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Preconventional (ages 3-5) |
• What do those symbols mean?
• What do those pictures mean?
• How do the pictures and symbols work together?
•How do the sounds in language work?
•How do I gain enjoyment through being read to? |
*Print carries meaning
*Pictures carry meaning
*Pictures and symbols work together to convey meaning
*Language is made up of parts |
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Emergent (ages 4-6) |
• Why do I want to learn to read?
• What will I find out if I read?
• What do I need to know so I can learn to read?
• How do I know what sounds go with which symbols?
• How do I recognize the patterns in print so I can read new things?
• What words do I need to learn that I see over and over again?
• What is a word?
• What do the spaces between words mean?
• Where on the page do I begin to read?
• How do I combine sounds to understand printed words?
• How do words and illustrations work together?
• How do I gain enjoyment through reading?
• How do I gain enjoyment through being read to? |
*Print conveys meaning
*Print stays the same through repeated readings
*Print is the saving of oral information
*Ideas are communicated and preserved in print
*There are sound - symbol relationships
*There are sound - symbol combinations and patterns
*A word is a string of sounds in sequence
*Spaces separate words
*There are certain repetitive words to remember |
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Beginning (ages 5-7) |
• How do I become an independent reader?
• When I don't know a word, what do I do?
• What patterns can I find in books?
• How can I compare stories to my own experiences?
• What are the various parts of a book and how do they help me?
• How do I gain enjoyment through reading?
• How do I gain enjoyment through being read to? |
*Relies heavily on beginning letters and sounding out for word identification
*Reads on her own for short periods of time
*Chooses their own reading materials, with guidance
*Uses context clues, illustrations, and phonics skills to figure out the meaning of words
*Identifies simple patterns, such as a main idea and a beginning, middle, and end
*Recognizes that books can be shared and talked about with others
*Identifies the title and author of each book
*Books are written for the enjoyment of an audience
*Relies heavily on beginning letters and sounding out for word identification (graphophonic strategy) |
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Developing (ages 6-8) |
• What are the different genres?
• What are the various reading strategies?
• How do I discuss and question what I read?
• What is the author's perspective?
• How do I make and share experiences and connections related to what I read?
• How do I gain enjoyment through reading?
•How do I gain enjoyment through being read to? |
*Reads unfamiliar texts slowly and deliberately as they focus on reading exactly what is on the page
*Reads familiar texts confidently and can retell major content from visual and printed texts, such as: language experience recounts, shared books, simple informational texts
*Identifies and talk about a range of different text forms, such as: letters, lists, recipes, stories, newspaper and magazine articles
*Demonstrates understanding that all texts, both narrative and informational, are written by authors who are expressing their own ideas
*Focuses on decoding when reading unfamiliar texts. May read word-by-word or line-by-line, thus compromising fluency and comprehension
*Uses pictures as cues and knowledge of context to check meaning
*Has a bank of words which are recognized when encountered in different contexts, such as: in a book, on the board, in the environment or on a chart |
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Expanding (ages 7-9) |
• How do I respond critically to what we read?
• How do I use various reading strategies to comprehend different genres?
• How do I choose texts at my own reading level?
•How do I gain enjoyment through reading?
•How do I gain enjoyment through being read to? |
*Shows an ability to construct meaning by integrating knowledge of:
-text structure (such as: letter, narrative, report, recount, procedure)
-text organization: (such as: paragraphs, chapters, introduction, conclusion, contents, page, index)
-language features (such as: descriptive language connectives such as because, therefore, if...then)
-subject specific language (such as: the language of reporting in science and the language of a journalistic report)
*Can retell and discuss texts by providing information relating to plot and character, including a main idea and supporting details
*Recognizes generalizations in texts, such as: a mother looking after her children at home, a prince rescuing a maiden from her evil stepmother, and discusses their implications
*Selects appropriate material and adjusts reading strategies for different texts and different purposes, such as: skimming to locate specific information
*Is becoming efficient in the use of the following word identification strategies for constructing meaning:
-sounds-out to decode words
-uses initial letters as a cue to decoding
-uses known parts of words to make sense of the whole word
-uses blending to decode words |
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Bridging (ages 8-11) |
• Is reading purposeful and automatic?
• How do I gain enjoyment through reading?
• How do I gain enjoyment through being read to? |
*Is becoming efficient in using most of the following strategies for constructing meaning:
-makes predictions and is able to substantiate them
-self-corrects when reading
-re-reads to clarify meaning
-reads-on when encountering a difficult text
-slows down when reading difficult texts
-substitutes familiar words
-uses knowledge of print conventions
*Makes meaningful substitutions, such as: when reading cool drink, they read cold drink
*Can discuss and examine the purposes of different text structures, such as: reports, procedures, biographies, narratives, advertisements, and documentaries
*Has an increasing bank of sight words, including some difficult and subject-specific words, such as: immigration, experiment, colonial, indentured
*Is becoming efficient in the use of the following word identification strategies for constructing meaning:
*Uses knowledge of common letter patterns to decode words, such as: tion, scious, ough
*Uses prefixes, suffixes, and syllabification to understand the meaning of words |
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Fluent (ages 9-12) |
• How do I make critical comparisons between texts?
• How does perspective impact the interpretation of text?
• How can I challenge texts, drawing on evidence from my own experiences?
• How do I gain enjoyment through reading?
• How do I gain enjoyment through being read to? |
*Uses a range of strategies automatically when constructing meaning from text:
-self-corrects
-re-reads
-slows down
*Reads and comprehends text that is abstract and removed from personal experience
*Makes inferences based on implicit information drawn from a text and can provide justification for these inferences
*Returns purposefully to make connections between widely separated sections of a text
*Uses word identification strategies appropriately and automatically when encountering an unknown word:
-knowledge of sound-symbol relationships
-knowledge of word patterns
-knowledge of word derivations, prefixes, suffixes and syllabification |
