Strategies to use in reading
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Strategies to use in reading REGIONAL EDUCATIONAL SERVICE AGENCY
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Transcript of Strategies to use in reading
Strategies to use in reading
REGIONAL EDUCATIONALSERVICE AGENCY
If a child pays little attention to print in the world then
Help child see purpose of printbull Environmentalprintbull Workwithnamesbull Readingtheroom(aformofenvironmental
print)bull Literacyplayboxes(journalofplay)bull Wordgamesbull Languageexperiencebull One-to-onematchingbull Directionality
If a child has little knowledge of books then
Help reader feel comfortable with text and book handlingbull Readaloudwithchild(sharedreading
modeledafterbedtimereading)bull Olderreadingbuddiesbull Owningbooksbull Librarycard
If a child has little knowledge of the alphabet then
Make learning alphabet interesting and fun (letters need not be learned in order)bull Songsnurseryrhymesandchoralreadingbull Alphabetbooksbull Lettersinnamesbull Alphabetblocksbull Alphabetsoundwordexamplesbull MagneticlettersandotherEveryday
Phonicsbull Writelettersinshavingcreamorsandbull HandheldgamesandotherEveryday
Phonicsbull Letterdetectivebull Lettersinwriting
If a child does not recognize word units then
Help reader realize that print is made up of words that match speechbull Sharedreadingbull Newsandannouncementschartbull Wordwallbull Writingbull Blendingsoundsintowordsandwordpartsbull One-to-onematching
Download an electronic copyAnelectronicversionofthisdocumentwithlinkstoeachstrategyisavailableonlineathttpwwwprotopagecomevansjennifer
ClicktheldquoReadingrdquotab
Emergent Readers
If a child has difficulty matching letters with corresponding sounds then
Help reader realize that words are made up of letters that correspond with speech soundsbull Countingwordsinspeechbull Clappingsyllablesbull Soundboxesbull Alphabetsoundwordexamplesbull Wordgamesndashmatchwordwithbeginningletter
bull Rhymingbull Rhymingbooksbull Everydayphonics(I-spyalphabetcans
magneticlettersetc)
If a child has difficulty with letter-sound correspondence then
Help reader learn high-frequency letter-sound correspondence (consonants) in the context of real reading situations or as a result of examining text in real reading situationsbull Lettersinthecontextofrealreadingbull Tonguetwistersbull Nurseryrhymesbull Flipthesoundbull Crosscheckingbull Beginningsounds
If a child reads words letter by letter then
Model fluent readingbull Sharedreadingbull Newsandannouncements
Help child see words as wholesbull Wordsortsbull Wordwallsbull Alphabetbooks(letterrecognition)bull Personaldictionarybull Wordofthedaybull List-group-share(LGS)bull Visual-auditory-kinesthetic-tactilebull Trackingbull Clozebull Practicecommonsightwordsandhigh-frequency
words
Help child see word patternsbull Onsetrimebull Structuralanalysisbull Chunkletterstogetherbull Blendsoundsbull Stretchandreread
If a child guesses at words using only initial consonant sound as cues then
Help reader see words as wholes and in the context of an authentic reading situationbull Clozeactivitiesduringsharedreadingbull Computerreadingprogramsbull Languageexperience
Help reader use multiple strategies for decodingbull Wordfamiliesbull Wordsortsbull Clozebull Wordbanksbull Makingwordsbull Contextualanalysisbull Bagwordsbull Writingbull Cross-checkingndashmeaningsyntaxvisualcuesbull Monitoringandself-correcting
If a child guesses at unknown words using no graphic cues then
Help reader pay attention to the visual aspects of word identification while still using syntactic and semantic cuesbull Clozewithinitialconsonantsoundbull Findinglittlewordsinbigwordsbull Structuralanalysisbull Onsetrimebull Wordsortsbull WritingWordWizardsbull Pictureclues
Early Readers
If a child can decode but uses only letter sounds then
Help reader see that decoding words involves multiple strategies such as onsetsrimes word within words structural analysis context cluesbull Wordsortsbull Onsetrimebull Clozebull Wordbankbull Makingwordsbull Contextualanalysisbull Findinglittlewordsinbigwordsbull Writingbull Chunking
If a child has little interest in reading then
Help reader to discuss purposes for reading in hisher lifebull Environmentalprintbull Literacyplayboxesbull Booksaboutmebull Interactivereading(readingwithstudents)bull Computerstoriesorreadinggamesbull Wordgamesbull Readingaloudtochildbull Sharedreadingbull Owningbooksbull Jackdawsbull Careersearchbull InterestInventory(MotivationtoReadProfile)
If a child doesnrsquot recognize new words built on known words then
Help reader learn that words are not always individual letters but often have partsbull Structuralanalysisbull Wordsortsbull Makingwordsbull Wordgamesbull Rhymingwordsbull Wordfamiliesbull Newsandannouncementschart
If a child has problems with sight words then
Help reader build a repertoire of sight words by connecting words to lifeexperience for long-term memorybull Wordwallsbull Personaldictionarybull Bagwords
Demonstrate to reader that sight words are usually built from reading not before readingbull Wordstudyafterreadingbull Writing
If a child reads words he knows but stops at every new or unfamiliar word then
Help child realize reading is not just reading words help learn to use all three cueing systemsbull Clozeactivitiesbull Useofpredictionbeforeandafterreadingbull Guidedreadingbull Think-aloudsbull Skipthewordthencomebackbull Blendsoundsbull Stretchandreread
If a child reads word-by-word then
Present opportunities for rereadingbull Repeatedreadingbull Readerrsquostheatrebull Environmentalprintbull Readandwriteabouttheirworldbull Cut-upsentences
Work on pre-reading so student makes predictions and reads to confirm or adjust predictionsbull Pre-tellingbull Anticipationguidesbull Webbingbull Activatepriorknowledgebull Setpurposeforreading
Model fluent readingbull Sharedreadingbull Pairedreadingbull Read-aloudsbull Trackingbull Adjustingreadingrate
If a child has problems choosing appropriate books then
Teach strategies for choosing books based on interest and abilitybull Choosingbooksbull Readingbuddiesbull Sharingbooksbull Owningbooksbull FiveFingerRulebull Goldilocksstrategybull Readappropriateleveltextbull Choosegood-fitbooksbull Voraciousreadingbull AskldquoDoesthismakesenserdquobull Interestinventories(Motivationtoreadprofile)
If a child has little confidence in reading ability then
Help child see himherself as a readerbull Readtoyoungerchildrenbull Readinglogsbull Choosinggood-fitbooksbull Languageexperience(readingbookswrittenby
child)bull Choralreadingbull Sharedreading
Emphasize reading strengthsbull Usestrengthsneedslisttobeginwithwhatstudents
candobull Sharestrengthsneedslistwithparentsandchildbull Workongoalstogether
If a child reads so slowly that comprehension is compromised then
Take time for pre-readingbull Activatepriorknowledgebull Setpurposeforreadingbull Anticipationguidesbull Frametwothreewordsatatime
Model fluent reading and attend to meaning before having student read independentlybull Think-aloudsbull Createvisualimagesbull Askstudenttoreadlikeacharacter(orteacher)would
readitbull Slideyourfingeracrossthetextquicklymasking
whennecessarybull Questioningstrategiesbull Planandlabel
Make sure text is at appropriate levelbull Choosegood-fitbooks
If a child doesnrsquot attend to story or attention wanders during reading then
Help reader see reading as a meaningful activitybull Interestinventorybull Readingownwritingbull Choosinggood-fitbooksbull DRTAbull Readingbuddies
If a child has difficulty tracking loses place then
Help child practice reading fluently using aids that train the eyes to process left to right line by linebull Computerversionsofstorywithhighlightedtextbull LeapPadreadinggamesbull Trackingwithfingerbull Sharedreadingbull Trackingwithabookmarkbull Usepriorknowledgetoconnectwithtextbull Askquestionswhilereadingbull Makeconnectionstotext
bull SSRwithbuddybull Think-pair-sharebull Languageexperiencebull SocraticMethod
bullGuidedinstructionbullKWLbullCreateascenariobullDRTA
If a child reads slowly but comprehends then
Present authentic reasons for rereadingbull Readersrsquotheatrebull Writingtextforstrugglingreadersbull Rereading
Model fluent readingbull Sharedreadingbull Echoreadingbull Read-aloudsbull Adjustingreadingrate
Present opportunities for student to read fluently with supportbull Choralreadingbull Computerreadingbull Pairedreadingwithfluentreadersbull Tape-recordedreadingbull GamessuchasLeapPadbull Trackingbull Repeatedreadingsbull ReaderrsquosTheatrebull Listeningcenterbull Speeddrills
If a child memorizes text during repeated readings then
Help child pay attention to words in textbull Workingwithwordsusingafamiliarstorypersonal
dictionaryandsoonbull Scrambledsentencesbull Trackingwithfingerbull Computerversionsofstorywithhighlightedtextbull ComputergamessuchasLeapPadthatusepencilfor
tracking
If a child reads quickly but inaccurately and with limited comprehension then
Help child read at a pace that supports comprehension help child read for meaningbull DRTAbull Comprehensionstrategyframeworkwithmarginaliabull Questioningbull QARbull Createvisualimagesbull Planandlabelbull Fix-upstrategiesbull Anticipationguidebull SocraticMethodbull Guidedreadingbull Think-pair-sharebull Reciprocalteachingbull Practicefluencystrategiesbull Adjustandapplydifferentreadingratestomatchtextbull Usephrasingusepunctuationbull Crosscheckbull Chunkletterstogether
Transitional Readers
If a child reads fluently but canrsquot retell then
Make sure student understands how to retellbull Retellingbull Summarizendashheadlineitbull Webbingmappingbull Modelingbull Think-aloudsbull Interpretivequestionsbull ScoraticMethodbull Storyframesbull Semanticwebbing
Make sure student is constructing meaning while readingbull Imagerybull Predictingbull Questioningbull Determineimportantideasbull Priorknowledgendashexclusionbrainstormingbull GuidedReadingbull Reciprocalteachingbull DRTAbull Planandlabelbull Adjustandapplydifferentreadingratestomatchtext
If a child reads fluently but canrsquot (or sometimes doesnrsquot) identify main idea or purpose then
Help reader bring meaning to text connect to experience and previous knowledge and organize the elements of the text during and after readingbull Storymappingbull Literaturecirclesbull Compareandcontrastchartsbull Writeandsharebull Imagerybull Questioningbull Determineimportanceintextndashfinalwordbull Artfulartistbull Planandlabelbull Paraphrasingbull SocraticMethodbull Askingforhelpbull Venndiagrambull Responselogsbull Summarizingretellingbull Connectingndashconscioustounconsciousbull Columnnotes
If a child reads fluently but misses many details then
Help reader see that he should examine text and reread when necessarybull Mappingbull Webbingbull Reciprocalteachingbull Contextcluesrereadingandskippingbull Self-questioning(ifreadercanrsquotidentifymainideaor
purpose)bull Codingbull Phrasingusingpunctuationbull Voraciousreadingbull Planandlabelbull CheckforunderstandingndashImportanceintextbull MakeapictureormentalimagendashKIDbull Recognizeliteraryelements
Discuss storytext with others and revisit texts during discussionbull Literaturecirclesbull Pair-think-sharebull Linguisticroulettebull Figurativelanguagebull Artfulartistbull Writeandsharebull Retellorsummarizebull 5-3-1summarizingactivitybull Determineimportanceusingthememainideasand
supportingdetailsusingListGroupLabel
If a child reads only one genre or one type of book then
Help child to broaden interests and experiences with books while respecting choice and interestbull Readaloudfromvariousgenresbull Sharebooksbull Introducebooksthroughbooktalksbull Recommendorsuggestabooksimilarbutonestep
removedbull InterestInventory
If a child has difficulty reading for information then
Help child develop techniques for reading nonfiction which is different from reading text with a story grammarbull Think-aloudsbull Reciprocalteachingbull Anticipationguidesbull Determineimportantideasbull Questioningbull Minutecomprehensionbull ImageryndashCSIbull KWLbull Webbingbull Planandlabelbull Jackdawsbull Usetextfeatures(titlecaptionetc)bull Determineandanalyzeauthorrsquospurposeandsupportwith
text
Self-Extending ReadersIf a child isnrsquot able to make inferences (recalls literally) then
Help reader realize that when making meaning she must put pieces of information together to make sense of text help reader see not everything is stated directlybull Think-aloudsbull Comprehensionstrategyframeworkbull Literaturecirclesbull SocraticMethodbull Inferentialstrategybull Imagerybull WriteandSharebull Responselogsbull Saysomethingbull SummarizingretellingJigsawbull Connectingbull Inferandsupportwithevidencebull AskquestionswhilereadingPQRSTbull Predictwhatwillhappenndashreadtoconfirm
If a child needs or wishes to develop vocabulary then
Help student devise methods of adding new words she encounters in context of reading to her readingwriting vocabularybull Wordsmapsbull Contextualanalysisbull Fix-upstrategiesbull Questioningbull DetermineimportantideasndashToughiechartbull A-B-Cgraffitibull Wordgamesbull Explicitinstructionbull Context-structure-sound-referencebull Tunetointerestingwordsbull Rereadtoclarifythemeaningofawordbull Lineararraybull Conceptdefinitionmappingbull Wordtrees
If a child has trouble expanding meaning then
Help student search for and use connections to the knowledge they have gained from personal world and text experiencesbull Understanddeveloppurposesforreadingtextsbull Connectknowledgeoftopicplotcharactersorsettingtopersonal
experiencesandtheirknowledgeoftheworldandothertextsbull Bringbackgroundknowledgetotheirreadingofatextbull Interprettextsusingpersonalexperienceandbackgroundknowledgebull Makeconnectionsbetweenandamongtextstheyhavereadseeing
similaritiesanddifferencesbull Figurativelanguage
Help students go beyond the literal meaning of a text to derive what is not there but is implied or to inferbull Constructtheoriesthatexplainhowcharactersbehaveorplotsunfoldsbull Haveempathyforfictionalorhistoricalcharactersbull Usebackgroundknowledgeandinformationfromthetexttoform
tentativetheoriesastothesignificanceoftheeventsbull Createsensoryimagesrelatedtocharacterplotsettingthemeortopicbull Understandwhatisnotstatedbutisimpliedinthetext
Help students put together important information while reading or to summarizebull Relateimportantideaseventsdetailsorotherinformationrelatedto
comprehendingthewholetextbull Continuallyorganizeinformationextractedfromprintbull Distinguishbetweensummarizingimportantinformationand
rememberingretellingallthedetailsofatextbull Selectimportantinformationafterreadingandbringtogetherinaconcisereport
Help students synthesize by putting together information from the text and from personal world and literary knowledge to create new understandingsbull Relateimportantideastoeachotherbull DevelopschemawithAnticipationGuidebull Deepenunderstandingofanideaconceptortopicbyintegratingnew
knowledgewithpriorknowledgebull Expandpersonalunderstandingsbyincorporatingtheldquolivedthroughrdquo
experiencesfromtextsbull Figurativelanguagebull SocraticMethod
Help students analyze by closely examining elements of a text to achieve greater understanding of how it is constructedbull Recognizeplotdevelopmentbasedonknowledgeoftextstructurebull Recognizeandusetextcharacteristicsrelatedtogenrebull Discovertheunderlyingorganizationofatextrelatedtotopicgenreor
themebull Recognizetheauthorrsquosuseoflanguagetocommunicatemeaningand
emotionsinvariouswaysbull Analyzeelementsofafictionornonfictiontexttogainanunderstandingof
howtheauthorcommunicatedmeaningbull Recognizeandusegraphicfeaturesoftextstoexpandunderstandingbull Analyzethewholetexttodeterminehowillustrationstextandformat
communicatemeaninginanintegratedway
continued on next page
Advanced Readers
Help students critique by judging or evaluating a text based on personal world or text knowledgebull Assesswhetheratextisconsistentwithwhatisknownthroughlife
experiencesbull Judgewhetheratextisauthenticintermsofplotorsettingbull Evaluatethewriterrsquoscraftinlightofappropriatenessofgenreuseof
languageorothercriteriabull Judgetheaccuracyofinformationbull Judgethequalificationsofthewritertoproduceanauthenticfictionor
nonfictiontextbull Examineanddiscoverbiasintextsbull Appreciatetheaestheticqualitiesofatextbull CriticalandAnalyticalThinkingSkills
Building an Effective Reading Process Over TimeEmergent Readers [Levels AndashB]
bull Becomeawareofprintbull Readorallymatchingword-by-wordbull Usemeaningandlanguageinsimpletextsbull Hearsoundsinwordsbull Recognizenameandsomelettersbull Useinformationfrompicturesbull Connectwordswithnamesbull Noticeandusespacesbetweenwordsbull Readorallybull Matchonespokenwordtooneprintedwordwhilereading1or2linesoftextbull Usespacesandsomevisualinformationtocheckonreadingbull Knownamesofsomealphabetlettersbull Knowsomeletter-soundrelationshipsbull Readlefttorightbull Recognizeafewhighfrequencywords
ApproximateGradesK-1 Texts Simple stories with 1ndash2 lines
Early Readers [Levels BndashH]
bull Knownamesofmostalphabetlettersandmanyletter-soundrelationshipsbull Useletter-soundinformationalongwithmeaningandlanguagetosolvewordsbull Readwithoutpointingbull Readorallyandbegintoreadsilentlybull Readfluentlywithphrasingoneasytextsusepunctuationbull Recognizemosteasyhighfrequencywordsbull Checktobesurereadingmakessensesoundsrightlooksrightbull Checkonesourceofinformationagainstanothertosolveproblemsbull Useinformationfrompicturesasaddedinformationwhilereadingprint
ApproximateGrades1-2 Texts Longer books with high frequency words and supportive illustrations
Transitional Readers [Levels HndashM]
bull Readsilentlymostofthetimebull Havealargecoreofknownwordsthatarerecognizedautomaticallybull Usemultiplesourcesofinformationwhilereadingformeaningbull Integratesourcesofinformationsuchasletter-soundrelationshipsmeaningand
languagestructurebull Consistentlychecktobesureallsourcesofinformationfitbull Donotrelyonillustrationsbutnoticethemtogainadditionalmeaningbull Understandinterpretanduseillustrationsininformationaltextbull Knowhowtoreaddifferentlyinsomedifferentgenresbull Haveflexiblewaysofproblem-solvingwordsincludinganalysisofletter-sound
relationshipsandvisualpatternsbull Readwithphrasingandfluencyatappropriatelevels
ApproximateGrades2-3 Texts Texts with many lines of print books organized into short chapters more difficult picture books wider variety of genre
Reading Process
continued on next page
Transitional Readers [Levels MndashR]
bull Readsilentlyreadfluentlywhenreadingaloudbull Useallsourcesofinformationflexiblyinasmoothlyorchestratedwaybull Sustainreadingovertextswithmanypagesthatrequirereadingoverseveral
daysorweeksbull Enjoyillustrationsandgainadditionalmeaningfromthemastheyinterprettextsbull Interpretanduseinformationfromawidevarietyofvisualaidsinexpositorytextsbull Analyzewordsinflexiblewaysandmakeexcellentattemptsatnewmulti-syllable
wordsbull Havesystemsforlearningmoreaboutthereadingprocessastheyreadsothat
theybuildskillssimplybyencounteringmanydifferentkindsoftextswithavarietyofnewwords
bull Areinacontinuousprocessofbuildingbackgroundknowledgeandrealizethattheyneedtobringtheirknowledgetotheirreading
bull Becomeabsorbedinbooksbull Begintoidentifywithcharactersinbooksandseethemselvesintheeventsofthe
storiesbull Connecttextswithprevioustextsread
ApproximateGrades3-4 Texts Wide reading of a variety of long and short texts variety of genre
Advanced Readers [Levels RndashY]
bull Readsilentlyreadfluentlywhenreadingaloudbull Effectivelyusetheirunderstandingsofhowwordsworkemployawiderange
ofwordsolvingstrategiesincludinganalogytoknownwordswordrootsbasewordsandaffixes
bull Acquirenewvocabularythroughreadingbull Usereadingasatoolforlearningincontentareasbull Constantlydevelopnewstrategiesandnewknowledgeoftextsasthey
encountergreatervarietybull Developfavoritetopicsandauthorsthatformthebasisoflife-longreading
preferencesbull Activelyworktoconnecttextsforgreaterunderstandingandfinerinterpretations
oftextsbull Consistentlygobeyondthetextreadtoformtheirowninterpretationsandapply
understandingsinotherareasbull Sustaininterestandunderstandingoverlongtextsandreadoverextended
periodsoftimebull Noticeandcommentonaspectsofthewriterrsquoscraftbull Readtoexplorethemselvesaswellasphilosophicalandsocialissues
ApproximateGrades4-6 Texts Wide reading of a variety of genre and for a range of purposes
CompiledfromWhatrsquos After AssessmentbyKathleenStricklandGuiding Readers amp WritersbyIreneFountasandGaySuPinnellMosaic of ThoughtbyEllinOliverKeeneandSusanZimmermannCORE Teaching Reading SourcebookbyBillHonigLindaDiamondandLindaGutlohnStrategies That Work byStephanieHarveyandAnneGoudvisThe Next Step in Guided ReadingbyJanRichardsonCafeacutebyGailBousheyandJoanMoserResearch-Based StrategiesbyRubyKPayneandvariouswebsites
REGIONAL EDUCATIONAL SERVICE AGENCY499 Range Road PO Box 1500 Marysville MI 48040
(810) 364-8990 wwwsccresaorg
62014
- Coverpdf
- Emergent Readers
- Early Readers
- Transitional Readers
- Self Extending Readers
- Advanced Readers
- Reading Process
- Back Cover
-
If a child pays little attention to print in the world then
Help child see purpose of printbull Environmentalprintbull Workwithnamesbull Readingtheroom(aformofenvironmental
print)bull Literacyplayboxes(journalofplay)bull Wordgamesbull Languageexperiencebull One-to-onematchingbull Directionality
If a child has little knowledge of books then
Help reader feel comfortable with text and book handlingbull Readaloudwithchild(sharedreading
modeledafterbedtimereading)bull Olderreadingbuddiesbull Owningbooksbull Librarycard
If a child has little knowledge of the alphabet then
Make learning alphabet interesting and fun (letters need not be learned in order)bull Songsnurseryrhymesandchoralreadingbull Alphabetbooksbull Lettersinnamesbull Alphabetblocksbull Alphabetsoundwordexamplesbull MagneticlettersandotherEveryday
Phonicsbull Writelettersinshavingcreamorsandbull HandheldgamesandotherEveryday
Phonicsbull Letterdetectivebull Lettersinwriting
If a child does not recognize word units then
Help reader realize that print is made up of words that match speechbull Sharedreadingbull Newsandannouncementschartbull Wordwallbull Writingbull Blendingsoundsintowordsandwordpartsbull One-to-onematching
Download an electronic copyAnelectronicversionofthisdocumentwithlinkstoeachstrategyisavailableonlineathttpwwwprotopagecomevansjennifer
ClicktheldquoReadingrdquotab
Emergent Readers
If a child has difficulty matching letters with corresponding sounds then
Help reader realize that words are made up of letters that correspond with speech soundsbull Countingwordsinspeechbull Clappingsyllablesbull Soundboxesbull Alphabetsoundwordexamplesbull Wordgamesndashmatchwordwithbeginningletter
bull Rhymingbull Rhymingbooksbull Everydayphonics(I-spyalphabetcans
magneticlettersetc)
If a child has difficulty with letter-sound correspondence then
Help reader learn high-frequency letter-sound correspondence (consonants) in the context of real reading situations or as a result of examining text in real reading situationsbull Lettersinthecontextofrealreadingbull Tonguetwistersbull Nurseryrhymesbull Flipthesoundbull Crosscheckingbull Beginningsounds
If a child reads words letter by letter then
Model fluent readingbull Sharedreadingbull Newsandannouncements
Help child see words as wholesbull Wordsortsbull Wordwallsbull Alphabetbooks(letterrecognition)bull Personaldictionarybull Wordofthedaybull List-group-share(LGS)bull Visual-auditory-kinesthetic-tactilebull Trackingbull Clozebull Practicecommonsightwordsandhigh-frequency
words
Help child see word patternsbull Onsetrimebull Structuralanalysisbull Chunkletterstogetherbull Blendsoundsbull Stretchandreread
If a child guesses at words using only initial consonant sound as cues then
Help reader see words as wholes and in the context of an authentic reading situationbull Clozeactivitiesduringsharedreadingbull Computerreadingprogramsbull Languageexperience
