BENCHMARKS - Cengage
Transcript of BENCHMARKS - Cengage
BENCHMARKS
Introduction
The term benchmark was first used by surveyors. It referred to something that hasa permanent position, such as a rock, that can be used as a reference point formaking other determinations. It has come to be used as a term for any standard ofmerit or achievement.
In education, we use the term benchmarks when we suggest behaviors thattypify certain stages of achievement or development. The following sections listbenchmarks for various stages of literacy development. Although these bench-marks are widely acknowledged to be true (see the rationale and evidence for thebenchmarks in Chapter 1), they come with a cautionary note: a child does not de-velop smoothly from one stage to the next, nor does a child develop equally in allareas. Therefore, while these benchmarks generally hold true for all children, anindividual child will seldom fit neatly into just one slot.
Along with the benchmarks, we present behaviors that indicate whether achild has achieved them. See Chapters 5 through 9 for suggestions for assessingand recording these behaviors and planning instruction based on what thisknowledge tells you.
Another caveat is that separating the language systems—oral language (lis-tening and speaking), reading, and writing—is almost impossible. They work to-gether and, in part, develop together. For example, the child who listens to andcan retell a favorite story (a reading benchmark) is also, obviously, showing devel-opment in both listening and speaking. Nevertheless, for the purposes of thisbook, we describe the categories separately. As you examine the benchmarks,note the overlap between one category and another.
These benchmarks should be used to guide instruction for all students.However, English-language learners may not exhibit some of the behaviors at thesame time native speakers do because they have not had enough exposure toEnglish. Often, because of the “silent period” in language production (see Chapter3), their oral performance may not reflect their underlying competence. Gettingat true competence may require use of the students’ first language and alternativemeans of expression, such as gestures, pointing, or drawing.
THE EARLY EMERGENT LITERACY STAGE
Oral Language
The child shows through both receptive (listening) and productive(speaking) behaviors that language development is occurring.✔ The child shows pleasure in stories, poems, and informational texts.✔ Attends to read-alouds✔ Attends to programs on television and will predict future events during
commercials
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✔ Can retell stories in sequence or tell what a story or expository text is“about”
✔ Uses book language when retelling story (example: “Once upon a time . . .”)and informational text
✔ Likes to make up stories✔ Tells a story or gives information to go with a picture
The child shows growing facility with the functions (uses) oflanguage.✔ Retains oral directions to do more than one thing; usually can tell the
directions back✔ Makes verbal requests or gives verbal orders that are understood by
others✔ Asks questions for information and for permission✔ Converses with peers and adults✔ Reports orally on events in his or her life
The child enjoys word play.✔ Likes to play word games✔ Pretends or role-plays using appropriate language✔ Repeats and uses (sometimes inappropriately) new words
The child shows increasing knowledge of grammar and other languageconventions.✔ Tells you a sentence doesn’t make sense or sound right if incorrect syntax
or incorrect facts are presented✔ Is generalizing about such language oddities as irregular plurals and verb
forms✔ May be able to identify what is or is not a complete sentence, though can-
not tell why
Reading and Book Knowledge
The child has acquired many concepts about print.✔ Has concepts about books and print✔ Knows that labels name products or tell about something✔ Asks questions about print and about own writing, scribbling, or
drawing✔ Knows the purpose of some print✔ Likes playing with movable and/or magnetic letters, arranging them into
“words” and “reading” them or asking an adult, “What word did I make?”
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The child is familiar with various genres.✔ Knows several/many nursery rhymes✔ Knows several/many traditional stories such as fairy tales
The child begins to construct meaning.✔ Predicts what will happen next or what word or phrase comes next during
read-aloud✔ Makes up stories to go with pictures✔ Can retell a story he or she has heard✔ Can play games such as “What if . . . ”
The child enjoys literature and language.✔ Enjoys listening to stories read aloud✔ Wants favorite stories read over and over✔ Looks at books independently✔ Pretends to read✔ Enjoys playing with sounds and words
Writing and Uses of Writing
The child knows the purpose of writing.✔ Understands that the marks on a paper mean something✔ Wants to write messages, letters, greeting cards, and shopping lists
The child tries to communicate in writing.✔ Uses paper and pencil (marker, crayon, chalk, typewriter, computer) to
attempt to write✔ Arranges movable letters, writes string of letter-like shapes, or hits
random string of letters on a keyboard, then asks, “What did I say?”
