Content by Standards

Reading Ring

Reading: Standard 5 - Uses the general skills and strategies of the reading process

Level I (Grades K-2)

2. Uses meaning clues (e.g., picture captions, title, cover, headings, story structure, story topic) to aid comprehension and make predictions about content (e.g., action, events, character's behavior)

4. Uses basic elements of structural analysis (e.g., syllables, basic prefixes, suffixes, root words, compound words, spelling patterns, contractions) to decode unknown words

6. Understands level-appropriate sight words and vocabulary (e.g., words for persons, places, things, actions; high frequency words such as said, was, and where)

7. Uses self-correction strategies (e.g., searches for cues, identifies miscues, rereads, asks for help)

Level II (Grades 3-5)

1. Previews text (e.g., skims material; uses pictures, textual clues, and text format)

2. Establishes a purpose for reading (e.g., for information, for pleasure, to understand a specific viewpoint)

3. Makes, confirms, and revises simple predictions about what will be found in a text (e.g., uses prior knowledge and ideas presented in text, illustrations, titles, topic sentences, key words, and foreshadowing clues)

4. Uses phonetic and structural analysis techniques, syntactic structure, and semantic context to decode unknown words (e.g., vowel patterns, complex word families, syllabication, root words, affixes)

5. Use a variety of context clues to decode unknown words (e.g., draws on earlier reading, reads ahead)

7. Understands level-appropriate reading vocabulary (e.g., synonyms, antonyms, homophones, multi-meaning words)

8. Monitors own reading strategies and makes modifications as needed (e.g., recognizes when he or she is confused by a section of text, questions whether the text makes sense)

9. Adjusts speed of reading to suit purpose and difficulty of the material

Reading: Standard 6 - Uses reading skills and strategies to understand and interpret a variety of literary texts

Level I(Grades K-2)

3. Knows setting, main characters, main events, sequence, and problems in

4. Knows the main ideas or theme of a story

Level II (Grades 3-5)

1. Uses reading skills and strategies to understand a variety of literary passages and texts (e.g., fairy tales, folktales, fiction, nonfiction, myths, poems, fables, fantasies, historical fiction, biographies, autobiographies, chapter books)

3. Understands the basic concept of plot (e.g., main problem, conflict, resolution, cause-and-effect)

7. Understands the ways in which language is used in literary texts (e.g., personification, alliteration, onomatopoeia, simile, metaphor, imagery, hyperbole, rhythm)

Listening and Speaking: Standard 8 - Uses listening and speaking strategies for different purposes

Level I (Grades K-2)

2. Asks and responds to questions (e.g., about the meaning of a story, about the meaning of words or ideas)

6. Gives and responds to oral directions

Level II (Grades 3-5)

3. Responds to questions and comments (e.g., gives reasons in support of opinions, responds to others’ ideas)

11. Listens for specific information in spoken texts (e.g., plot details or information about a character in a short story read aloud, information about a familiar topic from a radio broadcast)

Viewing: Standard 9 - Uses viewing skills and strategies to understand and interpret visual media

Level I (Grades K-2)

1. Understands the main idea or message in visual media (e.g., pictures, cartoons, weather reports on television, newspaper photographs, visual narratives)

2. Uses a variety of strategies to predict content and meaning in visual media (e.g., uses knowledge of the structure of television programs: for cartoons, make predictions based on program length, experience that a resolution will be reached and that main characters will overcome difficulties to return to the next episode; uses knowledge of cause-and-effect relationships to predict plot development)/p>

3. Knows how different elements help to establish plot, setting, and character in visual narratives (e.g., action, dialogue, music, clothing, facial expressions)Knows different features (e.g., facial expressions, body language, gesture, clothing, actions, relationships, dialogue) that affect a viewer's perceptions of characters in visual media (e.g., qualities that identify a "hero" or a "villain")

Level II (Grades 3-5)

1. Understands different messages conveyed through visual media (e.g., main ideas and supporting details; facts and opinions; main characters, setting, and sequence of events in visual narratives)

4. Understands the different ways in which people are stereotyped in visual media (e.g., clever people wearing glasses, mothers working at home, scientists wearing white coats; super heroes; people from different socio-cultural or minority groups) and understands that people could have been represented differently

5. Understands the use and meaning of symbols and images in visual media (e.g., the use of color, such as red to represent emotion, anger, or excitement; the use of expressions, such as smiling to mean happiness; the dependence of symbols on shared social and cultural understandings; symbolic links between product names or logos and products)

Think-Aloud Books

Garfield's Week

Where's Everybody Going?

