine the relevance of the ideas/informa on presented in the text to the reading pur-
pose (e.g., Which part of this ar cle answers my ques ons? What aspect of this chapter do I
want to discuss in the book club?)
b. Agree or disagree with an idea/argument or theme, and explain reasoning
c. Follow lengthy, mul -step direc ons, integra ng wri en and graphic informa on (e.g., di-
rec ons for solving a type of math problem)
d. Compare and contrast people/characters/events in dierent texts
e. Compare, contrast, and/or cri que ideas and arguments in dierent texts
f. Combine, compare, contrast, and/or cri que informa on from dierent sources
70

2
71
Read with Understanding Framework: LEVEL 7 (Beginning Transi on/Low ASE)

Level 7 Descrip on:

A range of secondary-level academic texts,
well-known literary texts, and work and
community documents, including:
(context,
se ngs,
tasks)
Fluency
Range of
Situa ons
72
for a large workplace; census chart; maps

showing popula on, climate, and natural
resources)
Lengthy and/or complex connected text

with:
specialized or abstract content
common and unique organiza onal
structures
lengthy sentences, typically composed
of mul ple clauses
common academic words
In a range of academic, work, community,

and family contexts/situa ons, including
some novel ones
Examples
Range of Texts
Complex tables, graphs, maps, diagrams,

poli cal cartoons, and other visual
presenta ons (e.g. organiza onal diagram
Read reports, online ar cles, and brochures

about a local geographic landmark to prepare a
poster display of its crea on and signicance
Read a variety of books and online ar cles
about a region or country of the world to pre-
pare a class presenta on
Read a sec on in a math textbook to gure out
how to solve a specic kind of problem
Read essays and ar cles on an immigra on
issue to prepare an editorial for the program
newspaper
Read and analyze a short story to contribute to
a group discussion
Read poetry about certain themes to prepare
ones own poem
Read ar cles on O*Net Online to answer own
ques ons about dierent careers
Read ar cles about job interviewing to develop
a personal list of reminders
Read ingredients, direc ons, and warnings on
over-the-counter medicine labels to choose the
right product for a sick child
Read direc ons about wi- connec ons to add
a computer to an exis ng network
Read informa on about adver sing techniques
to make decisions about purchases
In complex and somewhat structured read-

ing tasks
task
Level 7 Benchmarks
R7P2 Iden fy, clarify, and/or prepare for a complex reading purpose.
FLUENT READING (F)
R7F1 Pronounce on sight words, abbrevia ons, and acronyms found in everyday texts and a range
of terms related to areas of interest or study.
R7F3 Acquire and apply meanings of most words and phrases found in everyday and academic texts,
including terms related to specialized topics.
R7F4 Accurately read text composed of dense or long, complex sentences and paragraphs with
appropriate pacing, phrasing, and expression.
R7S1 Evaluate and/or apply prior knowledge of the content and situa on, including cultural
understanding, to support comprehension.
R7S2 Use strategies easily and in combina on to pronounce and/or discern the meanings of
unfamiliar words found in a complex text.
R7S3 Choose from a range of strategies, including some sophis cated ones, and integrate them to
monitor and/or enhance text comprehension.
R7A1 Locate, analyze and cri que stated and unstated informa on, ideas/ arguments, and/or
themes in a complex func onal, informa onal, or persuasive text.
R7A2 Draw conclusions related to the structural elements of a complex literary work, using literary
terms.
R7A3 Analyze and evaluate an authors style, a ending to the use of language and literary
techniques and to inuences on the wri ng.
R7A4 Integrate the people/characters, events, informa on, ideas/ arguments, themes, or wri ng
styles in lengthy or mul ple complex texts with each other and/or with knowledge of the
world to address a complex reading purpose.
73

Benchmarks
Sub-Benchmarks

outside of class.
a. Read novels, biographies, essays, short stories, poetry, and scripts

b. Read some complex func onal texts/documents (e.g., simple wills; voter eligibility ma-
terials)
Reading
Regularly
c. Read complex forms, tables, graphs, diagrams, and maps (e.g., organiza onal diagram
for a workplace; census charts; climate maps)
e. Read specialized informa onal sources related to math, social studies, science, and
work (e.g., high school level textbooks; training manuals)
f. Read common historical American documents (e.g., The Declara on of Independence;
U.S. Cons tu on; the I Have a Dream speech)
g. Read ar cles and editorials in news magazines and major newspapers
Determining
Purpose
h. Read complex digital texts (e.g., dense web pages/sites; online reports)
or prepare for a complex
reading purpose.
a. Preview key sec ons of the text (e.g., advanced organizers; headings/sub-headings;
rst/last paragraphs; rst/last sentences of paragraphs)
b. Make predic ons or ask ques ons based on prior knowledge about text type, literary
c. Iden fy specic purposes for reading (e.g., answer ques ons; iden fy gaps to study for
test; look for interes ng points to bring up in discussion)
d. Select appropriate print and digital text(s), specifying how the text addresses the read-
ers goal (e.g., by considering wri ng style, text features and supports, familiarity with
source/author, appropriateness of text type)
a. Pronounce mul -syllabic words
Word
Recogni on

acronyms found in every-
day texts and a range of
terms related to areas of
interest or study.
Word
Parts

(See previous levels as needed)
74
b. Pronounce some terms specic to par cular elds of interest/study (e.g., cardiology;
bicameral; peninsula)
c. Pronounce abbrevia ons and acronyms used in specic contexts (e.g., CPA; dept.)
d. Pronounce a range of common words from other languages (e.g., ciao; por favor; Bue-
nos dias)

Benchmarks
Sub-Benchmarks
Fluency
Word
Meaning

a. Apply appropriate and perhaps nuanced meanings of academic words found across a
range of texts3
b. Apply meanings of terms related to academic or work topics (e.g., math, social stud-
and academic texts, including
ies, science, literature, and/or occupa onal terms)4
terms related to specialized
c. Interpret idioms, expressions, and/or colloca ons (e.g., jury is s ll out; in conclusion;
topics.
auspicious occasion)
expression.
Word-Level
Strategies
Prior
Knowledge

prior knowledge of the con-
tent and situa on, including
cultural understanding, to
a. Cri que exis ng knowledge (e.g., The author is saying something dierent from what
I thought was true. Whos right?)
b. Apply a range of academic knowledge related to literature and the social, physical,
and life sciences
d. Iden fy and/or manage the eects of the reading situa on on the reading task (e.g.,
May I ask for help? What can I change to concentrate be er? How long do I have for
this task? What tools may I use?)
R7S2 Use strategies easily

a. Apply meanings of a range of roots, prexes, and suxes (e.g., phil; carn; chron; hy-
and in combina on to pro-
per-; counter-; -ify; -cracy; wise)
nounce and/or discern the
b. Dis nguish between connota ve and denota ve meanings (e.g., a cheap person ver-
meanings of unfamiliar words sus a thri y person)
found in a complex text.
c. Use context
d. Use a college dic onary or thesaurus, iden fying the appropriate deni on and/or
using etymological informa on
R7S3 Choose from a range of a. Use text format and features (e.g., search engines; drop-down menus; indices; ad-
strategies, including some
vanced organizers)
sophis cated ones, and
b. Iden fy how facts/ideas are organized (e.g., by looking for common text structures; by
and/or enhance text
c. Scan/skim
comprehension.
d. Ask and answer higher-order ques ons to guide/assess reading (e.g., Why is the au-
thor telling me this right now? Why did the author choose this word?)
e. Make inferences
f. Break long sentences into phrases and think about their meaning
g. Mark texts and/or make notes
h. Organize notes and/or make own graphic organizer/text map
i. Write a summary to check understanding
75

