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My Child is Reading Independently at a DRA Level 4
Stories at this level start to become a little more complex and introduce unfamiliar ideas and concepts to students. The word count per line and page increases and sentences may start to carry over on the following page. There are more sight words and decodable words than levels 1 - 3. Students will also see compound words and multisyllabic words. At this level, students cannot rely on picture clues to read unfamiliar words. They will need to use other word solving strategies they have been taught. Included below are specific reading behaviors, skills and strategies for readers on this level.
Accuracy at Level 4:
Accuracy at Level 4:
Recognizes CVC words with automaticity while reading.
In large unfamiliar words, can locate word chunks. Looks for small parts of the word that are familiar. For example: wash inside of washes
Self-corrects errors while reading - This means that the student notices when a word is read incorrectly and backs up to reread it correctly.
How to provide reading support at home and prepare your child for Level 6:
How to provide reading support at home and prepare your child for Level 6:
Build word families with magnetic letters. For example: (kit, fit, sit) (cat, sat, mat)
Model sounding out words using onset and rime (beginning and end parts). Start with beginning sound and then read remaining word parts: m -at p -ig
Make word family cards: mat, cat, rat, sat
Ask these questions and model for your child when they attempt to solve an unknown word while reading: Does that sound right? Does that look right? Does it match what you read?
Fluency at Level 4:
Fluency at Level 4:
Reading voice sounds like a conversation voice.
Puts group of words together in short phrases while reading.
How to provide reading support at home and prepare your child for Level 6:
How to provide reading support at home and prepare your child for Level 6:
Model reading with fluency then say: Did you hear how I read that? Now you try!
Model changing your voice for the different characters in the story, incorporating the emotions reflected through the words.
After level four, children should no longer point to each word in order to encourage reading with fluency. Guide your child to read just with his or her eyes. Say: Try reading again with just your eyes.
Comprehension at Level 4:
Comprehension at Level 4:
Can retell the story.
Remembers the important details from the story.
Begins to refer to specific pages as evidence from the story to support answers, thoughts and opinions.
Makes a connection to the text
Text-to-text - the book reminds student of another book
Text-to-self - the reminds student of something that has happened in their own life
Can describe their favorite part of the story and why it is their favorite part.
How to provide reading support at home and prepare your child for Level 6:
How to provide reading support at home and prepare your child for Level 6:
Re-visit each page and ask your child to retell in their own words. Students should be able to
include most of the most important events from the beginning, middle, and end in sequence,
refer to most characters by name,
use language/vocabulary from the text,
retell using first, next, then, last, or in the beginning, in the middle, in the end.
Ask your child: What part did you like best in this story? Tell me why you liked that part. What did this story make you think of? or What connections did you make while reading this story?
Dolch Sight Word List.pdfPage updated
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