Jon's Bad Day

What's it Like?

I'm Not Afraid

Reading: Standard 5 - Uses the general skills and strategies of the reading process

Level Pre-K (Grades Pre-K)

1. Knows that print and written symbols convey meaning and represent spoken language

2. Understands the differences between letters, numbers, and words and knows the significance of spaces between words

5. Knows that print is read from left to right, top to bottom, and that books are read front to back

10. Predicts story events or outcomes, using illustrations and prior knowledge as a guide

12. Uses visual and verbal cues, including pictures, to comprehend new words and stories

Level I (Grades K-2)

2. Uses meaning clues (e.g., picture captions, title, cover, headings, story structure, story topic) to aid comprehension and make predictions about content (e.g., action, events, character's behavior)

3. Uses basic elements of phonetic analysis (e.g., common letter/sound relationships, beginning and ending consonants, vowel sounds, blends, word patterns) to decode unknown words

6. Understands level-appropriate sight words and vocabulary (e.g., words for persons, places, things, actions; high frequency words such as said, was, and where)

7. Uses self-correction strategies (e.g., searches for cues, identifies miscues, rereads, asks for help)

8. Reads aloud familiar stories, poems, and passages with fluency and expression (e.g., rhythm, flow, meter, tempo, pitch, tone, intonation)

Reading: Standard 6 - Uses reading skills and strategies to understand and interpret a variety of literary texts

Level Pre-K (Grades Pre-K)

1. Knows the sequence of events (e.g., beginning, middle, and end) in a story

2. Knows the elements that compose a story (e.g., characters, plot, events, setting)

Level I (Grades K-2)

1. Uses reading skills and strategies to understand a variety of familiar literary passages and texts (e.g., fairy tales, folktales, fiction, nonfiction, legends, fables, myths, poems, nursery rhymes, picture books, predictable books)

4. Knows the main ideas or theme of a story

Listening and Speaking: Standard 8 - Uses listening and speaking strategies for different purposes

Level Pre-K (Grades Pre-K)

2. Uses new vocabulary to describe feelings, thoughts, experiences, and observations

6. Asks questions to obtain information

7. Answers simple questions

10. Retells a story with attention to the sequence of main events

11. Listens for a variety of purposes (e.g., to gain and share information, to perform a task, for enjoyment, to learn what happened in a story, to converse with an adult or peer)

13. Follows one- and two-step directions

17. Knows that words are made up of sounds (e.g., that words can begin alike, sound alike)

18. Knows that words are made up of syllables

Level I (Grades K-2)

2. Asks and responds to questions (e.g., about the meaning of a story, about the meaning of words or ideas)

5. Uses level-appropriate vocabulary in speech (e.g., number words; words that describe people, places, things, events, location, actions; synonyms, antonyms; homonyms, word analogies, common figures of speech)

6. Gives and responds to oral directions

Easy Reader Books

Garfield and the Tiger

Garfield at the Gym

Garfield in the Park

Garfield on the Farm

Reading: Standard 5 - Uses the general skills and strategies of the reading process

Level I (Grades K-2)

1. Uses mental images based on pictures and print to aid in comprehension of text

2. Uses meaning clues (e.g., picture captions, title, cover, headings, story structure, story topic) to aid comprehension and make predictions about content (e.g., action, events, character's behavior)

3. Uses basic elements of phonetic analysis (e.g., common letter/sound relationships, beginning and ending consonants, vowel sounds, blends, word patterns) to decode unknown words

4. Uses basic elements of structural analysis (e.g., syllables, basic prefixes, suffixes, root words, compound words, spelling patterns, contractions) to decode unknown words

6. Understands level-appropriate sight words and vocabulary (e.g., words for persons, places, things, actions; high frequency words such as said, was, and where)

7. Uses self-correction strategies (e.g., searches for cues, identifies miscues, rereads, asks for help)

8. Reads aloud familiar stories, poems, and passages with fluency and expression (e.g., rhythm, flow, meter, tempo, pitch, tone, intonation)

Reading: Standard 6 - Uses reading skills and strategies to understand and interpret a variety of literary texts

Level I (Grades K-2)

