Reading Continuum: Skills & Development Stages

 PEMBINA TRAILS SCHOOL DIVISION READING CONTINUUM  STUDENT: __________________________ PRECONVENTIONAL EMERGING Ages 3 - 5 Ages 4 - 6  Begins to choose reading materials  Has favorites  Shows interest in reading signs, labels and logos  Recognizes own name in print  Enjoys being read to  Holds book and turns pages correctly  Shows beginning/end of book or story  Knows some letter names  Listens and responds to literature  Comments on illustrations in books  Participates in group reading  Participates in rhyming games  Knows some pattern books and poems, by heart  Begins to read signs, labels and logos  Demonstrates eagerness to read  Pretends to read  Uses illustrations to help tell stories  "Reads" top to bottom, and left to right  Knows most letter names and connects some sounds with letters in words  Recognizes some names and words in context  Makes meaningful predictions with guidance  Rhymes and plays with words  Realizes that print carries a message  Makes links to own experiences BRIDGING FLUENT Ages 8 - 11  Reads medium level chapter books  Reads/finishes a variety of materials  Reads aloud with expression  Enjoys reading silently  Uses reference materials to locate I information  Begins to use information from graphs, charts, tables, and maps  Uses context cues/ other reading strategies/ resources to develop vocabulary  Demonstrates understanding of the difference between fact and opinion  Uses multi-step written directions  Responds to issues/ ideas in literature  Begins to use reasons/ examples to support ideas and opinions  Types of Texts and Oral Reading Highlighter Colours by Grade K   Attitude 1 Ages 9 - 12  Reads challenging children's literature  Selects, reads, and finishes a wide variety of genres  Reads aloud with fluency and expression  Reads silently for extended periods (30 - 40 minutes)  Gathers information using the table of contents, captions, glossary, and index  Uses all cueing systems to gain meaning  Begins to use various resources to locate information and expand vocabulary Begins to gain deeper meaning by "reading between the lines" Generates thoughtful responses to literature Begins to set goals and identify strategies to improve reading Reading Strategies 2 3 4  Comprehension and Response 5 6 7 DEVELOPING Ages 5 - 7  Reads books with simple patterns  Begins to read own writing  Begins to read independently for short periods (5 - 10 minutes)  Shares favorite reading materials  Uses pictures and context to check meaning  Uses finger-print-voice matching  Knows most letter names and sounds  Recognizes simple words  Begins to make meaningful predictions  Identifies titles and authors in literature  Relies heavily on beginning sounds when reading unfamiliar text  Retells main event or idea in literature  Maps stories with some detail Sees self as reader Explains literature likes/dislikes PROFICIENT Ages 10 -13  Reads complex children's literature  Reads and understands informational texts with guidance  Uses resources to locate information  Begins to integrate information from multiple sources to deepen understanding and vocabulary  Identifies literary devices.  Discusses literature with reference to theme, author's purpose, style, and craft  Reads "between the lines" for deeper meaning  Uses increasingly complex vocabulary in oral and written response to literature  Uses reasons and examples to support ideas and conclusions Self-evaluation 8 S1 BEGINNING Ages 6 - 8 EXPANDING Ages 7 - 9  Reads early-reader books  Reads simple chapter books  Reads and follows simple written directions with guidance  Uses basic punctuation when reading  Reads independently (10-15 min)  Learns information from reading  Uses meaning and sentence cues  Uses letter/sound cues and patterns  Recognizes high frequency sight words  Slows down when reading difficult text  Begins to self-correct  Retells beginning, middle, end  Discusses characters, setting, events Identifies own reading behaviors with guidance CONNECTING Ages 11 - 14  Reads complex children's literature and young adult literature  Selects, reads, and finishes a wide variety of genres independently  Begins to choose challenging reading materials and projects  Uses information from graphs, charts, tables and maps  Integrates information from multiple sources to deepen understanding and vocabulary  Sustains small group literature discussions  Generates in-depth written responses  Seeks recommendations and opinions about literature  Begins to develop criteria for evaluating literature Sets reading challenges and goals  Reads beginning chapter books  Chooses, reads and finishes a variety of materials at appropriate level  Silent reads for longer periods  Uses word structure syllabication cues  Begins to use meaning cues to increase vocabulary  Self-corrects for meaning  Follows written directions  Identifies chapters/ table of contents  Retells story events sequentially  Makes personal connections in literature  Compares/contrasts characters and story events  Begins to "read between the lines" Identifies own reading strategies and sets goals with guidance INDEPENDENT  Reads young adult and adult literature  Chooses and comprehends a wide variety of sophisticated materials  Reads and understands informational texts  Reads challenging material for pleasure  Reads challenging material for information and to solve problems  Perseveres through complex reading tasks  Gathers information from various sources independantly  Analyzes literary devices, eg. metaphors, imagery, satire, irony etc.  Evaluates, interprets and analyzes reading content critically Pursues a widening community of readers independently 2001 Assiniboine South School Division (adapted from Bonnie Campbell-Hill 2000 & Frontier School Division Continuums) independently  Types of Texts and Oral Reading Highlighter Colours by Grade K   Attitude 1 Reading Strategies 2 3 4  Comprehension and Response 5 6 7 Self-evaluation 8 S1 2001 Assiniboine South School Division (adapted from Bonnie Campbell-Hill 2000 & Frontier School Division Continuums)

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