Help reader use multiple strategies for decodingbull Wordfamiliesbull Wordsortsbull Clozebull Wordbanksbull Makingwordsbull Contextualanalysisbull Bagwordsbull Writingbull Cross-checkingndashmeaningsyntaxvisualcuesbull Monitoringandself-correcting
If a child guesses at unknown words using no graphic cues then
Help reader pay attention to the visual aspects of word identification while still using syntactic and semantic cuesbull Clozewithinitialconsonantsoundbull Findinglittlewordsinbigwordsbull Structuralanalysisbull Onsetrimebull Wordsortsbull WritingWordWizardsbull Pictureclues
Early Readers
If a child can decode but uses only letter sounds then
Help reader see that decoding words involves multiple strategies such as onsetsrimes word within words structural analysis context cluesbull Wordsortsbull Onsetrimebull Clozebull Wordbankbull Makingwordsbull Contextualanalysisbull Findinglittlewordsinbigwordsbull Writingbull Chunking
If a child has little interest in reading then
Help reader to discuss purposes for reading in hisher lifebull Environmentalprintbull Literacyplayboxesbull Booksaboutmebull Interactivereading(readingwithstudents)bull Computerstoriesorreadinggamesbull Wordgamesbull Readingaloudtochildbull Sharedreadingbull Owningbooksbull Jackdawsbull Careersearchbull InterestInventory(MotivationtoReadProfile)
If a child doesnrsquot recognize new words built on known words then
Help reader learn that words are not always individual letters but often have partsbull Structuralanalysisbull Wordsortsbull Makingwordsbull Wordgamesbull Rhymingwordsbull Wordfamiliesbull Newsandannouncementschart
If a child has problems with sight words then
Help reader build a repertoire of sight words by connecting words to lifeexperience for long-term memorybull Wordwallsbull Personaldictionarybull Bagwords
Demonstrate to reader that sight words are usually built from reading not before readingbull Wordstudyafterreadingbull Writing
If a child reads words he knows but stops at every new or unfamiliar word then
Help child realize reading is not just reading words help learn to use all three cueing systemsbull Clozeactivitiesbull Useofpredictionbeforeandafterreadingbull Guidedreadingbull Think-aloudsbull Skipthewordthencomebackbull Blendsoundsbull Stretchandreread
If a child reads word-by-word then
Present opportunities for rereadingbull Repeatedreadingbull Readerrsquostheatrebull Environmentalprintbull Readandwriteabouttheirworldbull Cut-upsentences
Work on pre-reading so student makes predictions and reads to confirm or adjust predictionsbull Pre-tellingbull Anticipationguidesbull Webbingbull Activatepriorknowledgebull Setpurposeforreading
Model fluent readingbull Sharedreadingbull Pairedreadingbull Read-aloudsbull Trackingbull Adjustingreadingrate
If a child has problems choosing appropriate books then
Teach strategies for choosing books based on interest and abilitybull Choosingbooksbull Readingbuddiesbull Sharingbooksbull Owningbooksbull FiveFingerRulebull Goldilocksstrategybull Readappropriateleveltextbull Choosegood-fitbooksbull Voraciousreadingbull AskldquoDoesthismakesenserdquobull Interestinventories(Motivationtoreadprofile)
If a child has little confidence in reading ability then
Help child see himherself as a readerbull Readtoyoungerchildrenbull Readinglogsbull Choosinggood-fitbooksbull Languageexperience(readingbookswrittenby
child)bull Choralreadingbull Sharedreading
Emphasize reading strengthsbull Usestrengthsneedslisttobeginwithwhatstudents
candobull Sharestrengthsneedslistwithparentsandchildbull Workongoalstogether
If a child reads so slowly that comprehension is compromised then
Take time for pre-readingbull Activatepriorknowledgebull Setpurposeforreadingbull Anticipationguidesbull Frametwothreewordsatatime
Model fluent reading and attend to meaning before having student read independentlybull Think-aloudsbull Createvisualimagesbull Askstudenttoreadlikeacharacter(orteacher)would
readitbull Slideyourfingeracrossthetextquicklymasking
whennecessarybull Questioningstrategiesbull Planandlabel
Make sure text is at appropriate levelbull Choosegood-fitbooks
If a child doesnrsquot attend to story or attention wanders during reading then
Help reader see reading as a meaningful activitybull Interestinventorybull Readingownwritingbull Choosinggood-fitbooksbull DRTAbull Readingbuddies
If a child has difficulty tracking loses place then
Help child practice reading fluently using aids that train the eyes to process left to right line by linebull Computerversionsofstorywithhighlightedtextbull LeapPadreadinggamesbull Trackingwithfingerbull Sharedreadingbull Trackingwithabookmarkbull Usepriorknowledgetoconnectwithtextbull Askquestionswhilereadingbull Makeconnectionstotext
bull SSRwithbuddybull Think-pair-sharebull Languageexperiencebull SocraticMethod
bullGuidedinstructionbullKWLbullCreateascenariobullDRTA
If a child reads slowly but comprehends then
Present authentic reasons for rereadingbull Readersrsquotheatrebull Writingtextforstrugglingreadersbull Rereading
Model fluent readingbull Sharedreadingbull Echoreadingbull Read-aloudsbull Adjustingreadingrate
Present opportunities for student to read fluently with supportbull Choralreadingbull Computerreadingbull Pairedreadingwithfluentreadersbull Tape-recordedreadingbull GamessuchasLeapPadbull Trackingbull Repeatedreadingsbull ReaderrsquosTheatrebull Listeningcenterbull Speeddrills
If a child memorizes text during repeated readings then
Help child pay attention to words in textbull Workingwithwordsusingafamiliarstorypersonal
dictionaryandsoonbull Scrambledsentencesbull Trackingwithfingerbull Computerversionsofstorywithhighlightedtextbull ComputergamessuchasLeapPadthatusepencilfor
tracking
If a child reads quickly but inaccurately and with limited comprehension then
Help child read at a pace that supports comprehension help child read for meaningbull DRTAbull Comprehensionstrategyframeworkwithmarginaliabull Questioningbull QARbull Createvisualimagesbull Planandlabelbull Fix-upstrategiesbull Anticipationguidebull SocraticMethodbull Guidedreadingbull Think-pair-sharebull Reciprocalteachingbull Practicefluencystrategiesbull Adjustandapplydifferentreadingratestomatchtextbull Usephrasingusepunctuationbull Crosscheckbull Chunkletterstogether
Transitional Readers
If a child reads fluently but canrsquot retell then
Make sure student understands how to retellbull Retellingbull Summarizendashheadlineitbull Webbingmappingbull Modelingbull Think-aloudsbull Interpretivequestionsbull ScoraticMethodbull Storyframesbull Semanticwebbing
Make sure student is constructing meaning while readingbull Imagerybull Predictingbull Questioningbull Determineimportantideasbull Priorknowledgendashexclusionbrainstormingbull GuidedReadingbull Reciprocalteachingbull DRTAbull Planandlabelbull Adjustandapplydifferentreadingratestomatchtext
If a child reads fluently but canrsquot (or sometimes doesnrsquot) identify main idea or purpose then
Help reader bring meaning to text connect to experience and previous knowledge and organize the elements of the text during and after readingbull Storymappingbull Literaturecirclesbull Compareandcontrastchartsbull Writeandsharebull Imagerybull Questioningbull Determineimportanceintextndashfinalwordbull Artfulartistbull Planandlabelbull Paraphrasingbull SocraticMethodbull Askingforhelpbull Venndiagrambull Responselogsbull Summarizingretellingbull Connectingndashconscioustounconsciousbull Columnnotes
If a child reads fluently but misses many details then
Help reader see that he should examine text and reread when necessarybull Mappingbull Webbingbull Reciprocalteachingbull Contextcluesrereadingandskippingbull Self-questioning(ifreadercanrsquotidentifymainideaor
purpose)bull Codingbull Phrasingusingpunctuationbull Voraciousreadingbull Planandlabelbull CheckforunderstandingndashImportanceintextbull MakeapictureormentalimagendashKIDbull Recognizeliteraryelements
Discuss storytext with others and revisit texts during discussionbull Literaturecirclesbull Pair-think-sharebull Linguisticroulettebull Figurativelanguagebull Artfulartistbull Writeandsharebull Retellorsummarizebull 5-3-1summarizingactivitybull Determineimportanceusingthememainideasand
supportingdetailsusingListGroupLabel
If a child reads only one genre or one type of book then
Help child to broaden interests and experiences with books while respecting choice and interestbull Readaloudfromvariousgenresbull Sharebooksbull Introducebooksthroughbooktalksbull Recommendorsuggestabooksimilarbutonestep
removedbull InterestInventory
If a child has difficulty reading for information then
Help child develop techniques for reading nonfiction which is different from reading text with a story grammarbull Think-aloudsbull Reciprocalteachingbull Anticipationguidesbull Determineimportantideasbull Questioningbull Minutecomprehensionbull ImageryndashCSIbull KWLbull Webbingbull Planandlabelbull Jackdawsbull Usetextfeatures(titlecaptionetc)bull Determineandanalyzeauthorrsquospurposeandsupportwith
text
Self-Extending ReadersIf a child isnrsquot able to make inferences (recalls literally) then
Help reader realize that when making meaning she must put pieces of information together to make sense of text help reader see not everything is stated directlybull Think-aloudsbull Comprehensionstrategyframeworkbull Literaturecirclesbull SocraticMethodbull Inferentialstrategybull Imagerybull WriteandSharebull Responselogsbull Saysomethingbull SummarizingretellingJigsawbull Connectingbull Inferandsupportwithevidencebull AskquestionswhilereadingPQRSTbull Predictwhatwillhappenndashreadtoconfirm
If a child needs or wishes to develop vocabulary then
Help student devise methods of adding new words she encounters in context of reading to her readingwriting vocabularybull Wordsmapsbull Contextualanalysisbull Fix-upstrategiesbull Questioningbull DetermineimportantideasndashToughiechartbull A-B-Cgraffitibull Wordgamesbull Explicitinstructionbull Context-structure-sound-referencebull Tunetointerestingwordsbull Rereadtoclarifythemeaningofawordbull Lineararraybull Conceptdefinitionmappingbull Wordtrees
If a child has trouble expanding meaning then
Help student search for and use connections to the knowledge they have gained from personal world and text experiencesbull Understanddeveloppurposesforreadingtextsbull Connectknowledgeoftopicplotcharactersorsettingtopersonal
experiencesandtheirknowledgeoftheworldandothertextsbull Bringbackgroundknowledgetotheirreadingofatextbull Interprettextsusingpersonalexperienceandbackgroundknowledgebull Makeconnectionsbetweenandamongtextstheyhavereadseeing
similaritiesanddifferencesbull Figurativelanguage
Help students go beyond the literal meaning of a text to derive what is not there but is implied or to inferbull Constructtheoriesthatexplainhowcharactersbehaveorplotsunfoldsbull Haveempathyforfictionalorhistoricalcharactersbull Usebackgroundknowledgeandinformationfromthetexttoform
tentativetheoriesastothesignificanceoftheeventsbull Createsensoryimagesrelatedtocharacterplotsettingthemeortopicbull Understandwhatisnotstatedbutisimpliedinthetext
Help students put together important information while reading or to summarizebull Relateimportantideaseventsdetailsorotherinformationrelatedto
comprehendingthewholetextbull Continuallyorganizeinformationextractedfromprintbull Distinguishbetweensummarizingimportantinformationand
rememberingretellingallthedetailsofatextbull Selectimportantinformationafterreadingandbringtogetherinaconcisereport
Help students synthesize by putting together information from the text and from personal world and literary knowledge to create new understandingsbull Relateimportantideastoeachotherbull DevelopschemawithAnticipationGuidebull Deepenunderstandingofanideaconceptortopicbyintegratingnew
knowledgewithpriorknowledgebull Expandpersonalunderstandingsbyincorporatingtheldquolivedthroughrdquo
experiencesfromtextsbull Figurativelanguagebull SocraticMethod
Help students analyze by closely examining elements of a text to achieve greater understanding of how it is constructedbull Recognizeplotdevelopmentbasedonknowledgeoftextstructurebull Recognizeandusetextcharacteristicsrelatedtogenrebull Discovertheunderlyingorganizationofatextrelatedtotopicgenreor
themebull Recognizetheauthorrsquosuseoflanguagetocommunicatemeaningand
emotionsinvariouswaysbull Analyzeelementsofafictionornonfictiontexttogainanunderstandingof
howtheauthorcommunicatedmeaningbull Recognizeandusegraphicfeaturesoftextstoexpandunderstandingbull Analyzethewholetexttodeterminehowillustrationstextandformat
communicatemeaninginanintegratedway
continued on next page
Advanced Readers
Help students critique by judging or evaluating a text based on personal world or text knowledgebull Assesswhetheratextisconsistentwithwhatisknownthroughlife
experiencesbull Judgewhetheratextisauthenticintermsofplotorsettingbull Evaluatethewriterrsquoscraftinlightofappropriatenessofgenreuseof
languageorothercriteriabull Judgetheaccuracyofinformationbull Judgethequalificationsofthewritertoproduceanauthenticfictionor
nonfictiontextbull Examineanddiscoverbiasintextsbull Appreciatetheaestheticqualitiesofatextbull CriticalandAnalyticalThinkingSkills
Building an Effective Reading Process Over TimeEmergent Readers [Levels AndashB]
bull Becomeawareofprintbull Readorallymatchingword-by-wordbull Usemeaningandlanguageinsimpletextsbull Hearsoundsinwordsbull Recognizenameandsomelettersbull Useinformationfrompicturesbull Connectwordswithnamesbull Noticeandusespacesbetweenwordsbull Readorallybull Matchonespokenwordtooneprintedwordwhilereading1or2linesoftextbull Usespacesandsomevisualinformationtocheckonreadingbull Knownamesofsomealphabetlettersbull Knowsomeletter-soundrelationshipsbull Readlefttorightbull Recognizeafewhighfrequencywords
ApproximateGradesK-1 Texts Simple stories with 1ndash2 lines
Early Readers [Levels BndashH]
bull Knownamesofmostalphabetlettersandmanyletter-soundrelationshipsbull Useletter-soundinformationalongwithmeaningandlanguagetosolvewordsbull Readwithoutpointingbull Readorallyandbegintoreadsilentlybull Readfluentlywithphrasingoneasytextsusepunctuationbull Recognizemosteasyhighfrequencywordsbull Checktobesurereadingmakessensesoundsrightlooksrightbull Checkonesourceofinformationagainstanothertosolveproblemsbull Useinformationfrompicturesasaddedinformationwhilereadingprint
ApproximateGrades1-2 Texts Longer books with high frequency words and supportive illustrations
Transitional Readers [Levels HndashM]
bull Readsilentlymostofthetimebull Havealargecoreofknownwordsthatarerecognizedautomaticallybull Usemultiplesourcesofinformationwhilereadingformeaningbull Integratesourcesofinformationsuchasletter-soundrelationshipsmeaningand
languagestructurebull Consistentlychecktobesureallsourcesofinformationfitbull Donotrelyonillustrationsbutnoticethemtogainadditionalmeaningbull Understandinterpretanduseillustrationsininformationaltextbull Knowhowtoreaddifferentlyinsomedifferentgenresbull Haveflexiblewaysofproblem-solvingwordsincludinganalysisofletter-sound
relationshipsandvisualpatternsbull Readwithphrasingandfluencyatappropriatelevels
ApproximateGrades2-3 Texts Texts with many lines of print books organized into short chapters more difficult picture books wider variety of genre
Reading Process
continued on next page
Transitional Readers [Levels MndashR]
bull Readsilentlyreadfluentlywhenreadingaloudbull Useallsourcesofinformationflexiblyinasmoothlyorchestratedwaybull Sustainreadingovertextswithmanypagesthatrequirereadingoverseveral
daysorweeksbull Enjoyillustrationsandgainadditionalmeaningfromthemastheyinterprettextsbull Interpretanduseinformationfromawidevarietyofvisualaidsinexpositorytextsbull Analyzewordsinflexiblewaysandmakeexcellentattemptsatnewmulti-syllable
wordsbull Havesystemsforlearningmoreaboutthereadingprocessastheyreadsothat
theybuildskillssimplybyencounteringmanydifferentkindsoftextswithavarietyofnewwords
bull Areinacontinuousprocessofbuildingbackgroundknowledgeandrealizethattheyneedtobringtheirknowledgetotheirreading
bull Becomeabsorbedinbooksbull Begintoidentifywithcharactersinbooksandseethemselvesintheeventsofthe
storiesbull Connecttextswithprevioustextsread
ApproximateGrades3-4 Texts Wide reading of a variety of long and short texts variety of genre
Advanced Readers [Levels RndashY]
bull Readsilentlyreadfluentlywhenreadingaloudbull Effectivelyusetheirunderstandingsofhowwordsworkemployawiderange
ofwordsolvingstrategiesincludinganalogytoknownwordswordrootsbasewordsandaffixes
bull Acquirenewvocabularythroughreadingbull Usereadingasatoolforlearningincontentareasbull Constantlydevelopnewstrategiesandnewknowledgeoftextsasthey
encountergreatervarietybull Developfavoritetopicsandauthorsthatformthebasisoflife-longreading
preferencesbull Activelyworktoconnecttextsforgreaterunderstandingandfinerinterpretations
oftextsbull Consistentlygobeyondthetextreadtoformtheirowninterpretationsandapply
understandingsinotherareasbull Sustaininterestandunderstandingoverlongtextsandreadoverextended
periodsoftimebull Noticeandcommentonaspectsofthewriterrsquoscraftbull Readtoexplorethemselvesaswellasphilosophicalandsocialissues
ApproximateGrades4-6 Texts Wide reading of a variety of genre and for a range of purposes
CompiledfromWhatrsquos After AssessmentbyKathleenStricklandGuiding Readers amp WritersbyIreneFountasandGaySuPinnellMosaic of ThoughtbyEllinOliverKeeneandSusanZimmermannCORE Teaching Reading SourcebookbyBillHonigLindaDiamondandLindaGutlohnStrategies That Work byStephanieHarveyandAnneGoudvisThe Next Step in Guided ReadingbyJanRichardsonCafeacutebyGailBousheyandJoanMoserResearch-Based StrategiesbyRubyKPayneandvariouswebsites
REGIONAL EDUCATIONAL SERVICE AGENCY499 Range Road PO Box 1500 Marysville MI 48040
(810) 364-8990 wwwsccresaorg
62014
- Coverpdf
- Emergent Readers
- Early Readers
- Transitional Readers
- Self Extending Readers
- Advanced Readers
- Reading Process
- Back Cover
-
If a child has difficulty matching letters with corresponding sounds then
Help reader realize that words are made up of letters that correspond with speech soundsbull Countingwordsinspeechbull Clappingsyllablesbull Soundboxesbull Alphabetsoundwordexamplesbull Wordgamesndashmatchwordwithbeginningletter
bull Rhymingbull Rhymingbooksbull Everydayphonics(I-spyalphabetcans
magneticlettersetc)
If a child has difficulty with letter-sound correspondence then
Help reader learn high-frequency letter-sound correspondence (consonants) in the context of real reading situations or as a result of examining text in real reading situationsbull Lettersinthecontextofrealreadingbull Tonguetwistersbull Nurseryrhymesbull Flipthesoundbull Crosscheckingbull Beginningsounds
If a child reads words letter by letter then
Model fluent readingbull Sharedreadingbull Newsandannouncements
Help child see words as wholesbull Wordsortsbull Wordwallsbull Alphabetbooks(letterrecognition)bull Personaldictionarybull Wordofthedaybull List-group-share(LGS)bull Visual-auditory-kinesthetic-tactilebull Trackingbull Clozebull Practicecommonsightwordsandhigh-frequency
words
Help child see word patternsbull Onsetrimebull Structuralanalysisbull Chunkletterstogetherbull Blendsoundsbull Stretchandreread
If a child guesses at words using only initial consonant sound as cues then
Help reader see words as wholes and in the context of an authentic reading situationbull Clozeactivitiesduringsharedreadingbull Computerreadingprogramsbull Languageexperience
Help reader use multiple strategies for decodingbull Wordfamiliesbull Wordsortsbull Clozebull Wordbanksbull Makingwordsbull Contextualanalysisbull Bagwordsbull Writingbull Cross-checkingndashmeaningsyntaxvisualcuesbull Monitoringandself-correcting
If a child guesses at unknown words using no graphic cues then
Help reader pay attention to the visual aspects of word identification while still using syntactic and semantic cuesbull Clozewithinitialconsonantsoundbull Findinglittlewordsinbigwordsbull Structuralanalysisbull Onsetrimebull Wordsortsbull WritingWordWizardsbull Pictureclues
Early Readers
If a child can decode but uses only letter sounds then
Help reader see that decoding words involves multiple strategies such as onsetsrimes word within words structural analysis context cluesbull Wordsortsbull Onsetrimebull Clozebull Wordbankbull Makingwordsbull Contextualanalysisbull Findinglittlewordsinbigwordsbull Writingbull Chunking
If a child has little interest in reading then
Help reader to discuss purposes for reading in hisher lifebull Environmentalprintbull Literacyplayboxesbull Booksaboutmebull Interactivereading(readingwithstudents)bull Computerstoriesorreadinggamesbull Wordgamesbull Readingaloudtochildbull Sharedreadingbull Owningbooksbull Jackdawsbull Careersearchbull InterestInventory(MotivationtoReadProfile)
If a child doesnrsquot recognize new words built on known words then
Help reader learn that words are not always individual letters but often have partsbull Structuralanalysisbull Wordsortsbull Makingwordsbull Wordgamesbull Rhymingwordsbull Wordfamiliesbull Newsandannouncementschart
If a child has problems with sight words then
Help reader build a repertoire of sight words by connecting words to lifeexperience for long-term memorybull Wordwallsbull Personaldictionarybull Bagwords
Demonstrate to reader that sight words are usually built from reading not before readingbull Wordstudyafterreadingbull Writing
If a child reads words he knows but stops at every new or unfamiliar word then
Help child realize reading is not just reading words help learn to use all three cueing systemsbull Clozeactivitiesbull Useofpredictionbeforeandafterreadingbull Guidedreadingbull Think-aloudsbull Skipthewordthencomebackbull Blendsoundsbull Stretchandreread
If a child reads word-by-word then
Present opportunities for rereadingbull Repeatedreadingbull Readerrsquostheatrebull Environmentalprintbull Readandwriteabouttheirworldbull Cut-upsentences
Work on pre-reading so student makes predictions and reads to confirm or adjust predictionsbull Pre-tellingbull Anticipationguidesbull Webbingbull Activatepriorknowledgebull Setpurposeforreading
Model fluent readingbull Sharedreadingbull Pairedreadingbull Read-aloudsbull Trackingbull Adjustingreadingrate
If a child has problems choosing appropriate books then
Teach strategies for choosing books based on interest and abilitybull Choosingbooksbull Readingbuddiesbull Sharingbooksbull Owningbooksbull FiveFingerRulebull Goldilocksstrategybull Readappropriateleveltextbull Choosegood-fitbooksbull Voraciousreadingbull AskldquoDoesthismakesenserdquobull Interestinventories(Motivationtoreadprofile)
If a child has little confidence in reading ability then
Help child see himherself as a readerbull Readtoyoungerchildrenbull Readinglogsbull Choosinggood-fitbooksbull Languageexperience(readingbookswrittenby
child)bull Choralreadingbull Sharedreading
Emphasize reading strengthsbull Usestrengthsneedslisttobeginwithwhatstudents
candobull Sharestrengthsneedslistwithparentsandchildbull Workongoalstogether
If a child reads so slowly that comprehension is compromised then
Take time for pre-readingbull Activatepriorknowledgebull Setpurposeforreadingbull Anticipationguidesbull Frametwothreewordsatatime
Model fluent reading and attend to meaning before having student read independentlybull Think-aloudsbull Createvisualimagesbull Askstudenttoreadlikeacharacter(orteacher)would
readitbull Slideyourfingeracrossthetextquicklymasking
whennecessarybull Questioningstrategiesbull Planandlabel
Make sure text is at appropriate levelbull Choosegood-fitbooks
If a child doesnrsquot attend to story or attention wanders during reading then
Help reader see reading as a meaningful activitybull Interestinventorybull Readingownwritingbull Choosinggood-fitbooksbull DRTAbull Readingbuddies
If a child has difficulty tracking loses place then
Help child practice reading fluently using aids that train the eyes to process left to right line by linebull Computerversionsofstorywithhighlightedtextbull LeapPadreadinggamesbull Trackingwithfingerbull Sharedreadingbull Trackingwithabookmarkbull Usepriorknowledgetoconnectwithtextbull Askquestionswhilereadingbull Makeconnectionstotext
