Summary Tables of Texas Adult Education Content Standards & Benchmarks

Created by M.J. Ochoa, Far West GREAT Center
July 2008 (revised January 2009)

ABE/ASE CONTENT STANDARDS
READ WITH UNDERSTANDING

Determine the purpose for reading.
Select reading strategies appropriate to the purpose.
Monitor comprehension and adjust reading strategies.
Analyze the information and reflect on its underlying meaning.
Integrate new understanding with prior knowledge to address the reading purpose

ABE/ASE Content Standards: Read with Understanding

	LEVEL 1 BEGINNING ABE LITERACY	LEVEL 2 BEGINNING BASIC EDUCATION	LEVEL 3 LOW INTERMEDIATE BASIC EDUCATION	LEVEL 4 HIGH INTERMEDIATE BASIC EDUCATION	LEVEL 5 LOW ADULT SECONDARY EDUCATION	LEVEL 6 HIGH ADULT SECONDARY EDUCATION
DETERMINE PURPOSE	(R1.1) Read for simple, real-life purposes as directed. Example: Reading a grocery list, words and prices in store ads, personal names and addresses.	(R1.2) Read for real-life purposes. Example: Reading aloud a picture book, reading about entry-level job duties.	(R1.3) Demonstrate awareness of reading for real-life purposes. Example: Reading a poster about minimum wage, citizenship procedures or housing rental ads.	(R1.4) Identify purpose (e.g., to be informed to be entertained, interpret) to focus reading. Example: Reading a nutrition chart, a health clinic brochure.	(R1.5) Determine the appropriate purpose for reading a variety of materials. Example: Reading medicine labels, voter eligibility.	(R1.6) Determine the appropriate purpose for reading a variety of materials. Example: reading information about college financial aid.
DECODE AND RECOGNIZE WORDS	(R2.1) Decode words or word groups in simple text with assistance to: • Distinguish, generate, and manipulate sounds (segment, blend, substitute, isolate, rhyme), • Associate sounds with the symbols that represent them, • Recognize words from letter shapes, symbols, sight, picture clues, and common partners and • Associate oral vocabulary with the written words. Example: Blending sounds: what do you hear when I say these sounds /k/ /a/ /t/ - cat	(R2.2) Decode and recognize everyday, simple words in short, simple text with some assistance to: • Pronounce words correctly, • Break words into syllables, and • Recognize words using picture aids, recalling oral vocabulary, sight words, and common abbreviations. Example: Breaking words into syllables: “cattle” cat-tle	(R2.3) Decode and recognize most words in short-to-medium-length, continuous text with minimal assistance by: • Breaking words into parts, and applying pronunciation rules, • Drawing on content knowledge and vocabulary, • Adjusting reading pace, and • Recognizing and interpreting contractions. Example: Contractions: won't – will not	(R2.4) Recognize unfamiliar (some specialized) words and abbreviations by using knowledge of word parts and word relationships. Example: State abbreviations: TX – Texas M.D. – Medical Doctor Mar – March	(R2.5) Recognize and interpret abbreviations and some specialized content area vocabulary independently (e.g., social studies, science, and literature vocabulary). Example: Know the meanings of: Periodic table Hemisphere Archipelago Metaphor simile	(R2.6) Recognize and interpret terms, signs, symbols, acronyms, and abbreviations independently. Example: SCUBA: Self-contained underwater breathing apparatus FYI – for your information FAQ – frequently asked questions
VOCABULARY DEVELOPMENT	(R3.1) Demonstrate familiarity with concepts of print and common vocabulary. Example: Gaining information from printed text: reading left to right, top to bottom, book title.	(R3.2) Demonstrate familiarity with everyday vocabulary including multiple meaning words and synonyms and antonyms. Example: Multiple meanings: Blue: color (n), emotion (n).	(R3.3) Demonstrate familiarity with high-interest related vocabulary (e.g., work, family) including homophones, homonyms, and common idiomatic expressions. Example: “I was by myself.”	(R3.4) Demonstrate familiarity with everyday and some specialized vocabulary (e.g., job related, health). Example: Hygiene – needing to wash hands.	(R3.5) Demonstrate familiarity with everyday and some specialized content vocabulary (e.g., science, social studies, and literature). Example: Insurance forms, tax form, biology, democracy, political science.	(R3.6) Demonstrate familiarity with specialized content vocabulary in complex documents and literature (e.g., science, social studies, etc.). Example: Declaration of Independence, Articles of Confederation, amendments.
LOCATE INFORMATION	(R4.1) Locate information in short, simple text with guidance in response to questions or prompts. Example: Who, what, when, where.	(R4.2) Locate information in simple text and graphs with minimal guidance in response to questions or prompts. Use text structure such as table of contents and indices to find information. Example: bus schedule.	(R4.3) Locate information in simple text and graphs using a few strategies (e.g., predicting, and stating main idea). Example: Answering questions related to passage.	(R4.4) Locate important information from a variety of texts and graphs using appropriate strategies (e.g., using context cues and details, skimming, scanning). Example: Auto owner’s manual.	(R4.5) Locate important information using appropriate strategies with minimal assistance (e.g., using context cues and details, scanning) Example: Appliance manual	(R4.6) Identify both directly stated and implied information using a variety of strategies to guide reading of long and varied texts and graphic sources (e.g., propaganda). Example: Political ad/cartoon
BUILD COMPREHENSION	(R5.1) Monitor own accuracy of decoding and word recognition using simple strategies, such as rereading or asking for help. Example: Read aloud.	(R5.2) Monitor and build comprehension using strategies, such as making a list of new words, using a simplified dictionary, and rereading or restating text. Example: Put information read in own words.	(R5.3) Monitor and build comprehension using a range of simple strategies (e.g., posing and answering questions, identifying word and comprehension errors). Example: Explain meaning of song lyrics.	(R5.4) Monitor and build comprehension using strategies (e.g., recalling, using simple examples, and adjusting reading rate). Example: Sports stories, TV Guide	(R5.5) Independently monitor and build comprehension strategies with a variety of texts. Example: Correcting word recognition errors, and adjusting predictions.	(R5.6) Independently monitor and build comprehension strategies with a variety of texts. Example: SQ4R, Semantic mapping
ANALYZE AND ORGANIZE INFORMATION	(R6.1) Recall information stated in simple lists and phrases. Example: Shopping lists	(R6.2) Recognize key points in simple texts and documents. Example: Notes from school	(R6.3) Identify the stated or unstated main idea and supporting details of medium length texts. Example: Scan newspaper for specific purpose.	(R6.4) Organize and analyze information in a variety of texts using some strategies such as, recall, restatement, simple sequencing, and simple categorization. Example: Place orders by telephone based on review of printed materials.	(R6.5) Organize and analyze information to derive underlying meaning of texts by using classification, comparison/ contrast, making inferences, and drawing conclusions. Example: Identify figurative language	(R6.6) Gain underlying meaning of specialized text using a wide range of strategies such as recognizing unstated assumptions, applying relevant information to multiple scenarios, summarizing, synthesizing information from multiple texts, and interpreting figurative language. Example: Decide about health issues based on printed materials.