The child connects reading and writing.✔ Wants to label own pictures✔ Understands that stories are made up by a person who thought of the
story and then wrote it down—and that he or she can do this also✔ Can spin out a story to go with attempts at writing and with drawings
THE EMERGENT LITERACY STAGE
Oral Language
The student exhibits behaviors of the Early Emergent Literacy stageto a greater degree.
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The student uses standard sentence construction and grammar.✔ Is recognizing use of nonstandard language in self and others✔ Is developing a sense of school/book language being perhaps different from
home or neighborhood language
The student’s facility with oral language is growing.✔ Makes self understood by peers and adults✔ Follows “rules” for conversation and discussion✔ Retains oral directions✔ Can ask questions for clarification✔ Can paraphrase what others have said✔ Participates in sharing
The student’s oral language reflects literature to which the child isexposed.✔ Uses new words from stories✔ Uses “book language” when appropriate; that is, storytelling narrative is
clearly different from conversation or simply relating an event✔ Enjoys “making a play” of a favorite story
The student shows pleasure in language.✔ Enjoys jokes related to words, such as puns✔ Enjoys tongue twisters✔ Enjoys hearing humorous books related to idioms✔ Is proud of learning new words✔ Tries out new words and asks what words mean
Reading
The student exhibits behaviors of the Early Emergent Literacy stageto a greater degree.The student has acquired most or all of the concepts about print.✔ Handles book in correct position; knows where to begin reading and what
direction to read✔ Can point to a word, two words, a letter, two letters✔ Knows that print should match the voice of the reader✔ Knows about such book parts as title, author, and so forth
The student is using print in everyday life.✔ Can locate a specific book, record, tape, and so forth
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✔ Recognizes some environmental print such as brand names and fast-foodrestaurant signs
The student is acquiring word-recognition skills.✔ Recognizes and can name most letters✔ Can match many upper- and lower-case letters✔ Recognizes and can name some words✔ Recognizes own name in print and perhaps other names✔ Shows evidence of phonemic awareness✔ Has a sense of letters “making sounds”✔ Is beginning to use phonics; knows many letter-sound associations, includ-
ing both consonants and vowels✔ Is beginning to use other decoding strategies such as sight words, con-
text, graphics, and word structure
The student is constructing meaning.✔ Can retell a story page by page✔ Can summarize✔ Participates in small group and whole-class discussions about books and
stories✔ Talks about books with others✔ Responds to books in writing✔ Begins to see self as a reader
Writing
The student exhibits continued growth in many of the EarlyEmergent Literacy behaviors.The student is using spelling and other writing conventions.✔ Can write own name (perhaps first name only), with all or most of the let-
ters present, though not necessarily formed correctly✔ Can name most letters in random presentation✔ Forms letter-like shapes and some correct letters✔ Uses some punctuation✔ Shows phonemic awareness and beginning association of letters and
sounds in attempts to spell✔ Can give letter sound or say a word that begins with the letter sound
The student is using writing for own purposes.✔ Can keep a journal that may combine drawing and writing
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✔ Attempts to read others’ writing✔ Shares writing with others✔ Shows interest in practicing writing, often through copying favorite stories
from books
The student is becoming familiar with the writing process.✔ Uses the steps of the process appropriately with guidance✔ Understands that the author of what is read has also gone through a pro-
cess of some kind
The student is constructing meaning in writing.✔ Responds to reading✔ Composes both narrative and expository pieces✔ Expresses and reports on personal events and feelings
THE BEGINNING READING AND WRITING STAGE
Oral Language
The student exhibits behaviors from the Emergent Literacy stage toa greater degree.The student’s use of standard English continues to develop.✔ If speaker of nonstandard English, is learning to switch between two
languages✔ Self-corrects while speaking
The student’s facility with language is growing.✔ Listens to classmates and can paraphrase what others have said✔ Oral language reflects increasing vocabulary✔ Will ask for meaning of unknown words used in class✔ Is interested in collaborative work with classmates✔ Can participate in a discussion✔ Can plan and ask oral questions✔ Will plan and present an oral report