bull SSRwithbuddybull Think-pair-sharebull Languageexperiencebull SocraticMethod
bullGuidedinstructionbullKWLbullCreateascenariobullDRTA
If a child reads slowly but comprehends then
Present authentic reasons for rereadingbull Readersrsquotheatrebull Writingtextforstrugglingreadersbull Rereading
Model fluent readingbull Sharedreadingbull Echoreadingbull Read-aloudsbull Adjustingreadingrate
Present opportunities for student to read fluently with supportbull Choralreadingbull Computerreadingbull Pairedreadingwithfluentreadersbull Tape-recordedreadingbull GamessuchasLeapPadbull Trackingbull Repeatedreadingsbull ReaderrsquosTheatrebull Listeningcenterbull Speeddrills
If a child memorizes text during repeated readings then
Help child pay attention to words in textbull Workingwithwordsusingafamiliarstorypersonal
dictionaryandsoonbull Scrambledsentencesbull Trackingwithfingerbull Computerversionsofstorywithhighlightedtextbull ComputergamessuchasLeapPadthatusepencilfor
tracking
If a child reads quickly but inaccurately and with limited comprehension then
Help child read at a pace that supports comprehension help child read for meaningbull DRTAbull Comprehensionstrategyframeworkwithmarginaliabull Questioningbull QARbull Createvisualimagesbull Planandlabelbull Fix-upstrategiesbull Anticipationguidebull SocraticMethodbull Guidedreadingbull Think-pair-sharebull Reciprocalteachingbull Practicefluencystrategiesbull Adjustandapplydifferentreadingratestomatchtextbull Usephrasingusepunctuationbull Crosscheckbull Chunkletterstogether
Transitional Readers
If a child reads fluently but canrsquot retell then
Make sure student understands how to retellbull Retellingbull Summarizendashheadlineitbull Webbingmappingbull Modelingbull Think-aloudsbull Interpretivequestionsbull ScoraticMethodbull Storyframesbull Semanticwebbing
Make sure student is constructing meaning while readingbull Imagerybull Predictingbull Questioningbull Determineimportantideasbull Priorknowledgendashexclusionbrainstormingbull GuidedReadingbull Reciprocalteachingbull DRTAbull Planandlabelbull Adjustandapplydifferentreadingratestomatchtext
If a child reads fluently but canrsquot (or sometimes doesnrsquot) identify main idea or purpose then
Help reader bring meaning to text connect to experience and previous knowledge and organize the elements of the text during and after readingbull Storymappingbull Literaturecirclesbull Compareandcontrastchartsbull Writeandsharebull Imagerybull Questioningbull Determineimportanceintextndashfinalwordbull Artfulartistbull Planandlabelbull Paraphrasingbull SocraticMethodbull Askingforhelpbull Venndiagrambull Responselogsbull Summarizingretellingbull Connectingndashconscioustounconsciousbull Columnnotes
If a child reads fluently but misses many details then
Help reader see that he should examine text and reread when necessarybull Mappingbull Webbingbull Reciprocalteachingbull Contextcluesrereadingandskippingbull Self-questioning(ifreadercanrsquotidentifymainideaor
purpose)bull Codingbull Phrasingusingpunctuationbull Voraciousreadingbull Planandlabelbull CheckforunderstandingndashImportanceintextbull MakeapictureormentalimagendashKIDbull Recognizeliteraryelements
Discuss storytext with others and revisit texts during discussionbull Literaturecirclesbull Pair-think-sharebull Linguisticroulettebull Figurativelanguagebull Artfulartistbull Writeandsharebull Retellorsummarizebull 5-3-1summarizingactivitybull Determineimportanceusingthememainideasand
supportingdetailsusingListGroupLabel
If a child reads only one genre or one type of book then
Help child to broaden interests and experiences with books while respecting choice and interestbull Readaloudfromvariousgenresbull Sharebooksbull Introducebooksthroughbooktalksbull Recommendorsuggestabooksimilarbutonestep
removedbull InterestInventory
If a child has difficulty reading for information then
Help child develop techniques for reading nonfiction which is different from reading text with a story grammarbull Think-aloudsbull Reciprocalteachingbull Anticipationguidesbull Determineimportantideasbull Questioningbull Minutecomprehensionbull ImageryndashCSIbull KWLbull Webbingbull Planandlabelbull Jackdawsbull Usetextfeatures(titlecaptionetc)bull Determineandanalyzeauthorrsquospurposeandsupportwith
text
Self-Extending ReadersIf a child isnrsquot able to make inferences (recalls literally) then
Help reader realize that when making meaning she must put pieces of information together to make sense of text help reader see not everything is stated directlybull Think-aloudsbull Comprehensionstrategyframeworkbull Literaturecirclesbull SocraticMethodbull Inferentialstrategybull Imagerybull WriteandSharebull Responselogsbull Saysomethingbull SummarizingretellingJigsawbull Connectingbull Inferandsupportwithevidencebull AskquestionswhilereadingPQRSTbull Predictwhatwillhappenndashreadtoconfirm
If a child needs or wishes to develop vocabulary then
Help student devise methods of adding new words she encounters in context of reading to her readingwriting vocabularybull Wordsmapsbull Contextualanalysisbull Fix-upstrategiesbull Questioningbull DetermineimportantideasndashToughiechartbull A-B-Cgraffitibull Wordgamesbull Explicitinstructionbull Context-structure-sound-referencebull Tunetointerestingwordsbull Rereadtoclarifythemeaningofawordbull Lineararraybull Conceptdefinitionmappingbull Wordtrees
If a child has trouble expanding meaning then
Help student search for and use connections to the knowledge they have gained from personal world and text experiencesbull Understanddeveloppurposesforreadingtextsbull Connectknowledgeoftopicplotcharactersorsettingtopersonal
experiencesandtheirknowledgeoftheworldandothertextsbull Bringbackgroundknowledgetotheirreadingofatextbull Interprettextsusingpersonalexperienceandbackgroundknowledgebull Makeconnectionsbetweenandamongtextstheyhavereadseeing
similaritiesanddifferencesbull Figurativelanguage
Help students go beyond the literal meaning of a text to derive what is not there but is implied or to inferbull Constructtheoriesthatexplainhowcharactersbehaveorplotsunfoldsbull Haveempathyforfictionalorhistoricalcharactersbull Usebackgroundknowledgeandinformationfromthetexttoform
tentativetheoriesastothesignificanceoftheeventsbull Createsensoryimagesrelatedtocharacterplotsettingthemeortopicbull Understandwhatisnotstatedbutisimpliedinthetext
Help students put together important information while reading or to summarizebull Relateimportantideaseventsdetailsorotherinformationrelatedto
comprehendingthewholetextbull Continuallyorganizeinformationextractedfromprintbull Distinguishbetweensummarizingimportantinformationand
rememberingretellingallthedetailsofatextbull Selectimportantinformationafterreadingandbringtogetherinaconcisereport
Help students synthesize by putting together information from the text and from personal world and literary knowledge to create new understandingsbull Relateimportantideastoeachotherbull DevelopschemawithAnticipationGuidebull Deepenunderstandingofanideaconceptortopicbyintegratingnew
knowledgewithpriorknowledgebull Expandpersonalunderstandingsbyincorporatingtheldquolivedthroughrdquo
experiencesfromtextsbull Figurativelanguagebull SocraticMethod
Help students analyze by closely examining elements of a text to achieve greater understanding of how it is constructedbull Recognizeplotdevelopmentbasedonknowledgeoftextstructurebull Recognizeandusetextcharacteristicsrelatedtogenrebull Discovertheunderlyingorganizationofatextrelatedtotopicgenreor
themebull Recognizetheauthorrsquosuseoflanguagetocommunicatemeaningand
emotionsinvariouswaysbull Analyzeelementsofafictionornonfictiontexttogainanunderstandingof
howtheauthorcommunicatedmeaningbull Recognizeandusegraphicfeaturesoftextstoexpandunderstandingbull Analyzethewholetexttodeterminehowillustrationstextandformat
communicatemeaninginanintegratedway
continued on next page
Advanced Readers
Help students critique by judging or evaluating a text based on personal world or text knowledgebull Assesswhetheratextisconsistentwithwhatisknownthroughlife
experiencesbull Judgewhetheratextisauthenticintermsofplotorsettingbull Evaluatethewriterrsquoscraftinlightofappropriatenessofgenreuseof
languageorothercriteriabull Judgetheaccuracyofinformationbull Judgethequalificationsofthewritertoproduceanauthenticfictionor
nonfictiontextbull Examineanddiscoverbiasintextsbull Appreciatetheaestheticqualitiesofatextbull CriticalandAnalyticalThinkingSkills
Building an Effective Reading Process Over TimeEmergent Readers [Levels AndashB]
bull Becomeawareofprintbull Readorallymatchingword-by-wordbull Usemeaningandlanguageinsimpletextsbull Hearsoundsinwordsbull Recognizenameandsomelettersbull Useinformationfrompicturesbull Connectwordswithnamesbull Noticeandusespacesbetweenwordsbull Readorallybull Matchonespokenwordtooneprintedwordwhilereading1or2linesoftextbull Usespacesandsomevisualinformationtocheckonreadingbull Knownamesofsomealphabetlettersbull Knowsomeletter-soundrelationshipsbull Readlefttorightbull Recognizeafewhighfrequencywords
ApproximateGradesK-1 Texts Simple stories with 1ndash2 lines
Early Readers [Levels BndashH]
bull Knownamesofmostalphabetlettersandmanyletter-soundrelationshipsbull Useletter-soundinformationalongwithmeaningandlanguagetosolvewordsbull Readwithoutpointingbull Readorallyandbegintoreadsilentlybull Readfluentlywithphrasingoneasytextsusepunctuationbull Recognizemosteasyhighfrequencywordsbull Checktobesurereadingmakessensesoundsrightlooksrightbull Checkonesourceofinformationagainstanothertosolveproblemsbull Useinformationfrompicturesasaddedinformationwhilereadingprint
ApproximateGrades1-2 Texts Longer books with high frequency words and supportive illustrations
Transitional Readers [Levels HndashM]
bull Readsilentlymostofthetimebull Havealargecoreofknownwordsthatarerecognizedautomaticallybull Usemultiplesourcesofinformationwhilereadingformeaningbull Integratesourcesofinformationsuchasletter-soundrelationshipsmeaningand
languagestructurebull Consistentlychecktobesureallsourcesofinformationfitbull Donotrelyonillustrationsbutnoticethemtogainadditionalmeaningbull Understandinterpretanduseillustrationsininformationaltextbull Knowhowtoreaddifferentlyinsomedifferentgenresbull Haveflexiblewaysofproblem-solvingwordsincludinganalysisofletter-sound
relationshipsandvisualpatternsbull Readwithphrasingandfluencyatappropriatelevels
ApproximateGrades2-3 Texts Texts with many lines of print books organized into short chapters more difficult picture books wider variety of genre
Reading Process
continued on next page
Transitional Readers [Levels MndashR]
bull Readsilentlyreadfluentlywhenreadingaloudbull Useallsourcesofinformationflexiblyinasmoothlyorchestratedwaybull Sustainreadingovertextswithmanypagesthatrequirereadingoverseveral
daysorweeksbull Enjoyillustrationsandgainadditionalmeaningfromthemastheyinterprettextsbull Interpretanduseinformationfromawidevarietyofvisualaidsinexpositorytextsbull Analyzewordsinflexiblewaysandmakeexcellentattemptsatnewmulti-syllable
wordsbull Havesystemsforlearningmoreaboutthereadingprocessastheyreadsothat
theybuildskillssimplybyencounteringmanydifferentkindsoftextswithavarietyofnewwords
bull Areinacontinuousprocessofbuildingbackgroundknowledgeandrealizethattheyneedtobringtheirknowledgetotheirreading
bull Becomeabsorbedinbooksbull Begintoidentifywithcharactersinbooksandseethemselvesintheeventsofthe
storiesbull Connecttextswithprevioustextsread
ApproximateGrades3-4 Texts Wide reading of a variety of long and short texts variety of genre
Advanced Readers [Levels RndashY]
bull Readsilentlyreadfluentlywhenreadingaloudbull Effectivelyusetheirunderstandingsofhowwordsworkemployawiderange
ofwordsolvingstrategiesincludinganalogytoknownwordswordrootsbasewordsandaffixes
bull Acquirenewvocabularythroughreadingbull Usereadingasatoolforlearningincontentareasbull Constantlydevelopnewstrategiesandnewknowledgeoftextsasthey
encountergreatervarietybull Developfavoritetopicsandauthorsthatformthebasisoflife-longreading
preferencesbull Activelyworktoconnecttextsforgreaterunderstandingandfinerinterpretations
oftextsbull Consistentlygobeyondthetextreadtoformtheirowninterpretationsandapply
understandingsinotherareasbull Sustaininterestandunderstandingoverlongtextsandreadoverextended
periodsoftimebull Noticeandcommentonaspectsofthewriterrsquoscraftbull Readtoexplorethemselvesaswellasphilosophicalandsocialissues
ApproximateGrades4-6 Texts Wide reading of a variety of genre and for a range of purposes
CompiledfromWhatrsquos After AssessmentbyKathleenStricklandGuiding Readers amp WritersbyIreneFountasandGaySuPinnellMosaic of ThoughtbyEllinOliverKeeneandSusanZimmermannCORE Teaching Reading SourcebookbyBillHonigLindaDiamondandLindaGutlohnStrategies That Work byStephanieHarveyandAnneGoudvisThe Next Step in Guided ReadingbyJanRichardsonCafeacutebyGailBousheyandJoanMoserResearch-Based StrategiesbyRubyKPayneandvariouswebsites
REGIONAL EDUCATIONAL SERVICE AGENCY499 Range Road PO Box 1500 Marysville MI 48040
(810) 364-8990 wwwsccresaorg
62014
- Coverpdf
- Emergent Readers
- Early Readers
- Transitional Readers
- Self Extending Readers
- Advanced Readers
- Reading Process
- Back Cover
-
If a child reads words letter by letter then
Model fluent readingbull Sharedreadingbull Newsandannouncements
Help child see words as wholesbull Wordsortsbull Wordwallsbull Alphabetbooks(letterrecognition)bull Personaldictionarybull Wordofthedaybull List-group-share(LGS)bull Visual-auditory-kinesthetic-tactilebull Trackingbull Clozebull Practicecommonsightwordsandhigh-frequency
words
Help child see word patternsbull Onsetrimebull Structuralanalysisbull Chunkletterstogetherbull Blendsoundsbull Stretchandreread
If a child guesses at words using only initial consonant sound as cues then
Help reader see words as wholes and in the context of an authentic reading situationbull Clozeactivitiesduringsharedreadingbull Computerreadingprogramsbull Languageexperience
Help reader use multiple strategies for decodingbull Wordfamiliesbull Wordsortsbull Clozebull Wordbanksbull Makingwordsbull Contextualanalysisbull Bagwordsbull Writingbull Cross-checkingndashmeaningsyntaxvisualcuesbull Monitoringandself-correcting
If a child guesses at unknown words using no graphic cues then
Help reader pay attention to the visual aspects of word identification while still using syntactic and semantic cuesbull Clozewithinitialconsonantsoundbull Findinglittlewordsinbigwordsbull Structuralanalysisbull Onsetrimebull Wordsortsbull WritingWordWizardsbull Pictureclues
Early Readers
If a child can decode but uses only letter sounds then
Help reader see that decoding words involves multiple strategies such as onsetsrimes word within words structural analysis context cluesbull Wordsortsbull Onsetrimebull Clozebull Wordbankbull Makingwordsbull Contextualanalysisbull Findinglittlewordsinbigwordsbull Writingbull Chunking
If a child has little interest in reading then
Help reader to discuss purposes for reading in hisher lifebull Environmentalprintbull Literacyplayboxesbull Booksaboutmebull Interactivereading(readingwithstudents)bull Computerstoriesorreadinggamesbull Wordgamesbull Readingaloudtochildbull Sharedreadingbull Owningbooksbull Jackdawsbull Careersearchbull InterestInventory(MotivationtoReadProfile)
If a child doesnrsquot recognize new words built on known words then
Help reader learn that words are not always individual letters but often have partsbull Structuralanalysisbull Wordsortsbull Makingwordsbull Wordgamesbull Rhymingwordsbull Wordfamiliesbull Newsandannouncementschart
If a child has problems with sight words then
Help reader build a repertoire of sight words by connecting words to lifeexperience for long-term memorybull Wordwallsbull Personaldictionarybull Bagwords
Demonstrate to reader that sight words are usually built from reading not before readingbull Wordstudyafterreadingbull Writing
If a child reads words he knows but stops at every new or unfamiliar word then
Help child realize reading is not just reading words help learn to use all three cueing systemsbull Clozeactivitiesbull Useofpredictionbeforeandafterreadingbull Guidedreadingbull Think-aloudsbull Skipthewordthencomebackbull Blendsoundsbull Stretchandreread
If a child reads word-by-word then
Present opportunities for rereadingbull Repeatedreadingbull Readerrsquostheatrebull Environmentalprintbull Readandwriteabouttheirworldbull Cut-upsentences
Work on pre-reading so student makes predictions and reads to confirm or adjust predictionsbull Pre-tellingbull Anticipationguidesbull Webbingbull Activatepriorknowledgebull Setpurposeforreading
Model fluent readingbull Sharedreadingbull Pairedreadingbull Read-aloudsbull Trackingbull Adjustingreadingrate
If a child has problems choosing appropriate books then
Teach strategies for choosing books based on interest and abilitybull Choosingbooksbull Readingbuddiesbull Sharingbooksbull Owningbooksbull FiveFingerRulebull Goldilocksstrategybull Readappropriateleveltextbull Choosegood-fitbooksbull Voraciousreadingbull AskldquoDoesthismakesenserdquobull Interestinventories(Motivationtoreadprofile)
If a child has little confidence in reading ability then
Help child see himherself as a readerbull Readtoyoungerchildrenbull Readinglogsbull Choosinggood-fitbooksbull Languageexperience(readingbookswrittenby
child)bull Choralreadingbull Sharedreading
Emphasize reading strengthsbull Usestrengthsneedslisttobeginwithwhatstudents
candobull Sharestrengthsneedslistwithparentsandchildbull Workongoalstogether
If a child reads so slowly that comprehension is compromised then
Take time for pre-readingbull Activatepriorknowledgebull Setpurposeforreadingbull Anticipationguidesbull Frametwothreewordsatatime
Model fluent reading and attend to meaning before having student read independentlybull Think-aloudsbull Createvisualimagesbull Askstudenttoreadlikeacharacter(orteacher)would
readitbull Slideyourfingeracrossthetextquicklymasking
whennecessarybull Questioningstrategiesbull Planandlabel
Make sure text is at appropriate levelbull Choosegood-fitbooks
If a child doesnrsquot attend to story or attention wanders during reading then
Help reader see reading as a meaningful activitybull Interestinventorybull Readingownwritingbull Choosinggood-fitbooksbull DRTAbull Readingbuddies
If a child has difficulty tracking loses place then
Help child practice reading fluently using aids that train the eyes to process left to right line by linebull Computerversionsofstorywithhighlightedtextbull LeapPadreadinggamesbull Trackingwithfingerbull Sharedreadingbull Trackingwithabookmarkbull Usepriorknowledgetoconnectwithtextbull Askquestionswhilereadingbull Makeconnectionstotext
bull SSRwithbuddybull Think-pair-sharebull Languageexperiencebull SocraticMethod
bullGuidedinstructionbullKWLbullCreateascenariobullDRTA
If a child reads slowly but comprehends then
Present authentic reasons for rereadingbull Readersrsquotheatrebull Writingtextforstrugglingreadersbull Rereading
Model fluent readingbull Sharedreadingbull Echoreadingbull Read-aloudsbull Adjustingreadingrate
Present opportunities for student to read fluently with supportbull Choralreadingbull Computerreadingbull Pairedreadingwithfluentreadersbull Tape-recordedreadingbull GamessuchasLeapPadbull Trackingbull Repeatedreadingsbull ReaderrsquosTheatrebull Listeningcenterbull Speeddrills
If a child memorizes text during repeated readings then
Help child pay attention to words in textbull Workingwithwordsusingafamiliarstorypersonal
dictionaryandsoonbull Scrambledsentencesbull Trackingwithfingerbull Computerversionsofstorywithhighlightedtextbull ComputergamessuchasLeapPadthatusepencilfor
tracking
If a child reads quickly but inaccurately and with limited comprehension then
Help child read at a pace that supports comprehension help child read for meaningbull DRTAbull Comprehensionstrategyframeworkwithmarginaliabull Questioningbull QARbull Createvisualimagesbull Planandlabelbull Fix-upstrategiesbull Anticipationguidebull SocraticMethodbull Guidedreadingbull Think-pair-sharebull Reciprocalteachingbull Practicefluencystrategiesbull Adjustandapplydifferentreadingratestomatchtextbull Usephrasingusepunctuationbull Crosscheckbull Chunkletterstogether
Transitional Readers
If a child reads fluently but canrsquot retell then
Make sure student understands how to retellbull Retellingbull Summarizendashheadlineitbull Webbingmappingbull Modelingbull Think-aloudsbull Interpretivequestionsbull ScoraticMethodbull Storyframesbull Semanticwebbing
Make sure student is constructing meaning while readingbull Imagerybull Predictingbull Questioningbull Determineimportantideasbull Priorknowledgendashexclusionbrainstormingbull GuidedReadingbull Reciprocalteachingbull DRTAbull Planandlabelbull Adjustandapplydifferentreadingratestomatchtext
If a child reads fluently but canrsquot (or sometimes doesnrsquot) identify main idea or purpose then
Help reader bring meaning to text connect to experience and previous knowledge and organize the elements of the text during and after readingbull Storymappingbull Literaturecirclesbull Compareandcontrastchartsbull Writeandsharebull Imagerybull Questioningbull Determineimportanceintextndashfinalwordbull Artfulartistbull Planandlabelbull Paraphrasingbull SocraticMethodbull Askingforhelpbull Venndiagrambull Responselogsbull Summarizingretellingbull Connectingndashconscioustounconsciousbull Columnnotes
If a child reads fluently but misses many details then
Help reader see that he should examine text and reread when necessarybull Mappingbull Webbingbull Reciprocalteachingbull Contextcluesrereadingandskippingbull Self-questioning(ifreadercanrsquotidentifymainideaor
purpose)bull Codingbull Phrasingusingpunctuationbull Voraciousreadingbull Planandlabelbull CheckforunderstandingndashImportanceintextbull MakeapictureormentalimagendashKIDbull Recognizeliteraryelements
Discuss storytext with others and revisit texts during discussionbull Literaturecirclesbull Pair-think-sharebull Linguisticroulettebull Figurativelanguagebull Artfulartistbull Writeandsharebull Retellorsummarizebull 5-3-1summarizingactivitybull Determineimportanceusingthememainideasand
supportingdetailsusingListGroupLabel
If a child reads only one genre or one type of book then
Help child to broaden interests and experiences with books while respecting choice and interestbull Readaloudfromvariousgenresbull Sharebooksbull Introducebooksthroughbooktalksbull Recommendorsuggestabooksimilarbutonestep
removedbull InterestInventory
If a child has difficulty reading for information then
Help child develop techniques for reading nonfiction which is different from reading text with a story grammarbull Think-aloudsbull Reciprocalteachingbull Anticipationguidesbull Determineimportantideasbull Questioningbull Minutecomprehensionbull ImageryndashCSIbull KWLbull Webbingbull Planandlabelbull Jackdawsbull Usetextfeatures(titlecaptionetc)bull Determineandanalyzeauthorrsquospurposeandsupportwith
text
Self-Extending ReadersIf a child isnrsquot able to make inferences (recalls literally) then
Help reader realize that when making meaning she must put pieces of information together to make sense of text help reader see not everything is stated directlybull Think-aloudsbull Comprehensionstrategyframeworkbull Literaturecirclesbull SocraticMethodbull Inferentialstrategybull Imagerybull WriteandSharebull Responselogsbull Saysomethingbull SummarizingretellingJigsawbull Connectingbull Inferandsupportwithevidencebull AskquestionswhilereadingPQRSTbull Predictwhatwillhappenndashreadtoconfirm
If a child needs or wishes to develop vocabulary then
Help student devise methods of adding new words she encounters in context of reading to her readingwriting vocabularybull Wordsmapsbull Contextualanalysisbull Fix-upstrategiesbull Questioningbull DetermineimportantideasndashToughiechartbull A-B-Cgraffitibull Wordgamesbull Explicitinstructionbull Context-structure-sound-referencebull Tunetointerestingwordsbull Rereadtoclarifythemeaningofawordbull Lineararraybull Conceptdefinitionmappingbull Wordtrees
If a child has trouble expanding meaning then
