Emergent Reader

§  Starting to develop concepts about print (i.e. top to bottom, left to right, return sweep)

§  Building the concept of word by tracking print with fingers as text is read aloud by teacher

§  Building a basic sound code

§  Developing the skills of blending, segmenting, and phoneme manipulation

§  Building oral language and world knowledge through shared reading experiences

Early Beginning Reader

§  Concept of word is strengthening and being used more independently

§  Has increasing knowledge of the basic sound code and continues to develop the skills of blending, segmenting, and phoneme manipulation

§  Reads pattern books and early decodable text with teacher guidance

§  Starting to develop a limited sight vocabulary

§  Developing an awareness of punctuation

§  Begins to make predictions based on prior knowledge

§  Starting to connect life experience to ideas in books

Beginning Reader

§  Uses the basic code to read three sound words in texts

§  Focuses more on print than on pictures for meaning

§  Reads automatically a small set of high frequency sight word

§  Identifies periods, question marks, & exclamation points in texts

§  Reads familiar kindergarten level text (decodable text included)

§  Following the reading of a text the reader retells a story orally

§  May voluntarily choose to read for enjoyment

Developing Reader

§  Applies knowledge of the basic code to read four and five sound words in the adjacent code

§  Reads automatically a larger number of high frequency sight words

§  Begins to read with some fluency

§  Starting to use punctuation appropriately

§  Notices when simple sentences don’t make sense

§  Begins to use comprehension strategies in guided situations and may apply those strategies in independent reading

§  Can use a picture to assist in reading an unfamiliar word, to make predictions and or understand a story line

Early Independent Reader

§  Reading fluency is increasing

§  Developing the logic of the advanced sound code with teacher support

§  Uses punctuation accurately and independently when reading

§  Starting to use analogy and context clues as additional decoding strategies

§  Instant word recognition is increasing

§  Begins to understand inflectional endings and contractions

§  Starting to monitor own reading by asking questions

§  Engages a larger variety of comprehension strategies with less teacher support

Independent Reader

§  Reads fluently with expression

§  Increasing knowledge of multi-syllable words with more complex vocabulary

§  Uses analogy and context clues as additional decoding strategies

§  Monitors their reading through questioning & self-correcting

§  Engages comprehension strategies independently

Strong Reader

§  Can read curriculum related material independently

§  Reads and comprehends literature & content area materials

§  Makes inferences and uses text to support ideas independently

§  Expands interpretation of text using more than one comprehension strategy for solving problems in daily reading

§  Able to express and use some aspects of story elements and key themes to develop meaning of text while reading independently

Exceptional Reader

§  Self-motivated, experienced reader

§  Reads and comprehends advanced literature and content area materials

§  Frequently makes inferences in their independent reading and uses complex text to support ideas

§  Interprets, evaluates and applies information from a wide range of materials

§  Can readily understand, & express the use and importance of story elements and key themes in developing meaning of text

Emergent Writer

§  Expresses ideas using pictures and sometimes familiar words

§  Developing an early awareness that letters are written pictures of sounds

§  Strings letters together in an attempt to convey a message

§  Uses some initial sound/letter correspondence to convey ideas

§  May copy words seen in the environment

Early Beginning Writer

§  Displays a growing understanding that letters are written pictures of sounds (basic sound code)

§  Begins to express ideas using simple sentences

§  Developing left/right and top/bottom organization in their writing

Beginning Writer

§  Uses the basic sound code more accurately when writing

§  Beginning to spell some sight words correctly

§  Uses left/right and top/bottom organization when writing

§  Simple repetitive sentences are often observed with an awareness of word spacing

§  Starting to use some punctuation and capitalization with teacher support

§  Attempts to read back own message

Developing Writer

§  Spells many more words accurately while still using inventive spelling

§  Writes more complex sentences and uses word spacing more consistently

§  Increased use of punctuation and capitalization

§  Short stories with a beginning, middle and end are now being composed with teacher support

Early Independent Writer

§  Spelling accuracy continues to improve as knowledge of the advanced sound code develops

§  Sight words are spelled more accurately

§  Punctuation and capitalization are being used more independently and with increased accuracy

§  Writing is reflective of conventions

§  Able to express ideas at a more independent level

§  Simple stories are now being written with an awareness of story structure

Independent Writer

§  Attempts an organizational plan

§  Attempts to convey a point of view

§  Maintains focus on the topic some of the time

§  Uses general and ordinary words with little experimentation

§  Uses simple sentence structure

§  Mechanical errors such as spelling and grammar interfere with readability and understanding

§  Beginning to revise and edit with frequent errors

Strong Writer

§  Writing demonstrates an organizational plan with a purpose

§  Uses language to present opinions and make judgments from different points of view

§  Accurate understanding of the topic with supporting details

§  Experiments with new and different words with some success

§  Attempts complex sentences with some success

§  Mechanical errors may be present, but do not interfere with understanding

§  Beginning to revise and edit independently

Exceptional Writer

§  Writing conveys personality and style of the writer

§  Demonstrates clear sense of the audience

§  Thorough understanding of the topic that evokes a strong emotional response from the reader

§  Uses vivid and varied word choice to illustrate text

§  Uses varied sentence structure to illustrate text

§  Minimal mechanical errors that do not interfere with understanding

§  Revises and edits independently on a consistent basis

Developing Speaker

§  May be reluctant to participate in class discussions

§  Has difficulty staying on the topic

§  Expresses ideas with simple phrases

Capable Speaker

§  Uses grade-level vocabulary and grammar in own speech

§  Takes turns speaking in a group

§  Participates in class discussions & stays on topic

§  Asks relevant questions

§  Responds to questions with clarity &insight

§  Speaks for different purposes (ex. shares information, retells a story)

Strong Speaker

§  Uses rich & expressive language for different purposes

§  Is a confident speaker who contributes during class discussions

§  Uses oral language to critique, interpret, apply, & transmit information independently

Developing Listener

§  Has a limited attention span

§  Needs directions repeated

§  Relies on repetition to get information

§  Is often inattentive

Capable Listener

§  Understands and follows oral directions most of the time

§  Usually listens attentively in class

§  Usually listens respectfully without interrupting others

Strong Listener

§  Follows and correctly interprets complex directions

§  Consistently listens attentively in class

§  Consistently listens to others without interrupting others