Development of Reading Skills

DEVELOPMENT OF READING SKILLS

3rd / Uses phonics knowledge to spell increasing numbers of words correctly / Correctly spelled words show up in everyday writing / Learned through Read-Aloud, content study, wide reading / Participates in lots of conversation; uses vocab in writing and speaking / Creates meaning while reading more and more smoothly;
Goal: 80-110 wpm / Thinking Within the Text / Thinking Beyond the Text / Thinking About the Text
2nd / Uses phonics knowledge to spell words correctly / Correctly spelled words show up in everyday writing / Learned through Read-Aloud, content study, wide reading / Participates in lots of conversation; uses vocab in writing and speaking / Creates meaning while reading more and more smoothly;
Goal: 70-100 wpm / Solves words Monitors & corrects Searches for and uses information
Retells, then Summarizes Monitors fluency / Predicts Makes Connections (text to self, text to text, text to world)
Synthesizes Infers / Analyzes Critiques
1st / Hears and counts syllables / Changes words by adding, deleting, or substituting phonemes / Reads CVC words / Uses phonics knowledge to read all kinds of words / Uses phonics knowledge to spell words correctly; still ear spelling / Learned through Read-Aloud, Interactive Writing, Info Text / Participates in lots of conversation; uses vocab in writing and speaking / Creates meaning while reading more and more smoothly;
Goal: 30-60 wpm
K / Knows parts of books (front, back, title, index, etc) / Plays with syllables / Hears rhyme, onset & rime, segmenting, blending / Names all upper case and lowercase letters / Knows that words are made of sounds / Uses phonological awareness to “ear spell” words for writing / Learned through Read-Aloud, Interactive Writing, Info Text / Participates in lots of conversation; uses vocab in writing and speaking / Applies sight words and Fry Instant Fluency Phrases
PreK / Understands that text is read from top to bottom, left to right / Plays with rhyme / Learns the alphabet song / Notices and names letters in own name
(approx. 10) / Uses phonological awareness to “ear spell” words for writing / Learned through Read-Aloud / Participates in lots of conversation
2-3 yrs / Understands that print has meaning / Knows how to handle books, turning one page at a time / Hears the rhythm of language / Learned through lots of conversation and exposure to books / Listen to stories; Point to answer questions; Begin to Retell
Print Concepts / Phonological Awareness / Phonics / Spelling / Vocabulary / Reading
Fluency / Comprehension Strategies
You need segmentation to write; you need blending to read / Phonemic Awareness
Syllables
Rhyme
Onset-Rime
Sound-symbol
Alliteration
Phonemes
Blending
Segmenting / Phonics sequence should correlate with spelling sequence / STAGES:
Emergent
Letter Name-Alphabetic
Within Word Pattern
Syllables & Affixes
Derivational Relations / Focus on Tier 2 words / Rate
Accuracy
Prosody
Phoneme/Sound Fluency
Letter/Alphabet Fluency
Sight Word/Decodable Fluency
Sentence Fluency
Short Connected Text Fluency
Passage Level Text Fluency
Chapter/Book Fluency / SIGNPOSTS (NF) SIGNPOSTS (Narr)
Contrasts & Contrast &
Contradictions Contradictions
Extreme or Aha Moment
Absolute Language Tough Questions
Numbers & Stats Words of the Wiser
Quoted Words Again & Again
Word Gaps Memory Moment
STRATEGIES
Make Connections Determining Importance
Questioning Summarizing
Inference Visualizing
WRITING READING
COMPREHENSION