The student continues to show pleasure in words.✔ Makes jokes related to plays on words✔ Shows interest in the history of words✔ Enjoys nonsense and silly poems such as those by Shel Silverstein and
Jack Prelutsky✔ Enjoys making own dictionary
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Reading
The student continues to show growth in many of the behaviors fromthe Emergent Literacy stage.The student is acquiring additional word-recognition skills andstrategies.✔ Recognizes and can name all letters in random order✔ Recognizes and can name many words at sight✔ Uses phonics and structural elements to determine the pronunciation of
words✔ Chooses appropriate strategies and skills to sound out words✔ Uses context to determine word meaning
The student constructs meaning from print.✔ Can read and retell familiar stories✔ Reads own writing✔ Is beginning to use critical strategies such as predicting, identifying
important information, self-questioning, monitoring, summarizing, andevaluating
✔ Attempts to read and retell unfamiliar texts (narrative and expository)✔ Self-corrects when reading✔ Is confident and willing to take risks✔ Chooses to read during free time✔ Sees self as a reader✔ Likes to read to others✔ Begins to explore using research tools and skills such as glossary, table of
contents, dictionary or picture dictionary, beginning encyclopedias, and ref-erence sources on CD-ROM and in library
Writing
The student exhibits continued growth in many of the EmergentLiteracy behaviors.The student exhibits a variety of general writing behaviors.✔ Enjoys writing✔ Is confident about own writing✔ Communicates with others spontaneously✔ Attempts to read others’ writing✔ Shows interest in writing
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✔ Writes in a variety of formats for different purposes, such as journals,learning logs, notes, lists, stories, poems, reports, and labels
The student is growing in the use of mechanics and conventions ofwriting.✔ Forms letters conventionally for the most part✔ Shows increased phonemic awareness along with increased visual memory
and spelling sense✔ Invents spelling when conventional spelling is not yet known and
edits/proofreads later if writing is to be published✔ Is beginning to learn spelling patterns that reflect phonics knowledge✔ Recognizes nonstandard usage and grammar in own writing and
edits/proofreads✔ Uses word processing
The student uses the writing process.✔ Participates in and understands the purpose of all steps of the writing
process✔ Uses the writing process collaboratively and independently✔ Listens to or reads the writing of others and makes appropriate positive
comments related to story parts or text structure
THE ALMOST FLUENT READING AND WRITING STAGE
Oral Language
The student exhibits continued growth in many of the behaviors fromthe Beginning Reading and Writing stage.The student’s use of standard English continues to develop.✔ Is aware of own problem areas✔ Accepts diverse usage or varieties of English from others without
criticism
The student’s facility with language is growing.✔ Uses new vocabulary✔ Collaborates with classmates in speaking and listening situations✔ Participates in discussion without adult supervision✔ Can listen to and then question or respond to (use an idea expressed by) a
speaker
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✔ Speaks in front of a group using written notes but no script
The student continues to take pleasure in the use of language.✔ Appreciates symbolic language such as metaphor✔ Enjoys listening to and telling riddles and jokes✔ Begins to appreciate shades of meaning, connotation, precise word choice,
the evocative power of certain words✔ Recognizes and begins to use persuasive techniques
Reading
The student exhibits continued growth in behaviors from theBeginning Reading and Writing stage.The student regularly uses all word-recognition strategies.✔ Uses structure, phonics, and syntax (language structure) to determine
word pronunciation✔ Uses context✔ Selects appropriate skills and strategies to sound out unknown words✔ Reads orally with 90 percent accuracy in grade-level materials✔ Self-corrects✔ Takes risks✔ Uses a dictionary both for pronunciation and for meaning
The student’s ability to construct meaning is growing.✔ Enjoys listening to selections that may be beyond reading ability✔ Reads independently✔ Enjoys reading a variety of genres✔ Reads outside of school even without reward✔ Prefers to read silently✔ Continues to grow in the use of strategies for constructing meaning: pre-
dicting, identifying important information, self-questioning, monitoring,summarizing, and evaluating
