Stages of Reading Development Plus a freebie

Being mid-year, I find that I'm explaining why I'm selecting the text that I am. I walked into out book room and someone asked what I was looking for and I said no more than 2 words on a page with strong (if not in your face) picture support. I have a student that I've been working with on not adding to the text (she loves adding extra words to the story). The teacher in the book room pointed my to the a shelf on Level As. Knowing what text looks like at each level helps me find the right text for each group. I hope this helps you out or something you can share with parents.

Early Emergent Readers (Levels aa-C)

Readers are just beginning to grasp the basic concepts of book and print. They are acquiring a command of the alphabet with the ability to recognize and name upper- and lowercase letters. They are also developing many phonological awareness skills, such as recognizing phonemes, syllables, and rhyme.

Early Emergent readers are beginning to learn sound/symbol relationships--starting with consonants and short vowels--and are able to read CVC (consonant-vowel-consonant) words, as well as a number of high-frequency words.

Books at this level have:
strong picture support
carefully controlled text
repetitive patterns
controlled, repeated vocabulary
natural language
large print
wide letter spacing
familiar concepts
limited text on a page
is acquiring book handling skills and concepts of print
is acquiring knowledge of letter names
uses pictures to create meaning
beginning to understand sounds of the language (rhyming, same/different, etc.)
beginning to understand letter-sound relationships
typically can read some environmental print (example: “stop”)
uses one to one matching (connects spoken and written words)
uses left to right progression
recognizes some known words and uses picture clues and print to recognize new words
understands the difference between letters and words
has control of most consonant sounds
typical titles at this level have very simple text, less than five words per page, are predictable,
have strong picture cues

    Emergent Readers (Levels D-J)

    Readers at this stage have developed an understanding of the alphabet, phonological awareness, and early phonics. They have command of a significant number of high-frequency words.
    Emergent readers are developing a much better grasp of comprehension strategies and word-attack skills. They can recognize different types of text, particularly fiction and nonfiction, and recognize that reading has a variety of purposes.

    Books at this stage have:
    ·         increasingly more lines of print per page
    ·         more complex sentence structure
    ·         less dependency on repetitive pattern and pictures
    ·         familiar topics but greater depth
    ·         beginning to use knowledge of letter sounds to solve unknown words
    ·         uses language, memory, pictures, and print as major cues to read and understand text
    ·         is able to predict what comes next

      Early Fluent Readers (Levels K-P)

      At this stage, reading is more automatic, with more energy devoted to comprehension than word attack. Readers are approaching independence in comprehending text.
      These readers are experiencing a greater variety of text and are able to recognize different styles and genres. Independence often varies with the type of text being read.

      Books at this stage have:
      ·         More pages
      ·         Longer sentences
      ·         More text per page
      ·         Richer vocabulary
      ·         Greater variation in sentence pattern
      ·         Less reliance on pictures
      ·         More formal and descriptive language
      ·         Analyzes new words and checks them against what makes sense and sounds right
      ·         Uses meaning to begin to self-correct
      ·         Uses known words and word parts to figure out unknown words
      ·         Begins to retell the major points of the text
      ·         Decreases the use of finger pointing as fluency and phrasing increase
      ·         Uses prior knowledge and own experience to make meaning

        Fluent Readers (Levels Q-Z)

        Readers have successfully moved from “learning to read” to “reading to learn.” Their reading is automatic and is done with expression and proper pauses. Their energy is devoted to understanding, and they have good command and use of the various comprehension strategies.
        These readers read a wide range of text types and do so independently. They will continue to refine and develop their reading skills as they encounter more difficult reading materials. But for the most part, they are capable of improving their reading skills and selection of materials independently through increased practice.

        Books at this stage have:
        ·         More text
        ·         Less familiar, more varied topics
        ·         Challenging vocabulary
        ·         More complex sentences
        ·         Varied writing styles
        ·         More description
        ·         Reads silently; reads fluently when reading aloud
        ·         Initiates topics for discussion about books
        ·         Begins to use comprehension strategies (retelling, monitoring for meaning, making connections, making mental images, making/revising/confirming predictions, questioning, determining importance, inferring, summarizing, synthesizing, critically evaluating) across genre and subjects
        ·         Consistently develops new strategies and new knowledge of texts as he/she encounters greater
        variety of texts
        ·         Is in a continuous process of building background knowledge and realizes that he/she needs to
        bring his/her knowledge to his/her reading
        ·         Sustains interest and understanding over long texts and reads over extended periods of time
        ·         Notices and comments on aspects of the writer’s craft
          I hope everyone has a great week going into Christmas Break. Have a great holiday break and enjoy the Sight Word freebie below.


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          Welcome to my all thing special education blog. I empower busy elementary special education teachers to use best practice strategies to achieve a data and evidence driven classroom community by sharing easy to use, engaging, unique approaches to small group reading and math. Thanks for Hopping By.

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