Experience The Power of the Pair TM
Reading Development Across Stages
READING DEVELOPMENT
Early Emergent Levels A–B Emergent Levels C–D Early Levels E–F Transitional Levels G–H
The students will be able to: The students will be able to: The students will be able to: The students will be able to:
★ Search the pictures in order to talk ★ Demonstrate use of strategies from ★ Demonstrate use of strategies from ★ Demonstrate use of strategies from
about the text previous levels previous levels previous levels
★ React to and discuss what has been read ★ Monitor their reading for what makes ★ Use the text as well as the pictures to ★ Independently reread the text to
sense, sounds right, and looks right recall and predict the story confirm predictions and clarify
★ Understand the story
meaning
★ Use pictures to predict and confirm ★ Monitor their reading for what
★ Use the pictures to problem solve
reading makes sense ★ Integrate meaning, structure, and
unknown words
visual information
★ Recognize and use repetitive patterns ★ Confirm by checking the pictures and
★ Locate where to begin and end
in text rereading ★ Use meaning, structure, and visual
the reading
information flexibly and consistently
★ Notice when what they read does not ★ Read on as well as rereading to
★ Locate and talk about the title
match the text (e.g. stops, pauses, maintain meaning ★ Self-correct when the reading does
★ Read word after word in sequence rereads) not make sense, sound right or
★ Read with fluency and phrasing by
left to right) look right
★ Reread to regain meaning, structure, attending to simple punctuation
★ Follow return sweep and accuracy ★ Read fluently and with phrasing
★ Retell and discuss aspects of story
★ Recognize a pattern ★ Retell and discuss the story ★ Retell the story in logical sequence
★ Discuss characters’ actions and feelings
★ Differentiate between a letter and ★ Retell information from informational text ★ Discuss relationships between
★ Retell and discuss information from
a word characters
★ Read fluently on repeated reads informational texts
★ Match one to one using finger ★ Use visual supports when reading
★ Use their increasing bank of high ★ Decode words by looking through
informational texts
★ Locate and frame known and unknown frequency words when they read the word
words ★ Support thinking by referring to
★ Identify high frequency words in a ★ Use root words to figure out words
evidence in the text
★ Use known initial letters to figure variety of contexts with inflectional endings
out words ★ Use their knowledge of punctuation
★ Use letters (initial and final) to figure
to read fluently and meaningfully
out words
★ Search for and use chunks in words
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READING DEVELOPMENT cont.
Early Fluent Levels I–J Fluent Levels K–M Fluent Plus Levels N–P Advanced Fluent Levels Q+
The students will be able to: The students will be able to: The students will be able to: The students will be able to:
★ Demonstrate use of strategies from ★ Demonstrateuse of strategies from ★ Demonstrate use of strategies from ★ Demonstrate use of strategies from
previous levels previous levels previous levels previous levels
★ Select and integrate appropriate strategies ★ Use a range of strategies to get meaning ★ Use a range of strategies automatically ★ Scan texts to identify key elements and
to make meaning (e.g. make and from text (e.g. self-correct, read on, to get meaning from text, e.g. self-correct, organizational structures
substantiate predictions, reread and read reread, slow down) read on, reread, slow down ★ Synthesize and discuss information within
on, slow down) ★ Use text features to support reading ★ Use a range and variety of text features and across texts
★ Self-correct at point of error ★ Beginning
to support reading
to consider genre and text ★ Make judgments about the parts of a text
★ Read a variety of text types with fluency types to anticipate and organize ★ Consider genre and text types to that are important for the meaning
and comprehension understandings and big ideas from texts anticipate and organize understandings ★ Evaluate and discuss the impact of the
and big ideas from texts
★ Retell and discuss a story with significant ★ Identify themes in stories use of graphical devices
details ★ Identify and discuss themes in and
★ Discuss aspects of story such as character, ★ Use experience, knowledge of recurring
across stories
★ Discuss aspects of story such as character, setting, and plot and how they connect themes, text structures, and language to
setting, and plot ★ Discuss aspects of story such as character, make deeper meaning of text
★ Extract and discuss information from
setting, and plot and how they connect
★ Extract information from informational informational passages by integrating ★ Identify and evaluate characters’ actions
passages by using the text and graphic the text and visual supports ★ Extract and discuss information from and motivation
supports informational passages by integrating
★ Justify opinions by referring to text ★ Recognize and discuss critically the
the text and visual supports
★ Retell and discuss important information evidence author’s point of view
from informational texts ★ Use text language (e.g. phrases, clauses,
★ Discuss the author’s point of view ★ Evaluate and discuss the impact of the
word choice…) to understand relationships
★ Sustain reading on longer and more author’s use of literary devices
★ Read fluently, adjusting for text type between and among big ideas and
complex texts
concepts ★ Recognize and analyze bias,
★ Use their increasing knowledge of letter
★ Builds meaning across a text propaganda, and stereotyping in texts
clusters, affixes, and root and compound ★ Justify opinions by referring to text
★ Use chapter headings to prepare for words to solve unknown words evidence
reading
★ Discuss the author’s point of view and
★ Support opinions by referring to the text compare with their own
★ Read and comprehend texts that are ★ Read fluently, adjusting for text type
removed from their personal experiences
★ Use their increasing knowledge of letter
★ Read fluently, managing line breaks clusters, affixes, and root and compound
★ Use chunks and analogy to decode words words and contextual information to solve
unknown words
★ Use word segmentation and syllabification
to decode multisyllabic words © 2018 Lyn Reggett and Debra Crouch