Reading Curriculum Portfolio Home Page
READING EXERCISES
K-1st Grade
The Emergent Reader:
- Uses reading-like behavior to approximate book language
- Notices and reads environmental print
- Retells favorite stories, memorizes rhymes and poems
- Is starting to enjoy reading
- Understands the difference between letters and words
- Recognizes some high frequency words
- Knows quite a few letters
- Understands that writers use letter symbols to form words
- Knows that text goes from left to right
- Knows where to start reading the text
- Is establishing one-to-one correspondence
Classroom Experience to Emphasize:
- Teacher emphasizes language experience--writing down a child's talk
- Student and teacher participate in shared reading
- Teacher reads aloud from all genres
- Student rereads familiar text
- Teacher begins guided reading using very predictable natural language texts
End of 1st - 3rd Grade
The Early Reader:
- Has established one-to-one correspondence
- Chooses to read independently
- Expects to get meaning and enjoyment from print
- Takes risks in reading unfamiliar text
- Reads word by word or rereads text when it doesn't make sense
- Self-corrects when there is realization of an error
- Builds a vocabulary of sight words
- Begins to integrate strategies and cross-checks cueing systems
- Relies more on visual cues than picture cues
- Enjoys writing and uses resources in the classroom to help with spelling
- Begins to identify misspelled words in his writing
- Spells some high-frequency words correctly
Classroom Experience to Emphasize:
- Student and teacher participate in shared reading
- Teacher models tracking of print, emphasizing how the text carries the story
- Teacher uses guided reading with graduated natural language texts
- Student reads independently from texts which can be read with a high degree of accuracy
- Student reads independently and is encouraged to take risks
End of 3rd Grade
The Fluent Reader:
- Integrates strategies automatically and cross-checks cueing systems
- Has a large sight word vocabulary
- Reads silently
- Uses strategies flexibly to read familiar and unfamiliar texts
- Chooses appropriate books for his/her purpose
- Reads short chapter books with the support of pictures; magazines, and comic books
- Reads chapter books for gradually longer periods
- Reads informational books but still needs support with expository text
- Reads from a variety of sources to independently research a topic
- Reads books in pursue of a particular interest
- Has developed a personal taste for certain types of books
Classroom Experiences To Emphasize:
- Student and teacher participate in shared reading (including novels)
- Teacher reads aloud from all genres
- Teacher uses guided reading with nonfiction and fiction texts
- Student is reading to learn
- Student participates in literature circles
- Student engages in buddy and individualized reading
- Student reads independently from books he can read with a high degree of accuracy
Uploaded by: Jessica Soltesz/Kent State University/Deaf Education Major