The student reads for a variety of purposes.✔ Appreciates levels of meaning in stories✔ Has a growing interest in authors, illustrators, and genres✔ Is aware of own purpose(s) for reading✔ Is beginning to understand text structure in expository text✔ Uses variety of print sources for information
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✔ Is learning to synthesize information from more than one source
The student is learning research skills.✔ Uses card catalog or the computer equivalent✔ Operates the computer ✔ Is learning to narrow search, whether for print or Internet sources✔ Is learning to read graphic materials such as graphs, charts, tables, time-
lines, and maps✔ Uses dictionary, thesaurus, encyclopedia, and other references, either in
book form or on CD-ROM
Writing
The student exhibits continued growth in behaviors from theBeginning Reading and Writing stage.The student writes for a variety of purposes.✔ Is aware of the power of the written word✔ Can identify a topic and theme and develop a paper to fit a given rubric✔ Can plan and put together a report✔ Writes stories with all the literary elements present
The student shows growth in the mechanics and conventions of writing.✔ Uses spelling patterns to attempt to spell words✔ Uses increasingly conventional spelling, demonstrating increased visual
memory and spelling sense✔ Uses increasingly more appropriate grammar and punctuation in writing✔ Uses word processing tools to check spelling, to format, to revise, and
to edit
The student shows pleasure in writing.✔ Sees self as a writer✔ Offers constructive comments to peers about their writing✔ Seeks suggestions for revision during peer and teacher conferences✔ Chooses to write in free time and at home✔ Enjoys sharing writing with peers either by reading aloud or by publishing
in print✔ Enjoys and supports the writing of classmates
The student connects reading and writing.✔ Uses what is learned about narrative writing, such as form, theme, literary
techniques, style, idioms, and colorful language, in own writing
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✔ Uses what is learned about text structure in expository writing and at-tempts to use a variety of structures in own informational writing
✔ Appreciates poetry forms and attempts to write them
THE FLUENT READING AND WRITING STAGE
Oral Language
The student exhibits continued growth in behaviors from previousstages.The student’s facility with language is growing.✔ Oral language reflects increasing vocabulary✔ Shifts from formal to informal usage to suit occasion✔ Listens to oral presentations with understanding
The student uses oral language for a variety of purposes.✔ Discusses literature with pleasure and understanding✔ Enjoys role-playing and Readers’ Theater✔ May enjoy debate or speech competition
The student continues to enjoy language.✔ Is sensitive to body language and tone of others and self✔ Can appreciate the importance of speech in interpreting the written word;
for example, news reporters, actors, comedians
Reading
The student continues to display many of the behaviors from theAlmost Fluent Reading and Writing stage.The student seldom seeks or needs assistance with word recognition.The student uses a wide variety of strategies to construct meaning.✔ Grasps differences in genres✔ Perceives text structure✔ Appreciates levels of meaning in a story✔ Varies reading according to purpose for reading✔ Is effectively using strategies to construct meaning: predicting, self-
questioning, monitoring, summarizing, and evaluating✔ Can verbalize process used to construct meaning; that is, is aware of own
thinking (metacognition)
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✔ Is learning study strategies such as taking notes✔ Uses graphic material to construct meaning
The student enjoys reading.✔ Recommends books to others✔ Is exploring young adult and adult fiction and nonfiction✔ Sees self as a competent reader✔ Sets goals and self-evaluates✔ Is aware of own purposes for reading
The student is refining research skills begun at the previous stage.✔ Can plan a research project✔ Knows how to locate information✔ Takes notes in a variety of ways; attributes sources✔ Synthesizes information into a final product
Writing
Prior writing behaviors strengthen and deepen.The student writes for a variety of purposes and reasons.✔ Is aware of how writing can contribute to self-awareness✔ Is using writing to persuade✔ Can write in response to a prompt to fit a given rubric
The student is growing in the mechanics of writing.✔ Edits own work✔ Can edit the work of others✔ Can independently verify spelling, grammar, and usage