Benchmarks
Sub-Benchmarks
Non-Literary Texts

R7A1 Locate, analyze
unstated informa on,
ideas/ arguments, and/
or themes in a complex
func onal,
informa onal, or
persuasive text.
a. Locate and interpret informa on in complex tables, graphs, and diagrams

b. Locate specic informa on in a lengthy or dense source (e.g., on the Internet; in a textbook
or training manual)
c. Interpret poli cal cartoons depic ng current or historical people and events
d. Determine, analyze, and summarize the stated and/or implied main idea of a paragraph and
the details/evidence used to develop it
e. Determine, analyze, and summarize the authors central idea and major points (over
mul ple paragraphs/pages)
f. Analyze specic details, including how they are related to each other and/or to the main/
central idea
Literary Texts
g. Evaluate the reliability, accuracy, and suciency of informa on, claims, or arguments (e.g.,
by inves ga ng the biases of author/publisher/website; iden fying techniques such as
manipula on of graphs/visuals, ad hominem a acks, straw man; conrming with another
source)
R7A2 Draw conclusions a. Iden fy and analyze the characteris cs and purposes of major literary forms (e.g., poetry;
related to the structural
short story; drama; biography; autobiography; speeches; essays)
elements of a complex b. Analyze how features/sec ons of a poem or script further the authors purpose
literary work, using
c. Describe a characters traits, mo va on, and development, providing examples
literary terms.
d. Iden fy and describe conicts/moral dilemmas
e. Determine how authors decisions about se ng, plot, and/or point of view contribute to the
authors purpose
Style
f. Determine major themes and how they interact, providing evidence

R7A3 Analyze and
evaluate an authors
style, a ending to the
use of language and
literary techniques and
to inuences on the
wri ng. 5
a. Locate, name, interpret, and cri que the use of descrip ve and gura ve language and
literary techniques (e.g., symbolism; metaphors; foreshadowing)
b. Assess how the authors purpose aected decisions about the type of presenta on to use
(e.g., ar cle vs. editorial; poem vs. story)
c. Iden fy the authors tone or the mood of the text, providing evidence
d. Iden fy examples of the cultural, personal, and/or historical inuences on the wri ng
Making
Connec ons
e. Evaluate the eec veness/appeal of the authors style, ci ng specic examples

R7A4 Integrate the
people/characters,
events, informa on,
ideas/ arguments,
themes, or wri ng
styles in lengthy or
mul ple complex texts
with each other and/or
with knowledge of the
world to address a
complex reading
purpose.
a. Determine the relevance of the ideas/informa on presented in the text to the reading
purpose (e.g., How does this policy apply in this situa on?)
c. Follow complex, mul -step direc ons, integra ng wri en and graphic informa on (e.g.,
science experiment)
d. Compare and contrast people/characters/events in dierent texts
e. Combine, compare, contrast, and/or cri que ideas/ arguments or themes in dierent texts
(e.g., discuss the eect of genre on how the theme of prejudice is developed in a specic
poem vs. a specic essay)
f. Combine, compare, and/or contrast informa on from dierent sources (e.g., for a research
paper)
76

3
Terms are words which are specic to a par cular domain or subject ma er (e.g., peninsula; isotope). Beck et al., (2002) call these words Tier 3 words. They
are also known as technical vocabulary.
This benchmark addresses all types of texts, not just literary. Literary techniques, style, and tone can be discussed with bumper s ckers, ads, gree ng cards, edi-
torials, etc., in addi on to literary works.
77
Read with Understanding Framework: LEVEL 8 (Transi on/High ASE)

Level 8 Descrip on:

A wide range of post-secondary academic
texts, founda onal literary texts, and work
and community documents, including:
Complex tables, graphs, maps, diagrams,
poli cal cartoons, and other visual
presenta ons (e.g., nancial aid tables;
(context,
se ngs,
tasks)
Fluency
Range of
Situa ons
78
Lengthy, dense, abstract, and/or com-

plex connected text with:
specialized or abstract content
complex organiza onal structures
lengthy or packed sentences with
complicated syntax
advanced academic words
In a wide range of academic, work, com-

munity, and family contexts/situa ons,
including novel ones
Examples
Range of Texts
stock market graphs)
Read books and online ar cles about an envi-

ronmental issue to explain the key issues in a
paper
Read primary and secondary sources about a
major world event to prepare a presenta on on
the short-term and long-term eects on the
local people
Read print and online editorials, ar cles, and
reports about a na onal issue to prepare for a
debate
Read an American novel from the 19th century
to prepare a paper about how the novel re-
ects the era in which it was wri en
Read a Shakespearian play to compare it to a
live or movie performance
Read a chapter from a training manual to pre-
pare for a cer ca on test
Read a complex table from the U.S. Bureau of
Labor & Sta s cs to research a par cular occu-
pa on
Read a booklet on workplace medical benets
to choose a plan
Read informa on about nancial aid to decide
whether to apply for loans
Read a dense rental contract to ascertain rights
and responsibili es
In complex and unstructured reading tasks

task
Level 8 Benchmarks
R8P2 Iden fy, clarify, and/or prepare for a complex reading purpose.
FLUENT READING (F)
R8F1 Pronounce on sight words, abbrevia ons, and acronyms found in diverse texts, including a
wide range of terms related to specialized topics.
R8F3 Acquire and apply meanings of most words and phrases found in complex and dense texts,
including a range of terms related to specialized topics.
R8F4 Accurately read text composed of dense or long, complex sentences and paragraphs with
appropriate pacing, phrasing, and expression.
R8S1 Evaluate and/or apply prior knowledge of the content and situa on, including cultural
understanding, to support comprehension.
R8S2 Use strategies easily and in combina on to pronounce and/or discern the meanings of
unfamiliar words found in a complex or dense text.
R8S3 Choose from a range of sophis cated strategies and integrate them to monitor and/or
R8A1 Locate, analyze and cri que stated and unstated informa on, ideas/ arguments, and/or
themes in a complex or dense func onal, informa onal, or persuasive text.
R8A2 Draw conclusions related to the structural elements of a complex, dense, or abstract literary
work, using literary terms.
R8A3 Analyze and evaluate the authors style, a ending to the use of sophis cated language and
literary techniques and to inuences on the wri ng.
R8A4 Integrate the people/characters, events, informa on, ideas/ arguments, themes, or wri ng
styles from mul ple complex or dense texts with each other and/or with knowledge of the
world to address a complex reading purpose.
79

Benchmarks
Sub-Benchmarks

outside of class.
a. Read literary texts from various historical and cultural perspec ves, including founda-
onal American and world literatures
b. Read complex func onal texts/documents (e.g., warran es; contracts)
c. Read complex forms, tables, graphs, diagrams, and maps (e.g., nancial aid table; stock
Reading
Regularly
market charts/graphs)

e. Read specialized informa onal sources related to math, social studies, science, and
work (e.g., college-level textbooks; content-area journals; cer ca on materials)
f. Read historical American documents (e.g., The Federalist; presiden al addresses)
g. Read ar cles and editorials in major magazines and newspapers
Determining
Purpose
h. Read complex digital texts (e.g., complex web sites; online reports)
or prepare for a complex
reading purpose.
a. Preview key sec ons of the text (e.g., advanced organizers; headings/subheadings; rst/last
paragraphs; rst/last sentences of paragraphs)
b. Make predic ons or ask ques ons based on prior knowledge about text type, literary
c. Iden fy specic purpose(s) for reading (e.g., to compare and contrast styles; gather facts/
evidence for a research paper)
d. Select appropriate print and digital text(s), specifying how the text addresses the read-
ers goal (e.g., by considering wri ng style, text features and supports, familiarity with source/
author, appropriateness of text type)
Word
Recogni on

