Bozeman Public Schools
Kindergarten
Students construct meaning as they
comprehend,
interpret, and respond to what they
read.
1. use prior knowledge to
read words.
2. explain that printed
materials provide
Reading
Communication Arts Curriculum
Students apply a range of skills and
strategies to read.
Students set goals, monitor, and evaluate
their progress in reading.
Students select, read, and respond to print
and nonprint material for a variety of purposes.
Students gather, analyze,
synthesize, and evaluate
information from a variety of sources, and
communicate their findings in ways appropriate for their purposes and audiences.
1. blend sounds orally to make words.
2. listen and identify words in a rhyming
pattern.
3. use meaning and picture clues when
reading.
4. recognize how print is organized and
read.
5. hold printed materials in the correct
position.
6. identify book parts: front and back
covers, title, author, illustrator, and title
page.
7. distinguish between letters and words.
8. predict and substitute words in a
rhyming pattern.
9. track words left to right, top to bottom,
and page to page.
10. identify role of author and illustrator.
11. identify upper and lower case letters of
the alphabet.
12. comprehend that letters represent
sounds.
13. identify beginning consonants in
words.
14. recognize rhyming words.
15. read illustrations for meaning.
16. identify words based on initial
consonants and picture clues.
17. predict to decode words.
18. sort words (orally) which have the
same beginning and ending.
Phonemic Awareness
1. Distinguish spoken rhyming
words from non-rhyming words (e.g.,
run, sun versus run, man).
1.
1.
2.
identify common signs and
logos.
identify high frequency words
in modelled daily writing.
organize and obtain necessary
materials.
2. Orally produce rhyming words
in response to spoken words (e.g.,
What rhymes with hat?)
3. Orally produce groups of words
that begin with the same initial
sound (alliteration).
4. Blend two or three spoken syllables to say words.
5. Blend spoken simple onsets and
rimes to form real words (e.g., onset
/c/ and rime /at/ makes cat).
6. Blend spoken phonemes to form
a single syllable word (e.g., /m/.../
a/.../n/...makes man).
7. Identify the initial and final
sounds (not the letter) of a spoken
word.
8. Segment one-syllable words into its
phonemes, using manipulatives to mark each
Sally Richter, Mike Ruyle,
Godfrey Saunders
January 2006
Bozeman Public Schools
First Grade
Reading
Communication Arts Curriculum
Students construct meaning as they
comprehend,
interpret, and respond to what they
read.
Students apply a range of skills and
strategies to read.
1.follow oral and simple
written directions.
2.apply background
knowledge to what is
read.
3.make appropriate
predictions.
4.ask and answer questions
about what is read.
5.identify the theme or
main ideas.
6.retell stories and
events, using beginning,
middle, and end.
7 .preview and set a
purpose for reading.
1.identify letters, words, and sentences.
2.apply phonetic principles to read.
3.use knowledge of the story and topic to
read words.
4.read high frequency words found in
Appendix D.
5.demonstrate fluency.
6.blend sounds to make words.
7.create rhyming words orally.
8.substitute phonemes in words (cat to mat).
9.read with accuracy and self-correct when
necessary.
10.decode words using phonetic
principles.
11.use a variety of strategies to decode
words: context, picture, phonetic, and
prediction.
12.identify words with the patterns found
in Appendix C.
13.use meaning and picture clues when
reading.
14.reread and self-correct.
15.understand that letters represent
sounds.
16.blend sounds together to read words.
17.recognize and generate rhyming words.
Students set goals, monitor, and evaluate
their progress in reading.
Students select, read, and respond to print
and nonprint material for a variety of purposes.
Students gather, analyze,
synthesize, and evaluate
information from a variety of sources, and
communicate their findings in ways appropriate for their purposes and audiences.
1.respond to what is read.
2.choose literature at appropriate
reading level.
3.recognize various genres:
fiction, non-fiction, and poetry.
1.organize andd obtain materials.
Sally Richter, Mike Ruyle,
Godfrey Saunders
January 2006
Bozeman Public Schools
Students construct meaning as they
comprehend,
interpret, and respond to what they
read.
Students apply a range of skills and
strategies to read.
1. identify words and
interpret their meanings
appropriate to grade
level.
1. identify and/or apply the following:
multiple meanings, possessives,
antonyms, synonyms, homophones,
and similes.
2. predict events of story
based on prior
knowledge and past
experience.
2. use contextual clues to develop
vocabulary.
3. identify the main idea.
4. restate the order of
events.
5. interpret information that
is not specifically stated.