Help student search for and use connections to the knowledge they have gained from personal world and text experiencesbull Understanddeveloppurposesforreadingtextsbull Connectknowledgeoftopicplotcharactersorsettingtopersonal
experiencesandtheirknowledgeoftheworldandothertextsbull Bringbackgroundknowledgetotheirreadingofatextbull Interprettextsusingpersonalexperienceandbackgroundknowledgebull Makeconnectionsbetweenandamongtextstheyhavereadseeing
similaritiesanddifferencesbull Figurativelanguage
Help students go beyond the literal meaning of a text to derive what is not there but is implied or to inferbull Constructtheoriesthatexplainhowcharactersbehaveorplotsunfoldsbull Haveempathyforfictionalorhistoricalcharactersbull Usebackgroundknowledgeandinformationfromthetexttoform
tentativetheoriesastothesignificanceoftheeventsbull Createsensoryimagesrelatedtocharacterplotsettingthemeortopicbull Understandwhatisnotstatedbutisimpliedinthetext
Help students put together important information while reading or to summarizebull Relateimportantideaseventsdetailsorotherinformationrelatedto
comprehendingthewholetextbull Continuallyorganizeinformationextractedfromprintbull Distinguishbetweensummarizingimportantinformationand
rememberingretellingallthedetailsofatextbull Selectimportantinformationafterreadingandbringtogetherinaconcisereport
Help students synthesize by putting together information from the text and from personal world and literary knowledge to create new understandingsbull Relateimportantideastoeachotherbull DevelopschemawithAnticipationGuidebull Deepenunderstandingofanideaconceptortopicbyintegratingnew
knowledgewithpriorknowledgebull Expandpersonalunderstandingsbyincorporatingtheldquolivedthroughrdquo
experiencesfromtextsbull Figurativelanguagebull SocraticMethod
Help students analyze by closely examining elements of a text to achieve greater understanding of how it is constructedbull Recognizeplotdevelopmentbasedonknowledgeoftextstructurebull Recognizeandusetextcharacteristicsrelatedtogenrebull Discovertheunderlyingorganizationofatextrelatedtotopicgenreor
themebull Recognizetheauthorrsquosuseoflanguagetocommunicatemeaningand
emotionsinvariouswaysbull Analyzeelementsofafictionornonfictiontexttogainanunderstandingof
howtheauthorcommunicatedmeaningbull Recognizeandusegraphicfeaturesoftextstoexpandunderstandingbull Analyzethewholetexttodeterminehowillustrationstextandformat
communicatemeaninginanintegratedway
continued on next page
Advanced Readers
Help students critique by judging or evaluating a text based on personal world or text knowledgebull Assesswhetheratextisconsistentwithwhatisknownthroughlife
experiencesbull Judgewhetheratextisauthenticintermsofplotorsettingbull Evaluatethewriterrsquoscraftinlightofappropriatenessofgenreuseof
languageorothercriteriabull Judgetheaccuracyofinformationbull Judgethequalificationsofthewritertoproduceanauthenticfictionor
nonfictiontextbull Examineanddiscoverbiasintextsbull Appreciatetheaestheticqualitiesofatextbull CriticalandAnalyticalThinkingSkills
Building an Effective Reading Process Over TimeEmergent Readers [Levels AndashB]
bull Becomeawareofprintbull Readorallymatchingword-by-wordbull Usemeaningandlanguageinsimpletextsbull Hearsoundsinwordsbull Recognizenameandsomelettersbull Useinformationfrompicturesbull Connectwordswithnamesbull Noticeandusespacesbetweenwordsbull Readorallybull Matchonespokenwordtooneprintedwordwhilereading1or2linesoftextbull Usespacesandsomevisualinformationtocheckonreadingbull Knownamesofsomealphabetlettersbull Knowsomeletter-soundrelationshipsbull Readlefttorightbull Recognizeafewhighfrequencywords
ApproximateGradesK-1 Texts Simple stories with 1ndash2 lines
Early Readers [Levels BndashH]
bull Knownamesofmostalphabetlettersandmanyletter-soundrelationshipsbull Useletter-soundinformationalongwithmeaningandlanguagetosolvewordsbull Readwithoutpointingbull Readorallyandbegintoreadsilentlybull Readfluentlywithphrasingoneasytextsusepunctuationbull Recognizemosteasyhighfrequencywordsbull Checktobesurereadingmakessensesoundsrightlooksrightbull Checkonesourceofinformationagainstanothertosolveproblemsbull Useinformationfrompicturesasaddedinformationwhilereadingprint
ApproximateGrades1-2 Texts Longer books with high frequency words and supportive illustrations
Transitional Readers [Levels HndashM]
bull Readsilentlymostofthetimebull Havealargecoreofknownwordsthatarerecognizedautomaticallybull Usemultiplesourcesofinformationwhilereadingformeaningbull Integratesourcesofinformationsuchasletter-soundrelationshipsmeaningand
languagestructurebull Consistentlychecktobesureallsourcesofinformationfitbull Donotrelyonillustrationsbutnoticethemtogainadditionalmeaningbull Understandinterpretanduseillustrationsininformationaltextbull Knowhowtoreaddifferentlyinsomedifferentgenresbull Haveflexiblewaysofproblem-solvingwordsincludinganalysisofletter-sound
relationshipsandvisualpatternsbull Readwithphrasingandfluencyatappropriatelevels
ApproximateGrades2-3 Texts Texts with many lines of print books organized into short chapters more difficult picture books wider variety of genre
Reading Process
continued on next page
Transitional Readers [Levels MndashR]
bull Readsilentlyreadfluentlywhenreadingaloudbull Useallsourcesofinformationflexiblyinasmoothlyorchestratedwaybull Sustainreadingovertextswithmanypagesthatrequirereadingoverseveral
daysorweeksbull Enjoyillustrationsandgainadditionalmeaningfromthemastheyinterprettextsbull Interpretanduseinformationfromawidevarietyofvisualaidsinexpositorytextsbull Analyzewordsinflexiblewaysandmakeexcellentattemptsatnewmulti-syllable
wordsbull Havesystemsforlearningmoreaboutthereadingprocessastheyreadsothat
theybuildskillssimplybyencounteringmanydifferentkindsoftextswithavarietyofnewwords
bull Areinacontinuousprocessofbuildingbackgroundknowledgeandrealizethattheyneedtobringtheirknowledgetotheirreading
bull Becomeabsorbedinbooksbull Begintoidentifywithcharactersinbooksandseethemselvesintheeventsofthe
storiesbull Connecttextswithprevioustextsread
ApproximateGrades3-4 Texts Wide reading of a variety of long and short texts variety of genre
Advanced Readers [Levels RndashY]
bull Readsilentlyreadfluentlywhenreadingaloudbull Effectivelyusetheirunderstandingsofhowwordsworkemployawiderange
ofwordsolvingstrategiesincludinganalogytoknownwordswordrootsbasewordsandaffixes
bull Acquirenewvocabularythroughreadingbull Usereadingasatoolforlearningincontentareasbull Constantlydevelopnewstrategiesandnewknowledgeoftextsasthey
encountergreatervarietybull Developfavoritetopicsandauthorsthatformthebasisoflife-longreading
preferencesbull Activelyworktoconnecttextsforgreaterunderstandingandfinerinterpretations
oftextsbull Consistentlygobeyondthetextreadtoformtheirowninterpretationsandapply
understandingsinotherareasbull Sustaininterestandunderstandingoverlongtextsandreadoverextended
periodsoftimebull Noticeandcommentonaspectsofthewriterrsquoscraftbull Readtoexplorethemselvesaswellasphilosophicalandsocialissues
ApproximateGrades4-6 Texts Wide reading of a variety of genre and for a range of purposes
CompiledfromWhatrsquos After AssessmentbyKathleenStricklandGuiding Readers amp WritersbyIreneFountasandGaySuPinnellMosaic of ThoughtbyEllinOliverKeeneandSusanZimmermannCORE Teaching Reading SourcebookbyBillHonigLindaDiamondandLindaGutlohnStrategies That Work byStephanieHarveyandAnneGoudvisThe Next Step in Guided ReadingbyJanRichardsonCafeacutebyGailBousheyandJoanMoserResearch-Based StrategiesbyRubyKPayneandvariouswebsites
REGIONAL EDUCATIONAL SERVICE AGENCY499 Range Road PO Box 1500 Marysville MI 48040
(810) 364-8990 wwwsccresaorg
62014
- Coverpdf
- Emergent Readers
- Early Readers
- Transitional Readers
- Self Extending Readers
- Advanced Readers
- Reading Process
- Back Cover
-
If a child can decode but uses only letter sounds then
Help reader see that decoding words involves multiple strategies such as onsetsrimes word within words structural analysis context cluesbull Wordsortsbull Onsetrimebull Clozebull Wordbankbull Makingwordsbull Contextualanalysisbull Findinglittlewordsinbigwordsbull Writingbull Chunking
If a child has little interest in reading then
Help reader to discuss purposes for reading in hisher lifebull Environmentalprintbull Literacyplayboxesbull Booksaboutmebull Interactivereading(readingwithstudents)bull Computerstoriesorreadinggamesbull Wordgamesbull Readingaloudtochildbull Sharedreadingbull Owningbooksbull Jackdawsbull Careersearchbull InterestInventory(MotivationtoReadProfile)
If a child doesnrsquot recognize new words built on known words then
Help reader learn that words are not always individual letters but often have partsbull Structuralanalysisbull Wordsortsbull Makingwordsbull Wordgamesbull Rhymingwordsbull Wordfamiliesbull Newsandannouncementschart
If a child has problems with sight words then
Help reader build a repertoire of sight words by connecting words to lifeexperience for long-term memorybull Wordwallsbull Personaldictionarybull Bagwords
Demonstrate to reader that sight words are usually built from reading not before readingbull Wordstudyafterreadingbull Writing
If a child reads words he knows but stops at every new or unfamiliar word then
Help child realize reading is not just reading words help learn to use all three cueing systemsbull Clozeactivitiesbull Useofpredictionbeforeandafterreadingbull Guidedreadingbull Think-aloudsbull Skipthewordthencomebackbull Blendsoundsbull Stretchandreread
If a child reads word-by-word then
Present opportunities for rereadingbull Repeatedreadingbull Readerrsquostheatrebull Environmentalprintbull Readandwriteabouttheirworldbull Cut-upsentences
Work on pre-reading so student makes predictions and reads to confirm or adjust predictionsbull Pre-tellingbull Anticipationguidesbull Webbingbull Activatepriorknowledgebull Setpurposeforreading
Model fluent readingbull Sharedreadingbull Pairedreadingbull Read-aloudsbull Trackingbull Adjustingreadingrate
If a child has problems choosing appropriate books then
Teach strategies for choosing books based on interest and abilitybull Choosingbooksbull Readingbuddiesbull Sharingbooksbull Owningbooksbull FiveFingerRulebull Goldilocksstrategybull Readappropriateleveltextbull Choosegood-fitbooksbull Voraciousreadingbull AskldquoDoesthismakesenserdquobull Interestinventories(Motivationtoreadprofile)
If a child has little confidence in reading ability then
Help child see himherself as a readerbull Readtoyoungerchildrenbull Readinglogsbull Choosinggood-fitbooksbull Languageexperience(readingbookswrittenby
child)bull Choralreadingbull Sharedreading
Emphasize reading strengthsbull Usestrengthsneedslisttobeginwithwhatstudents
candobull Sharestrengthsneedslistwithparentsandchildbull Workongoalstogether
If a child reads so slowly that comprehension is compromised then
Take time for pre-readingbull Activatepriorknowledgebull Setpurposeforreadingbull Anticipationguidesbull Frametwothreewordsatatime
Model fluent reading and attend to meaning before having student read independentlybull Think-aloudsbull Createvisualimagesbull Askstudenttoreadlikeacharacter(orteacher)would
readitbull Slideyourfingeracrossthetextquicklymasking
whennecessarybull Questioningstrategiesbull Planandlabel
Make sure text is at appropriate levelbull Choosegood-fitbooks
If a child doesnrsquot attend to story or attention wanders during reading then
Help reader see reading as a meaningful activitybull Interestinventorybull Readingownwritingbull Choosinggood-fitbooksbull DRTAbull Readingbuddies
If a child has difficulty tracking loses place then
Help child practice reading fluently using aids that train the eyes to process left to right line by linebull Computerversionsofstorywithhighlightedtextbull LeapPadreadinggamesbull Trackingwithfingerbull Sharedreadingbull Trackingwithabookmarkbull Usepriorknowledgetoconnectwithtextbull Askquestionswhilereadingbull Makeconnectionstotext
bull SSRwithbuddybull Think-pair-sharebull Languageexperiencebull SocraticMethod
bullGuidedinstructionbullKWLbullCreateascenariobullDRTA
If a child reads slowly but comprehends then
Present authentic reasons for rereadingbull Readersrsquotheatrebull Writingtextforstrugglingreadersbull Rereading
Model fluent readingbull Sharedreadingbull Echoreadingbull Read-aloudsbull Adjustingreadingrate
Present opportunities for student to read fluently with supportbull Choralreadingbull Computerreadingbull Pairedreadingwithfluentreadersbull Tape-recordedreadingbull GamessuchasLeapPadbull Trackingbull Repeatedreadingsbull ReaderrsquosTheatrebull Listeningcenterbull Speeddrills
If a child memorizes text during repeated readings then
Help child pay attention to words in textbull Workingwithwordsusingafamiliarstorypersonal
dictionaryandsoonbull Scrambledsentencesbull Trackingwithfingerbull Computerversionsofstorywithhighlightedtextbull ComputergamessuchasLeapPadthatusepencilfor
tracking
If a child reads quickly but inaccurately and with limited comprehension then
Help child read at a pace that supports comprehension help child read for meaningbull DRTAbull Comprehensionstrategyframeworkwithmarginaliabull Questioningbull QARbull Createvisualimagesbull Planandlabelbull Fix-upstrategiesbull Anticipationguidebull SocraticMethodbull Guidedreadingbull Think-pair-sharebull Reciprocalteachingbull Practicefluencystrategiesbull Adjustandapplydifferentreadingratestomatchtextbull Usephrasingusepunctuationbull Crosscheckbull Chunkletterstogether
Transitional Readers
If a child reads fluently but canrsquot retell then
Make sure student understands how to retellbull Retellingbull Summarizendashheadlineitbull Webbingmappingbull Modelingbull Think-aloudsbull Interpretivequestionsbull ScoraticMethodbull Storyframesbull Semanticwebbing
Make sure student is constructing meaning while readingbull Imagerybull Predictingbull Questioningbull Determineimportantideasbull Priorknowledgendashexclusionbrainstormingbull GuidedReadingbull Reciprocalteachingbull DRTAbull Planandlabelbull Adjustandapplydifferentreadingratestomatchtext
If a child reads fluently but canrsquot (or sometimes doesnrsquot) identify main idea or purpose then
Help reader bring meaning to text connect to experience and previous knowledge and organize the elements of the text during and after readingbull Storymappingbull Literaturecirclesbull Compareandcontrastchartsbull Writeandsharebull Imagerybull Questioningbull Determineimportanceintextndashfinalwordbull Artfulartistbull Planandlabelbull Paraphrasingbull SocraticMethodbull Askingforhelpbull Venndiagrambull Responselogsbull Summarizingretellingbull Connectingndashconscioustounconsciousbull Columnnotes
If a child reads fluently but misses many details then
Help reader see that he should examine text and reread when necessarybull Mappingbull Webbingbull Reciprocalteachingbull Contextcluesrereadingandskippingbull Self-questioning(ifreadercanrsquotidentifymainideaor
purpose)bull Codingbull Phrasingusingpunctuationbull Voraciousreadingbull Planandlabelbull CheckforunderstandingndashImportanceintextbull MakeapictureormentalimagendashKIDbull Recognizeliteraryelements
Discuss storytext with others and revisit texts during discussionbull Literaturecirclesbull Pair-think-sharebull Linguisticroulettebull Figurativelanguagebull Artfulartistbull Writeandsharebull Retellorsummarizebull 5-3-1summarizingactivitybull Determineimportanceusingthememainideasand
supportingdetailsusingListGroupLabel
If a child reads only one genre or one type of book then
Help child to broaden interests and experiences with books while respecting choice and interestbull Readaloudfromvariousgenresbull Sharebooksbull Introducebooksthroughbooktalksbull Recommendorsuggestabooksimilarbutonestep
removedbull InterestInventory
If a child has difficulty reading for information then
Help child develop techniques for reading nonfiction which is different from reading text with a story grammarbull Think-aloudsbull Reciprocalteachingbull Anticipationguidesbull Determineimportantideasbull Questioningbull Minutecomprehensionbull ImageryndashCSIbull KWLbull Webbingbull Planandlabelbull Jackdawsbull Usetextfeatures(titlecaptionetc)bull Determineandanalyzeauthorrsquospurposeandsupportwith
text
Self-Extending ReadersIf a child isnrsquot able to make inferences (recalls literally) then
Help reader realize that when making meaning she must put pieces of information together to make sense of text help reader see not everything is stated directlybull Think-aloudsbull Comprehensionstrategyframeworkbull Literaturecirclesbull SocraticMethodbull Inferentialstrategybull Imagerybull WriteandSharebull Responselogsbull Saysomethingbull SummarizingretellingJigsawbull Connectingbull Inferandsupportwithevidencebull AskquestionswhilereadingPQRSTbull Predictwhatwillhappenndashreadtoconfirm
If a child needs or wishes to develop vocabulary then
Help student devise methods of adding new words she encounters in context of reading to her readingwriting vocabularybull Wordsmapsbull Contextualanalysisbull Fix-upstrategiesbull Questioningbull DetermineimportantideasndashToughiechartbull A-B-Cgraffitibull Wordgamesbull Explicitinstructionbull Context-structure-sound-referencebull Tunetointerestingwordsbull Rereadtoclarifythemeaningofawordbull Lineararraybull Conceptdefinitionmappingbull Wordtrees
If a child has trouble expanding meaning then
Help student search for and use connections to the knowledge they have gained from personal world and text experiencesbull Understanddeveloppurposesforreadingtextsbull Connectknowledgeoftopicplotcharactersorsettingtopersonal
experiencesandtheirknowledgeoftheworldandothertextsbull Bringbackgroundknowledgetotheirreadingofatextbull Interprettextsusingpersonalexperienceandbackgroundknowledgebull Makeconnectionsbetweenandamongtextstheyhavereadseeing
similaritiesanddifferencesbull Figurativelanguage
Help students go beyond the literal meaning of a text to derive what is not there but is implied or to inferbull Constructtheoriesthatexplainhowcharactersbehaveorplotsunfoldsbull Haveempathyforfictionalorhistoricalcharactersbull Usebackgroundknowledgeandinformationfromthetexttoform
tentativetheoriesastothesignificanceoftheeventsbull Createsensoryimagesrelatedtocharacterplotsettingthemeortopicbull Understandwhatisnotstatedbutisimpliedinthetext
Help students put together important information while reading or to summarizebull Relateimportantideaseventsdetailsorotherinformationrelatedto
comprehendingthewholetextbull Continuallyorganizeinformationextractedfromprintbull Distinguishbetweensummarizingimportantinformationand
rememberingretellingallthedetailsofatextbull Selectimportantinformationafterreadingandbringtogetherinaconcisereport
Help students synthesize by putting together information from the text and from personal world and literary knowledge to create new understandingsbull Relateimportantideastoeachotherbull DevelopschemawithAnticipationGuidebull Deepenunderstandingofanideaconceptortopicbyintegratingnew
knowledgewithpriorknowledgebull Expandpersonalunderstandingsbyincorporatingtheldquolivedthroughrdquo
experiencesfromtextsbull Figurativelanguagebull SocraticMethod
Help students analyze by closely examining elements of a text to achieve greater understanding of how it is constructedbull Recognizeplotdevelopmentbasedonknowledgeoftextstructurebull Recognizeandusetextcharacteristicsrelatedtogenrebull Discovertheunderlyingorganizationofatextrelatedtotopicgenreor
themebull Recognizetheauthorrsquosuseoflanguagetocommunicatemeaningand
emotionsinvariouswaysbull Analyzeelementsofafictionornonfictiontexttogainanunderstandingof
howtheauthorcommunicatedmeaningbull Recognizeandusegraphicfeaturesoftextstoexpandunderstandingbull Analyzethewholetexttodeterminehowillustrationstextandformat
communicatemeaninginanintegratedway
continued on next page
Advanced Readers
Help students critique by judging or evaluating a text based on personal world or text knowledgebull Assesswhetheratextisconsistentwithwhatisknownthroughlife
experiencesbull Judgewhetheratextisauthenticintermsofplotorsettingbull Evaluatethewriterrsquoscraftinlightofappropriatenessofgenreuseof
languageorothercriteriabull Judgetheaccuracyofinformationbull Judgethequalificationsofthewritertoproduceanauthenticfictionor
nonfictiontextbull Examineanddiscoverbiasintextsbull Appreciatetheaestheticqualitiesofatextbull CriticalandAnalyticalThinkingSkills
Building an Effective Reading Process Over TimeEmergent Readers [Levels AndashB]
bull Becomeawareofprintbull Readorallymatchingword-by-wordbull Usemeaningandlanguageinsimpletextsbull Hearsoundsinwordsbull Recognizenameandsomelettersbull Useinformationfrompicturesbull Connectwordswithnamesbull Noticeandusespacesbetweenwordsbull Readorallybull Matchonespokenwordtooneprintedwordwhilereading1or2linesoftextbull Usespacesandsomevisualinformationtocheckonreadingbull Knownamesofsomealphabetlettersbull Knowsomeletter-soundrelationshipsbull Readlefttorightbull Recognizeafewhighfrequencywords
ApproximateGradesK-1 Texts Simple stories with 1ndash2 lines
Early Readers [Levels BndashH]
bull Knownamesofmostalphabetlettersandmanyletter-soundrelationshipsbull Useletter-soundinformationalongwithmeaningandlanguagetosolvewordsbull Readwithoutpointingbull Readorallyandbegintoreadsilentlybull Readfluentlywithphrasingoneasytextsusepunctuationbull Recognizemosteasyhighfrequencywordsbull Checktobesurereadingmakessensesoundsrightlooksrightbull Checkonesourceofinformationagainstanothertosolveproblemsbull Useinformationfrompicturesasaddedinformationwhilereadingprint
ApproximateGrades1-2 Texts Longer books with high frequency words and supportive illustrations
Transitional Readers [Levels HndashM]
bull Readsilentlymostofthetimebull Havealargecoreofknownwordsthatarerecognizedautomaticallybull Usemultiplesourcesofinformationwhilereadingformeaningbull Integratesourcesofinformationsuchasletter-soundrelationshipsmeaningand
languagestructurebull Consistentlychecktobesureallsourcesofinformationfitbull Donotrelyonillustrationsbutnoticethemtogainadditionalmeaningbull Understandinterpretanduseillustrationsininformationaltextbull Knowhowtoreaddifferentlyinsomedifferentgenresbull Haveflexiblewaysofproblem-solvingwordsincludinganalysisofletter-sound
relationshipsandvisualpatternsbull Readwithphrasingandfluencyatappropriatelevels
ApproximateGrades2-3 Texts Texts with many lines of print books organized into short chapters more difficult picture books wider variety of genre
Reading Process
continued on next page
Transitional Readers [Levels MndashR]
bull Readsilentlyreadfluentlywhenreadingaloudbull Useallsourcesofinformationflexiblyinasmoothlyorchestratedwaybull Sustainreadingovertextswithmanypagesthatrequirereadingoverseveral
daysorweeksbull Enjoyillustrationsandgainadditionalmeaningfromthemastheyinterprettextsbull Interpretanduseinformationfromawidevarietyofvisualaidsinexpositorytextsbull Analyzewordsinflexiblewaysandmakeexcellentattemptsatnewmulti-syllable
wordsbull Havesystemsforlearningmoreaboutthereadingprocessastheyreadsothat
theybuildskillssimplybyencounteringmanydifferentkindsoftextswithavarietyofnewwords
bull Areinacontinuousprocessofbuildingbackgroundknowledgeandrealizethattheyneedtobringtheirknowledgetotheirreading
bull Becomeabsorbedinbooksbull Begintoidentifywithcharactersinbooksandseethemselvesintheeventsofthe
storiesbull Connecttextswithprevioustextsread
ApproximateGrades3-4 Texts Wide reading of a variety of long and short texts variety of genre
Advanced Readers [Levels RndashY]
bull Readsilentlyreadfluentlywhenreadingaloudbull Effectivelyusetheirunderstandingsofhowwordsworkemployawiderange
ofwordsolvingstrategiesincludinganalogytoknownwordswordrootsbasewordsandaffixes
bull Acquirenewvocabularythroughreadingbull Usereadingasatoolforlearningincontentareasbull Constantlydevelopnewstrategiesandnewknowledgeoftextsasthey
encountergreatervarietybull Developfavoritetopicsandauthorsthatformthebasisoflife-longreading
preferencesbull Activelyworktoconnecttextsforgreaterunderstandingandfinerinterpretations
oftextsbull Consistentlygobeyondthetextreadtoformtheirowninterpretationsandapply