R8F1 Pronounce1 on sight a. Pronounce mul -syllabic words
b. Pronounce many terms specic to par cular elds of interest/study (e.g., humerus; topo-
acronyms found in diverse
graphical)
texts, including a wide
c. Pronounce abbrevia ons and acronyms found in advanced work, community, and aca-
range of terms related to
demic texts (e.g., etc.; ibid.; AWOL)
specialized topics.
Word Parts
d. Pronounce a range of words from other languages (e.g., sayonara; Cest la vie; junta)
80


Benchmarks
Sub-Benchmarks
Word
Meaning

a. Apply appropriate and nuanced meanings of academic words found across a range of
texts3
phrases found in complex and b. Apply meanings of terms and abbrevia ons related to a range of academic or work
dense texts, including a range topics (e.g., math, social studies, science, literature, and/or occupa onal terms; i.e.; a.k.a; QID
of terms related to
for quan ty intake daily) 4
specialized topics.
c. Interpret idioms, expressions, and/or colloca ons (e.g., short circuit; economic downturn;
Fluency
form a hypothesis)

expression.
Prior
Knowledge

prior knowledge of the
content and situa on,
including cultural
comprehension.
a. Cri que exis ng knowledge (e.g., The author is saying something dierent from what I
b. Apply a wide range of academic knowledge related to literature and the social,
d. Imagine applica ons to personal or hypothe cal experiences
e. Iden fy and/or manage the eects of the reading situa on on the reading task (e.g.,
Word-Level
Strategies
What can I change to concentrate be er? How long do I have for this task? What tools may I
use?)
R8S2 Use strategies easily

a. Apply meanings of a range of roots, prexes, and suxes (e.g., frater; domin; magni-;
omni-; -acious; -ulent)
and in combina on to
pronounce and/or discern the b. Dis nguish between connota ve and denota ve meanings (e.g., cri cal as examining
meanings of unfamiliar words carefully versus nega ve input)
found in a complex or dense c. Use context
text.
d. Use a college dic onary or thesaurus, iden fying the appropriate deni on and/or
using etymological informa on
R8S3 Choose from a range of a. Use text format and features (e.g., search engines; drop-down menus; indices; advanced
organizers)
sophis cated strategies and
b. Iden fy how facts/ideas are organized (e.g., by looking for common text structures; by
and/or enhance text
comprehension.
c. Scan/skim
d. Ask and answer higher-order ques ons to guide/assess reading (How is this dierent
from what I read somewhere else? Can I think of an example of how to use this informa on?)
e. Make inferences
f. Break long sentences into phrases and think about their meaning
g. Mark texts and/or make notes
h. Organize notes and/or make own graphic organizer/text map
i. Write a summary to check understanding
k. Research other interpreta ons (e.g., literary analysis)
81

Benchmarks
Sub-Benchmarks
Non-Literary Texts

informa on, ideas/
arguments, and/or themes
in a complex or dense
persuasive text.
a. Locate and interpret informa on in complex tables, graphs, and diagrams

b. Locate specic informa on in a lengthy or dense source (e.g., on the Internet; in a
college catalog; in a contract)
c. Interpret poli cal cartoons depic ng current or historical people and events
d. Determine, analyze, and summarize the stated and/or implied main idea of a
paragraph and the details/evidence used to develop it
e. Determine, analyze, and summarize one or more central ideas (over mul ple
paragraphs/pages) and their major points and connec ons
f. Analyze specic details, including how they are related to each other and/or to a main/
central idea
g. Evaluate the reliability, accuracy, and suciency of informa on, claims, or arguments
(e.g., inves ga ng the source and associated biases; iden fying fallacious arguments;
conrming with another source)
Literary Texts
h. Interpret source and clarifying informa on provided in embedded cita ons, footnotes,
and endnotes (e.g., APA /MLA style)
related to the structural
elements of a complex,
dense, or abstract literary
work, using literary terms.
a. Iden fy and analyze the characteris cs and purposes of various literary forms (e.g.,
sonnet; ballad; ode; tragedy; sa re)
b. Analyze how drama c conven ons support or enhance drama c text (e.g., monologue;
soliloquy; chorus; aside; drama c irony)
c. Iden fy by name major rhythm and rhyme schemes, explaining their eects on the
reader (e.g., iambic pentameter; heroic couplets)
d. Discuss characteriza ons using sophis cated literary terms (e.g., tragic hero;
protagonist; sta c character; round character)
e. Determine how authors decisions about se ng, plot (including conict), and/or point
of view contribute to the authors purpose
f. Determine major and/or universal themes and describe how the author develops and
interrelates them
Style
g. Explain how a literary work reects a theme common in founda onal American
literature (e.g., individualism; the struggle for equality)
R8A3 Analyze and evaluate a. Locate, name, interpret, and cri que the use of descrip ve and gura ve language and
the authors style,
sophis cated literary techniques (e.g., irony; allusions; sarcasm)
a ending to the use of
b. Determine the authors tone or the mood of the text, providing evidence
sophis cated language and
c. Assess how the authors purpose aected decisions about the type of presenta on to
literary techniques and to
use (e.g., ar cle vs. editorial; poem vs. story)
inuences on the wri ng. 5
d. Iden fy the cultural, personal and/or historical inuences on the wri ng, providing
evidence
e. Evaluate the eec veness/appeal of the authors style, ci ng specic examples
82

Benchmarks
Sub-Benchmarks
Making
Connec ons
(Cont.) Strand: Analy cal and Cri cal Reading (A)

characters, events,
informa on, ideas/
arguments, themes, or
wri ng styles from mul ple
complex or dense texts with
each other and/or with
purpose.
a. Determine the relevance of the ideas/informa on presented in the text to the reading
purpose (e.g., What from this resource do I need to include in my research paper?)
c. Follow complex, mul -step direc ons, integra ng wri en and graphic informa on
(e.g., registering for college courses; applying for nancial aid)
d. Discuss how an authors style/typical theme is evidenced in dierent works
e. Combine, compare, and/or contrast styles, ideas/arguments, or themes from dierent
texts
f. Compare and contrast informa on presented in dierent sources, including primary
and secondary sources
Everyday words are words which are common in everyday speech (e.g., walk, man, great). Beck, McKeown, & Kucan (2002) call these words Tier 1, and na veEnglish speakers are likely to learn these through par cipa on in everyday life. Non-na ve English speakers, however, will need to learn these words.
Academic words are words which characterize mature discourse and appear in a wide variety of wri en texts, regardless of the subject ma er (e.g., coincidence,
reform, benet). Beck et al. (2002) call these Tier 2 words. The Academic Word List provides a list of the most common academic words found in English texts
Terms are words which are specic to a par cular domain or subject ma er (e.g., peninsula, isotope). Beck et al., (2002) call these words Tier 3 words. They
are also known as technical vocabulary.
This benchmark addresses all types of texts, not just literary. Literary techniques, style, and tone can be discussed with bumper s ckers, ads, gree ng cards, edi-
torials, etc., in addi on to literary works.
83
Read with Understanding Framework: GLOSSARY
Appendix B: Glossary
Read with Understanding Glossary