The student is using the writing process.✔ Uses all steps of the writing process independently✔ Varies prewriting techniques according to task✔ Revises own work extensively✔ Is developing a personal writing style, or voice
The student sees self as a competent writer.✔ Sets goals and evaluates own writing
The student connects reading and writing.✔ Recognizes author’s craft and uses in own writing✔ Is experimenting with writing in many forms and genres
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K-W-L Chart (Chapter 2)
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Interest Inventory for Young Children (Chapter 2)
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Interest Inventory for OIder Children (Chapter 2)
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Literacy Attitude Survey for Young Children (Chapter 2)
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Literacy Attitude Survey for Older Children (Chapter 2)
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Homework Cover Sheet (Chapter 2)
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Self-Reflection Form for Literature Discussion Circles (Chapter 2)
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Self-Reflection Literature Circle
Name
Title of Book
Author
Illustrator
_______
_______
_______
_______
Use the scale for each of the following:
(Scale: 5 = Wonderful, 4 = Pretty good, 3 = Okay, 2 = Not so Good, 1 = Ooops)
How I felt about the book
How well I read the book
My part in discussion circles
My journal response during the reading of the book
Write about your literature discussion circle. What is the best part? What is the worst? How would you change it? How would you change the way you participate?
Date
Self-Reflection Form for Independent Reading (Chapter 2)
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Self-Reflection Independent Reading
Name
Title and Author
Mark the scales:
1. How I felt about the book:
Loved it Okay Didn’t like it
Explain your marking
2. I understood the ideas:
Mostly Some Not much
Explain your marking
What else would you like to say about reading this book?
Date
Reading Self-Monitoring Checklist (Chapter 2)
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THINKING ABOUT MY READING
* Preview the book
* Predict
* Stop and think
* Change predictions
* Retell to myself
* Respond
Before reading, did I
During reading, did I
After reading, did I
Date
All the time Sometimes Hardly ever
Name
Title and Author of Book
What do I need to do better?
Levels of Language Production: Informal Checklist for Classroom Teacher (Chapter 3)
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Levels of Language Production: Informal Checklist for Classroom Teacher (Chapter 3)
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Form for Fluency Record or Running Record (Chapter 3)
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Retelling (Summarizing) Record for Expository Text (Chapter 3)
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Student Name Date
Selection/Author
PromptedUnaidedParts Included
Topic
Main idea(s)
Supporting details
Explanation/relating ideas/conclusion
Future support needed:
Comments/Analysis:
RETELLING: EXPOSITORY TEXT
Discussion Observation Grid (Chapter 3)
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Poster to Encourage Good Discussion Behaviors (Chapter 3)
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Oral Language Checklist for Individual Student (Chapter 5)
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ORAL LANGUAGE CHECKLIST:EARLY EMERGENT LITERACY STAGE
Name Age
Key: Y = behavior present consistently S = behavior sometimes present N = behavior not yet present
Benchmark
Pleasure in Stories, Poems, Information
Attends to read-alouds
Predicts
Retells: story/sequence
information/main ideas
Uses book language when retelling
Makes up stories
Tells story to go with picture
Functions of Language
Retains oral directions
Makes verbal requests/gives orders
Asks questions
Converses
Reports
Word Play
Likes word games
Role-plays
Uses new words
Grammar
Instructional Needs: (over)
Knows when sentence doesn’t sound right
Generalizes irregular plurals and verb forms
Identifies complete sentence
Date
Comments
Grade
Reading and Book Knowledge Checklist for Individual Student (Chapter 5)
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READING AND BOOK KNOWLEDGE CHECKLIST:EARLY EMERGENT LITERACY STAGE
Date Name
P = behavior presentS = some knowledgeL = little knowledgeN = behavior not present
Key:
Benchmark
Concepts About Print
Comments
Has concepts about books and print*
Recognizes labels
Questions about print
Purpose of print
Plays with letters
Familiarity with Genres
Nursery rhymes
Traditional stories
Construction of Meaning
Predicts
Makes up stories
Retells
Plays "What if . . ."
