|
TYPE OF TEXT |
INDEPENDENCE |
STRATEGIES |
COMPREHENSION |
| Early Emergent Reader |
- Recognizes own name in print
- Beginning to notice
environmental print
- Interacts with printed material
- Listens
to stories or texts related to interests
|
- Dependent on others to decipher print
- Displays curiosity
about print
|
- Displays an awareness of some conventions of reading, such as
front/back of books, distinctions between print and pictures
- Looks at pictures while reading
- Uses pictures to gain
understanding
|
- Can talk about the pictures
- Reacts to printed material
|
| Advanced Emergent Reader |
- Interacts with a range of printed materials and environmental
print
- Listens to a range of stories or texts with sustained
interest
|
- Goes to books independently
- Recognizes and revisits
familiar and favorite books
|
- Engages in "pretend" reading and writing, using reading-like
language and behaviors that approximate book language (once upon a
time, the end, etc.)
- Draws upon predictable language patterns
(from songs, rhymes, patterned language books) to anticipate or recall
the story being "read"
- Uses picture clues and recall of story
line
|
- Knows that print carries a message
- Demonstrates
understanding of the story being read by commments, reactions,
discussions, and/or drawings
|
| Early Beginning Reader |
- Reads words from the environment
- Reads own writing
- Reads books with simple repetitive language patterns and
picture cues
- Chooses a variety of texts for a variety of
purposes-practicing skills, enjoyment, or information
|
- Practices own reading strategies (e.g., rereading familiar
texts, reviewing favorites, looking through unfamiliar texts for
information)
- Demonstrates interest in figuring out print
|
- Starts to draw on major cueing systems--identifying words
through use of letter-sound patterns, sense of story or syntax
- Indicates sense of one-to-one correspondence
- Indicates
understanding of the concept of word
-
Evidence of initial awareness of beginning and ending sounds
- Small stable sight-word vocabulary is established
- Reads
from "memory"
|
- Looks to print to find the meaning of a text
- Predicts
actively, using aspects of text such as story line, rhythm, and/or
rhyme
- Retells a story
|
| Advanced Beginning Reader |
- Reads simple, brief texts where illustrations play an important part, i.e., easy readers and easy picture books
|
- Reading requires considerable effort and support, especially
with new material
- Begins to read independently for short periods
- Developing confidence as a reader
|
- Draws on major cueing systems frequently- identifying
words through use of letter-sound patterns, sense of story or syntax
- Demonstrates awareness of letter patterns and print conventions
such as capitalization and punctuation
- Starts to self-correct
when reading
- Stable sight vocabulary is established
|
- Retells story with attention to details and sequencing of
events
|
| Early Independent Reader |
- Reads easy unfamiliar texts comfortably-short chapter books
and content area texts
- Reads texts that consist primarily of print,
where illustrations play only a small part
- Beginning to use tables
of contents, indexes, and dictionaries
|
- Handles familiar material on own but still needs support with
unfamiliar material
- Demonstrates confidence as a reader
|
- Independently uses major cueing systems-identifying unknown
words with a combination of letter-sound relationships, word structure,
story line, syntax, pictures and context cues, sight words
-
Strategies of rereading and self-correcting are becoming established
- Substantial, stable sight vocabulary is established
|
- Can identify setting, characters, and problem/resolution of
a story
- Can discuss overall meaning of text
|
| Advanced Independent Reader |
- Selects and reads medium level chapter books, content area,
poetry
- Uses reference materials such as dictionaries, tables of
contents, and indexes independently
- Beginning to use other
reference materials and classification systems such as dictionaries,
telephone directories, and card catalogs
|
- Tackles unfamiliar texts
- Selects and reads materials
independently
- Has confidence and stamina as a reader
|
- Uses a range of strategies including making predictions
and using inferences to guide reading
- Monitors and self-corrects
for meaning
|
- Can read with expression
- When discussing text can provide
a coherent synthesis of the meaning, using details from the text
- Analysis and interpretation skills are developing
|
| Experienced Reader |
- Reads challenging children's literature including novels,
poetry, and reference materials
- Uses reference materials and
classification systems (e.g., dictionaries, and card catalogs)
independently
|
- Reads independently and confidently for a variety of purposes
- Challenges self to read a variety of demanding texts
|
- Uses multiple reading strategies appropriately and
successfully
|
- When discussing a text can throroughly describe the meaning
of the text using details to elaborate
- Developing an appreciation
of nuances and subtleties in text
- Analysis and interpretation
skills are established
- Has awareness of the literary aspects
of text
|
| Very Experienced Reader |
- Reads complex children's literature
- Uses a wide range of
reference materials independently and confidently
|
- Actively seeks out challenging material for learning,
interest and/or pleasure
|
- Uses multiple reading strategies appropriately, successfully,
and flexibly with many different kinds of texts
|
- Reads thoughtfully and appreciates shades of meaning
-
Can interpret, analyze, and infer from texts
- Has strong
awareness of literary aspects of text
- Can evaluate and apply
information in texts
|