Academic Words - words which characterize mature discourse and appear in a wide variety of wri en texts, regardless of the
subject ma er (e.g., assume, benet, coincide).
Academic Word List was developed by Averial Coxhead and provides a list of 570 word families which appear frequently in
academic texts (h p://www.victoria.ac.nz/lals/resources/academicwordlist/) . They are some mes called Tier 2 words (Beck,
McKeown, & Kucan, 2002). (See Tier 2 Words)
Ad Hominem - a persuasive technique in which an opponents character aws or personal failings are addressed instead of the
relevant points of the opponents argument (See Fallacious Argument)
Ax - a prex (e.g., posttest) or sux (e.g., argument)
Allitera on - the repe
on of sounds in nearby words, usually in the ini al consonant posi on (e.g., joking jackals)
Allusions - a brief reference to a well-known person, place, item, or event from another literary work or in history
Appropriate Phrasing and Expression - refers to reading sentences and paragraphs in a way that reects understanding of the text
and uses the phrasing and intona on which might occur had the language been oral instead of wri en
Appropriate Pacing - refers to reading connected text at a rate that is compa ble with the reading purpose
Aside - an actors remark that is intended to be heard by the audience but not the other actors
Ballad - a narra ve poem that is meant to be sung (e.g., The Rime of The Ancient Mariner by Samuel Taylor Coleridge)
Bandwagon - a current trend, cause, or movement that a racts a large following
Base Word - an English word to which axes can be added to create related words (e.g., the base word inform can be changed to
informa on, informed, informing, etc.)
Bubble Map - a diagram that shows the rela onships of concepts with connected circles (bubbles)
Character - a person who is responsible for the thoughts and ac ons within a story, poem, or other literature. Characters are
extremely important because they are the medium through which a reader interacts with a piece of literature. Every character has
his or her own personality, which a crea ve author uses to assist in forming the plot of a story or crea ng a mood.
Terms Associated with Characters:
1. antagonist: a character in a story or poem who deceives, frustrates, or works against the main character, or
protagonist, in some way. The antagonist doesnt necessarily have to be a person. It could be death, the devil, an
illness, or any challenge that prevents the main character from living happily ever a er."
2. caricature: a picture or imita on of a persons habits, physical appearance or mannerisms exaggerated in a comic
or absurd way
3. foil: a character who serves as a contrast or a conict to another character
4. hero/heroine: a character whose ac ons are inspiring or noble; o en the main character in a story
5. main characters: the characters who are central to the plot of a story; main characters are usually dynamic and
round.
6. minor characters: a less important character who interacts with the main characters, helping to move the plot
along and providing background for the story. Minor characters are usually sta c and at.
7. protagonist: the main character in a novel, play, story, or poem. He or she may also be referred to as the "hero"
of a work.
*From h p://www.wallkillcsd.k12.ny.us/glt.htm#character , maintained by the Wallkill Central School District.
Character is an element of narra ve structure. (See Text Structures)
Characteriza on - all of the techniques that writers use to create characters, including describing their appearance, using their
ac ons, sharing their thoughts, and describing how others react to them
Terms Associated with Characteriza on:
1. character trait: a characters personality; a trait is not a physical descrip on of a character.
87

2. direct characteriza on: the author directly states a characters traits or makes direct comments about a characters
nature
3. dynamic character: a character who changes throughout the course of the story
4. at character: a character about whom li le informa on is provided
5. indirect characteriza on: the author does not directly state a characters traits; instead the reader draws conclusions
and discovers a characters traits based upon clues provided by the author.
6. round character: a character who is fully described by the author (several character traits, background informa on,
etc.)
7. sta c character: a character who does not change or who changes very li le in the course of a story
*Adapted from h p://www.wallkillcsd.k12.ny.us/glt.htm#character , maintained by the Wallkill Central School District.
Chorus - a group of people in a play or performance who recite together

Climax - a major turning point in a plot or drama c ac on
Closed Syllable - a syllable that has a consonant sound a er the vowel, usually resul ng in a short vowel sound (e.g., cap - tain,
lem - on)
Cognates - words from dierent languages with similar spelling or pronuncia on, historically derived from the same root (e.g.,
bruder means brother in German, and telfono means telephone in Spanish)
Colloca on - two or more words that are very frequently used together. For example, some words that collocate well with work
are full- me work, work area, work smoothly, and challenging work. Colloca ons are important in ESOL because they help to
explain why some learner language is gramma cally correct, yet the u erance seems strange. For example, in North America,
teeth collocates with brush, as in I am going to brush my teeth, whereas I am going to clean my teeth is a gramma cally
correct and comprehensible sentence but seems awkward and is something a na ve speaker would not ordinarily say.
Common Text - words or print occurring or appearing frequently in everyday life
Complex Sentence - a group of words forming a complete unit of thought and containing one or more independent clauses and
one or more dependent clauses (e.g., He goes to the den st when he has a toothache.)
Complex Task - a reading task which requires mul ple steps to accomplish
Complex Text - lengthy text comprising intricate arguments/explana ons and/or sophis cated literary techniques, high-level
vocabulary, and complex sentence structures
Component of the Standard - one aspect of the problem-solving process described by the Learning Standard for a skill area.
Components are presented as bulleted items in the Learning Standard but are integrated when applied to a meaningful task.
Compound Sentence - a group of words forming a complete unit of thought and made up of two clauses joined by a comma and a
coordina ng conjunc on (e.g., and, but, so) or by a semicolon (e.g., She likes to take the subway, but she doesnt like to take the
bus. She likes to take the subway; she doesnt like to take the bus.)
Compound Word - a word made up of two or more words (e.g., whiteboard, campground)
Conict - the tension or problem in the story; a struggle between opposing forces
Terms Associated With Conict:
1. central conict: the dominant or most important conict in the story
2. external conict: the problem or struggle that exists between the main character and an outside force (e.g., person vs.
person, person vs. society, person vs. nature, person vs. the supernatural, person vs. technology, etc.)
3. internal conict: the problem or struggle that takes place in the main characters mind (person vs. self)
Connected Text - text presented in sentences or paragraphs (as opposed to individual words)
Consonant Blends - a combina on of two or more consonants which, when spoken, results in a blending of both sounds (e.g.,
blast, praise)
Consonant Digraph - a pair of le ers which results in one sound (e.g., phone, ship, chair)
88