understandingsinotherareasbull Sustaininterestandunderstandingoverlongtextsandreadoverextended
periodsoftimebull Noticeandcommentonaspectsofthewriterrsquoscraftbull Readtoexplorethemselvesaswellasphilosophicalandsocialissues
ApproximateGrades4-6 Texts Wide reading of a variety of genre and for a range of purposes
CompiledfromWhatrsquos After AssessmentbyKathleenStricklandGuiding Readers amp WritersbyIreneFountasandGaySuPinnellMosaic of ThoughtbyEllinOliverKeeneandSusanZimmermannCORE Teaching Reading SourcebookbyBillHonigLindaDiamondandLindaGutlohnStrategies That Work byStephanieHarveyandAnneGoudvisThe Next Step in Guided ReadingbyJanRichardsonCafeacutebyGailBousheyandJoanMoserResearch-Based StrategiesbyRubyKPayneandvariouswebsites
REGIONAL EDUCATIONAL SERVICE AGENCY499 Range Road PO Box 1500 Marysville MI 48040
(810) 364-8990 wwwsccresaorg
62014
- Coverpdf
- Emergent Readers
- Early Readers
- Transitional Readers
- Self Extending Readers
- Advanced Readers
- Reading Process
- Back Cover
-
If a child reads words he knows but stops at every new or unfamiliar word then
Help child realize reading is not just reading words help learn to use all three cueing systemsbull Clozeactivitiesbull Useofpredictionbeforeandafterreadingbull Guidedreadingbull Think-aloudsbull Skipthewordthencomebackbull Blendsoundsbull Stretchandreread
If a child reads word-by-word then
Present opportunities for rereadingbull Repeatedreadingbull Readerrsquostheatrebull Environmentalprintbull Readandwriteabouttheirworldbull Cut-upsentences
Work on pre-reading so student makes predictions and reads to confirm or adjust predictionsbull Pre-tellingbull Anticipationguidesbull Webbingbull Activatepriorknowledgebull Setpurposeforreading
Model fluent readingbull Sharedreadingbull Pairedreadingbull Read-aloudsbull Trackingbull Adjustingreadingrate
If a child has problems choosing appropriate books then
Teach strategies for choosing books based on interest and abilitybull Choosingbooksbull Readingbuddiesbull Sharingbooksbull Owningbooksbull FiveFingerRulebull Goldilocksstrategybull Readappropriateleveltextbull Choosegood-fitbooksbull Voraciousreadingbull AskldquoDoesthismakesenserdquobull Interestinventories(Motivationtoreadprofile)
If a child has little confidence in reading ability then
Help child see himherself as a readerbull Readtoyoungerchildrenbull Readinglogsbull Choosinggood-fitbooksbull Languageexperience(readingbookswrittenby
child)bull Choralreadingbull Sharedreading
Emphasize reading strengthsbull Usestrengthsneedslisttobeginwithwhatstudents
candobull Sharestrengthsneedslistwithparentsandchildbull Workongoalstogether
If a child reads so slowly that comprehension is compromised then
Take time for pre-readingbull Activatepriorknowledgebull Setpurposeforreadingbull Anticipationguidesbull Frametwothreewordsatatime
Model fluent reading and attend to meaning before having student read independentlybull Think-aloudsbull Createvisualimagesbull Askstudenttoreadlikeacharacter(orteacher)would
readitbull Slideyourfingeracrossthetextquicklymasking
whennecessarybull Questioningstrategiesbull Planandlabel
Make sure text is at appropriate levelbull Choosegood-fitbooks
If a child doesnrsquot attend to story or attention wanders during reading then
Help reader see reading as a meaningful activitybull Interestinventorybull Readingownwritingbull Choosinggood-fitbooksbull DRTAbull Readingbuddies
If a child has difficulty tracking loses place then
Help child practice reading fluently using aids that train the eyes to process left to right line by linebull Computerversionsofstorywithhighlightedtextbull LeapPadreadinggamesbull Trackingwithfingerbull Sharedreadingbull Trackingwithabookmarkbull Usepriorknowledgetoconnectwithtextbull Askquestionswhilereadingbull Makeconnectionstotext
bull SSRwithbuddybull Think-pair-sharebull Languageexperiencebull SocraticMethod
bullGuidedinstructionbullKWLbullCreateascenariobullDRTA
If a child reads slowly but comprehends then
Present authentic reasons for rereadingbull Readersrsquotheatrebull Writingtextforstrugglingreadersbull Rereading
Model fluent readingbull Sharedreadingbull Echoreadingbull Read-aloudsbull Adjustingreadingrate
Present opportunities for student to read fluently with supportbull Choralreadingbull Computerreadingbull Pairedreadingwithfluentreadersbull Tape-recordedreadingbull GamessuchasLeapPadbull Trackingbull Repeatedreadingsbull ReaderrsquosTheatrebull Listeningcenterbull Speeddrills
If a child memorizes text during repeated readings then
Help child pay attention to words in textbull Workingwithwordsusingafamiliarstorypersonal
dictionaryandsoonbull Scrambledsentencesbull Trackingwithfingerbull Computerversionsofstorywithhighlightedtextbull ComputergamessuchasLeapPadthatusepencilfor
tracking
If a child reads quickly but inaccurately and with limited comprehension then
Help child read at a pace that supports comprehension help child read for meaningbull DRTAbull Comprehensionstrategyframeworkwithmarginaliabull Questioningbull QARbull Createvisualimagesbull Planandlabelbull Fix-upstrategiesbull Anticipationguidebull SocraticMethodbull Guidedreadingbull Think-pair-sharebull Reciprocalteachingbull Practicefluencystrategiesbull Adjustandapplydifferentreadingratestomatchtextbull Usephrasingusepunctuationbull Crosscheckbull Chunkletterstogether
Transitional Readers
If a child reads fluently but canrsquot retell then
Make sure student understands how to retellbull Retellingbull Summarizendashheadlineitbull Webbingmappingbull Modelingbull Think-aloudsbull Interpretivequestionsbull ScoraticMethodbull Storyframesbull Semanticwebbing
Make sure student is constructing meaning while readingbull Imagerybull Predictingbull Questioningbull Determineimportantideasbull Priorknowledgendashexclusionbrainstormingbull GuidedReadingbull Reciprocalteachingbull DRTAbull Planandlabelbull Adjustandapplydifferentreadingratestomatchtext
If a child reads fluently but canrsquot (or sometimes doesnrsquot) identify main idea or purpose then
Help reader bring meaning to text connect to experience and previous knowledge and organize the elements of the text during and after readingbull Storymappingbull Literaturecirclesbull Compareandcontrastchartsbull Writeandsharebull Imagerybull Questioningbull Determineimportanceintextndashfinalwordbull Artfulartistbull Planandlabelbull Paraphrasingbull SocraticMethodbull Askingforhelpbull Venndiagrambull Responselogsbull Summarizingretellingbull Connectingndashconscioustounconsciousbull Columnnotes
If a child reads fluently but misses many details then
Help reader see that he should examine text and reread when necessarybull Mappingbull Webbingbull Reciprocalteachingbull Contextcluesrereadingandskippingbull Self-questioning(ifreadercanrsquotidentifymainideaor
purpose)bull Codingbull Phrasingusingpunctuationbull Voraciousreadingbull Planandlabelbull CheckforunderstandingndashImportanceintextbull MakeapictureormentalimagendashKIDbull Recognizeliteraryelements
Discuss storytext with others and revisit texts during discussionbull Literaturecirclesbull Pair-think-sharebull Linguisticroulettebull Figurativelanguagebull Artfulartistbull Writeandsharebull Retellorsummarizebull 5-3-1summarizingactivitybull Determineimportanceusingthememainideasand
supportingdetailsusingListGroupLabel
If a child reads only one genre or one type of book then
Help child to broaden interests and experiences with books while respecting choice and interestbull Readaloudfromvariousgenresbull Sharebooksbull Introducebooksthroughbooktalksbull Recommendorsuggestabooksimilarbutonestep
removedbull InterestInventory
If a child has difficulty reading for information then
Help child develop techniques for reading nonfiction which is different from reading text with a story grammarbull Think-aloudsbull Reciprocalteachingbull Anticipationguidesbull Determineimportantideasbull Questioningbull Minutecomprehensionbull ImageryndashCSIbull KWLbull Webbingbull Planandlabelbull Jackdawsbull Usetextfeatures(titlecaptionetc)bull Determineandanalyzeauthorrsquospurposeandsupportwith
text
Self-Extending ReadersIf a child isnrsquot able to make inferences (recalls literally) then
Help reader realize that when making meaning she must put pieces of information together to make sense of text help reader see not everything is stated directlybull Think-aloudsbull Comprehensionstrategyframeworkbull Literaturecirclesbull SocraticMethodbull Inferentialstrategybull Imagerybull WriteandSharebull Responselogsbull Saysomethingbull SummarizingretellingJigsawbull Connectingbull Inferandsupportwithevidencebull AskquestionswhilereadingPQRSTbull Predictwhatwillhappenndashreadtoconfirm
If a child needs or wishes to develop vocabulary then
Help student devise methods of adding new words she encounters in context of reading to her readingwriting vocabularybull Wordsmapsbull Contextualanalysisbull Fix-upstrategiesbull Questioningbull DetermineimportantideasndashToughiechartbull A-B-Cgraffitibull Wordgamesbull Explicitinstructionbull Context-structure-sound-referencebull Tunetointerestingwordsbull Rereadtoclarifythemeaningofawordbull Lineararraybull Conceptdefinitionmappingbull Wordtrees
If a child has trouble expanding meaning then
Help student search for and use connections to the knowledge they have gained from personal world and text experiencesbull Understanddeveloppurposesforreadingtextsbull Connectknowledgeoftopicplotcharactersorsettingtopersonal
experiencesandtheirknowledgeoftheworldandothertextsbull Bringbackgroundknowledgetotheirreadingofatextbull Interprettextsusingpersonalexperienceandbackgroundknowledgebull Makeconnectionsbetweenandamongtextstheyhavereadseeing
similaritiesanddifferencesbull Figurativelanguage
Help students go beyond the literal meaning of a text to derive what is not there but is implied or to inferbull Constructtheoriesthatexplainhowcharactersbehaveorplotsunfoldsbull Haveempathyforfictionalorhistoricalcharactersbull Usebackgroundknowledgeandinformationfromthetexttoform
tentativetheoriesastothesignificanceoftheeventsbull Createsensoryimagesrelatedtocharacterplotsettingthemeortopicbull Understandwhatisnotstatedbutisimpliedinthetext
Help students put together important information while reading or to summarizebull Relateimportantideaseventsdetailsorotherinformationrelatedto
comprehendingthewholetextbull Continuallyorganizeinformationextractedfromprintbull Distinguishbetweensummarizingimportantinformationand
rememberingretellingallthedetailsofatextbull Selectimportantinformationafterreadingandbringtogetherinaconcisereport
Help students synthesize by putting together information from the text and from personal world and literary knowledge to create new understandingsbull Relateimportantideastoeachotherbull DevelopschemawithAnticipationGuidebull Deepenunderstandingofanideaconceptortopicbyintegratingnew
knowledgewithpriorknowledgebull Expandpersonalunderstandingsbyincorporatingtheldquolivedthroughrdquo
experiencesfromtextsbull Figurativelanguagebull SocraticMethod
Help students analyze by closely examining elements of a text to achieve greater understanding of how it is constructedbull Recognizeplotdevelopmentbasedonknowledgeoftextstructurebull Recognizeandusetextcharacteristicsrelatedtogenrebull Discovertheunderlyingorganizationofatextrelatedtotopicgenreor
themebull Recognizetheauthorrsquosuseoflanguagetocommunicatemeaningand
emotionsinvariouswaysbull Analyzeelementsofafictionornonfictiontexttogainanunderstandingof
howtheauthorcommunicatedmeaningbull Recognizeandusegraphicfeaturesoftextstoexpandunderstandingbull Analyzethewholetexttodeterminehowillustrationstextandformat
communicatemeaninginanintegratedway
continued on next page
Advanced Readers
Help students critique by judging or evaluating a text based on personal world or text knowledgebull Assesswhetheratextisconsistentwithwhatisknownthroughlife
experiencesbull Judgewhetheratextisauthenticintermsofplotorsettingbull Evaluatethewriterrsquoscraftinlightofappropriatenessofgenreuseof
languageorothercriteriabull Judgetheaccuracyofinformationbull Judgethequalificationsofthewritertoproduceanauthenticfictionor
nonfictiontextbull Examineanddiscoverbiasintextsbull Appreciatetheaestheticqualitiesofatextbull CriticalandAnalyticalThinkingSkills
Building an Effective Reading Process Over TimeEmergent Readers [Levels AndashB]
bull Becomeawareofprintbull Readorallymatchingword-by-wordbull Usemeaningandlanguageinsimpletextsbull Hearsoundsinwordsbull Recognizenameandsomelettersbull Useinformationfrompicturesbull Connectwordswithnamesbull Noticeandusespacesbetweenwordsbull Readorallybull Matchonespokenwordtooneprintedwordwhilereading1or2linesoftextbull Usespacesandsomevisualinformationtocheckonreadingbull Knownamesofsomealphabetlettersbull Knowsomeletter-soundrelationshipsbull Readlefttorightbull Recognizeafewhighfrequencywords
ApproximateGradesK-1 Texts Simple stories with 1ndash2 lines
Early Readers [Levels BndashH]
bull Knownamesofmostalphabetlettersandmanyletter-soundrelationshipsbull Useletter-soundinformationalongwithmeaningandlanguagetosolvewordsbull Readwithoutpointingbull Readorallyandbegintoreadsilentlybull Readfluentlywithphrasingoneasytextsusepunctuationbull Recognizemosteasyhighfrequencywordsbull Checktobesurereadingmakessensesoundsrightlooksrightbull Checkonesourceofinformationagainstanothertosolveproblemsbull Useinformationfrompicturesasaddedinformationwhilereadingprint
ApproximateGrades1-2 Texts Longer books with high frequency words and supportive illustrations
Transitional Readers [Levels HndashM]
bull Readsilentlymostofthetimebull Havealargecoreofknownwordsthatarerecognizedautomaticallybull Usemultiplesourcesofinformationwhilereadingformeaningbull Integratesourcesofinformationsuchasletter-soundrelationshipsmeaningand
languagestructurebull Consistentlychecktobesureallsourcesofinformationfitbull Donotrelyonillustrationsbutnoticethemtogainadditionalmeaningbull Understandinterpretanduseillustrationsininformationaltextbull Knowhowtoreaddifferentlyinsomedifferentgenresbull Haveflexiblewaysofproblem-solvingwordsincludinganalysisofletter-sound
relationshipsandvisualpatternsbull Readwithphrasingandfluencyatappropriatelevels
ApproximateGrades2-3 Texts Texts with many lines of print books organized into short chapters more difficult picture books wider variety of genre
Reading Process
continued on next page
Transitional Readers [Levels MndashR]
bull Readsilentlyreadfluentlywhenreadingaloudbull Useallsourcesofinformationflexiblyinasmoothlyorchestratedwaybull Sustainreadingovertextswithmanypagesthatrequirereadingoverseveral
daysorweeksbull Enjoyillustrationsandgainadditionalmeaningfromthemastheyinterprettextsbull Interpretanduseinformationfromawidevarietyofvisualaidsinexpositorytextsbull Analyzewordsinflexiblewaysandmakeexcellentattemptsatnewmulti-syllable
wordsbull Havesystemsforlearningmoreaboutthereadingprocessastheyreadsothat
theybuildskillssimplybyencounteringmanydifferentkindsoftextswithavarietyofnewwords
bull Areinacontinuousprocessofbuildingbackgroundknowledgeandrealizethattheyneedtobringtheirknowledgetotheirreading
bull Becomeabsorbedinbooksbull Begintoidentifywithcharactersinbooksandseethemselvesintheeventsofthe
storiesbull Connecttextswithprevioustextsread
ApproximateGrades3-4 Texts Wide reading of a variety of long and short texts variety of genre
Advanced Readers [Levels RndashY]
bull Readsilentlyreadfluentlywhenreadingaloudbull Effectivelyusetheirunderstandingsofhowwordsworkemployawiderange
ofwordsolvingstrategiesincludinganalogytoknownwordswordrootsbasewordsandaffixes
bull Acquirenewvocabularythroughreadingbull Usereadingasatoolforlearningincontentareasbull Constantlydevelopnewstrategiesandnewknowledgeoftextsasthey
encountergreatervarietybull Developfavoritetopicsandauthorsthatformthebasisoflife-longreading
preferencesbull Activelyworktoconnecttextsforgreaterunderstandingandfinerinterpretations
oftextsbull Consistentlygobeyondthetextreadtoformtheirowninterpretationsandapply
understandingsinotherareasbull Sustaininterestandunderstandingoverlongtextsandreadoverextended
periodsoftimebull Noticeandcommentonaspectsofthewriterrsquoscraftbull Readtoexplorethemselvesaswellasphilosophicalandsocialissues
ApproximateGrades4-6 Texts Wide reading of a variety of genre and for a range of purposes
CompiledfromWhatrsquos After AssessmentbyKathleenStricklandGuiding Readers amp WritersbyIreneFountasandGaySuPinnellMosaic of ThoughtbyEllinOliverKeeneandSusanZimmermannCORE Teaching Reading SourcebookbyBillHonigLindaDiamondandLindaGutlohnStrategies That Work byStephanieHarveyandAnneGoudvisThe Next Step in Guided ReadingbyJanRichardsonCafeacutebyGailBousheyandJoanMoserResearch-Based StrategiesbyRubyKPayneandvariouswebsites
REGIONAL EDUCATIONAL SERVICE AGENCY499 Range Road PO Box 1500 Marysville MI 48040
(810) 364-8990 wwwsccresaorg
62014
- Coverpdf
- Emergent Readers
- Early Readers
- Transitional Readers
- Self Extending Readers
- Advanced Readers
- Reading Process
- Back Cover
-
If a child has little confidence in reading ability then
Help child see himherself as a readerbull Readtoyoungerchildrenbull Readinglogsbull Choosinggood-fitbooksbull Languageexperience(readingbookswrittenby
child)bull Choralreadingbull Sharedreading
Emphasize reading strengthsbull Usestrengthsneedslisttobeginwithwhatstudents
candobull Sharestrengthsneedslistwithparentsandchildbull Workongoalstogether
If a child reads so slowly that comprehension is compromised then
Take time for pre-readingbull Activatepriorknowledgebull Setpurposeforreadingbull Anticipationguidesbull Frametwothreewordsatatime
Model fluent reading and attend to meaning before having student read independentlybull Think-aloudsbull Createvisualimagesbull Askstudenttoreadlikeacharacter(orteacher)would
readitbull Slideyourfingeracrossthetextquicklymasking
whennecessarybull Questioningstrategiesbull Planandlabel
Make sure text is at appropriate levelbull Choosegood-fitbooks
If a child doesnrsquot attend to story or attention wanders during reading then
Help reader see reading as a meaningful activitybull Interestinventorybull Readingownwritingbull Choosinggood-fitbooksbull DRTAbull Readingbuddies
If a child has difficulty tracking loses place then
Help child practice reading fluently using aids that train the eyes to process left to right line by linebull Computerversionsofstorywithhighlightedtextbull LeapPadreadinggamesbull Trackingwithfingerbull Sharedreadingbull Trackingwithabookmarkbull Usepriorknowledgetoconnectwithtextbull Askquestionswhilereadingbull Makeconnectionstotext
bull SSRwithbuddybull Think-pair-sharebull Languageexperiencebull SocraticMethod
bullGuidedinstructionbullKWLbullCreateascenariobullDRTA
If a child reads slowly but comprehends then
Present authentic reasons for rereadingbull Readersrsquotheatrebull Writingtextforstrugglingreadersbull Rereading
Model fluent readingbull Sharedreadingbull Echoreadingbull Read-aloudsbull Adjustingreadingrate
Present opportunities for student to read fluently with supportbull Choralreadingbull Computerreadingbull Pairedreadingwithfluentreadersbull Tape-recordedreadingbull GamessuchasLeapPadbull Trackingbull Repeatedreadingsbull ReaderrsquosTheatrebull Listeningcenterbull Speeddrills
If a child memorizes text during repeated readings then
Help child pay attention to words in textbull Workingwithwordsusingafamiliarstorypersonal
dictionaryandsoonbull Scrambledsentencesbull Trackingwithfingerbull Computerversionsofstorywithhighlightedtextbull ComputergamessuchasLeapPadthatusepencilfor
tracking
If a child reads quickly but inaccurately and with limited comprehension then
Help child read at a pace that supports comprehension help child read for meaningbull DRTAbull Comprehensionstrategyframeworkwithmarginaliabull Questioningbull QARbull Createvisualimagesbull Planandlabelbull Fix-upstrategiesbull Anticipationguidebull SocraticMethodbull Guidedreadingbull Think-pair-sharebull Reciprocalteachingbull Practicefluencystrategiesbull Adjustandapplydifferentreadingratestomatchtextbull Usephrasingusepunctuationbull Crosscheckbull Chunkletterstogether
Transitional Readers
If a child reads fluently but canrsquot retell then
Make sure student understands how to retellbull Retellingbull Summarizendashheadlineitbull Webbingmappingbull Modelingbull Think-aloudsbull Interpretivequestionsbull ScoraticMethodbull Storyframesbull Semanticwebbing
Make sure student is constructing meaning while readingbull Imagerybull Predictingbull Questioningbull Determineimportantideasbull Priorknowledgendashexclusionbrainstormingbull GuidedReadingbull Reciprocalteachingbull DRTAbull Planandlabelbull Adjustandapplydifferentreadingratestomatchtext
If a child reads fluently but canrsquot (or sometimes doesnrsquot) identify main idea or purpose then
Help reader bring meaning to text connect to experience and previous knowledge and organize the elements of the text during and after readingbull Storymappingbull Literaturecirclesbull Compareandcontrastchartsbull Writeandsharebull Imagerybull Questioningbull Determineimportanceintextndashfinalwordbull Artfulartistbull Planandlabelbull Paraphrasingbull SocraticMethodbull Askingforhelpbull Venndiagrambull Responselogsbull Summarizingretellingbull Connectingndashconscioustounconsciousbull Columnnotes
If a child reads fluently but misses many details then
Help reader see that he should examine text and reread when necessarybull Mappingbull Webbingbull Reciprocalteachingbull Contextcluesrereadingandskippingbull Self-questioning(ifreadercanrsquotidentifymainideaor
purpose)bull Codingbull Phrasingusingpunctuationbull Voraciousreadingbull Planandlabelbull CheckforunderstandingndashImportanceintextbull MakeapictureormentalimagendashKIDbull Recognizeliteraryelements
Discuss storytext with others and revisit texts during discussionbull Literaturecirclesbull Pair-think-sharebull Linguisticroulettebull Figurativelanguagebull Artfulartistbull Writeandsharebull Retellorsummarizebull 5-3-1summarizingactivitybull Determineimportanceusingthememainideasand
supportingdetailsusingListGroupLabel
If a child reads only one genre or one type of book then
Help child to broaden interests and experiences with books while respecting choice and interestbull Readaloudfromvariousgenresbull Sharebooksbull Introducebooksthroughbooktalksbull Recommendorsuggestabooksimilarbutonestep
removedbull InterestInventory
If a child has difficulty reading for information then
Help child develop techniques for reading nonfiction which is different from reading text with a story grammarbull Think-aloudsbull Reciprocalteachingbull Anticipationguidesbull Determineimportantideasbull Questioningbull Minutecomprehensionbull ImageryndashCSIbull KWLbull Webbingbull Planandlabelbull Jackdawsbull Usetextfeatures(titlecaptionetc)bull Determineandanalyzeauthorrsquospurposeandsupportwith
text
Self-Extending ReadersIf a child isnrsquot able to make inferences (recalls literally) then
Help reader realize that when making meaning she must put pieces of information together to make sense of text help reader see not everything is stated directlybull Think-aloudsbull Comprehensionstrategyframeworkbull Literaturecirclesbull SocraticMethodbull Inferentialstrategybull Imagerybull WriteandSharebull Responselogsbull Saysomethingbull SummarizingretellingJigsawbull Connectingbull Inferandsupportwithevidencebull AskquestionswhilereadingPQRSTbull Predictwhatwillhappenndashreadtoconfirm
If a child needs or wishes to develop vocabulary then
Help student devise methods of adding new words she encounters in context of reading to her readingwriting vocabularybull Wordsmapsbull Contextualanalysisbull Fix-upstrategiesbull Questioningbull DetermineimportantideasndashToughiechartbull A-B-Cgraffitibull Wordgamesbull Explicitinstructionbull Context-structure-sound-referencebull Tunetointerestingwordsbull Rereadtoclarifythemeaningofawordbull Lineararraybull Conceptdefinitionmappingbull Wordtrees
If a child has trouble expanding meaning then
Help student search for and use connections to the knowledge they have gained from personal world and text experiencesbull Understanddeveloppurposesforreadingtextsbull Connectknowledgeoftopicplotcharactersorsettingtopersonal
