Meeting+the+Standards

**“The more you read, the more things you will know. The more that you learn, the more places you'll go.”  **  - Dr. Seuss, "I Can Read With My Eyes Shut!" 

IRA/NCTE Standards for the English Language Arts:
//The purpose of our LPLC is to improve our use of reading strategies across the curriculum. In using common language and common strategies, our students will gain familiarity and ease of use with the skills necessary to be an effective reader and communicator. Some of the links we have included will help the educators become more adept at using the skills themselves, examine the philosophies behind the strategies, or simply develop the common language necessary for effective implementation.//

*** 3.** Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

//Many of our strategies or techniques are available through technological resources such as the Internet,First Class Ed., Nings, Wikis, and downloadable software. We not only use these tools ourselves, but engage the students in the use of these multimedia resources as well.//


 * ◆ 8.** Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

Maine Learning Results:
//As the process of reading is imperative to comprehension in all content areas, we have selected MLR A. Process of Reading under the English Language Arts section. We will use the resources we find to guide our students to better understanding and expression of that understanding, therefore meeting the suggested objectives listed for our grade levels below.//  ✰ **A. PROCESS OF READING** **Students will use the skills and strategies of the reading process to comprehend, interpret, evaluate, and appreciate what they have read.** //Readers apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on prior experience, interactions with others, knowledge of word meaning and knowledge of other texts, word identification strategies, and understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). //
 * MIDDLE GRADES 5-8**
 * 1) Formulate questions to be answered while reading.
 * 2) Reflect on what has been discovered and learned while reading, and formulate additional questions.
 * 3) Identify specific devices an author uses to involve readers.
 * 4) Use specific strategies (e.g., rereading, consultation) to clear up confusing parts of a text.
 * 5) Understand stories and expository texts from the perspective of the social and cultural context in which they were created.
 * 6) Identify accurately both the author's purpose and the author's point of view.
 * 7) Summarize whole texts by selecting and summarizing important and representative passages.
 * 8) Read for a wide variety of purposes (e.g., to gain knowledge, to aid in making decisions, to receive instructions, to follow an argument, to enjoy).
 * 9) Explain orally and defend opinions formed while reading and viewing.
 * 10) Adjust viewing and listening strategies in order to comprehend materials viewed and heard.
 * 11) Generate and evaluate the notes they have taken from course-related reading, listening, and viewing.

The National Educational Technology Standards (NETS*S):
//The resources that we have selected will help teachers to better meet technology standard 3. Using different critical reading strategies developed through the material read, teachers will help students to better// //organize, analyze, evaluate, and synthesize the materials that they are reading across the content areas. Many of these materials are digitally based and require new critical reading skills.// **¤ 3. Research and Information Fluency** Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

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