Decode - to say a word by a aching sounds to le ers and groups of le ers
Dense Text - text that may be short in length but contains high-level vocabulary and complicated or abstract ideas, explana ons, or
literary techniques
Dependent Clause - a group of words containing a subject and verb but not able to stand alone as a complete sentence (e.g., He
goes to the den st when he has a toothache.)
Digital Text - text which appears on electronic devices (such as, computers screens, cell phones, Kindles, ipads, scanning devices).
Digital texts include emails, webpages, text messages, etc.
Diphthong - a single vowel phoneme resembling a glide from one sound to another (e.g., /oi/ in noise; /ou/ in sound)
Discon nuous Text - text composed of individual words or phrases (e.g., forms; labels; charts; signs; etc.)
Dolch List - a list of the 220 most common words (excluding nouns) found in print. Most of the words are phone cally irregular
and are typically learned as sight words. The list (h p://www.ni.gov/readingproles/PF_Basic_Words.htm) was compiled by Edward
William Dolch in 1936.
Drama c Conven ons - the set of expecta ons which both author and reader/viewer reference when engaged with a play or other
kind of script (TV, movie). For instance, it is understood that when an actor performs a soliloquy upstage, the other characters on
the stage cannot hear him. Similar understandings exist around monologues, the use of a chorus, etc.
Drama c Irony - when words or ac ons in a story or play mean something dierent to the characters than they do to the reader or
viewer, who is privy to knowledge the characters dont have
Dynamic Character (see Character)
Environmental Print - print found in the adults daily environment, usually consis ng of individual words or phrases found on signs,
labels, etc. (See Everyday Text)
Etymology - the abbreviated history of how a word developed, o en found in collegiate dic onaries
Everyday Text - text which adults are likely to encounter in their roles as family members, workers, and community
members. These include such things as local newspapers, magazines, forms, and le ers. Environmental print is a subset of
everyday text.
Everyday Words - words which are common to everyday speech (e.g., walk, man, great). Beck, McKeown, & Kucan (2002) call
these Tier 1 words, and na ve-English speakers are likely to learn these through par cipa on in everyday life. Non-na ve English
speakers, however, will need to learn these words. (See Tier 1 Words)
Exposi on (see Plot)
Fallacious Argument - an inten onally false or misleading a empt to convince or persuade, o en using emo onal triggers
disguised as logic (e.g., overstatements; understatements; misleading statements; ad hominem a acks; manipula on of graphs/
visuals)
Falling Ac on (see Plot)
Figura ve Language - any use of language in which the intended meaning is dierent from the literal meaning (e.g., simile;
metaphor; personica on)
Fluency (as a Benchmark, based on reading instruc on research) - reading connected text accurately and with appropriate rate,
phrasing, and expression
Fluency (as a Level Descrip on, based on cogni ve science research) - one of the dimensions that denes expert performance;
refers to an individuals eort, comfort, and accuracy in using and integra ng the components of the Learning Standard to
accomplish a meaningful task
Foreshadowing - subtle hints earlier in a literary work about how a plot will develop
Founda onal - an inten onally broad term used to refer to works of literature which are well-known, central to, and/or
representa ve of a cultures literary history
89

Func onal Text - a text that includes everyday informa on which helps adult learners func on in day-to-day life (e.g., forms; ads;
labels; recipes; yers; brochures; wills; warran es)
Genre - a category/classica on of literature (e.g. c on; poetry; drama)
Graphic Organizers - a diagram used to visually display the rela onship of ideas (e.g., Venn diagram; bubble map)
Haiku - a three-line poem with ve syllables in the rst and last lines and seven syllables in the second
Heroic Couplet - a pair of rhymed lines of iambic pentameter (See Iambic Pentameter)
High-Frequency Words - words that occur o en in a wide variety of wri en texts
Homographs - words which have the same spelling but dierent pronuncia on and meanings (e.g., wind as in weather vs. wind as
in wind a clock; bow as in bow and arrow vs. bow as in take a bow a er a performance)
Homophones - words that have dierent spellings and meanings but are pronounced the same (e.g., night and knight)
Hyperbole - extreme exaggera on or overstatement typically used for emphasis or drama c descrip on
Iambic Pentameter - a common meter (rhythm) in poetry where a line consists of 5 feet (A foot is an unstressed syllable
followed by a stressed one.)
Idiom - a phrase or expression that means something dierent from what the words literally say (e.g., over his head means
doesnt understand)
Imagery - language which appeals to the ve senses: sight, hearing, touch, smell, taste
Implied - capable of being understood although unexpressed; underlying meaning that is suggested without being stated or
expressed
Independent Clause - a group of words having a subject and verb and able to stand alone as a complete sentence (e.g., This
sentence has two independent clauses: The two men ed the scene, and they hid in the next small town.)
Inference - the ac vity of drawing a conclusion that is implied but not explicit in what is wri en
Informa onal Text - text that readers use to gain/remember informa on, understand ideas, or deepen knowledge; these may be
personal (grocery lists, addresses) or public (editorials, dic onaries, biographies)
Intona on - the melody or pitch contour of speech
Irony - the use of words to convey a meaning that is the opposite of their literal meaning, o en with humorous inten on
Language 1 (L1) - a persons rst or home language
Language 2 (L2) - a persons second or addi onal language
Literary Techniques - tools used by authors to produce a specic eect on the reader. Examples include imagery, gura ve
language, allitera on, repe on, ashback, foreshadowing. Literary techniques can be discussed when referencing bumper
s ckers, adver sements, gree ng cards, editorials, etc., in addi on to short stories, poems, plays, essays, and speeches.
Literary Text - short stories, novels, poetry, drama, essays
Meter - the repea ng pa ern of stressed and unstressed syllables used in a poem and some plays (See Rhythm)
Monologue - a discourse, poem, or drama c part by a single speaker
Mood - the prevailing feeling, or emo onal atmosphere, of a literary work (or sec on of a literary work). The choice of se ng and
how people and ac ons are described contribute to how an author develops a specic mood.
Morphology - the study of the structure and content of word forms
Mul part Text - text that is divided into chapters or sec ons
Narra ve - telling a story
90

Ode - a lyric poem of exalted and dignied style dedicated to or wri en in honor of someone or something
Open Syllable - a syllable that is not closed by a consonant, usually resul ng in a long vowel sound (e.g., pa - per)
Oral Vocabulary - the meanings of words one is able to access when the words are spoken or heard (as opposed to being seen in
print). It is important to build oral vocabularies so that when a reader encounters the words in print, s/he will know how to
pronounce the words and what they mean.
Paraphrase - to restate a given text, using ones own words. Paraphrasing is dis nct from summarizing in that, with paraphrasing,
the emphasis is not on dieren a ng between major and minor ideas/events but simply on using dierent words to cover the
same material.
Pa erned Sentences - sentences which all begin or end in the same way and are completed by the learner. For instance, for the
pa erned sentence I like ________., a learner might write:
I like school.
I like cake.
For the pa erned sentence I see ____., a learner might insert family members names.
I see Ling.
I see Chen.
The learner then reads the sentences over, thereby prac cing both high-frequency sight words, personally-relevant words, and
how connected English sounds.
Personal Text - text that was wri en by the reader for personal use (e.g., grocery lists; personal le ers; e-mails)
Personally-Relevant Words - words that are important to a specic individual (e.g., names of family members; words in addresses;
names of important streets; words related to special interests)
Personica on - human quali es a ributed to an object, quality, etc. (e.g., the lonely room)
Persuasive Techniques - tools an author uses to convince a reader about a viewpoint or course of ac on (e.g., suppor ng with
facts; emo onal appeals; using logic; using humor; addressing pros and cons; providing visuals; celebrity tes monials). Some
techniques are purposefully misleading and are called fallacious arguments (e.g., bandwagon technique; using scien c language;
manipula ng graphs/visuals; oversta ng/understa ng; etc.).
Persuasive Text - text in which an author a empts to convince a reader about a viewpoint or course of ac on (e.g., ads; bumper
s ckers; candidate speeches; editorials)
Phoneme - the smallest unit of sound in a language (e.g., /cat/ has three phonemes- /c/, /a/, /t/; /sh/ also has three - /f/, /i/, /sh/)
Phonemic Awareness - the ability to hear, iden fy, and manipulate the smallest units of sound (See Phoneme)
Plot - the sequence of related events that make up a story
Terms Associated with Plot:
1. exposi on: introduces the characters and the conicts they face
2. inci ng incident: occurs a er the exposi on and introduces the central conict within the story
3. rising ac on: following the introduc on of the central conict, complica ons arise as the characters struggle with the
conict
4. climax: the turning point, point of maximum interest, and highest tension in the plot of a story, play, or lm. The climax
usually occurs towards the end of story a er the reader has understood the conict and become emo onally involved with
the characters. At the climax, the conict is resolved, and the outcome of the plot becomes clear.