experiencesandtheirknowledgeoftheworldandothertextsbull Bringbackgroundknowledgetotheirreadingofatextbull Interprettextsusingpersonalexperienceandbackgroundknowledgebull Makeconnectionsbetweenandamongtextstheyhavereadseeing
similaritiesanddifferencesbull Figurativelanguage
Help students go beyond the literal meaning of a text to derive what is not there but is implied or to inferbull Constructtheoriesthatexplainhowcharactersbehaveorplotsunfoldsbull Haveempathyforfictionalorhistoricalcharactersbull Usebackgroundknowledgeandinformationfromthetexttoform
tentativetheoriesastothesignificanceoftheeventsbull Createsensoryimagesrelatedtocharacterplotsettingthemeortopicbull Understandwhatisnotstatedbutisimpliedinthetext
Help students put together important information while reading or to summarizebull Relateimportantideaseventsdetailsorotherinformationrelatedto
comprehendingthewholetextbull Continuallyorganizeinformationextractedfromprintbull Distinguishbetweensummarizingimportantinformationand
rememberingretellingallthedetailsofatextbull Selectimportantinformationafterreadingandbringtogetherinaconcisereport
Help students synthesize by putting together information from the text and from personal world and literary knowledge to create new understandingsbull Relateimportantideastoeachotherbull DevelopschemawithAnticipationGuidebull Deepenunderstandingofanideaconceptortopicbyintegratingnew
knowledgewithpriorknowledgebull Expandpersonalunderstandingsbyincorporatingtheldquolivedthroughrdquo
experiencesfromtextsbull Figurativelanguagebull SocraticMethod
Help students analyze by closely examining elements of a text to achieve greater understanding of how it is constructedbull Recognizeplotdevelopmentbasedonknowledgeoftextstructurebull Recognizeandusetextcharacteristicsrelatedtogenrebull Discovertheunderlyingorganizationofatextrelatedtotopicgenreor
themebull Recognizetheauthorrsquosuseoflanguagetocommunicatemeaningand
emotionsinvariouswaysbull Analyzeelementsofafictionornonfictiontexttogainanunderstandingof
howtheauthorcommunicatedmeaningbull Recognizeandusegraphicfeaturesoftextstoexpandunderstandingbull Analyzethewholetexttodeterminehowillustrationstextandformat
communicatemeaninginanintegratedway
continued on next page
Advanced Readers
Help students critique by judging or evaluating a text based on personal world or text knowledgebull Assesswhetheratextisconsistentwithwhatisknownthroughlife
experiencesbull Judgewhetheratextisauthenticintermsofplotorsettingbull Evaluatethewriterrsquoscraftinlightofappropriatenessofgenreuseof
languageorothercriteriabull Judgetheaccuracyofinformationbull Judgethequalificationsofthewritertoproduceanauthenticfictionor
nonfictiontextbull Examineanddiscoverbiasintextsbull Appreciatetheaestheticqualitiesofatextbull CriticalandAnalyticalThinkingSkills
Building an Effective Reading Process Over TimeEmergent Readers [Levels AndashB]
bull Becomeawareofprintbull Readorallymatchingword-by-wordbull Usemeaningandlanguageinsimpletextsbull Hearsoundsinwordsbull Recognizenameandsomelettersbull Useinformationfrompicturesbull Connectwordswithnamesbull Noticeandusespacesbetweenwordsbull Readorallybull Matchonespokenwordtooneprintedwordwhilereading1or2linesoftextbull Usespacesandsomevisualinformationtocheckonreadingbull Knownamesofsomealphabetlettersbull Knowsomeletter-soundrelationshipsbull Readlefttorightbull Recognizeafewhighfrequencywords
ApproximateGradesK-1 Texts Simple stories with 1ndash2 lines
Early Readers [Levels BndashH]
bull Knownamesofmostalphabetlettersandmanyletter-soundrelationshipsbull Useletter-soundinformationalongwithmeaningandlanguagetosolvewordsbull Readwithoutpointingbull Readorallyandbegintoreadsilentlybull Readfluentlywithphrasingoneasytextsusepunctuationbull Recognizemosteasyhighfrequencywordsbull Checktobesurereadingmakessensesoundsrightlooksrightbull Checkonesourceofinformationagainstanothertosolveproblemsbull Useinformationfrompicturesasaddedinformationwhilereadingprint
ApproximateGrades1-2 Texts Longer books with high frequency words and supportive illustrations
Transitional Readers [Levels HndashM]
bull Readsilentlymostofthetimebull Havealargecoreofknownwordsthatarerecognizedautomaticallybull Usemultiplesourcesofinformationwhilereadingformeaningbull Integratesourcesofinformationsuchasletter-soundrelationshipsmeaningand
languagestructurebull Consistentlychecktobesureallsourcesofinformationfitbull Donotrelyonillustrationsbutnoticethemtogainadditionalmeaningbull Understandinterpretanduseillustrationsininformationaltextbull Knowhowtoreaddifferentlyinsomedifferentgenresbull Haveflexiblewaysofproblem-solvingwordsincludinganalysisofletter-sound
relationshipsandvisualpatternsbull Readwithphrasingandfluencyatappropriatelevels
ApproximateGrades2-3 Texts Texts with many lines of print books organized into short chapters more difficult picture books wider variety of genre
Reading Process
continued on next page
Transitional Readers [Levels MndashR]
bull Readsilentlyreadfluentlywhenreadingaloudbull Useallsourcesofinformationflexiblyinasmoothlyorchestratedwaybull Sustainreadingovertextswithmanypagesthatrequirereadingoverseveral
daysorweeksbull Enjoyillustrationsandgainadditionalmeaningfromthemastheyinterprettextsbull Interpretanduseinformationfromawidevarietyofvisualaidsinexpositorytextsbull Analyzewordsinflexiblewaysandmakeexcellentattemptsatnewmulti-syllable
wordsbull Havesystemsforlearningmoreaboutthereadingprocessastheyreadsothat
theybuildskillssimplybyencounteringmanydifferentkindsoftextswithavarietyofnewwords
bull Areinacontinuousprocessofbuildingbackgroundknowledgeandrealizethattheyneedtobringtheirknowledgetotheirreading
bull Becomeabsorbedinbooksbull Begintoidentifywithcharactersinbooksandseethemselvesintheeventsofthe
storiesbull Connecttextswithprevioustextsread
ApproximateGrades3-4 Texts Wide reading of a variety of long and short texts variety of genre
Advanced Readers [Levels RndashY]
bull Readsilentlyreadfluentlywhenreadingaloudbull Effectivelyusetheirunderstandingsofhowwordsworkemployawiderange
ofwordsolvingstrategiesincludinganalogytoknownwordswordrootsbasewordsandaffixes
bull Acquirenewvocabularythroughreadingbull Usereadingasatoolforlearningincontentareasbull Constantlydevelopnewstrategiesandnewknowledgeoftextsasthey
encountergreatervarietybull Developfavoritetopicsandauthorsthatformthebasisoflife-longreading
preferencesbull Activelyworktoconnecttextsforgreaterunderstandingandfinerinterpretations
oftextsbull Consistentlygobeyondthetextreadtoformtheirowninterpretationsandapply
understandingsinotherareasbull Sustaininterestandunderstandingoverlongtextsandreadoverextended
periodsoftimebull Noticeandcommentonaspectsofthewriterrsquoscraftbull Readtoexplorethemselvesaswellasphilosophicalandsocialissues
ApproximateGrades4-6 Texts Wide reading of a variety of genre and for a range of purposes
CompiledfromWhatrsquos After AssessmentbyKathleenStricklandGuiding Readers amp WritersbyIreneFountasandGaySuPinnellMosaic of ThoughtbyEllinOliverKeeneandSusanZimmermannCORE Teaching Reading SourcebookbyBillHonigLindaDiamondandLindaGutlohnStrategies That Work byStephanieHarveyandAnneGoudvisThe Next Step in Guided ReadingbyJanRichardsonCafeacutebyGailBousheyandJoanMoserResearch-Based StrategiesbyRubyKPayneandvariouswebsites
REGIONAL EDUCATIONAL SERVICE AGENCY499 Range Road PO Box 1500 Marysville MI 48040
(810) 364-8990 wwwsccresaorg
62014
- Coverpdf
- Emergent Readers
- Early Readers
- Transitional Readers
- Self Extending Readers
- Advanced Readers
- Reading Process
- Back Cover
-
If a child reads slowly but comprehends then
Present authentic reasons for rereadingbull Readersrsquotheatrebull Writingtextforstrugglingreadersbull Rereading
Model fluent readingbull Sharedreadingbull Echoreadingbull Read-aloudsbull Adjustingreadingrate
Present opportunities for student to read fluently with supportbull Choralreadingbull Computerreadingbull Pairedreadingwithfluentreadersbull Tape-recordedreadingbull GamessuchasLeapPadbull Trackingbull Repeatedreadingsbull ReaderrsquosTheatrebull Listeningcenterbull Speeddrills
If a child memorizes text during repeated readings then
Help child pay attention to words in textbull Workingwithwordsusingafamiliarstorypersonal
dictionaryandsoonbull Scrambledsentencesbull Trackingwithfingerbull Computerversionsofstorywithhighlightedtextbull ComputergamessuchasLeapPadthatusepencilfor
tracking
If a child reads quickly but inaccurately and with limited comprehension then
Help child read at a pace that supports comprehension help child read for meaningbull DRTAbull Comprehensionstrategyframeworkwithmarginaliabull Questioningbull QARbull Createvisualimagesbull Planandlabelbull Fix-upstrategiesbull Anticipationguidebull SocraticMethodbull Guidedreadingbull Think-pair-sharebull Reciprocalteachingbull Practicefluencystrategiesbull Adjustandapplydifferentreadingratestomatchtextbull Usephrasingusepunctuationbull Crosscheckbull Chunkletterstogether
Transitional Readers
If a child reads fluently but canrsquot retell then
Make sure student understands how to retellbull Retellingbull Summarizendashheadlineitbull Webbingmappingbull Modelingbull Think-aloudsbull Interpretivequestionsbull ScoraticMethodbull Storyframesbull Semanticwebbing
Make sure student is constructing meaning while readingbull Imagerybull Predictingbull Questioningbull Determineimportantideasbull Priorknowledgendashexclusionbrainstormingbull GuidedReadingbull Reciprocalteachingbull DRTAbull Planandlabelbull Adjustandapplydifferentreadingratestomatchtext
If a child reads fluently but canrsquot (or sometimes doesnrsquot) identify main idea or purpose then
Help reader bring meaning to text connect to experience and previous knowledge and organize the elements of the text during and after readingbull Storymappingbull Literaturecirclesbull Compareandcontrastchartsbull Writeandsharebull Imagerybull Questioningbull Determineimportanceintextndashfinalwordbull Artfulartistbull Planandlabelbull Paraphrasingbull SocraticMethodbull Askingforhelpbull Venndiagrambull Responselogsbull Summarizingretellingbull Connectingndashconscioustounconsciousbull Columnnotes
If a child reads fluently but misses many details then
Help reader see that he should examine text and reread when necessarybull Mappingbull Webbingbull Reciprocalteachingbull Contextcluesrereadingandskippingbull Self-questioning(ifreadercanrsquotidentifymainideaor
purpose)bull Codingbull Phrasingusingpunctuationbull Voraciousreadingbull Planandlabelbull CheckforunderstandingndashImportanceintextbull MakeapictureormentalimagendashKIDbull Recognizeliteraryelements
Discuss storytext with others and revisit texts during discussionbull Literaturecirclesbull Pair-think-sharebull Linguisticroulettebull Figurativelanguagebull Artfulartistbull Writeandsharebull Retellorsummarizebull 5-3-1summarizingactivitybull Determineimportanceusingthememainideasand
supportingdetailsusingListGroupLabel
If a child reads only one genre or one type of book then
Help child to broaden interests and experiences with books while respecting choice and interestbull Readaloudfromvariousgenresbull Sharebooksbull Introducebooksthroughbooktalksbull Recommendorsuggestabooksimilarbutonestep
removedbull InterestInventory
If a child has difficulty reading for information then
Help child develop techniques for reading nonfiction which is different from reading text with a story grammarbull Think-aloudsbull Reciprocalteachingbull Anticipationguidesbull Determineimportantideasbull Questioningbull Minutecomprehensionbull ImageryndashCSIbull KWLbull Webbingbull Planandlabelbull Jackdawsbull Usetextfeatures(titlecaptionetc)bull Determineandanalyzeauthorrsquospurposeandsupportwith
text
Self-Extending ReadersIf a child isnrsquot able to make inferences (recalls literally) then
Help reader realize that when making meaning she must put pieces of information together to make sense of text help reader see not everything is stated directlybull Think-aloudsbull Comprehensionstrategyframeworkbull Literaturecirclesbull SocraticMethodbull Inferentialstrategybull Imagerybull WriteandSharebull Responselogsbull Saysomethingbull SummarizingretellingJigsawbull Connectingbull Inferandsupportwithevidencebull AskquestionswhilereadingPQRSTbull Predictwhatwillhappenndashreadtoconfirm
If a child needs or wishes to develop vocabulary then
Help student devise methods of adding new words she encounters in context of reading to her readingwriting vocabularybull Wordsmapsbull Contextualanalysisbull Fix-upstrategiesbull Questioningbull DetermineimportantideasndashToughiechartbull A-B-Cgraffitibull Wordgamesbull Explicitinstructionbull Context-structure-sound-referencebull Tunetointerestingwordsbull Rereadtoclarifythemeaningofawordbull Lineararraybull Conceptdefinitionmappingbull Wordtrees
If a child has trouble expanding meaning then
Help student search for and use connections to the knowledge they have gained from personal world and text experiencesbull Understanddeveloppurposesforreadingtextsbull Connectknowledgeoftopicplotcharactersorsettingtopersonal
experiencesandtheirknowledgeoftheworldandothertextsbull Bringbackgroundknowledgetotheirreadingofatextbull Interprettextsusingpersonalexperienceandbackgroundknowledgebull Makeconnectionsbetweenandamongtextstheyhavereadseeing
similaritiesanddifferencesbull Figurativelanguage
Help students go beyond the literal meaning of a text to derive what is not there but is implied or to inferbull Constructtheoriesthatexplainhowcharactersbehaveorplotsunfoldsbull Haveempathyforfictionalorhistoricalcharactersbull Usebackgroundknowledgeandinformationfromthetexttoform
tentativetheoriesastothesignificanceoftheeventsbull Createsensoryimagesrelatedtocharacterplotsettingthemeortopicbull Understandwhatisnotstatedbutisimpliedinthetext
Help students put together important information while reading or to summarizebull Relateimportantideaseventsdetailsorotherinformationrelatedto
comprehendingthewholetextbull Continuallyorganizeinformationextractedfromprintbull Distinguishbetweensummarizingimportantinformationand
rememberingretellingallthedetailsofatextbull Selectimportantinformationafterreadingandbringtogetherinaconcisereport
Help students synthesize by putting together information from the text and from personal world and literary knowledge to create new understandingsbull Relateimportantideastoeachotherbull DevelopschemawithAnticipationGuidebull Deepenunderstandingofanideaconceptortopicbyintegratingnew
knowledgewithpriorknowledgebull Expandpersonalunderstandingsbyincorporatingtheldquolivedthroughrdquo
experiencesfromtextsbull Figurativelanguagebull SocraticMethod
Help students analyze by closely examining elements of a text to achieve greater understanding of how it is constructedbull Recognizeplotdevelopmentbasedonknowledgeoftextstructurebull Recognizeandusetextcharacteristicsrelatedtogenrebull Discovertheunderlyingorganizationofatextrelatedtotopicgenreor
themebull Recognizetheauthorrsquosuseoflanguagetocommunicatemeaningand
emotionsinvariouswaysbull Analyzeelementsofafictionornonfictiontexttogainanunderstandingof
howtheauthorcommunicatedmeaningbull Recognizeandusegraphicfeaturesoftextstoexpandunderstandingbull Analyzethewholetexttodeterminehowillustrationstextandformat
communicatemeaninginanintegratedway
continued on next page
Advanced Readers
Help students critique by judging or evaluating a text based on personal world or text knowledgebull Assesswhetheratextisconsistentwithwhatisknownthroughlife
experiencesbull Judgewhetheratextisauthenticintermsofplotorsettingbull Evaluatethewriterrsquoscraftinlightofappropriatenessofgenreuseof
languageorothercriteriabull Judgetheaccuracyofinformationbull Judgethequalificationsofthewritertoproduceanauthenticfictionor
nonfictiontextbull Examineanddiscoverbiasintextsbull Appreciatetheaestheticqualitiesofatextbull CriticalandAnalyticalThinkingSkills
Building an Effective Reading Process Over TimeEmergent Readers [Levels AndashB]
bull Becomeawareofprintbull Readorallymatchingword-by-wordbull Usemeaningandlanguageinsimpletextsbull Hearsoundsinwordsbull Recognizenameandsomelettersbull Useinformationfrompicturesbull Connectwordswithnamesbull Noticeandusespacesbetweenwordsbull Readorallybull Matchonespokenwordtooneprintedwordwhilereading1or2linesoftextbull Usespacesandsomevisualinformationtocheckonreadingbull Knownamesofsomealphabetlettersbull Knowsomeletter-soundrelationshipsbull Readlefttorightbull Recognizeafewhighfrequencywords
ApproximateGradesK-1 Texts Simple stories with 1ndash2 lines
Early Readers [Levels BndashH]
bull Knownamesofmostalphabetlettersandmanyletter-soundrelationshipsbull Useletter-soundinformationalongwithmeaningandlanguagetosolvewordsbull Readwithoutpointingbull Readorallyandbegintoreadsilentlybull Readfluentlywithphrasingoneasytextsusepunctuationbull Recognizemosteasyhighfrequencywordsbull Checktobesurereadingmakessensesoundsrightlooksrightbull Checkonesourceofinformationagainstanothertosolveproblemsbull Useinformationfrompicturesasaddedinformationwhilereadingprint
ApproximateGrades1-2 Texts Longer books with high frequency words and supportive illustrations
Transitional Readers [Levels HndashM]
bull Readsilentlymostofthetimebull Havealargecoreofknownwordsthatarerecognizedautomaticallybull Usemultiplesourcesofinformationwhilereadingformeaningbull Integratesourcesofinformationsuchasletter-soundrelationshipsmeaningand
languagestructurebull Consistentlychecktobesureallsourcesofinformationfitbull Donotrelyonillustrationsbutnoticethemtogainadditionalmeaningbull Understandinterpretanduseillustrationsininformationaltextbull Knowhowtoreaddifferentlyinsomedifferentgenresbull Haveflexiblewaysofproblem-solvingwordsincludinganalysisofletter-sound
relationshipsandvisualpatternsbull Readwithphrasingandfluencyatappropriatelevels
ApproximateGrades2-3 Texts Texts with many lines of print books organized into short chapters more difficult picture books wider variety of genre
Reading Process
continued on next page
Transitional Readers [Levels MndashR]
bull Readsilentlyreadfluentlywhenreadingaloudbull Useallsourcesofinformationflexiblyinasmoothlyorchestratedwaybull Sustainreadingovertextswithmanypagesthatrequirereadingoverseveral
daysorweeksbull Enjoyillustrationsandgainadditionalmeaningfromthemastheyinterprettextsbull Interpretanduseinformationfromawidevarietyofvisualaidsinexpositorytextsbull Analyzewordsinflexiblewaysandmakeexcellentattemptsatnewmulti-syllable
wordsbull Havesystemsforlearningmoreaboutthereadingprocessastheyreadsothat
theybuildskillssimplybyencounteringmanydifferentkindsoftextswithavarietyofnewwords
bull Areinacontinuousprocessofbuildingbackgroundknowledgeandrealizethattheyneedtobringtheirknowledgetotheirreading
bull Becomeabsorbedinbooksbull Begintoidentifywithcharactersinbooksandseethemselvesintheeventsofthe
storiesbull Connecttextswithprevioustextsread
ApproximateGrades3-4 Texts Wide reading of a variety of long and short texts variety of genre
Advanced Readers [Levels RndashY]
bull Readsilentlyreadfluentlywhenreadingaloudbull Effectivelyusetheirunderstandingsofhowwordsworkemployawiderange
ofwordsolvingstrategiesincludinganalogytoknownwordswordrootsbasewordsandaffixes
bull Acquirenewvocabularythroughreadingbull Usereadingasatoolforlearningincontentareasbull Constantlydevelopnewstrategiesandnewknowledgeoftextsasthey
encountergreatervarietybull Developfavoritetopicsandauthorsthatformthebasisoflife-longreading
preferencesbull Activelyworktoconnecttextsforgreaterunderstandingandfinerinterpretations
oftextsbull Consistentlygobeyondthetextreadtoformtheirowninterpretationsandapply
understandingsinotherareasbull Sustaininterestandunderstandingoverlongtextsandreadoverextended
periodsoftimebull Noticeandcommentonaspectsofthewriterrsquoscraftbull Readtoexplorethemselvesaswellasphilosophicalandsocialissues
ApproximateGrades4-6 Texts Wide reading of a variety of genre and for a range of purposes
CompiledfromWhatrsquos After AssessmentbyKathleenStricklandGuiding Readers amp WritersbyIreneFountasandGaySuPinnellMosaic of ThoughtbyEllinOliverKeeneandSusanZimmermannCORE Teaching Reading SourcebookbyBillHonigLindaDiamondandLindaGutlohnStrategies That Work byStephanieHarveyandAnneGoudvisThe Next Step in Guided ReadingbyJanRichardsonCafeacutebyGailBousheyandJoanMoserResearch-Based StrategiesbyRubyKPayneandvariouswebsites
REGIONAL EDUCATIONAL SERVICE AGENCY499 Range Road PO Box 1500 Marysville MI 48040
(810) 364-8990 wwwsccresaorg
62014
- Coverpdf
- Emergent Readers
- Early Readers
- Transitional Readers
- Self Extending Readers
- Advanced Readers
- Reading Process
- Back Cover
-
If a child reads fluently but canrsquot retell then
Make sure student understands how to retellbull Retellingbull Summarizendashheadlineitbull Webbingmappingbull Modelingbull Think-aloudsbull Interpretivequestionsbull ScoraticMethodbull Storyframesbull Semanticwebbing
Make sure student is constructing meaning while readingbull Imagerybull Predictingbull Questioningbull Determineimportantideasbull Priorknowledgendashexclusionbrainstormingbull GuidedReadingbull Reciprocalteachingbull DRTAbull Planandlabelbull Adjustandapplydifferentreadingratestomatchtext
If a child reads fluently but canrsquot (or sometimes doesnrsquot) identify main idea or purpose then
Help reader bring meaning to text connect to experience and previous knowledge and organize the elements of the text during and after readingbull Storymappingbull Literaturecirclesbull Compareandcontrastchartsbull Writeandsharebull Imagerybull Questioningbull Determineimportanceintextndashfinalwordbull Artfulartistbull Planandlabelbull Paraphrasingbull SocraticMethodbull Askingforhelpbull Venndiagrambull Responselogsbull Summarizingretellingbull Connectingndashconscioustounconsciousbull Columnnotes
If a child reads fluently but misses many details then
Help reader see that he should examine text and reread when necessarybull Mappingbull Webbingbull Reciprocalteachingbull Contextcluesrereadingandskippingbull Self-questioning(ifreadercanrsquotidentifymainideaor
purpose)bull Codingbull Phrasingusingpunctuationbull Voraciousreadingbull Planandlabelbull CheckforunderstandingndashImportanceintextbull MakeapictureormentalimagendashKIDbull Recognizeliteraryelements
Discuss storytext with others and revisit texts during discussionbull Literaturecirclesbull Pair-think-sharebull Linguisticroulettebull Figurativelanguagebull Artfulartistbull Writeandsharebull Retellorsummarizebull 5-3-1summarizingactivitybull Determineimportanceusingthememainideasand
supportingdetailsusingListGroupLabel
If a child reads only one genre or one type of book then
Help child to broaden interests and experiences with books while respecting choice and interestbull Readaloudfromvariousgenresbull Sharebooksbull Introducebooksthroughbooktalksbull Recommendorsuggestabooksimilarbutonestep
removedbull InterestInventory
If a child has difficulty reading for information then
Help child develop techniques for reading nonfiction which is different from reading text with a story grammarbull Think-aloudsbull Reciprocalteachingbull Anticipationguidesbull Determineimportantideasbull Questioningbull Minutecomprehensionbull ImageryndashCSIbull KWLbull Webbingbull Planandlabelbull Jackdawsbull Usetextfeatures(titlecaptionetc)bull Determineandanalyzeauthorrsquospurposeandsupportwith
text
Self-Extending ReadersIf a child isnrsquot able to make inferences (recalls literally) then
Help reader realize that when making meaning she must put pieces of information together to make sense of text help reader see not everything is stated directlybull Think-aloudsbull Comprehensionstrategyframeworkbull Literaturecirclesbull SocraticMethodbull Inferentialstrategybull Imagerybull WriteandSharebull Responselogsbull Saysomethingbull SummarizingretellingJigsawbull Connectingbull Inferandsupportwithevidencebull AskquestionswhilereadingPQRSTbull Predictwhatwillhappenndashreadtoconfirm
If a child needs or wishes to develop vocabulary then