Enjoyment
Enjoys listening
Has favorite stories
Plays with sounds/words
Pretends to read
Looks at books independently
* See also separate checklist in Chapter 5, Figure 5.8
Instructional Needs: (over)
Grade/Year in School
Date
Writing and Uses of Writing Checklist for Individual Student (Chapter 5)
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Writing and Uses of Writing Checklist:Early Emergent Literacy Stage
Comments
Date
Purpose
Marks mean something
Wants to write
Communicates
Uses tools
Manipulates letters
Connects to Reading
Wants to label own pictures
Understands stories are made up and
he or she can do this also
Can make up stories
P = behavior presentS = some knowledgeL = little knowledgeN = behavior not present
Key:
Benchmark
Instructional Needs
Name Date Grade/Year in School
Oral Language Checklist for Individual Student (Chapter 6)
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Oral Language Checklist:Emergent Literacy Stage
Name Age
Benchmark Date Comments
Grade
Early Emergent Literacy Behaviors
Standard Usage and GrammarRecognition of nonstandard usageSense of school/book language
Facility with Oral LanguageMakes self understood by peers and adultsFollows "rules" for conversation and discussionRetains oral directionsCan ask questions for clarificationCan paraphrase what others have saidParticipates in sharing
Reflecting LiteratureUses new words from storiesUses "book language" when appropriateEnjoys "making a play" of a favorite story
Pleasure in LanguageEnjoys jokes related to wordsEnjoys tongue twistersEnjoys hearing humorous booksIs proud of learning new wordsTries out new words
+ = behavior present - = behavior absent✓ = somewhat present
Comments:
Reading Checklist for Individual Student (Chapter 6)
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Reading Checklist:Emergent Literacy Stage
Name Age Grade
Benchmark
Dates
Early Emergent Literacy Behaviors
Concepts About PrintHandles book correctlyPoints: word, two words; letter, two lettersKnows print matches voiceKnows book parts
Using Print in Everyday LifeLocates specific bookRecognizes some environmental print
Word Recognition SkillsNames most lettersMatches upper- and lower-case lettersRecognizes some wordsRecognizes own namePhonemic awarenessAlphabetic principlePhonicsOther strategies: sight words context graphics word structure
Constructs Meaning
Comments:
Retells storiesSummarizesDiscussesTalks about booksResponds in writingBegins to see self as reader
+ = consistently present - = not present✓ = somewhat present; recheck
Writing Checklist for Individual Student (Chapter 6)
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Writing Checklist:Emergent Literacy Stage
Name Age Grade
Benchmark
Dates
Early Emergent Literacy Behaviors
Spelling and Other ConventionsWrites own nameNames most lettersForms letterlike shapes/lettersUses some punctuationShows phonemic awarenessGives letter-sound or says word with sound
Purposes of WritingKeeps a journalAttempts to read others’ writingShares writing with othersPractices writing
Writing ProcessUses stepsKnows all authors have used a process
Construction of MeaningResponds to readingComposes narrative and expositionExpresses/reports personal events and feelings
+ = consistently present - = not present✓ = sometimes present/needs instruction
Comments:
Test of Phonemic Awareness (Chapter 6)
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Oral Language Checklist for Individual Student (Chapter 7)
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Oral Language Checklist:Beginning Reading and Writing Stage
Name Grade
Benchmark
Date
Age
Emergent Literacy Behaviors
Use of Standard EnglishSwitches between standard and
Self-corrects nonstandard English
Facility with LanguageListens and paraphrasesIncreasing vocabularyAsks for meanings of wordsWorks collaborativelyParticipates in discussionPlans and asks oral questionsPlans and presents oral report