5. falling ac on: the end of the central conict in a story, when the ac on starts to wind down
6. resolu on or denouement: occurs a er the climax and is where conicts are resolved and loose ends are ed up
7. subplot: an addi onal minor plot that involves a secondary conict in the story; the subplot may or may not aect the
main plot.
91

Plot is an element of narra ve structure. (See Text Structures)
Point of View - perspec ve from which a story is told. Understanding the point of view used in a work is cri cal to understanding
literature; it serves as the instrument to relay the events of a story, and in some instances the feelings and mo ves of the
character(s).
Terms Associated with Point of View:
1. rst person point of view: the person telling the story is one of the characters in the story. It is the I point of
view. It is the most limited among the types because the narrator can only state what he or she sees, feels, and
hears. He or she cannot go into the minds of the other characters.
2. second person point of view: refers to the use of you in explana ons or arguments. It is not frequently used, but is
appropriate in certain circumstances. Most second person points of view occur within instruc ons that are meant to
be followed.
3. third person limited or third person objec ve: the person telling the story is not one of the characters in the story. He
or she is an outside observer. The reader can only know what one character learns through interac on with other
characters or through overheard conversa ons. The narrator cannot supply the thoughts or feelings of other
characters in the story.

4. third person omniscient: the narrator is not a character in the story, but the events in the story are seen through the
eyes of more than one of the characters. The narrator is considered to be all knowing and cannot only see and hear
everything that is happening to all characters in the story, but can also enter their minds and tell the reader what each
is thinking and feeling. This is the least limited point of view because the narrator has knowledge of all the
characters.

Point of View is an element of narra ve structure. (See Text Structures)

Popular Literature - modern texts such as novels, collec ons of poetry and short stories, self-help books, etc., which are targeted
for the general popula on. These are o en wri en between the seventh- and eighth-grade levels.
Predictable Text - texts such as labels, calendars, and certain forms that have a limited set of op ons for what one can expect to
nd on them. Predictable text can also refer to stories or poems which repeat the same phrase or sentence structure (e.g., as in the
childrens books Brown Bear, Brown Bear and Goodnight Moon)
Prex - a le er or group of le ers that can be added to the beginning of roots or base words to form a related word (e.g., unhappy)
Prior Knowledge - all that a person knows related to the reading task at hand, including general knowledge of the world, specic
knowledge related to the topic and the terms used, and knowledge of how the language works
Pronoun Referent - the noun which a pronoun replaces
Protagonist (see Character)
Purpose - Purpose is treated in three ways in this document:
Authors Purpose - the reason the author has for wri ng a par cular text; may contain both a general purpose (inform,
persuade, etc.) and a specic purpose (convince readers to start a community recycling program)
Readers Purpose - the reason the reader has for reading a par cular text; may involve both a general purpose (to get
informa on, to be entertained) and a specic purpose (to learn how to prepare for an interview)
Text Purpose - generally recognized purpose of a par cular type of text (gather informa on, share personal informa on, make a
sale, etc.)
R-Controlled Vowels - vowels which are aected by being followed by the le er r (e.g., car, fur)
Recognize - refers to on sight recogni on of le ers, le er combina ons, and pa erns that carry par cular sound-symbol
rela onships
Resolu on (see Plot)
92

Retell - to tell again or in another form. During a retelling, the emphasis is not on whether or not the reader uses his/her own
words, as it is with paraphrasing. The purpose of retelling is solely to recall informa on or events.
Rhyme Scheme - the pa ern of rhyming used in a poem. The rhyme scheme is described by matching lowercase le ers to show
which lines rhyme. The le er "a" notes the rst line and all other lines rhyming with the rst line. The rst line that does not rhyme
with the rst, or "a" line, is noted by the le er "b," which is also given to all lines that rhyme with b. Each line is similarly noted
with le ers of the alphabet. If a poem uses the same rhyme scheme with each stanza (e.g., a-b-a-bwhere the rst and third lines
rhyme and the second and fourth lines rhyme), then the en re poem is said to use the a-b-a-b rhyme scheme. The rhyme scheme
may follow a xed pa ern (as in a sonnet) or may be arranged freely according to the poet's requirements.
Rhythm Scheme - the pa ern of stressed and unstressed syllables within a poem or play; also called meter (See Meter)
Rising Ac on (see Plot)
Root - the principal meaning element of a word (e.g., rupt, spect, port) which indicates its origin (e.g., La n, Greek, Cel c, etc.)
Sarcasm - a form of irony that is bi er and cu ng
Sa re - a literary technique or complete text in which ideas or customs are ridiculed or scorned, usually through irony, caricature,
and/or wit
Scan - to glance over quickly for specic informa on
Se ng - the me and place in which a story occurs. Part of narra ve structure, se ng includes the physical, historical, and cultural
details of the background, atmosphere, or environment inhabited by the characters. (See Text Structures)
Signal Words - words or phrases that help the reader key into the organiza on pa ern the author is using (e.g., rst, next, nally,
on the other hand)
Simile - gure of speech using like or as to make explicit comparisons of a feeling or object with another unlike it
Simple Sentence - a group of words conveying one idea and including only one clause (e.g., My elderly neighbor went to the store
on Saturday.)
Simple Task - a reading task which requires a limited number of steps to accomplish
Simple Text - text that is comprised of high-frequency or everyday words and short, uncomplicated sentence structures
Simplied Text - text that is specically wri en for beginning readers without diminishing meaning
Skim - to read quickly, skipping some detail, in order to get a sense of the topic and organiza on of a text
Soliloquy - a drama c conven on in which a character conveys his thoughts to himself and to the audience but not to other actors
on the stage
Sonnet - a poem usually consis ng of 14 lines arranged according to a prescribed rhyme scheme. There are two main styles of
sonnet, the Italian sonnet and the English sonnet.
1. The Italian or Petrarchan Sonnet is usually wri en in iambic pentameter. It consists rst of an octave, or eight lines,
which asks a ques on or states a problem or proposi on and follows the rhyme scheme a-b-b-a, a-b-b-a. The sestet, or
last six lines, oers an answer, or a resolu on to the proposed problem, and follows the rhyme scheme c-d-e-c-d-e.
2. In the English or Shakespearean Sonnet the octave and sestet were replaced by three quatrains, each having its own
independent rhyme scheme typically rhyming every other line, and ending with a rhymed couplet. Instead of the
Italianic break between the octave and the sestet, the break comes between the twel h and thirteenth lines. The
ending couplet is o en the main thought change of the poem. It follows the rhyme scheme a-b-a-b, c-d-c-d, e-f-e-f, g-g.
Sophis cated Strategies - a complex comprehension plan or method that requires systema c steps, original thinking, and/or
integra on of several methods at once
Sta c Character (see Character)
Strand - a grouping of Benchmarks related to a common skill or strategy area
93