6. interpret figurative
language.
7. apply strategies for
taking tests.
8. analyze, evaluate,
visualize, classify, infer,
relate prior knowledge,
preview, and think
creatively.
Reading
Communication Arts Curriculum
Second Grade
Students set goals, monitor, and evaluate
their progress in reading.
Students select, read, and respond to print
and nonprint material for a variety of purposes.
Students gather, analyze,
synthesize, and evaluate
information from a variety of sources, and
communicate their findings in ways appropriate for their purposes and audiences.
1. use the dictionary, table of
contents, and technology.
2. read and interpret charts, maps,
graphs, and tables.
3. recognize and construct words with
the following types of vowels: short,
long, r-controlled, digraphs, and variant
spellings.
4. recognize and construct words with
the following types of consonants:
initial and final blends, digraphs,
hard and soft g and c.
5. recognize and construct the following
word structures: roots, contractions,
compounds, prefixes and suffixes,
simple abbreviations, and plurals.
6. use a variety of contextual strategies:
read to end of sentence and return to
troublesome word, break word into
recognizable parts, use picture
clues, consider rest of story, and
predict.
Sally Richter, Mike Ruyle,
Godfrey Saunders
January 2006
Bozeman Public Schools
Third Grade
Students construct meaning as they
comprehend,
interpret, and respond to what they
read.
1 .identify the following:
multiple meanings, antonyms,
synonyms, homophones,
homographs, similes, and contextual
clues.
2. identify and interpret words and
their meanings.
3. follow a series of written
directions.
4. apply test taking strategies.
5. summarize materials read.
6. differentiate between fact/opinion
and reality/fantasy.
7. recognize the main purpose of an
article or story.
8. draw inferences from materials
read.
9. apply the following
strategies and techniques such as:
venn diagramming, previewing,
prediction using pictures and text,
brainstorming, story mapping, and
SQ3R (e.g., survey, question,
review, and recite).
Reading
Communication Arts Curriculum
Students apply a range of skills and
strategies to read.
1. recognize and construct the following
word structure: roots-base,
contractions, compounds, suffixes and
prefixes, abbreviations, plurals, and
syllabication rules.
2. recognize and construct words with the
following types of consonants: initial
and final, digraphs, blends, hard and
soft g and c.
Students set goals, monitor, and evaluate
their progress in reading.
Students select, read, and respond to print
and nonprint material for a variety of purposes.
Students gather, analyze,
synthesize, and evaluate
information from a variety of sources, and
communicate their findings in ways appropriate for their purposes and audiences.
1. use graphs, charts, tables,
schedules, diagrams, and time
lines.
2. use the index, encyclopedia,
atlas, and computerized library
search.
3. recognize and construct words with
the following types of vowels: short,
long, r-controlled, diphthong, variant
spellings.
4. use prefixes and suffixes.
5. utilize alphabetizing skills when using a
glossary, dictionary, and telephone directories.
6. identify the main idea of a story and
details that support it.
10. retell the events
of a story in proper sequence.
Sally Richter, Mike Ruyle,
Godfrey Saunders
January 2006
Bozeman Public Schools
Fourth Grade
Students construct meaning as they
comprehend,
interpret, and respond to what they
read.
1 .identify and interpret
words and their meanings.
2. use new vocabulary
appropriately.
3. make predictions based
upon their readings.
4. identify the main idea.
Students apply a range of skills and
strategies to read.
1. recognize and construct words with the
following types of vowels: short, long,
r-controlled, and variant spellings.
2. recognize and construct words with the
following types of consonants:
initial and final, digraphs, blends,
hard and soft g and c.
5. recall details from materials
read.
3. recognize and construct the following
word structures: roots, contractions,
compounds, syllabications, suffixes snd
prefixes, abbreviations, and plurals.
6. follow written directions.
4. use strategies to identify new words.
7. follow a series of writtten
directions.
5. identify cause and effect in materials read.
8. formulate simple questions
across content areas.
9. answer higher level
questions in content areas.
10. identify and/or apply the
following: multiple
meanings, possessives,
antonyms, synonyms,
homophones. homographs,
similes,
and
contextual clues.
January 2006
Reading
Communication Arts Curriculum
Students set goals, monitor, and evaluate
their progress in reading.
Students select, read, and respond to print
and nonprint material for a variety of purposes.
Students gather, analyze,
synthesize, and evaluate
information from a variety of sources, and
communicate their findings in ways appropriate for their purposes and audiences.
1. utilize alphabetizing skills when
using glossary and dictionary.
