Developmental Literacy Continuum

Kindergarten/Pre-First Grade

READING

Pre-Emergent Reader	Emergent Reader	Early Beginning Reader	Beginning Reader	Developing Reader		Early Independent Reader
Ø Enjoys being read to and may engage in pretend reading Ø Relies totally on the picture to make sense of the printed text Ø Demonstrates limited knowledge of sound/letter relationship Ø Learning about some conventions of print Ø Learns the meaning of new words and uses them in own speech	Ø Starting to develop concepts about print (i.e. top to bottom, left to right, return sweep) Ø Building the concept of word by tracking print with fingers as texts are read aloud by teacher Ø Building a basic sound code Ø Developing the skills of blending, segmenting, and phoneme manipulation Ø Building oral language and world knowledge through shared reading experiences	Ø Concept of word is strengthening and being used more independently Ø Has increasing knowledge of the basic sound code and continues to develop the skills of blending, segmenting, and phoneme manipulation Ø Reads pattern books and early decodable text with teacher guidance Ø Starting to develop a limited sight vocabulary Ø Developing an awareness of punctuation Ø Begins to make predictions based on prior knowledge Ø Starting to connect life experiences to ideas in books	Ø Uses the basic code to read three sound words in texts Ø Focuses more on print than on pictures for meaning Ø Reads automatically a small set of high frequency sight word Ø Identifies period, question marks, & exclamation points in texts Ø Reads familiar kindergarten level text (decodable text included) Ø Following the reading of a text the reader retells a story orally Ø May voluntarily choose to read for enjoyment		Ø Applies knowledge of the basic code to read four and five sound words in the adjacent code Ø Reads automatically a larger number of high frequency sight words Ø Begins to read with some fluency Ø Starting to use punctuation appropriately Ø Notices when simple sentences don’t make sense Ø Begins to use comprehension strategies in guided situations and may apply those strategies in independent reading Ø Can use a picture to assist in reading an unfamiliar word, to make predictions and/or understand a story line	Ø Reading fluency is increasing Ø Developing the logic of the advanced sound code with teacher support Ø Uses punctuation accurately and independently when reading Ø Starting to use analogy and context clues as additional decoding strategies Ø Instant word recognition is increasing Ø Begins to understand inflectional endings and contractions Ø Starting to monitor own reading by asking questions Ø Engages a larger variety of comprehension strategies with less teacher support

WRITING

Pre-Emergent Writer	Emergent Writer	Early Beginning Writer	Beginning Writer	Developing Writer	Early Independent Writer
Ø Communicates a message using drawings or scribbles Ø May use random marks or letters to convey ideas Ø May write name	Ø Expresses ideas using pictures and sometimes familiar words Ø Developing an early awareness that letters are written pictures of sounds Ø Strings letters together in an attempt to convey a message Ø Uses some initial sound/letter correspondence to convey ideas Ø May copy words seen in the environment	Ø Displays a growing understanding that letters are written pictures of sounds (basic sound code) Ø Begins to express ideas using simple sentences Ø Developing left/right and top/bottom organization in the writing	Ø Uses the basic sound code more accurately when writing Ø Beginning to spell some sight words correctly Ø Uses lift/right and top/bottom organization when writing Ø Simple repetitive sentences are often observed with an awareness of word spacing Ø Starting to use some punctuation and capitalization with teacher support Ø Attempts to read back own message	Ø Spells many more words accurately while still using inventive spelling for sounds in words that are not yet learned Ø Writes more complex sentences and uses words spacing more consistently Ø Increased use of punctuation and capitalization Ø Short stories with a beginning, middle and end are now being composed with teacher support	Ø Spelling accuracy continues to improve as knowledge of the advanced sound code develops Ø Sight words are spelled more accurately Ø Punctuation and capitalization are being used more independently and with increased accuracy Ø Writing is reflective of conventions from the 6 Traits of Writing Ø Able to express ideas at a more independent level Ø Simple stories are now being written with an awareness of story structure

SPEAKING

Developing Speaker	Capable Speaker	Strong Speaker
Ø May be reluctant to participate in class discussions Ø Has difficulty staying on the topic Ø Expresses ideas with simple phrases	Ø Uses grade-level vocabulary and grammar in own speech Ø Takes turns speaking in a group Ø Participates in class discussions & stays on topic Ø Asks relevant questions Ø Responds to questions with clarity & insight Ø Speaks for different purposes (ex. Share information, retell a story)	Ø Uses rich & expressive language for different purposes Ø Is a confident speaker who contributes during class discussions Ø Uses oral language to critique, interpret, apply, & transmit information independently

Developing Listener	Capable Listener	Strong Listener
Ø Has a limited attention span Ø Needs directions repeated Ø Relies on repetition to get information Ø Is often inattentive	Ø Understands and follows oral directions most of the time Ø Usually listens attentively in class Ø Usually listens respectfully without interrupting others	Ø Follows & correctly interprets complex directions Ø Consistently listens attentively in class Ø Consistently listens to others without interrupting others

LISTENING