Check reading level. Students in schools read at their instructional level. Students at home read at their independent level.
Check reading level. Students in schools read at their instructional level. Students at home read at their independent level.
Foundational Skills
Foundational Skills
Foundational skills are print concepts (print organization and features), phonological awareness (understanding of spoken sounds and words), phonic decoding (written letter/sound correspondence), word recognition (sight words), fluency (reading naturally), and comprehension (reading with purpose and understanding).
Foundational skills are print concepts (print organization and features), phonological awareness (understanding of spoken sounds and words), phonic decoding (written letter/sound correspondence), word recognition (sight words), fluency (reading naturally), and comprehension (reading with purpose and understanding).
Informational Text
Informational Text
The purpose of expository or informational text is to tell, show, describe, and explain. Students learn how to look for major thought relationships and the logical connections which are made between ideas, as well as to determine the author's perspective and informative purpose.
The purpose of expository or informational text is to tell, show, describe, and explain. Students learn how to look for major thought relationships and the logical connections which are made between ideas, as well as to determine the author's perspective and informative purpose.
Top level (important ideas), Middle level (supporting ideas), and the Bottom levels (details) of informational text are taught. Students learn how to identify and evaluate a variety of top, middle, and bottom level structures, text styles and writing conventions (signal words, transitions, connectives, ties) in expository text.
Top level (important ideas), Middle level (supporting ideas), and the Bottom levels (details) of informational text are taught. Students learn how to identify and evaluate a variety of top, middle, and bottom level structures, text styles and writing conventions (signal words, transitions, connectives, ties) in expository text.
Informational text passages are presented to students based on their clear and logical structures.
Informational text passages are presented to students based on their clear and logical structures.
Text Structures
Text Structures
- Description Challenging
- Description Challenging
- Compare/Contrast
- Compare/Contrast
- Cause/Effect
- Cause/Effect
- Problem/Solution
- Problem/Solution
- Time Order (Chronological)
- Time Order (Chronological)
- Step by Step (Enumeration) Easy
- Step by Step (Enumeration) Easy
Narrative Text or Stories
Narrative Text or Stories
Students are provided with multiple narrative text experiences at school. Narrative analysis is taught. Readers learn how to form associations ('This reminds me of...'), create pictures ('I am visualizing...') make and verify predictions, ask questions ('I wonder...'), summarize, and provide an analysis of;
Students are provided with multiple narrative text experiences at school. Narrative analysis is taught. Readers learn how to form associations ('This reminds me of...'), create pictures ('I am visualizing...') make and verify predictions, ask questions ('I wonder...'), summarize, and provide an analysis of;
- Story Structure
- Story Structure
- Character Development
- Character Development
- Setting
- Setting
- Initiating Event
- Initiating Event
- Attempts, Consequences, Reactions
- Attempts, Consequences, Reactions
- Resolution
- Resolution
Daily Reading
Daily Reading
Fluency is improved when readers actively read daily at a comfortable or independent reading level. Average oral reading fluency rates progress throughout the school year (1st Grade - 29 wpm to 60 wpm, 2nd Grade - 50 wpm to 100 wpm, 3rd Grade - 83 wpm to 112 wpm, 4th Grade 94 wpm to 133 wpm, 5th Grade 121 wpm to 146 wpm). (Hasbrouk & Tindel, 2017) This reading rate sounds like conversation with few errors or corrections.
Fluency is improved when readers actively read daily at a comfortable or independent reading level. Average oral reading fluency rates progress throughout the school year (1st Grade - 29 wpm to 60 wpm, 2nd Grade - 50 wpm to 100 wpm, 3rd Grade - 83 wpm to 112 wpm, 4th Grade 94 wpm to 133 wpm, 5th Grade 121 wpm to 146 wpm). (Hasbrouk & Tindel, 2017) This reading rate sounds like conversation with few errors or corrections.
Knowing the background content and vocabulary associated with text is key to successful comprehension.
Knowing the background content and vocabulary associated with text is key to successful comprehension.
Word study improves writing, fluency, comprehension and language.
Word study improves writing, fluency, comprehension and language.
Reading comprehension improves when academic vocabulary is taught before and during reading grade level text. Vocabulary is best learned through explicit, direct instruction (Hattie, 2009).
Reading comprehension improves when academic vocabulary is taught before and during reading grade level text. Vocabulary is best learned through explicit, direct instruction (Hattie, 2009).
Language improves when students use new vocabulary in frequent or daily discussions about text.
Language improves when students use new vocabulary in frequent or daily discussions about text.