Pleasure in WordsMakes jokes related to plays on wordsShows interest in word historyEnjoys nonsense and silly poemsMakes own dictionary
+ = behavior present - = behavior absent✓ = somewhat present
Comments:
Comments:
Letter-Name Knowledge Record Sheet (Chapter 7)
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Letter-Name Knowledge
Name Date
Lower CaseUpper Case
___ A___ B___ C___ D___ E___ F___ G___ H___ I___ J___ K___ L___ M___ N___ O___ P___ Q___ R___ S___ T___ U___ V___ W___ X___ Y___ Z
___ a___ b___ c___ d___ e___ f___ g___ h___ i___ j___ k___ l___ m___ n___ o___ p___ q___ r___ s___ t___ u___ v___ w___ x___ y___ z
Match
Observations:
___ Says all upper- and lower-case letters by name
___ Matches all upper- and lower-case letters
___ Needs help with:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Reading Checklist for Individual Student (Chapter 7)
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Reading Checklist:Beginning Reading and Writing Stage
Name Grade
Date
Age
Benchmark
Comments
Emergent Literacy Behaviors
Word Recognition Skills/StrategiesNames letters in random orderRecognizes many sight wordsUses phonics and structural analysisChooses strategies for sounding wordsUses context to determine meaning
Construction of MeaningReads and retells familiar storiesReads own writingBegins to use: - predicting - identifying important information - self-questioning - monitoring - summarizing - evaluatingReads and retells unfamiliar texts(narrative/expository)Self-correctsTakes risksReads in free timeSees self as readerReads to othersBegins to use research tools and skills (list:)
+ = consistently present - = not present✓ = somewhat present; recheck
Comments:
Writing Checklist for Individual Student (Chapter 7)
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Writing Checklist:Beginning Reading and Writing Stage
Name Grade
Benchmark
Date
Comments
Comments:
Age
Emergent Literacy Behaviors
General Writing BehaviorsEnjoys writingIs confident about writingCommunicates spontaneouslyReads others’ writingShows interest in writingWrites in a variety of formats
Mechanics and Conventions of WritingForms letters conventionallyShows increased phonemic awarenessUses invented spelling and editsLearning spelling patternsRecognizes nonstandard usage and edits own writingUses word processing
Writing ProcessParticipates in writing processWrites collaboratively and independentlyReacts to others’ writing
+ = consistently present - = not present✓ = sometimes present/needs instruction
Teacher Observation Sheet for Independent Reading and Writing (Chapter 7)
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Independent Reading and Writing Log Sheet
Name Reading Writing
Student’s Learning Center Record (Chapter 7)
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Name
NameDate
CompletedCenter
Number
My Center Record
Oral Language Checklist for Individual Student (Chapter 8)
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Oral Language Checklist:Almost Fluent Reading and Writing Stage
Name Grade Age
Benchmark
Date
Comments
Beginning Reading and Writing Behaviors
Use of Standard EnglishIs aware of own problemsAccepts diverse usage
Growing Facility with LanguageUses new vocabularyCollaborates in speaking and listeningParticipates in discussion without adultListens to and questions speakersSpeaks with notes
Pleasure in Use
Comments:
Appreciates symbolic languageListens to and tells jokes/riddlesAppreciates shades of meaningRecognizes and uses persuasive techniques
+ = behavior present - = behavior absent✓ = somewhat present
Reading Checklist for Individual Student (Chapter 8)
557
RES
OU
RCE
FIL
E
Reading Checklist:Almost Fluent Reading and Writing Stage
Name Grade Age
Benchmark
Date
Comments
Beginning Reading and Writing Behaviors
