Reading Strategies Book 2.0

If a student...

1. Needs support to develop book awareness, print concepts, and genre awareness. (4 strategies)

2. In a story, alone or with a teacher/partner, labels and elaborates briefly on what's in pictures. Is ready to start elaborating with story language, including dialogue. (4 strategies)

3. In an informational text, alone or with a teacher/partner, labels and elaborates briefly on what's in pictures. Is ready to start elaborating with more content-specific language or more detailed information. (3 strategies)

4. Is elaborating well on each individual page and is ready to start synthesizing pages, either alone or with a teacher/partner. (3 strategies)

5. Is paying attention to the print in books and is ready to develop letter-sound knowledge. (4 strategies)

If a student...

1. Needs support choosing texts that are of interest (and that they can read with comprehension, accuracy, and fluency. (8 strategies)

2. Chooses appropriate texts and is ready to start identifying a purpose for making a plan for reading time. (5 strategies)

3. Can sustain reading for a short period of time and is ready to improve attentional focus to increas stamina, and to monitor for meaning and fix-up and reengage as needed. (13 strategies)

If a student...

1. Needs support tracking the print, attending to each word closely, looking at all the letters left to right, and using their knowledge of letter-sound correspondence to decode. (6 strategies)

2. Has begun decoding and is ready to practice self-monitoring and correcting. These strategies need to be taught early and throughout all stages of word-level reading development. (5 strategies)

3. Attempts to decode unfamiliar words, going left to right, blending letter by letter. Is ready to learn to be more flexible with sounds letters can represent, more alert to letter combinations that work together, and to decode by analogy. (8 strategies. Note: 7 of these offer a suite of options to explicitly remind children to remember what they know from phonics and apply it to their reading.)

4. Is ready to decode longer, multisyllabic words by recognizing and correctly pronouncing words with more complex letter strings (ough, ear) and apply knowledge of syllable type and morphemes (meaning chunks such as cycl, ing), blending parts together. May also be working to refine pronunciations by finguring out what part of the word to stress. (7 strategies)

If a student...

1. Needs general support with fluency at any developmental level. (7 strategies)

2. Reads word by word and is ready to practice reading in longer phases. (4 strategies)

3. Reads in phrases and is ready to attend more closely to ending punctuation (and not insert ending punctuation that isn't there). (2 strategies)

4. Attends to ending punctuation (periods, exclamation marks, question marks) and is ready to attend more closely to mid-sentence punctuation (commas, dashes, parentheses) and special text (italic, bold). (3 strategies)

5. Reads in longer phrases, informed by mid-sentence and ending punctuation and is ready to consider meaningful context to influence expression and place emphasis on appropriate words. (9 strategies)

Resources:
4.9: Fry's Phrases link on this page      4.11 Rope Rhyme poem

If a student...

1. Needs support naming and visualizing the setting and/or understanding what's happening on an individual page or a moment in the story, and how events in the plot connect. Could practice retelling or summarizing stories with a simple plot sequence. (7 strategies)

2. Retells in sequence but may include too few or too many details. Is ready to identify a character's main problem or motivation in the story and determine the most important plot events connected to it. (12 strategies)

3. Is able to identify one problem and is ready to consider multiple aspects (internal, external) of a story's problems/conflicts and track how they are solved or resolved by the stories end. (3 strategies)

4. Retells sequential narratives and is ready to learn to retell or summarize stories with more complex plots (jumps in time, foreshadowing, flashbacks, etc.) or infer to create theme or idea-based retellings. (4 strategies)

5. Is able to visualize and describe a setting and is ready to infer based on setting(s), such as how setting(s) contributes to mood or impacts characters or plots. (6 strategies)

6. Is ready to analyze stories using prior knowledge of plot archetypes, how a plot follows a literary tradition, or how a writer's plot choices may allude to traditional stories. (2 strategies)

Resources:
5.15: Ty's Travels book on slides   5.18: Tony Vincent's pdf, my slides, my Seesaw link

If a student...

1. Needs support identifying the narrator and characters and determining important information about characters from text and/or pictures. (2 strategies)

2. Identifies characters, can name important details explicitly from the text, and is ready to infer what characters think and feel and support their thinking with text evidence. (7 strategies)

3. Can infer a character's thoughts and feelings at specific points in the text and is ready to start synthesizing inferences to identify patters, infer motivations, compare characters, and recognize changes in the character. (4 strategies)

4. If able to infer about characters and synthesize information across the text. Is ready to think in more nuanced ways to analyze how characters can be complex (i.e., multiple or conflicting motivations or traits). (4 strategies)

5. Is ready to synthesize multiple traits to develop a theory or interpretation of a character, describe character relationships, and name the impacts that one character has on another. (4 strategies)

6. Is able to form theories and is beginning to understand character relationships. Is ready to analyze those relationships and consider point of view and characters' perspectives and how they impact the story. May also analyze characters based on a knowledge of archetyps and allegories. (4 strategies)

If a student...