2. use graphs, charts, tables,
schedules, diagrams, and time lines.
3. use an index, table of contents,
thesaurus, and encyclopedia.
6. skim to determine main idea or to review.
7. sequence events.
8. scan to locate key words or sentences.
9. apply test taking strategies.
Sally Richter, Mike Ruyle,
Godfrey Saunders
Bozeman Public Schools
Fifth Grade
Students construct meaning as they
comprehend,
interpret, and respond to what they
read.
Reading
Communication Arts Curriculum
Students apply a range of skills and
strategies to read.
Students set goals, monitor, and evaluate
their progress in reading.
Students select, read, and respond to print
and nonprint material for a variety of purposes.
Students gather, analyze,
synthesize, and evaluate
information from a variety of sources, and
communicate their findings in ways appropriate for their purposes and audiences.
1. identify and interpret words
and their meanings.
1. identify cause and effect in materials
read.
1. utilize alphabetizing skills when
using a glossary and dictionary.
2. use new words
appropriately.
2. recognize and construct words with the
following types of vowels: short, long,
r-controlled, schwas, and variant
spellings (particularly with consonants).
2. use graphs, charts, tables,
schedules, diagrams, and time
lines.
3. make predictions based
upon their readings.
4. recall details from materials
read.
5. make inferences from
reading passages.
6. draw conclusions from
materials read.
7. locate details to suppport
conclusions.
8. contrast and compare.
9. follow a series of written
directions.
10. formulate simple questions
across content areas.
11. answer higher level
questions in content areas.
January 2006
3. recognize and construct words with the
following types of consonants: initial and
final, blend, digraph, hard and soft g and c.
4. construct and apply the following
word structures: roots, contractions,
compounds, syllabications, suffixes,
and prefixes, abbreviations, and
plurals.
5. identify the main idea: identify
statement that is too broad to be the
main idea, and identify statement that
is too narrow to be the main idea.
6. sequence events.
7. scan to locate key words or sentences.
8.skim to determine main idea.
9. folllow written directions.
10. apply test taking strategies.
Sally Richter, Mike Ruyle,
Godfrey Saunders
Bozeman Public Schools
Sixth Grade
Students construct meaning as they
comprehend,
interpret, and respond to what they
read.
1.Predict text content
using prior knowledge
and text features (e.g.,
illustrations, titles, topic
sentences, key words).
2.Confirm predictions
about text for accuracy.
3.Develop ability to
generate clarifying
questions in order to
comprehend text.
4.Use graphic organizers
in order to clarify the
meaning of the text.
5.Connect information
and events in text to
experience and to related
text and sources.
Reading
Communication Arts Curriculum
Students apply a range of skills and
strategies to read.
Students set goals, monitor, and evaluate
their progress in reading.
1. Introduce ways to articulate
1. Use context to identify the meaning and evaluate strategies to selfof unfamiliar words (e.g., definition,
monitor reading progress,
example, restatement, synonym.)
overcome reading difficulties,
and seek guidance as needed.
2. Use context to identify the intended
meaning of words with multiple
2. Monitor reading successes
meanings (e.g., definition, example,
and set reading goals.
restatement.)
3. Express reasons for selecting
3. Determine the meaning of figurative authors, subjects, print and
language, including similes.
non-print (film,etc.) materials
in a variety of text.
4. Read from a variety of text with
accuracy, automaticity (immediate
recognition) and prosody
(expression).
Students select, read, and respond to print
and nonprint material for a variety of purposes.
Students gather, analyze,
synthesize, and evaluate
information from a variety of sources, and
communicate their findings in ways appropriate for their purposes and audiences.
1.Identify recurring themes,
by reading (e.g., personal
characteristics, conflict,
change, compare themes and
genres).
1.Identify and apply knowledge
of organizational structures
(e.g., chronological order,
comparison and contrast) of
text.
2.Identify the author’s
purpose(s) for writing text
through guided exploration of
theme.
2. Recognize author’s point of
view.
3.Restate the main idea and
supporting details in text.
3. Recognize author’s use of
language and literary devices to
influence readers.
4.Summarize the main idea
and critical details of text,
maintaining chronological
or logical order.
Sally Richter, Mike Ruyle,
Godfrey Saunders
January 2006
Bozeman Public Schools
Sixth Grade Reading Rotation
Students construct meaning as they
comprehend,
interpret, and respond to what they
read.
Reading
Communication Arts Curriculum
Students apply a range of skills and
strategies to read.
Students set goals, monitor, and evaluate
their progress in reading.