Word Recognition StrategiesUses structureUses phonicsUses syntaxUses contextSelects appropriate strategiesReads orally at 90% accuracySelf-correctsTakes risksUses dictionary
Construction of MeaningEnjoys listeningReads independentlyEnjoys reading a variety of genresReads outside of schoolReads silentlyContinues to grow in use of: - predicting - identifying important information - self-questioning - monitoring - summarizing - evaluating
Variety of PurposesAppreciates levels of meaningHas growing interest in authors, illustrators, genresIs aware of own purposeBegins to understand expository text structureUses variety of sourcesSynthesizes information
Research Skills
Comments:
Uses card catalog/computerOperates computerNarrows searchReads: - graphs - charts - tables - timelines - mapsUses: - dictionary - thesaurus - encyclopedia - CD-ROMs - internet
+ = consistently present - = not present✓ = somewhat present; recheck
Writing Checklist for Individual Student (Chapter 8)
558
RES
OU
RCE
FIL
E
Writing Checklist:Almost Fluent Reading and Writing Stage
Name Grade Age
Benchmark
Date
Comments
Beginning Reading and Writing Behaviors
Variety of Purposes for WritingIs aware of power of writingWrites paper to topic/theme/rubricWrites reportsWrites stories
Mechanics and Conventions of Writing
Uses increasingly conventional spellingUses increasingly appropriate grammarUses increasingly appropriate punctuationUses word processing tools
Pleasure in Writing Sees self as writerOffers constructive comments to peersSeeks suggestions for revisionWrites in free timeEnjoys sharingSupports classmates
Connects Reading and Writing
Comments:
Uses learning about narrative writingUses learning about expository writingAppreciates and writes poetry
+ = consistently present - = not present✓ = sometimes present/needs instruction
Uses spelling patterns
Oral Language Checklist for Individual Student (Chapter 9)
559
RES
OU
RCE
FIL
E
Oral Language Checklist:Fluent Reading and Writing Stage
Benchmark
Continued Growth in Previous Behaviors
FacilityShows increasing vocabularyShifts from formal to informal language Listens to presentations with understanding
Variety of PurposesDiscusses literatureEnjoys role-playing/Readers TheaterEnjoys debate/speech competition
EnjoymentIs sensitive to body language and toneAppreciates speech interpretation
Instructional Plans:
Name Grade Age
Date
Comments
+ = consistently present - = not present✓ = somewhat present; recheck; insufficient evidence
Reading Checklist for Individual Student (Chapter 9)
560
RES
OU
RCE
FIL
E
Reading Checklist:Fluent Reading and Writing Stage
Name Grade
Benchmark
Date
Comments
Age
Behaviors from Almost Fluent Stage
Word Recognition
Construction of MeaningGrasps genresPerceives text structureAppreciates levels of meaningVaries reading according to purposeUses strategies to construct meaningIs aware of own thinkingIs learning study strategiesUses graphic material
EnjoymentRecommends books to othersIs exploring adult readingSees self as competent readerSets goals/self-evaluatesIs aware of own purposes
Research SkillsCan plan a research projectKnows how to locate informationTakes notes/attributes sourcesSynthesizes information
+ = consistently present - = not present✓ = somewhat present; recheck; insufficient evidence
Instructional Plans:
Writing Checklist for Individual Student (Chapter 9)
561
RES
OU
RCE
FIL
E
Checklist for Editing and Proofreading by Student Writers and Peers (Chapter 9)
562
RES
OU
RCE
FIL
E
Reference Chart for Editing and Proofreading Notation (Chapter 9)
563
RES
OU
RCE
FIL
E
Fry Readability Formula (Chapter 10)
564
RES
OU
RCE
FIL
E
The Fry Instant Word List: 300 High-Frequency Words (Chapter 10)
565
RES
OU
RCE
FIL
E
227 Core Words Derrived from 400 Storybooks for beginning Readers (Chapter 10)
566
RES
OU
RCE
FIL
E
Dolch Basic Sight Vocabulary (Chapter 10)
567
RES
OU
RCE
FIL
E