1. Can understand a story on a literal level using book-specific language and is ready to infer a lesson, often from a moment in the book, or understand morals (as in fables) that are explicitly stated. (10 strategies)

2. Is ready to understand theme as a concept inferred from synthesizing details across a section or the whole text and then articulated as a single word or phrase (e.g., friendships, love, fitting in). (5 strategies)

3. Is able to infer theme(s) as a single word or phrase and is ready to elaborate or provide commentary to articulate theme(s)  as statements, and infer multiple themes based on different plotlines, perspectives, and so on. (6 strategies)

4. Is ready to identify symbols and motifs that connect to theme(s) and use prior knowledge to interpret their meaning(s). (3 strategies)

5. Can identify theme(s), and is ready to analyze thematic elements within one text and/or across texts. (3 strategies)

If a student...

1. Names topics and is ready to start identifying a text's subtopics. (2 strategies)

2. Is able to identify topic(s) and subtopic(s) and is ready to articulate a simple main idea that's stated explicitly in the text. (3 strategies)

3. Is able to recognize a main idea when stated explicitly in the text and is ready to begin synthesizing information to state a main idea in original language or infer a main idea. (7 strategies)

4. Is able to synthesize information to state or infer a main idea and is ready to conside structure to determine multiple main ideas or a main idea with complexity. (5 strategies)

5. Is able to identify complex main ideas and is ready to read critically to analyze an author's craft, authority, or bias, or compare and contrast main ideas from different books on the same topic(s). (3 strategies)

If a student...

1. Recalls few details and needs support remembering more of what they read by connecting what's in the text to prior knowledge, and self-monitoring during reading. (5 strategies)

2. Is able to list facts and information and is ready to pratice visualizing information. (2 strategies)

3. Is able to remember and visualize details and is ready to determine important details related to a topic, subtopic, and/or main idea and use those details to summarize information within or across texts. (5 strategies)

4. Identifies key details from across a text and is ready to learn to explain how those details support a main idea by providing a strong summary, categorizing similar information, and/or analyzing how an author develops the main idea. (4 strategies)

If a student...

1. Needs to attend to all the information in every part of a text - both the main text and features - and make plans for how to read the page or spread. (2 strategies)

2. Recognizes common features such as photos and illustrations and is ready to study them more closely to visualize, determine important information, and synthesize what's in the feature with what's in the main text. (5 strategies)

3. Is reading texts with complex features (map, graph, table, sidebar, glossary, and so on( and needs to study them more closely to visualize, determine important information, and synthesize information from the feature with that in the main text. (18 strategies)

4. Is reading texts with multiple features. Is ready to analyze an author's intent regarding text features, synthesize the information in multiple features and text, and/or compare and contrast information from across features. (3 strategies)

If a student...

1. Skips over or ignores unfamiliar words and needs support to self-monitor and approach word learning with consciousness and curiosity. (2 strategies)

2. Is aware when a word is unfamiliar and is ready to learn to infer a gist or definition from prior knowledge and/or sentence-level context. (8 strategies)

3. Is able to use context and prior knowledge to infer and is ready to learn to analyze word parts and apply a knowledge of grammar, morphology, and/or etymology. (4 strategies)

4. Is confidently and independently using a variety of strategies to figure out unfamiliar words and is ready to supplement word learning using outside resources. (5 strategies)

5. Is able to understand and/or figure out the meanings of words and is ready to consider words within a larger context and analyze an author's word choice for a deeper understanding and interpretation. (5 strategies)

If a student...

1. Needs suppport to listen actively, stay on topic, and take turns. (6 strategies)

2. Is able to stay on topic and listen. Is ready to come prepared with ideas that will lead to strong conversation, stay accountable to the book under discussion, and elaborate on ideas. (5 strategies)

3. Elaborates on own ideas and is ready to ask questions, invite in quieter speakers, and keep conversation growing - sometimes to a new topic. (5 strategies)

4. Has developed god converstaional skillls and stamina and is ready to take risks, debat, and think flexibly when encountering new opinions, ideas, and/or information. (5 strategies)

If a student...

1. Needs support to begin recording important information from the text and/or ideas they have about the text while reading. (5 strategies)

2. Is recording some information or inferences while reading and is ready to use writing as a tool to deepen or expand thinking. (7 strategies)