Students select, read, and respond to print
and nonprint material for a variety of purposes.
Students gather, analyze,
synthesize, and evaluate
information from a variety of sources, and
communicate their findings in ways appropriate for their purposes and audiences.
Sally Richter, Mike Ruyle,
Godfrey Saunders
January 2006
Sixth Grade Exploratory Reading
Students construct meaning as they
comprehend,
interpret, and respond to what they
read.
Students apply a range of skills and
strategies to read.
Bozeman Public Schools
Reading
Communication Arts Curriculum
Students set goals, monitor, and evaluate
their progress in reading.
Students select, read, and respond to print
and nonprint material for a variety of purposes.
Students gather, analyze,
synthesize, and evaluate
information from a variety of sources, and
communicate their findings in ways appropriate for their purposes and audiences.
Sally Richter, Mike Ruyle,
Godfrey Saunders
January 2006
Bozeman Public Schools
Seventh Grade
Students construct meaning as they
comprehend,
interpret, and respond to what they
read.
1.Predict text content using
prior knowledge and text
features (e.g., illustrations,
titles, topic sentences, key
words)
2.Confirm predictions about
text for accuracy.
3.Generate clarifying
questions in order to
comprehend text.
4.Use graphic organizers
in order to clarify the
meaning of the text.
5.Connect information and
events in text to experience
and to related text and
sources.
6. Draw conclusions,
determine cause and effect,
make inferences, synthesize
and understand sequencing
to comprehend and interpret
text.
Reading
Communication Arts Curriculum
Students apply a range of skills and
strategies to read.
1.Use context to identify the meaning of
unfamiliar words (e.g., definition,
example, restatement, synonym,
contrast).
2.Use context to identify the intended
meaning of words with multiple
meanings (e.g., definition, example,
restatement, or contrast).
3.Determine the meaning of figurative
language, including similes, metaphors,
personification and idioms in prose and
poetry.
4. Read from a variety of texts with
accuracy, automaticity (immediate
recognition) and prosody
(expression).
5.Identify the meanings, pronunciations,
syllabication, synonyms, antonyms,
and parts of speech of words, by using
a variety of reference aids, including
dictionaries, thesauri, glossaries, and
CD-ROM and the Internet when available.
Students set goals, monitor, and evaluate
their progress in reading.
Students select, read, and respond to print
and nonprint material for a variety of purposes.
Students gather, analyze,
synthesize, and evaluate
information from a variety of sources, and
communicate their findings in ways appropriate for their purposes and audiences.
1. Articulate and evaluate
strategies to self-monitor
reading progress, overcome
reading difficulties, and seek
guidance as needed.
1. Identify recurring themes,
perspectives, cultures, and
issues by reading (e.g., identity,
conflict, change).
1. Identify and apply the knowledge
of organizational structures (e.g.,
chronological order, compare
and contrast, cause and effect
relationships) of expository text.
2. Monitor reading successes and set
reading goals.
2. Identify the author’s purpose(s) for
writing text through self exploration of 2. Recognize author’s points of
view and underlying bias.
theme.
3. Express reasons for selecting
3.Restate the main idea (explicit
authors, subjects, print and non-print or implicit) and supporting
(film, etc.) materials, in a variety of
details in text.
text.
3. Recognize author’s use of
language and literary devices to
influence readers.
4.Summarize the main idea, stated or
implied, and critical details of
text, maintaining chronological or
logical order.
5. Establish and adjust the purposes
for reading, and apply appropriate
strategies.
6.Distinguish fact from opinion in
expository text, providing
supporting evidence from text.
6. Determine the effect of affixes on root
words.
Sally Richter, Mike Ruyle,
Godfrey Saunders
January 2006
Bozeman Public Schools
Eighth Grade
Students construct meaning as they
comprehend,
interpret, and respond to what they
read.
1.Predict text content using
prior knowledge and text
features (e.g., illustrations,
titles, topic sentences, key
words).
2.Confirm predictions
about text for accuracy.
3..Generate clarifying
questions in order to
comprehend text.
4. Use graphic organizers
in order to clarify the
meaning of the text.
5. Connect information and
events in text to experience
and to related text and
sources.
6. Draw conclusions,
determine cause and effect,
make inferences, synthesize
and understand sequencing
to comprehend and interpret
text.
January 2006
Reading
Communication Arts Curriculum
Students apply a range of skills and
strategies to read.
Students set goals, monitor, and evaluate
their progress in reading.
Students select, read, and respond to print
and nonprint material for a variety of purposes.