1. Uses reading skills and strategies to understand a variety of familiar literary passages and texts (e.g., fairy tales, folktales, fiction, nonfiction, legends, fables, myths, poems, nursery rhymes, picture books, predictable books)

2. Knows the basic characteristics of familiar genres (e.g., picture books, fairy tales, nursery rhymes)

3. Knows setting, main characters, main events, sequence, and problems in stories

4. Knows the main ideas or theme of a story

Listening and Speaking: Standard 8 - Uses listening and speaking strategies for different purposes

Level Pre-K (Grades Pre-K)

1. Speaks clearly enough to be understood by unfamiliar adults and uses appropriate levels of volume, tone, and inflection

2. Uses new vocabulary to describe feelings, thoughts, experiences, and observations

4. Uses descriptive language (e.g., color words; size words, such as bigger, smaller; shape words)

6. Asks questions to obtain information

7. Answers simple questions

8. Follows conversation rules (e.g., taking turns, making relevant comments; staying on topic) when talking with peers and adults

10. Retells a story with attention to the sequence of main events

11. Listens for a variety of purposes (e.g., to gain and share information, to perform a task, for enjoyment, to learn what happened in a story, to converse with an adult or peer)

13. Follows one- and two-step directions

17. Knows that words are made up of sounds (e.g., that words can begin alike, sound alike)

18. Knows that words are made up of syllables

Level I (Grades K-2)

1. Makes contributions in class and group discussions (e.g., reports on ideas and personal knowledge about a topic, initiates conversations, connects ideas and experiences with those of others)

2. Asks and responds to questions (e.g., about the meaning of a story, about the meaning of words or ideas)

3. Follows rules of conversation and group discussion (e.g., takes turns, raises hand to speak, stays on topic, focuses attention on speaker)

6. Gives and responds to oral directions

Orson's Farm

Meet the Gang

Listening and Speaking: Standard 8. Uses listening and speaking strategies for different purposes

Level Pre-K (Grades Pre-K)

15. Discriminates among the sounds of spoken language;

16. Knows rhyming sounds and simple rhymes (e.g., identifies rhymes and rhyming sounds)

17. Knows that words are made up of sounds (e.g., that words can begin alike, sound alike)

The Chicken Coop

Listening and Speaking: Standard 8. Uses listening and speaking strategies for different purposes

Level Pre-K (Grades Pre-K)

15. Discriminates among the sounds of spoken language

16. Knows rhyming sounds and simple rhymes (e.g., identifies rhymes and rhyming sounds)

17. Knows that words are made up of sounds (e.g., that words can begin alike, sound alike)

18. Knows that words are made up of syllables

Orson's Waller

Listening and Speaking: Standard 8. Uses listening and speaking strategies for different purposes.

Level Pre-K (Grades Pre-K)

15. Discriminates among the sounds of spoken language

17. Knows that words are made up of sounds (e.g., that words can begin alike, sound alike)

The Hayloft

Listening and Speaking: Standard 8. Uses listening and speaking strategies for different purposes.

Level Pre-K (Grades Pre-K)

15. Discriminates among the sounds of spoken language

17. Knows that words are made up of sounds (e.g., that words can begin alike, sound alike)

Lanolin's Greenhouse

Listening and Speaking: Standard 8. Uses listening and speaking strategies for different purposes.

Level Pre-K (Grades Pre-K)

15. Discriminates among the sounds of spoken language

17. Knows that words are made up of sounds (e.g., that words can begin alike, sound alike)

The Pumpkin Patch

Listening and Speaking: Standard 8. Uses listening and speaking strategies for different purposes.

Level Pre-K (Grades Pre-K)

15. Discriminates among the sounds of spoken language

17. Knows that words are made up of sounds (e.g., that words can begin alike, sound alike)

Due to the variability of state academic standards, we have chosen to link the activities on ProfessorGarfield.org to the standards developed by Mid-continent Research for Education and Learning (McREL). The McREL standards are a compendium of a number of related documents produced by organizations such as the International Reading Association and the National Council of Teachers of English, and thus represent a synthesis of vital standards and benchmarks for student achievement in reading.  We feel that teachers using the content provided on the Professor Garfield.org website could easily match a McREL standard or benchmark to one within the prescribed standards for their locale. In addition, using a universal format allows teachers to have a common framework that will facilitate collaboration across state and international boundaries.

Mid-continent Research for Education and Learning
4th Edition Standards and Benchmarks for Language Arts
Web address: http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=7