Strategy - (in this document) a mental or physical ac vity inten onally applied to support comprehension (e.g., using syllabica on
rules to iden fy a word; using a graphic organizer as a tool to iden fy the main idea)
Straw Man - a persuasive technique in which the opponents argument is misrepresented (i.e., put forth as a straw man) and
then rebu ed (See Fallacious Argument)
Structured Task - a reading task which involves using a predictable or prescribed order of steps to achieve the reading purpose
Style - the way in which an author uses language and literary techniques to set a tone or evoke a mood
Sux - a le er or group of le ers that can be added to the end of a root or base word to form a related word; the sux o en
changes the part of speech (e.g., -less added to the verb help creates the word helpless, an adjec ve)
Summary - a shortened version of a text which succinctly covers key points or events discussed in the original text. A summary is
dis nct from a retelling (where the words can be the same as in the original text) and a paraphrasing (where the reader uses his/
her own words) in that the emphasis is on conveying key informa on only. Dis nguishing among dierent levels of ideas is o en an
element of summarizing.
Syllabica on/Syllabica on Rules - guidelines for dividing words into syllables. The purpose of helping developing readers to
divide words into syllables is because they can then iden fy the syllable types and gain clues as to how to pronounce the word.
These syllabica on rules are useful to teach: 1) divide between compound words, 2) divide before the consonant when a word
ends in consonant-le (/Cle), 3) divide between two consonants that appear in the middle of a word (VC/CV), 4) divide either
between the vowel and the consonant (V/CV) in the middle of the word (to give the vowel a long sound) or a er the consonant
(VC/V) (to give the vowel a short sound), 5) divide between a prex or sux and the root/base word.
Syllable Pa erns - common arrangements of vowels (V) and consonants (C) within syllables. These include: the consonant-vowelconsonant pa ern (CVC), the vowel-consonant-e pa ern (VCe), the consonant-vowel pa ern (CV), the consonant-le pa ern (C-le),
and the vowel-r pa ern (Vr). Syllable pa erns may also refer to word pa erns/families (e.g., -at, -et, -in) when they appear in
mul syllabic words. (See Syllable Types)
Syllable Types - names give to syllables, usually based on how their vowels and consonants are arranged. Knowledge of syllable
types is useful to developing readers because, once they divide a word into syllables, they then have clues about how to pronounce
a word. Common syllable types include: closed syllable (cat-tle), open syllable (ba-con), vowel-consonant-e (lo-cate), vowel
digraph/diphthong (dread-ful; em-broil), r-controlled (fer-vent), and consonant -le (cra-dle).
Symbolism - the use of symbols to give a literary work a message greater than its literal meaning
Syntax - the ordering of words in a sentence
Terms - words which are specic to a par cular domain or subject ma er (e.g., peninsula, isotope). (See Tier 3 words)
Text Features/Format - visible organiza onal aids, including such things as the preface, table of contents, index, glossary,
introductory statements, headings, bold print, illustra ons, sidebars, etc.
Text Structures - pa erns used by authors to organize ideas or informa on. Common expository structures include sequence,
descrip on, cause and eect, compare/contrast, problem-solu on, etc. Narra ve structure refers to the typical elements of a
story: characters, se ng, plot, point of view, and theme.
Text Type - a category of text wri en for a widely-accepted purpose(s) and structured in a predictable way (e.g., forms; ads; le ers;
brochures; yers; newspapers; magazines; novels; poems; plays; short stories; textbooks; journals; reports; contracts; etc.)
Theme - a principal message or idea about life or human nature developed in a literary work. The author draws upon and
intertwines the characters, plot, se ng, and point of view in order to help the reader discover and more fully experience the
theme as the text progresses. Theme is an element of narra ve structure. (See Text Structures)
Tier 1 - a term introduced by Beck, McKeown, & Kucan (2002) to describe words which are common to everyday speech (e.g., walk,
man, great) (See Everyday Words)
Tier 2 - a term introduced by Beck, McKeown, & Kucan (2002) to describe words which characterize mature discourse and appear
in a wide variety of wri en texts, regardless of the subject ma er (e.g., coincidence, reform, benet) (See Academic words)
Tier 3 - a term introduced by Beck, McKeown, & Kucan (2002) to describe words which are specic to a par cular domain or
subject ma er (e.g., peninsula, isotope) (See Terms)
94

Tone - the a tude an author seems towards the subject of the wri ng (e.g., pessimis c; earnest; bi er; joyful)
Tragedy - drama with an unhappy ending
Tragic Hero - the main character in a tragedy who makes an error in judgment which leads to his or her downfall
Unstructured Task - a reading task which can be accomplished through a wide variety of approaches
Venn Diagram - a graphic organizer that is used to compare two things (characters, ideas, etc.). To create a Venn diagram, two
overlapping circles are drawn. One circle contains what is unique about the rst thing, and the second circle contains what is
unique about the second thing. The overlapping sec on, in the middle, lists what both things have in common.
Vowel Digraph - two vowels which form one sound (e.g., cook; bread)
Vowel Team - two vowels that form either a vowel digraph or a diphthong. (See Vowel Digraph and Diphthong)
Word Recogni on - the ability to read and call (pronounce) a word rapidly and eortlessly, or on sight. Skilled readers can
quickly pronounce most words encountered while reading, enabling them to access meanings associated with any of those words
they have in their oral vocabularies.
95
Read with Understanding Framework: TEST CORRESPONDENCE CHART
Appendix C:
Test Correspondence Chart
Read with Understanding Framework: TEST CORRESPONDENCE CHART
Appendix C:
Correspondence between RWU Framework Levels
and Standardized Test Scores
The National Reporting System provides the following correspondences between standardized test scores and
ABS instructional levels. Over the next 24 months, CCWD, through the Learning Standards Project, will gather
data to evaluate the accuracy of these correspondences.
Oregon Read with Understanding Levels
CASAS Scores for Reading
1
180 and below
2
Low Beginning ESL
181-190
3
High Beginning ESL
191-200 (ESL)
200 and below (ABE)
4
Low Intermediate ESL
Beginning ABE
201-210
5
High Intermediate ESL
211-220
6
Advanced ESL
221-235
7
Beginning Transi ons
Low ASE
236-245
8
Transi on
High ASE
246+
For informa on about the NRS Levels, go to:

h p://www.nrsweb.org/founda ons/implementa on_guidelines.aspx
Read with Understanding Framework: Acknowledgements