Students gather, analyze,
synthesize, and evaluate
information from a variety of sources, and
communicate their findings in ways appropriate for their purposes and audiences.
1.Use context to identify the meaning of
unfamiliar words (e.g., definition,
example, restatement, synonym,
contrast).
1. Articulate and evaluate
strategies to self-monitor
reading progress, overcome
reading difficulties, and seek
guidance as needed.
1. Identify recurring themes,
perspectives, cultures, and
issues by reading (e.g., identity,
conflict, change).
1.Identify and apply knowlege of
organizational structures (e.g.,
chronological order, compare
and contrast, cause and effect
relationships) of text to aid
comprehension.
2.Use context to identify the intended
meaning of words with multiple
meanings (e.g., definition, example,
restatement, or contrast).
3. Identify the meanings, pronunciations,
syllabication, synonyms, antonyms, and
parts of speech of words, by using a variety
of reference aids, including dictionaries,
thesauri, glossaries, and CD-ROM and the
Internet when available.
4.Read from a variety of genres with
accuracy, automaticity (immediate
recognition) and prosody
(expression).
5. Read expository materials (maps,
charts, diagrams, manuals, directions) to
understand information.
2. Monitor reading successes and set
reading goals.
3. Express reasons for selecting
authors, subjects, print and nonprint (film,etc.) materials in a variety
of genres.
2. Identify the author’s stated or
implied purpose(s) for writing text.
3. Restate the main idea
(explicit or implicit) and supporting
details in text.
4. Summarize the main idea, stated
or implied, and critical details of
text, maintaining chronological or
logical order.
5. Establish the purposes for
reading and apply appropriate
strategies.
6.Distinguish fact from opinion in
expository text, providing
supporting evidence from text.
2. Recognize authors’ points of view
and underlying bias.
Bozeman Public Schools
English I
Students construct meaning as they
comprehend,
interpret, and respond to what they
read.
Reading
Communication Arts Curriculum
Students apply a range of skills and
strategies to read.
Students set goals, monitor, and evaluate
their progress in reading.
Students select, read, and respond to print
and nonprint material for a variety of purposes.
Students gather, analyze,
synthesize, and evaluate
information from a variety of sources, and
communicate their findings in ways appropriate for their purposes and audiences.
Sally Richter, Mike Ruyle,
Godfrey Saunders
January 2006
Bozeman Public Schools
English II
Students construct meaning as they
comprehend,
interpret, and respond to what they
read.
Reading
Communication Arts Curriculum
Students apply a range of skills and
strategies to read.
Students set goals, monitor, and evaluate
their progress in reading.
Students select, read, and respond to print
and nonprint material for a variety of purposes.
Students gather, analyze,
synthesize, and evaluate
information from a variety of sources, and
communicate their findings in ways appropriate for their purposes and audiences.
Sally Richter, Mike Ruyle,
Godfrey Saunders
January 2006
Bozeman Public Schools
English III
Students construct meaning as they
comprehend,
interpret, and respond to what they
read.
Reading
Communication Arts Curriculum
Students apply a range of skills and
strategies to read.
Students set goals, monitor, and evaluate
their progress in reading.
Students select, read, and respond to print
and nonprint material for a variety of purposes.
Students gather, analyze,
synthesize, and evaluate
information from a variety of sources, and
communicate their findings in ways appropriate for their purposes and audiences.
Sally Richter, Mike Ruyle,
Godfrey Saunders
January 2006
Bozeman Public Schools
English IV
Students construct meaning as they
comprehend,
interpret, and respond to what they
read.
Reading
Communication Arts Curriculum
Students apply a range of skills and
strategies to read.
Students set goals, monitor, and evaluate
their progress in reading.
Students select, read, and respond to print
and nonprint material for a variety of purposes.
Students gather, analyze,
synthesize, and evaluate
information from a variety of sources, and
communicate their findings in ways appropriate for their purposes and audiences.
Sally Richter, Mike Ruyle,
Godfrey Saunders
January 2006
Bozeman Public Schools
Reading
Communication Arts Curriculum
Students construct meaning as they
comprehend,
interpret, and respond to what they
read.
Students apply a range of skills and
strategies to read.
Students set goals, monitor, and evaluate
their progress in reading.
Students select, read, and respond to print
and nonprint material for a variety of purposes.
Students gather, analyze,
synthesize, and evaluate
information from a variety of sources, and
communicate their findings in ways appropriate for their purposes and audiences.
Sally Richter, Mike Ruyle,
Godfrey Saunders
January 2006