Help student devise methods of adding new words she encounters in context of reading to her readingwriting vocabularybull Wordsmapsbull Contextualanalysisbull Fix-upstrategiesbull Questioningbull DetermineimportantideasndashToughiechartbull A-B-Cgraffitibull Wordgamesbull Explicitinstructionbull Context-structure-sound-referencebull Tunetointerestingwordsbull Rereadtoclarifythemeaningofawordbull Lineararraybull Conceptdefinitionmappingbull Wordtrees
If a child has trouble expanding meaning then
Help student search for and use connections to the knowledge they have gained from personal world and text experiencesbull Understanddeveloppurposesforreadingtextsbull Connectknowledgeoftopicplotcharactersorsettingtopersonal
experiencesandtheirknowledgeoftheworldandothertextsbull Bringbackgroundknowledgetotheirreadingofatextbull Interprettextsusingpersonalexperienceandbackgroundknowledgebull Makeconnectionsbetweenandamongtextstheyhavereadseeing
similaritiesanddifferencesbull Figurativelanguage
Help students go beyond the literal meaning of a text to derive what is not there but is implied or to inferbull Constructtheoriesthatexplainhowcharactersbehaveorplotsunfoldsbull Haveempathyforfictionalorhistoricalcharactersbull Usebackgroundknowledgeandinformationfromthetexttoform
tentativetheoriesastothesignificanceoftheeventsbull Createsensoryimagesrelatedtocharacterplotsettingthemeortopicbull Understandwhatisnotstatedbutisimpliedinthetext
Help students put together important information while reading or to summarizebull Relateimportantideaseventsdetailsorotherinformationrelatedto
comprehendingthewholetextbull Continuallyorganizeinformationextractedfromprintbull Distinguishbetweensummarizingimportantinformationand
rememberingretellingallthedetailsofatextbull Selectimportantinformationafterreadingandbringtogetherinaconcisereport
Help students synthesize by putting together information from the text and from personal world and literary knowledge to create new understandingsbull Relateimportantideastoeachotherbull DevelopschemawithAnticipationGuidebull Deepenunderstandingofanideaconceptortopicbyintegratingnew
knowledgewithpriorknowledgebull Expandpersonalunderstandingsbyincorporatingtheldquolivedthroughrdquo
experiencesfromtextsbull Figurativelanguagebull SocraticMethod
Help students analyze by closely examining elements of a text to achieve greater understanding of how it is constructedbull Recognizeplotdevelopmentbasedonknowledgeoftextstructurebull Recognizeandusetextcharacteristicsrelatedtogenrebull Discovertheunderlyingorganizationofatextrelatedtotopicgenreor
themebull Recognizetheauthorrsquosuseoflanguagetocommunicatemeaningand
emotionsinvariouswaysbull Analyzeelementsofafictionornonfictiontexttogainanunderstandingof
howtheauthorcommunicatedmeaningbull Recognizeandusegraphicfeaturesoftextstoexpandunderstandingbull Analyzethewholetexttodeterminehowillustrationstextandformat
communicatemeaninginanintegratedway
continued on next page
Advanced Readers
Help students critique by judging or evaluating a text based on personal world or text knowledgebull Assesswhetheratextisconsistentwithwhatisknownthroughlife
experiencesbull Judgewhetheratextisauthenticintermsofplotorsettingbull Evaluatethewriterrsquoscraftinlightofappropriatenessofgenreuseof
languageorothercriteriabull Judgetheaccuracyofinformationbull Judgethequalificationsofthewritertoproduceanauthenticfictionor
nonfictiontextbull Examineanddiscoverbiasintextsbull Appreciatetheaestheticqualitiesofatextbull CriticalandAnalyticalThinkingSkills
Building an Effective Reading Process Over TimeEmergent Readers [Levels AndashB]
bull Becomeawareofprintbull Readorallymatchingword-by-wordbull Usemeaningandlanguageinsimpletextsbull Hearsoundsinwordsbull Recognizenameandsomelettersbull Useinformationfrompicturesbull Connectwordswithnamesbull Noticeandusespacesbetweenwordsbull Readorallybull Matchonespokenwordtooneprintedwordwhilereading1or2linesoftextbull Usespacesandsomevisualinformationtocheckonreadingbull Knownamesofsomealphabetlettersbull Knowsomeletter-soundrelationshipsbull Readlefttorightbull Recognizeafewhighfrequencywords
ApproximateGradesK-1 Texts Simple stories with 1ndash2 lines
Early Readers [Levels BndashH]
bull Knownamesofmostalphabetlettersandmanyletter-soundrelationshipsbull Useletter-soundinformationalongwithmeaningandlanguagetosolvewordsbull Readwithoutpointingbull Readorallyandbegintoreadsilentlybull Readfluentlywithphrasingoneasytextsusepunctuationbull Recognizemosteasyhighfrequencywordsbull Checktobesurereadingmakessensesoundsrightlooksrightbull Checkonesourceofinformationagainstanothertosolveproblemsbull Useinformationfrompicturesasaddedinformationwhilereadingprint
ApproximateGrades1-2 Texts Longer books with high frequency words and supportive illustrations
Transitional Readers [Levels HndashM]
bull Readsilentlymostofthetimebull Havealargecoreofknownwordsthatarerecognizedautomaticallybull Usemultiplesourcesofinformationwhilereadingformeaningbull Integratesourcesofinformationsuchasletter-soundrelationshipsmeaningand
languagestructurebull Consistentlychecktobesureallsourcesofinformationfitbull Donotrelyonillustrationsbutnoticethemtogainadditionalmeaningbull Understandinterpretanduseillustrationsininformationaltextbull Knowhowtoreaddifferentlyinsomedifferentgenresbull Haveflexiblewaysofproblem-solvingwordsincludinganalysisofletter-sound
relationshipsandvisualpatternsbull Readwithphrasingandfluencyatappropriatelevels
ApproximateGrades2-3 Texts Texts with many lines of print books organized into short chapters more difficult picture books wider variety of genre
Reading Process
continued on next page
Transitional Readers [Levels MndashR]
bull Readsilentlyreadfluentlywhenreadingaloudbull Useallsourcesofinformationflexiblyinasmoothlyorchestratedwaybull Sustainreadingovertextswithmanypagesthatrequirereadingoverseveral
daysorweeksbull Enjoyillustrationsandgainadditionalmeaningfromthemastheyinterprettextsbull Interpretanduseinformationfromawidevarietyofvisualaidsinexpositorytextsbull Analyzewordsinflexiblewaysandmakeexcellentattemptsatnewmulti-syllable
wordsbull Havesystemsforlearningmoreaboutthereadingprocessastheyreadsothat
theybuildskillssimplybyencounteringmanydifferentkindsoftextswithavarietyofnewwords
bull Areinacontinuousprocessofbuildingbackgroundknowledgeandrealizethattheyneedtobringtheirknowledgetotheirreading
bull Becomeabsorbedinbooksbull Begintoidentifywithcharactersinbooksandseethemselvesintheeventsofthe
storiesbull Connecttextswithprevioustextsread
ApproximateGrades3-4 Texts Wide reading of a variety of long and short texts variety of genre
Advanced Readers [Levels RndashY]
bull Readsilentlyreadfluentlywhenreadingaloudbull Effectivelyusetheirunderstandingsofhowwordsworkemployawiderange
ofwordsolvingstrategiesincludinganalogytoknownwordswordrootsbasewordsandaffixes
bull Acquirenewvocabularythroughreadingbull Usereadingasatoolforlearningincontentareasbull Constantlydevelopnewstrategiesandnewknowledgeoftextsasthey
encountergreatervarietybull Developfavoritetopicsandauthorsthatformthebasisoflife-longreading
preferencesbull Activelyworktoconnecttextsforgreaterunderstandingandfinerinterpretations
oftextsbull Consistentlygobeyondthetextreadtoformtheirowninterpretationsandapply
understandingsinotherareasbull Sustaininterestandunderstandingoverlongtextsandreadoverextended
periodsoftimebull Noticeandcommentonaspectsofthewriterrsquoscraftbull Readtoexplorethemselvesaswellasphilosophicalandsocialissues
ApproximateGrades4-6 Texts Wide reading of a variety of genre and for a range of purposes
CompiledfromWhatrsquos After AssessmentbyKathleenStricklandGuiding Readers amp WritersbyIreneFountasandGaySuPinnellMosaic of ThoughtbyEllinOliverKeeneandSusanZimmermannCORE Teaching Reading SourcebookbyBillHonigLindaDiamondandLindaGutlohnStrategies That Work byStephanieHarveyandAnneGoudvisThe Next Step in Guided ReadingbyJanRichardsonCafeacutebyGailBousheyandJoanMoserResearch-Based StrategiesbyRubyKPayneandvariouswebsites
REGIONAL EDUCATIONAL SERVICE AGENCY499 Range Road PO Box 1500 Marysville MI 48040
(810) 364-8990 wwwsccresaorg
62014
- Coverpdf
- Emergent Readers
- Early Readers
- Transitional Readers
- Self Extending Readers
- Advanced Readers
- Reading Process
- Back Cover
-
If a child reads fluently but misses many details then
Help reader see that he should examine text and reread when necessarybull Mappingbull Webbingbull Reciprocalteachingbull Contextcluesrereadingandskippingbull Self-questioning(ifreadercanrsquotidentifymainideaor
purpose)bull Codingbull Phrasingusingpunctuationbull Voraciousreadingbull Planandlabelbull CheckforunderstandingndashImportanceintextbull MakeapictureormentalimagendashKIDbull Recognizeliteraryelements
Discuss storytext with others and revisit texts during discussionbull Literaturecirclesbull Pair-think-sharebull Linguisticroulettebull Figurativelanguagebull Artfulartistbull Writeandsharebull Retellorsummarizebull 5-3-1summarizingactivitybull Determineimportanceusingthememainideasand
supportingdetailsusingListGroupLabel
If a child reads only one genre or one type of book then
Help child to broaden interests and experiences with books while respecting choice and interestbull Readaloudfromvariousgenresbull Sharebooksbull Introducebooksthroughbooktalksbull Recommendorsuggestabooksimilarbutonestep
removedbull InterestInventory
If a child has difficulty reading for information then
Help child develop techniques for reading nonfiction which is different from reading text with a story grammarbull Think-aloudsbull Reciprocalteachingbull Anticipationguidesbull Determineimportantideasbull Questioningbull Minutecomprehensionbull ImageryndashCSIbull KWLbull Webbingbull Planandlabelbull Jackdawsbull Usetextfeatures(titlecaptionetc)bull Determineandanalyzeauthorrsquospurposeandsupportwith
text
Self-Extending ReadersIf a child isnrsquot able to make inferences (recalls literally) then
Help reader realize that when making meaning she must put pieces of information together to make sense of text help reader see not everything is stated directlybull Think-aloudsbull Comprehensionstrategyframeworkbull Literaturecirclesbull SocraticMethodbull Inferentialstrategybull Imagerybull WriteandSharebull Responselogsbull Saysomethingbull SummarizingretellingJigsawbull Connectingbull Inferandsupportwithevidencebull AskquestionswhilereadingPQRSTbull Predictwhatwillhappenndashreadtoconfirm
If a child needs or wishes to develop vocabulary then
Help student devise methods of adding new words she encounters in context of reading to her readingwriting vocabularybull Wordsmapsbull Contextualanalysisbull Fix-upstrategiesbull Questioningbull DetermineimportantideasndashToughiechartbull A-B-Cgraffitibull Wordgamesbull Explicitinstructionbull Context-structure-sound-referencebull Tunetointerestingwordsbull Rereadtoclarifythemeaningofawordbull Lineararraybull Conceptdefinitionmappingbull Wordtrees
If a child has trouble expanding meaning then
Help student search for and use connections to the knowledge they have gained from personal world and text experiencesbull Understanddeveloppurposesforreadingtextsbull Connectknowledgeoftopicplotcharactersorsettingtopersonal
experiencesandtheirknowledgeoftheworldandothertextsbull Bringbackgroundknowledgetotheirreadingofatextbull Interprettextsusingpersonalexperienceandbackgroundknowledgebull Makeconnectionsbetweenandamongtextstheyhavereadseeing
similaritiesanddifferencesbull Figurativelanguage
Help students go beyond the literal meaning of a text to derive what is not there but is implied or to inferbull Constructtheoriesthatexplainhowcharactersbehaveorplotsunfoldsbull Haveempathyforfictionalorhistoricalcharactersbull Usebackgroundknowledgeandinformationfromthetexttoform
tentativetheoriesastothesignificanceoftheeventsbull Createsensoryimagesrelatedtocharacterplotsettingthemeortopicbull Understandwhatisnotstatedbutisimpliedinthetext
Help students put together important information while reading or to summarizebull Relateimportantideaseventsdetailsorotherinformationrelatedto
comprehendingthewholetextbull Continuallyorganizeinformationextractedfromprintbull Distinguishbetweensummarizingimportantinformationand
rememberingretellingallthedetailsofatextbull Selectimportantinformationafterreadingandbringtogetherinaconcisereport
Help students synthesize by putting together information from the text and from personal world and literary knowledge to create new understandingsbull Relateimportantideastoeachotherbull DevelopschemawithAnticipationGuidebull Deepenunderstandingofanideaconceptortopicbyintegratingnew
knowledgewithpriorknowledgebull Expandpersonalunderstandingsbyincorporatingtheldquolivedthroughrdquo
experiencesfromtextsbull Figurativelanguagebull SocraticMethod
Help students analyze by closely examining elements of a text to achieve greater understanding of how it is constructedbull Recognizeplotdevelopmentbasedonknowledgeoftextstructurebull Recognizeandusetextcharacteristicsrelatedtogenrebull Discovertheunderlyingorganizationofatextrelatedtotopicgenreor
themebull Recognizetheauthorrsquosuseoflanguagetocommunicatemeaningand
emotionsinvariouswaysbull Analyzeelementsofafictionornonfictiontexttogainanunderstandingof
howtheauthorcommunicatedmeaningbull Recognizeandusegraphicfeaturesoftextstoexpandunderstandingbull Analyzethewholetexttodeterminehowillustrationstextandformat
communicatemeaninginanintegratedway
continued on next page
Advanced Readers
Help students critique by judging or evaluating a text based on personal world or text knowledgebull Assesswhetheratextisconsistentwithwhatisknownthroughlife
experiencesbull Judgewhetheratextisauthenticintermsofplotorsettingbull Evaluatethewriterrsquoscraftinlightofappropriatenessofgenreuseof
languageorothercriteriabull Judgetheaccuracyofinformationbull Judgethequalificationsofthewritertoproduceanauthenticfictionor
nonfictiontextbull Examineanddiscoverbiasintextsbull Appreciatetheaestheticqualitiesofatextbull CriticalandAnalyticalThinkingSkills
Building an Effective Reading Process Over TimeEmergent Readers [Levels AndashB]
bull Becomeawareofprintbull Readorallymatchingword-by-wordbull Usemeaningandlanguageinsimpletextsbull Hearsoundsinwordsbull Recognizenameandsomelettersbull Useinformationfrompicturesbull Connectwordswithnamesbull Noticeandusespacesbetweenwordsbull Readorallybull Matchonespokenwordtooneprintedwordwhilereading1or2linesoftextbull Usespacesandsomevisualinformationtocheckonreadingbull Knownamesofsomealphabetlettersbull Knowsomeletter-soundrelationshipsbull Readlefttorightbull Recognizeafewhighfrequencywords
ApproximateGradesK-1 Texts Simple stories with 1ndash2 lines
Early Readers [Levels BndashH]
bull Knownamesofmostalphabetlettersandmanyletter-soundrelationshipsbull Useletter-soundinformationalongwithmeaningandlanguagetosolvewordsbull Readwithoutpointingbull Readorallyandbegintoreadsilentlybull Readfluentlywithphrasingoneasytextsusepunctuationbull Recognizemosteasyhighfrequencywordsbull Checktobesurereadingmakessensesoundsrightlooksrightbull Checkonesourceofinformationagainstanothertosolveproblemsbull Useinformationfrompicturesasaddedinformationwhilereadingprint
ApproximateGrades1-2 Texts Longer books with high frequency words and supportive illustrations
Transitional Readers [Levels HndashM]
bull Readsilentlymostofthetimebull Havealargecoreofknownwordsthatarerecognizedautomaticallybull Usemultiplesourcesofinformationwhilereadingformeaningbull Integratesourcesofinformationsuchasletter-soundrelationshipsmeaningand
languagestructurebull Consistentlychecktobesureallsourcesofinformationfitbull Donotrelyonillustrationsbutnoticethemtogainadditionalmeaningbull Understandinterpretanduseillustrationsininformationaltextbull Knowhowtoreaddifferentlyinsomedifferentgenresbull Haveflexiblewaysofproblem-solvingwordsincludinganalysisofletter-sound
relationshipsandvisualpatternsbull Readwithphrasingandfluencyatappropriatelevels
ApproximateGrades2-3 Texts Texts with many lines of print books organized into short chapters more difficult picture books wider variety of genre
Reading Process
continued on next page
Transitional Readers [Levels MndashR]
bull Readsilentlyreadfluentlywhenreadingaloudbull Useallsourcesofinformationflexiblyinasmoothlyorchestratedwaybull Sustainreadingovertextswithmanypagesthatrequirereadingoverseveral
daysorweeksbull Enjoyillustrationsandgainadditionalmeaningfromthemastheyinterprettextsbull Interpretanduseinformationfromawidevarietyofvisualaidsinexpositorytextsbull Analyzewordsinflexiblewaysandmakeexcellentattemptsatnewmulti-syllable
wordsbull Havesystemsforlearningmoreaboutthereadingprocessastheyreadsothat
theybuildskillssimplybyencounteringmanydifferentkindsoftextswithavarietyofnewwords
bull Areinacontinuousprocessofbuildingbackgroundknowledgeandrealizethattheyneedtobringtheirknowledgetotheirreading
bull Becomeabsorbedinbooksbull Begintoidentifywithcharactersinbooksandseethemselvesintheeventsofthe
storiesbull Connecttextswithprevioustextsread
ApproximateGrades3-4 Texts Wide reading of a variety of long and short texts variety of genre
Advanced Readers [Levels RndashY]
bull Readsilentlyreadfluentlywhenreadingaloudbull Effectivelyusetheirunderstandingsofhowwordsworkemployawiderange
ofwordsolvingstrategiesincludinganalogytoknownwordswordrootsbasewordsandaffixes
bull Acquirenewvocabularythroughreadingbull Usereadingasatoolforlearningincontentareasbull Constantlydevelopnewstrategiesandnewknowledgeoftextsasthey
encountergreatervarietybull Developfavoritetopicsandauthorsthatformthebasisoflife-longreading
preferencesbull Activelyworktoconnecttextsforgreaterunderstandingandfinerinterpretations
oftextsbull Consistentlygobeyondthetextreadtoformtheirowninterpretationsandapply
understandingsinotherareasbull Sustaininterestandunderstandingoverlongtextsandreadoverextended
periodsoftimebull Noticeandcommentonaspectsofthewriterrsquoscraftbull Readtoexplorethemselvesaswellasphilosophicalandsocialissues
ApproximateGrades4-6 Texts Wide reading of a variety of genre and for a range of purposes
CompiledfromWhatrsquos After AssessmentbyKathleenStricklandGuiding Readers amp WritersbyIreneFountasandGaySuPinnellMosaic of ThoughtbyEllinOliverKeeneandSusanZimmermannCORE Teaching Reading SourcebookbyBillHonigLindaDiamondandLindaGutlohnStrategies That Work byStephanieHarveyandAnneGoudvisThe Next Step in Guided ReadingbyJanRichardsonCafeacutebyGailBousheyandJoanMoserResearch-Based StrategiesbyRubyKPayneandvariouswebsites
REGIONAL EDUCATIONAL SERVICE AGENCY499 Range Road PO Box 1500 Marysville MI 48040
(810) 364-8990 wwwsccresaorg
62014
- Coverpdf
- Emergent Readers
- Early Readers
- Transitional Readers
- Self Extending Readers
- Advanced Readers
- Reading Process
- Back Cover
-
Self-Extending ReadersIf a child isnrsquot able to make inferences (recalls literally) then
Help reader realize that when making meaning she must put pieces of information together to make sense of text help reader see not everything is stated directlybull Think-aloudsbull Comprehensionstrategyframeworkbull Literaturecirclesbull SocraticMethodbull Inferentialstrategybull Imagerybull WriteandSharebull Responselogsbull Saysomethingbull SummarizingretellingJigsawbull Connectingbull Inferandsupportwithevidencebull AskquestionswhilereadingPQRSTbull Predictwhatwillhappenndashreadtoconfirm
If a child needs or wishes to develop vocabulary then
Help student devise methods of adding new words she encounters in context of reading to her readingwriting vocabularybull Wordsmapsbull Contextualanalysisbull Fix-upstrategiesbull Questioningbull DetermineimportantideasndashToughiechartbull A-B-Cgraffitibull Wordgamesbull Explicitinstructionbull Context-structure-sound-referencebull Tunetointerestingwordsbull Rereadtoclarifythemeaningofawordbull Lineararraybull Conceptdefinitionmappingbull Wordtrees
If a child has trouble expanding meaning then
Help student search for and use connections to the knowledge they have gained from personal world and text experiencesbull Understanddeveloppurposesforreadingtextsbull Connectknowledgeoftopicplotcharactersorsettingtopersonal
experiencesandtheirknowledgeoftheworldandothertextsbull Bringbackgroundknowledgetotheirreadingofatextbull Interprettextsusingpersonalexperienceandbackgroundknowledgebull Makeconnectionsbetweenandamongtextstheyhavereadseeing
similaritiesanddifferencesbull Figurativelanguage
Help students go beyond the literal meaning of a text to derive what is not there but is implied or to inferbull Constructtheoriesthatexplainhowcharactersbehaveorplotsunfoldsbull Haveempathyforfictionalorhistoricalcharactersbull Usebackgroundknowledgeandinformationfromthetexttoform
tentativetheoriesastothesignificanceoftheeventsbull Createsensoryimagesrelatedtocharacterplotsettingthemeortopicbull Understandwhatisnotstatedbutisimpliedinthetext
Help students put together important information while reading or to summarizebull Relateimportantideaseventsdetailsorotherinformationrelatedto
comprehendingthewholetextbull Continuallyorganizeinformationextractedfromprintbull Distinguishbetweensummarizingimportantinformationand
rememberingretellingallthedetailsofatextbull Selectimportantinformationafterreadingandbringtogetherinaconcisereport
Help students synthesize by putting together information from the text and from personal world and literary knowledge to create new understandingsbull Relateimportantideastoeachotherbull DevelopschemawithAnticipationGuidebull Deepenunderstandingofanideaconceptortopicbyintegratingnew
knowledgewithpriorknowledgebull Expandpersonalunderstandingsbyincorporatingtheldquolivedthroughrdquo
experiencesfromtextsbull Figurativelanguagebull SocraticMethod
Help students analyze by closely examining elements of a text to achieve greater understanding of how it is constructedbull Recognizeplotdevelopmentbasedonknowledgeoftextstructurebull Recognizeandusetextcharacteristicsrelatedtogenrebull Discovertheunderlyingorganizationofatextrelatedtotopicgenreor
themebull Recognizetheauthorrsquosuseoflanguagetocommunicatemeaningand
emotionsinvariouswaysbull Analyzeelementsofafictionornonfictiontexttogainanunderstandingof
howtheauthorcommunicatedmeaningbull Recognizeandusegraphicfeaturesoftextstoexpandunderstandingbull Analyzethewholetexttodeterminehowillustrationstextandformat
communicatemeaninginanintegratedway
continued on next page
Advanced Readers
Help students critique by judging or evaluating a text based on personal world or text knowledgebull Assesswhetheratextisconsistentwithwhatisknownthroughlife
experiencesbull Judgewhetheratextisauthenticintermsofplotorsettingbull Evaluatethewriterrsquoscraftinlightofappropriatenessofgenreuseof
languageorothercriteriabull Judgetheaccuracyofinformationbull Judgethequalificationsofthewritertoproduceanauthenticfictionor
nonfictiontextbull Examineanddiscoverbiasintextsbull Appreciatetheaestheticqualitiesofatextbull CriticalandAnalyticalThinkingSkills
Building an Effective Reading Process Over TimeEmergent Readers [Levels AndashB]
bull Becomeawareofprintbull Readorallymatchingword-by-wordbull Usemeaningandlanguageinsimpletextsbull Hearsoundsinwordsbull Recognizenameandsomelettersbull Useinformationfrompicturesbull Connectwordswithnamesbull Noticeandusespacesbetweenwordsbull Readorallybull Matchonespokenwordtooneprintedwordwhilereading1or2linesoftextbull Usespacesandsomevisualinformationtocheckonreadingbull Knownamesofsomealphabetlettersbull Knowsomeletter-soundrelationshipsbull Readlefttorightbull Recognizeafewhighfrequencywords
ApproximateGradesK-1 Texts Simple stories with 1ndash2 lines
Early Readers [Levels BndashH]
bull Knownamesofmostalphabetlettersandmanyletter-soundrelationshipsbull Useletter-soundinformationalongwithmeaningandlanguagetosolvewordsbull Readwithoutpointingbull Readorallyandbegintoreadsilentlybull Readfluentlywithphrasingoneasytextsusepunctuationbull Recognizemosteasyhighfrequencywordsbull Checktobesurereadingmakessensesoundsrightlooksrightbull Checkonesourceofinformationagainstanothertosolveproblemsbull Useinformationfrompicturesasaddedinformationwhilereadingprint
ApproximateGrades1-2 Texts Longer books with high frequency words and supportive illustrations
Transitional Readers [Levels HndashM]