ACKNOWLEDGEMENTS
The Oregon Department of Community Colleges and Workforce Development (CCWD) wishes to acknowledge
the people who have contributed to the Oregon Adult Basic Skills Learning Standards Project. Their dedica on,
exper se, and excellent work in developing the Oregon Adult Basic Skills Learning Standards are deeply appre-
ciated.
Project Coordinator and Reading Standard Facilitator
Amy R. Trawick Center for Literacy Studies, University of Tennessee
Listening and Speaking Standards Facilitator
Andy Nash
Center for Literacy Studies, University of Tennessee
New England Literacy Resource Center/World Educa on
Math Standard Facilitator
Donna Curry Center for Literacy Studies, University of Tennessee
Steering Commi ee* and Task Force Members
Hannah Abraham-Shea - Consultant
Mary Jane Bagwell* - State Project Lead and Reading Liaison, CCWD
Donna Ball - Mt Hood Community College
Sarah Barre * - Portland Community College
Blair Brawley* - Central Oregon Community College
Jane Briggs - Southwestern Community College
Pam Carpenter* - Oregon Coast Community College
Dan Claussen - Portland Community College
Susan Cowles - Consultant
Linda Daugherty* - Portland Community College
Gary Fallow* - Chemeketa Community College
Susan Fish* - State Math Liaison, OPDS, Oregon State University
Tracy Henninger-Willey* - Lane Community College
Cathy Lindsley* - Lane Community College
Doreen Ma eson - Eastern Oregon Correc onal Ins tu on
Sharone McCann* - Blue Mountain Community College
Jenni Newby* - State Listening and Speaking Liaison, CCWD
Melissa Po er* - Central Oregon Community College
Linnell Rantapaa* - Oregon Dept. of Correc ons
Brilynn Reed - Eastern Oregon Correc onal Ins tu on
Wanda Sherman* - Rogue Community College
Meg Turner - Mt. Hood Community College
Document Produc on and Design
Tracy Henninger-Willey - Lane Community College
Document Edi ng
Gary Fallow - Chemeketa Community College
Logis cal Support

Lydia Perry and Ann Gannon - Oregon Professional Development System, Oregon State University
The Oregon Adult Basic Skills Learning Standards drew substan ally from the Washington State Adult Learning Stand-
ards, the Rhode Island Adult Educa on Content Standards, the Arizona Adult Educa on Standards, the Massachuse s
ABE Mathema cs Curriculum Framework, the EFF Read With Understanding and Use Math to Solve Problems and Com-
municate Curriculum Frameworks, and the EFF dra documents of the Speak So Others Can Understand Curriculum
Framework and the Listen Ac vely Performance Con nuum.
100
Read with Understanding Framework: Acknowledgements
Learning Standards Pilot Participants

Blue Mountain Community College
Sharone McCann
Central Oregon Community College
Blair Brawley
Christy Frandsen-Oiz
Debbie Hagan
Melissa Po er
Cynthia Viles
Chemeketa Community College
Sally Beck
Michaele Brandon
Jannie Crossler-Laird
Gary Fallow
Tom McCarey
Marylin Prothero
Bryan Rollins
John Whitney
Monica Willis
Clackamas Community College
Eric Faucher
Steve Long
Columbia Gorge Community College
Julie Belmore
Lynn Lewis
Dave Mason
Department of Correc ons
Linnell Rantapaa
Eastern Oregon Correc onal Ins tu on
Doreen Ma eson
Janet Narum
Jeannine Youncs
Klamath Adult Learning Center
Cecile Enright
Brian Kay
Ron McNamara
Pat Oelkers
Beverly Presco
Deb Runnels
Lane Community College
Chris ne Gru a
Tracy Henninger-Willey
Norman Johnson
Susan Starr
Jacqui Whisler
Cybele Higgins
Pa Jackson
Cathy Lindsley
Ann Walker
Mt Hood Community College

Donna Ball
Sue Byers
Marc Goldberg
Susan Kuhn
Meg Turner
Kris ne Wood
Oregon Coast Community College
Pam Carpenter
Will Quillian
Portland Community College
Sarah Barre
Dan Claussen
Linda Daugherty
Nancy Jarrell
Paul Kaady
Julie Kopet
Sue Moser
Karen Sanders
Rogue Community College
Kiersta Fricke-Gostnell
Chris ne McCarey
Kathleen Salinas
Wanda Sherman
Gretchen Hamilton
Maya Moore
Lori Savage
Snake River Correc onal Ins tu on

Eddie Alves
Carol Fitzgerald
Garth Johnson
Jim Schmid
Southwestern Community College
Jane Briggs
Anthony Collins
Jeannie Johnson
Anna Lugo-Ferrin
Bonnie Maxwell
Treasure Valley Community College
Suzanne Bolyard
Mona Cur s
Jayne Forwood
Linda McDowell
Connie Panike
Michael Tyner
Jon Woo on
Umpqua Community College
Marie Gambill
Sally Honse
Trisha Pedersen
Team Leader or Co-Leader
Expert Review Panel

Erik Jacobson - Literacy Educa on, Montclair State University, Montclair, NJ
Miriam Kroeger - Arizona Department of Educa on/Adult Educa on, Phoenix, AZ
Vena Long - Mathema cs Educa on, University of Tennessee, Knoxville, TN
William R. Muth -Adult and Adolescent Literacy, Virginia Commonwealth University, Richmond, VA
Betsy Parrish - TEFL/Adult ESL Cer ca on, School of Educa on, Hamline University, St. Paul, MN
Mary Jane Schmi - Adult Numeracy Projects, TERC, Cambridge, MA
Heide Spruck Wrigley - Literacywork Interna onal, Las Cruces, NM
101

RWU Framework

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Read with Understanding

OREGON ADULT BASIC SKILLS

Elements of the Framework

Level Descrip ons (Cross-Level Matrix) ..... 10

Benchmarks/Sub-Benchmarks (Cross-Level Matrix) .... 14

Appendix B Glossary .... 87

Acknowledgements ...... 100

Read with Understanding Framework: Introduc on

Introduc on to the Read with Understanding Framework

Vision for the Oregon

The Oregon Adult Basic Skills Learning

Each of Oregons ABS Learning Standards is presented through a

Elements of the Learning Standard Framework

The Read with Understanding (RWU) Framework was developed by

Oregon ABS Read with Understanding Framework, August 2010

A clearly-delineated con nuum of skill

Read with Understanding Framework: Introduc on

Learning Standard: Read with Understanding2

Level Descrip ons

Oregon ABS Read with Understanding Framework, August 2010

Read with Understanding Framework: Introduc on

Read a grocery list and a store ad to make deci-

days on a calendar, personal informa on

Simplied or learner-created connected

Important single words/phrases in visual-

In some familiar contexts/se ngs

Perhaps slowly, displaying some eort but

Oregon ABS Read with Understanding Framework, August 2010

Read with Understanding Framework: Introduc on

Strand: Strategic Reading (S)

a. Apply knowledge related to personal experience and interests

R3S2 Use one or two

Oregon ABS Read with Understanding Framework, August 2010

Read with Understanding Framework: Introduc on

Organiza on of the Document

Oregon ABS Read with Understanding Framework, August 2010

Read with Understanding Framework: Introduc on

Oregon ABS Read with Understanding Framework, August 2010

Read with Understanding Framework: Elements

Elements of the Framework:

Read with Understanding Framework: Learning Standard

Learning Standard: Read with Understanding

Oregon ABS Read with Understanding Framework, August 2010

Read with Understanding Framework: Level Descrip ons

Beginning ESL Literacy

Low Beginning ESL

High Beginning ESL/

Low Intermediate ESL/

In one or two familiar

A range of personal and

Important single words/

Small blocks of simple

Very simple and

Simplied or learnercreated connected texts

Mul ple pages of

In very simple, highly- In simple, highlystructured reading

In some familiar contexts/

In familiar and some

Slowly and with

Perhaps slowly but o en

Oregon ABS Read with Understanding Framework, August 2010

Read with Understanding Framework: Level Descrip ons

High Intermediate ESL/

Beginning Transi on/