bull Readsilentlymostofthetimebull Havealargecoreofknownwordsthatarerecognizedautomaticallybull Usemultiplesourcesofinformationwhilereadingformeaningbull Integratesourcesofinformationsuchasletter-soundrelationshipsmeaningand
languagestructurebull Consistentlychecktobesureallsourcesofinformationfitbull Donotrelyonillustrationsbutnoticethemtogainadditionalmeaningbull Understandinterpretanduseillustrationsininformationaltextbull Knowhowtoreaddifferentlyinsomedifferentgenresbull Haveflexiblewaysofproblem-solvingwordsincludinganalysisofletter-sound
relationshipsandvisualpatternsbull Readwithphrasingandfluencyatappropriatelevels
ApproximateGrades2-3 Texts Texts with many lines of print books organized into short chapters more difficult picture books wider variety of genre
Reading Process
continued on next page
Transitional Readers [Levels MndashR]
bull Readsilentlyreadfluentlywhenreadingaloudbull Useallsourcesofinformationflexiblyinasmoothlyorchestratedwaybull Sustainreadingovertextswithmanypagesthatrequirereadingoverseveral
daysorweeksbull Enjoyillustrationsandgainadditionalmeaningfromthemastheyinterprettextsbull Interpretanduseinformationfromawidevarietyofvisualaidsinexpositorytextsbull Analyzewordsinflexiblewaysandmakeexcellentattemptsatnewmulti-syllable
wordsbull Havesystemsforlearningmoreaboutthereadingprocessastheyreadsothat
theybuildskillssimplybyencounteringmanydifferentkindsoftextswithavarietyofnewwords
bull Areinacontinuousprocessofbuildingbackgroundknowledgeandrealizethattheyneedtobringtheirknowledgetotheirreading
bull Becomeabsorbedinbooksbull Begintoidentifywithcharactersinbooksandseethemselvesintheeventsofthe
storiesbull Connecttextswithprevioustextsread
ApproximateGrades3-4 Texts Wide reading of a variety of long and short texts variety of genre
Advanced Readers [Levels RndashY]
bull Readsilentlyreadfluentlywhenreadingaloudbull Effectivelyusetheirunderstandingsofhowwordsworkemployawiderange
ofwordsolvingstrategiesincludinganalogytoknownwordswordrootsbasewordsandaffixes
bull Acquirenewvocabularythroughreadingbull Usereadingasatoolforlearningincontentareasbull Constantlydevelopnewstrategiesandnewknowledgeoftextsasthey
encountergreatervarietybull Developfavoritetopicsandauthorsthatformthebasisoflife-longreading
preferencesbull Activelyworktoconnecttextsforgreaterunderstandingandfinerinterpretations
oftextsbull Consistentlygobeyondthetextreadtoformtheirowninterpretationsandapply
understandingsinotherareasbull Sustaininterestandunderstandingoverlongtextsandreadoverextended
periodsoftimebull Noticeandcommentonaspectsofthewriterrsquoscraftbull Readtoexplorethemselvesaswellasphilosophicalandsocialissues
ApproximateGrades4-6 Texts Wide reading of a variety of genre and for a range of purposes
CompiledfromWhatrsquos After AssessmentbyKathleenStricklandGuiding Readers amp WritersbyIreneFountasandGaySuPinnellMosaic of ThoughtbyEllinOliverKeeneandSusanZimmermannCORE Teaching Reading SourcebookbyBillHonigLindaDiamondandLindaGutlohnStrategies That Work byStephanieHarveyandAnneGoudvisThe Next Step in Guided ReadingbyJanRichardsonCafeacutebyGailBousheyandJoanMoserResearch-Based StrategiesbyRubyKPayneandvariouswebsites
REGIONAL EDUCATIONAL SERVICE AGENCY499 Range Road PO Box 1500 Marysville MI 48040
(810) 364-8990 wwwsccresaorg
62014
- Coverpdf
- Emergent Readers
- Early Readers
- Transitional Readers
- Self Extending Readers
- Advanced Readers
- Reading Process
- Back Cover
-
If a child has trouble expanding meaning then
Help student search for and use connections to the knowledge they have gained from personal world and text experiencesbull Understanddeveloppurposesforreadingtextsbull Connectknowledgeoftopicplotcharactersorsettingtopersonal
experiencesandtheirknowledgeoftheworldandothertextsbull Bringbackgroundknowledgetotheirreadingofatextbull Interprettextsusingpersonalexperienceandbackgroundknowledgebull Makeconnectionsbetweenandamongtextstheyhavereadseeing
similaritiesanddifferencesbull Figurativelanguage
Help students go beyond the literal meaning of a text to derive what is not there but is implied or to inferbull Constructtheoriesthatexplainhowcharactersbehaveorplotsunfoldsbull Haveempathyforfictionalorhistoricalcharactersbull Usebackgroundknowledgeandinformationfromthetexttoform
tentativetheoriesastothesignificanceoftheeventsbull Createsensoryimagesrelatedtocharacterplotsettingthemeortopicbull Understandwhatisnotstatedbutisimpliedinthetext
Help students put together important information while reading or to summarizebull Relateimportantideaseventsdetailsorotherinformationrelatedto
comprehendingthewholetextbull Continuallyorganizeinformationextractedfromprintbull Distinguishbetweensummarizingimportantinformationand
rememberingretellingallthedetailsofatextbull Selectimportantinformationafterreadingandbringtogetherinaconcisereport
Help students synthesize by putting together information from the text and from personal world and literary knowledge to create new understandingsbull Relateimportantideastoeachotherbull DevelopschemawithAnticipationGuidebull Deepenunderstandingofanideaconceptortopicbyintegratingnew
knowledgewithpriorknowledgebull Expandpersonalunderstandingsbyincorporatingtheldquolivedthroughrdquo
experiencesfromtextsbull Figurativelanguagebull SocraticMethod
Help students analyze by closely examining elements of a text to achieve greater understanding of how it is constructedbull Recognizeplotdevelopmentbasedonknowledgeoftextstructurebull Recognizeandusetextcharacteristicsrelatedtogenrebull Discovertheunderlyingorganizationofatextrelatedtotopicgenreor
themebull Recognizetheauthorrsquosuseoflanguagetocommunicatemeaningand
emotionsinvariouswaysbull Analyzeelementsofafictionornonfictiontexttogainanunderstandingof
howtheauthorcommunicatedmeaningbull Recognizeandusegraphicfeaturesoftextstoexpandunderstandingbull Analyzethewholetexttodeterminehowillustrationstextandformat
communicatemeaninginanintegratedway
continued on next page
Advanced Readers
Help students critique by judging or evaluating a text based on personal world or text knowledgebull Assesswhetheratextisconsistentwithwhatisknownthroughlife
experiencesbull Judgewhetheratextisauthenticintermsofplotorsettingbull Evaluatethewriterrsquoscraftinlightofappropriatenessofgenreuseof
languageorothercriteriabull Judgetheaccuracyofinformationbull Judgethequalificationsofthewritertoproduceanauthenticfictionor
nonfictiontextbull Examineanddiscoverbiasintextsbull Appreciatetheaestheticqualitiesofatextbull CriticalandAnalyticalThinkingSkills
Building an Effective Reading Process Over TimeEmergent Readers [Levels AndashB]
bull Becomeawareofprintbull Readorallymatchingword-by-wordbull Usemeaningandlanguageinsimpletextsbull Hearsoundsinwordsbull Recognizenameandsomelettersbull Useinformationfrompicturesbull Connectwordswithnamesbull Noticeandusespacesbetweenwordsbull Readorallybull Matchonespokenwordtooneprintedwordwhilereading1or2linesoftextbull Usespacesandsomevisualinformationtocheckonreadingbull Knownamesofsomealphabetlettersbull Knowsomeletter-soundrelationshipsbull Readlefttorightbull Recognizeafewhighfrequencywords
ApproximateGradesK-1 Texts Simple stories with 1ndash2 lines
Early Readers [Levels BndashH]
bull Knownamesofmostalphabetlettersandmanyletter-soundrelationshipsbull Useletter-soundinformationalongwithmeaningandlanguagetosolvewordsbull Readwithoutpointingbull Readorallyandbegintoreadsilentlybull Readfluentlywithphrasingoneasytextsusepunctuationbull Recognizemosteasyhighfrequencywordsbull Checktobesurereadingmakessensesoundsrightlooksrightbull Checkonesourceofinformationagainstanothertosolveproblemsbull Useinformationfrompicturesasaddedinformationwhilereadingprint
ApproximateGrades1-2 Texts Longer books with high frequency words and supportive illustrations
Transitional Readers [Levels HndashM]
bull Readsilentlymostofthetimebull Havealargecoreofknownwordsthatarerecognizedautomaticallybull Usemultiplesourcesofinformationwhilereadingformeaningbull Integratesourcesofinformationsuchasletter-soundrelationshipsmeaningand
languagestructurebull Consistentlychecktobesureallsourcesofinformationfitbull Donotrelyonillustrationsbutnoticethemtogainadditionalmeaningbull Understandinterpretanduseillustrationsininformationaltextbull Knowhowtoreaddifferentlyinsomedifferentgenresbull Haveflexiblewaysofproblem-solvingwordsincludinganalysisofletter-sound
relationshipsandvisualpatternsbull Readwithphrasingandfluencyatappropriatelevels
ApproximateGrades2-3 Texts Texts with many lines of print books organized into short chapters more difficult picture books wider variety of genre
Reading Process
continued on next page
Transitional Readers [Levels MndashR]
bull Readsilentlyreadfluentlywhenreadingaloudbull Useallsourcesofinformationflexiblyinasmoothlyorchestratedwaybull Sustainreadingovertextswithmanypagesthatrequirereadingoverseveral
daysorweeksbull Enjoyillustrationsandgainadditionalmeaningfromthemastheyinterprettextsbull Interpretanduseinformationfromawidevarietyofvisualaidsinexpositorytextsbull Analyzewordsinflexiblewaysandmakeexcellentattemptsatnewmulti-syllable
wordsbull Havesystemsforlearningmoreaboutthereadingprocessastheyreadsothat
theybuildskillssimplybyencounteringmanydifferentkindsoftextswithavarietyofnewwords
bull Areinacontinuousprocessofbuildingbackgroundknowledgeandrealizethattheyneedtobringtheirknowledgetotheirreading
bull Becomeabsorbedinbooksbull Begintoidentifywithcharactersinbooksandseethemselvesintheeventsofthe
storiesbull Connecttextswithprevioustextsread
ApproximateGrades3-4 Texts Wide reading of a variety of long and short texts variety of genre
Advanced Readers [Levels RndashY]
bull Readsilentlyreadfluentlywhenreadingaloudbull Effectivelyusetheirunderstandingsofhowwordsworkemployawiderange
ofwordsolvingstrategiesincludinganalogytoknownwordswordrootsbasewordsandaffixes
bull Acquirenewvocabularythroughreadingbull Usereadingasatoolforlearningincontentareasbull Constantlydevelopnewstrategiesandnewknowledgeoftextsasthey
encountergreatervarietybull Developfavoritetopicsandauthorsthatformthebasisoflife-longreading
preferencesbull Activelyworktoconnecttextsforgreaterunderstandingandfinerinterpretations
oftextsbull Consistentlygobeyondthetextreadtoformtheirowninterpretationsandapply
understandingsinotherareasbull Sustaininterestandunderstandingoverlongtextsandreadoverextended
periodsoftimebull Noticeandcommentonaspectsofthewriterrsquoscraftbull Readtoexplorethemselvesaswellasphilosophicalandsocialissues
ApproximateGrades4-6 Texts Wide reading of a variety of genre and for a range of purposes
CompiledfromWhatrsquos After AssessmentbyKathleenStricklandGuiding Readers amp WritersbyIreneFountasandGaySuPinnellMosaic of ThoughtbyEllinOliverKeeneandSusanZimmermannCORE Teaching Reading SourcebookbyBillHonigLindaDiamondandLindaGutlohnStrategies That Work byStephanieHarveyandAnneGoudvisThe Next Step in Guided ReadingbyJanRichardsonCafeacutebyGailBousheyandJoanMoserResearch-Based StrategiesbyRubyKPayneandvariouswebsites
REGIONAL EDUCATIONAL SERVICE AGENCY499 Range Road PO Box 1500 Marysville MI 48040
(810) 364-8990 wwwsccresaorg
62014
- Coverpdf
- Emergent Readers
- Early Readers
- Transitional Readers
- Self Extending Readers
- Advanced Readers
- Reading Process
- Back Cover
-
Help students critique by judging or evaluating a text based on personal world or text knowledgebull Assesswhetheratextisconsistentwithwhatisknownthroughlife
experiencesbull Judgewhetheratextisauthenticintermsofplotorsettingbull Evaluatethewriterrsquoscraftinlightofappropriatenessofgenreuseof
languageorothercriteriabull Judgetheaccuracyofinformationbull Judgethequalificationsofthewritertoproduceanauthenticfictionor
nonfictiontextbull Examineanddiscoverbiasintextsbull Appreciatetheaestheticqualitiesofatextbull CriticalandAnalyticalThinkingSkills
Building an Effective Reading Process Over TimeEmergent Readers [Levels AndashB]
bull Becomeawareofprintbull Readorallymatchingword-by-wordbull Usemeaningandlanguageinsimpletextsbull Hearsoundsinwordsbull Recognizenameandsomelettersbull Useinformationfrompicturesbull Connectwordswithnamesbull Noticeandusespacesbetweenwordsbull Readorallybull Matchonespokenwordtooneprintedwordwhilereading1or2linesoftextbull Usespacesandsomevisualinformationtocheckonreadingbull Knownamesofsomealphabetlettersbull Knowsomeletter-soundrelationshipsbull Readlefttorightbull Recognizeafewhighfrequencywords
ApproximateGradesK-1 Texts Simple stories with 1ndash2 lines
Early Readers [Levels BndashH]
bull Knownamesofmostalphabetlettersandmanyletter-soundrelationshipsbull Useletter-soundinformationalongwithmeaningandlanguagetosolvewordsbull Readwithoutpointingbull Readorallyandbegintoreadsilentlybull Readfluentlywithphrasingoneasytextsusepunctuationbull Recognizemosteasyhighfrequencywordsbull Checktobesurereadingmakessensesoundsrightlooksrightbull Checkonesourceofinformationagainstanothertosolveproblemsbull Useinformationfrompicturesasaddedinformationwhilereadingprint
ApproximateGrades1-2 Texts Longer books with high frequency words and supportive illustrations
Transitional Readers [Levels HndashM]
bull Readsilentlymostofthetimebull Havealargecoreofknownwordsthatarerecognizedautomaticallybull Usemultiplesourcesofinformationwhilereadingformeaningbull Integratesourcesofinformationsuchasletter-soundrelationshipsmeaningand
languagestructurebull Consistentlychecktobesureallsourcesofinformationfitbull Donotrelyonillustrationsbutnoticethemtogainadditionalmeaningbull Understandinterpretanduseillustrationsininformationaltextbull Knowhowtoreaddifferentlyinsomedifferentgenresbull Haveflexiblewaysofproblem-solvingwordsincludinganalysisofletter-sound
relationshipsandvisualpatternsbull Readwithphrasingandfluencyatappropriatelevels
ApproximateGrades2-3 Texts Texts with many lines of print books organized into short chapters more difficult picture books wider variety of genre
Reading Process
continued on next page
Transitional Readers [Levels MndashR]
bull Readsilentlyreadfluentlywhenreadingaloudbull Useallsourcesofinformationflexiblyinasmoothlyorchestratedwaybull Sustainreadingovertextswithmanypagesthatrequirereadingoverseveral
daysorweeksbull Enjoyillustrationsandgainadditionalmeaningfromthemastheyinterprettextsbull Interpretanduseinformationfromawidevarietyofvisualaidsinexpositorytextsbull Analyzewordsinflexiblewaysandmakeexcellentattemptsatnewmulti-syllable
wordsbull Havesystemsforlearningmoreaboutthereadingprocessastheyreadsothat
theybuildskillssimplybyencounteringmanydifferentkindsoftextswithavarietyofnewwords
bull Areinacontinuousprocessofbuildingbackgroundknowledgeandrealizethattheyneedtobringtheirknowledgetotheirreading
bull Becomeabsorbedinbooksbull Begintoidentifywithcharactersinbooksandseethemselvesintheeventsofthe
storiesbull Connecttextswithprevioustextsread
ApproximateGrades3-4 Texts Wide reading of a variety of long and short texts variety of genre
Advanced Readers [Levels RndashY]
bull Readsilentlyreadfluentlywhenreadingaloudbull Effectivelyusetheirunderstandingsofhowwordsworkemployawiderange
ofwordsolvingstrategiesincludinganalogytoknownwordswordrootsbasewordsandaffixes
bull Acquirenewvocabularythroughreadingbull Usereadingasatoolforlearningincontentareasbull Constantlydevelopnewstrategiesandnewknowledgeoftextsasthey
encountergreatervarietybull Developfavoritetopicsandauthorsthatformthebasisoflife-longreading
preferencesbull Activelyworktoconnecttextsforgreaterunderstandingandfinerinterpretations
oftextsbull Consistentlygobeyondthetextreadtoformtheirowninterpretationsandapply
understandingsinotherareasbull Sustaininterestandunderstandingoverlongtextsandreadoverextended
periodsoftimebull Noticeandcommentonaspectsofthewriterrsquoscraftbull Readtoexplorethemselvesaswellasphilosophicalandsocialissues
ApproximateGrades4-6 Texts Wide reading of a variety of genre and for a range of purposes
CompiledfromWhatrsquos After AssessmentbyKathleenStricklandGuiding Readers amp WritersbyIreneFountasandGaySuPinnellMosaic of ThoughtbyEllinOliverKeeneandSusanZimmermannCORE Teaching Reading SourcebookbyBillHonigLindaDiamondandLindaGutlohnStrategies That Work byStephanieHarveyandAnneGoudvisThe Next Step in Guided ReadingbyJanRichardsonCafeacutebyGailBousheyandJoanMoserResearch-Based StrategiesbyRubyKPayneandvariouswebsites
REGIONAL EDUCATIONAL SERVICE AGENCY499 Range Road PO Box 1500 Marysville MI 48040
(810) 364-8990 wwwsccresaorg
62014
- Coverpdf
- Emergent Readers
- Early Readers
- Transitional Readers
- Self Extending Readers
- Advanced Readers
- Reading Process
- Back Cover
-
Building an Effective Reading Process Over TimeEmergent Readers [Levels AndashB]
bull Becomeawareofprintbull Readorallymatchingword-by-wordbull Usemeaningandlanguageinsimpletextsbull Hearsoundsinwordsbull Recognizenameandsomelettersbull Useinformationfrompicturesbull Connectwordswithnamesbull Noticeandusespacesbetweenwordsbull Readorallybull Matchonespokenwordtooneprintedwordwhilereading1or2linesoftextbull Usespacesandsomevisualinformationtocheckonreadingbull Knownamesofsomealphabetlettersbull Knowsomeletter-soundrelationshipsbull Readlefttorightbull Recognizeafewhighfrequencywords
ApproximateGradesK-1 Texts Simple stories with 1ndash2 lines
Early Readers [Levels BndashH]
bull Knownamesofmostalphabetlettersandmanyletter-soundrelationshipsbull Useletter-soundinformationalongwithmeaningandlanguagetosolvewordsbull Readwithoutpointingbull Readorallyandbegintoreadsilentlybull Readfluentlywithphrasingoneasytextsusepunctuationbull Recognizemosteasyhighfrequencywordsbull Checktobesurereadingmakessensesoundsrightlooksrightbull Checkonesourceofinformationagainstanothertosolveproblemsbull Useinformationfrompicturesasaddedinformationwhilereadingprint
ApproximateGrades1-2 Texts Longer books with high frequency words and supportive illustrations
Transitional Readers [Levels HndashM]
bull Readsilentlymostofthetimebull Havealargecoreofknownwordsthatarerecognizedautomaticallybull Usemultiplesourcesofinformationwhilereadingformeaningbull Integratesourcesofinformationsuchasletter-soundrelationshipsmeaningand
languagestructurebull Consistentlychecktobesureallsourcesofinformationfitbull Donotrelyonillustrationsbutnoticethemtogainadditionalmeaningbull Understandinterpretanduseillustrationsininformationaltextbull Knowhowtoreaddifferentlyinsomedifferentgenresbull Haveflexiblewaysofproblem-solvingwordsincludinganalysisofletter-sound
relationshipsandvisualpatternsbull Readwithphrasingandfluencyatappropriatelevels
ApproximateGrades2-3 Texts Texts with many lines of print books organized into short chapters more difficult picture books wider variety of genre
Reading Process
continued on next page
Transitional Readers [Levels MndashR]
bull Readsilentlyreadfluentlywhenreadingaloudbull Useallsourcesofinformationflexiblyinasmoothlyorchestratedwaybull Sustainreadingovertextswithmanypagesthatrequirereadingoverseveral
daysorweeksbull Enjoyillustrationsandgainadditionalmeaningfromthemastheyinterprettextsbull Interpretanduseinformationfromawidevarietyofvisualaidsinexpositorytextsbull Analyzewordsinflexiblewaysandmakeexcellentattemptsatnewmulti-syllable
wordsbull Havesystemsforlearningmoreaboutthereadingprocessastheyreadsothat
theybuildskillssimplybyencounteringmanydifferentkindsoftextswithavarietyofnewwords
bull Areinacontinuousprocessofbuildingbackgroundknowledgeandrealizethattheyneedtobringtheirknowledgetotheirreading
bull Becomeabsorbedinbooksbull Begintoidentifywithcharactersinbooksandseethemselvesintheeventsofthe
storiesbull Connecttextswithprevioustextsread
ApproximateGrades3-4 Texts Wide reading of a variety of long and short texts variety of genre
Advanced Readers [Levels RndashY]
bull Readsilentlyreadfluentlywhenreadingaloudbull Effectivelyusetheirunderstandingsofhowwordsworkemployawiderange
ofwordsolvingstrategiesincludinganalogytoknownwordswordrootsbasewordsandaffixes
bull Acquirenewvocabularythroughreadingbull Usereadingasatoolforlearningincontentareasbull Constantlydevelopnewstrategiesandnewknowledgeoftextsasthey
encountergreatervarietybull Developfavoritetopicsandauthorsthatformthebasisoflife-longreading
preferencesbull Activelyworktoconnecttextsforgreaterunderstandingandfinerinterpretations
oftextsbull Consistentlygobeyondthetextreadtoformtheirowninterpretationsandapply
understandingsinotherareasbull Sustaininterestandunderstandingoverlongtextsandreadoverextended
periodsoftimebull Noticeandcommentonaspectsofthewriterrsquoscraftbull Readtoexplorethemselvesaswellasphilosophicalandsocialissues
ApproximateGrades4-6 Texts Wide reading of a variety of genre and for a range of purposes
CompiledfromWhatrsquos After AssessmentbyKathleenStricklandGuiding Readers amp WritersbyIreneFountasandGaySuPinnellMosaic of ThoughtbyEllinOliverKeeneandSusanZimmermannCORE Teaching Reading SourcebookbyBillHonigLindaDiamondandLindaGutlohnStrategies That Work byStephanieHarveyandAnneGoudvisThe Next Step in Guided ReadingbyJanRichardsonCafeacutebyGailBousheyandJoanMoserResearch-Based StrategiesbyRubyKPayneandvariouswebsites
REGIONAL EDUCATIONAL SERVICE AGENCY499 Range Road PO Box 1500 Marysville MI 48040
(810) 364-8990 wwwsccresaorg
62014
- Coverpdf
- Emergent Readers
- Early Readers
- Transitional Readers
- Self Extending Readers
- Advanced Readers
- Reading Process
- Back Cover
-
Transitional Readers [Levels MndashR]
bull Readsilentlyreadfluentlywhenreadingaloudbull Useallsourcesofinformationflexiblyinasmoothlyorchestratedwaybull Sustainreadingovertextswithmanypagesthatrequirereadingoverseveral
daysorweeksbull Enjoyillustrationsandgainadditionalmeaningfromthemastheyinterprettextsbull Interpretanduseinformationfromawidevarietyofvisualaidsinexpositorytextsbull Analyzewordsinflexiblewaysandmakeexcellentattemptsatnewmulti-syllable
wordsbull Havesystemsforlearningmoreaboutthereadingprocessastheyreadsothat
theybuildskillssimplybyencounteringmanydifferentkindsoftextswithavarietyofnewwords
bull Areinacontinuousprocessofbuildingbackgroundknowledgeandrealizethattheyneedtobringtheirknowledgetotheirreading
bull Becomeabsorbedinbooksbull Begintoidentifywithcharactersinbooksandseethemselvesintheeventsofthe
storiesbull Connecttextswithprevioustextsread
ApproximateGrades3-4 Texts Wide reading of a variety of long and short texts variety of genre
Advanced Readers [Levels RndashY]
bull Readsilentlyreadfluentlywhenreadingaloudbull Effectivelyusetheirunderstandingsofhowwordsworkemployawiderange
ofwordsolvingstrategiesincludinganalogytoknownwordswordrootsbasewordsandaffixes
bull Acquirenewvocabularythroughreadingbull Usereadingasatoolforlearningincontentareasbull Constantlydevelopnewstrategiesandnewknowledgeoftextsasthey
encountergreatervarietybull Developfavoritetopicsandauthorsthatformthebasisoflife-longreading
preferencesbull Activelyworktoconnecttextsforgreaterunderstandingandfinerinterpretations
oftextsbull Consistentlygobeyondthetextreadtoformtheirowninterpretationsandapply
understandingsinotherareasbull Sustaininterestandunderstandingoverlongtextsandreadoverextended
periodsoftimebull Noticeandcommentonaspectsofthewriterrsquoscraftbull Readtoexplorethemselvesaswellasphilosophicalandsocialissues
ApproximateGrades4-6 Texts Wide reading of a variety of genre and for a range of purposes
CompiledfromWhatrsquos After AssessmentbyKathleenStricklandGuiding Readers amp WritersbyIreneFountasandGaySuPinnellMosaic of ThoughtbyEllinOliverKeeneandSusanZimmermannCORE Teaching Reading SourcebookbyBillHonigLindaDiamondandLindaGutlohnStrategies That Work byStephanieHarveyandAnneGoudvisThe Next Step in Guided ReadingbyJanRichardsonCafeacutebyGailBousheyandJoanMoserResearch-Based StrategiesbyRubyKPayneandvariouswebsites
REGIONAL EDUCATIONAL SERVICE AGENCY499 Range Road PO Box 1500 Marysville MI 48040
(810) 364-8990 wwwsccresaorg
62014
- Coverpdf
- Emergent Readers
- Early Readers
- Transitional Readers
- Self Extending Readers
- Advanced Readers
- Reading Process
- Back Cover
-
REGIONAL EDUCATIONAL SERVICE AGENCY499 Range Road PO Box 1500 Marysville MI 48040
(810) 364-8990 wwwsccresaorg
62014
- Coverpdf
- Emergent Readers
- Early Readers
- Transitional Readers
- Self Extending Readers
- Advanced Readers
- Reading Process
- Back Cover
-
