EMERGENT

• Inconsistently use early strategies:
  • one-on-one matching
  • Monitoring (repeating; self-correcting)
  • cross-checking
• Read easy patterned text with picture support with fluency
• Practice skills acquired on easy materials
• Link known initial and final sound symbols to new words
• Get "mouth ready" for an unknown word
• Have limited sight vocabularies
• Retell text with simple/interchangeable storyline
• Respond to text at a literal level 

EARLY/DEVELOPING

• Search for and use cues with increasing independence
• Self-monitor and self-correct when prompted
• Read familiar text fluently
• Lack stamina needed for chapter books/novels
• Read longer text with smaller print
• Read with good phrasing and expression
• Hear/use some medial sounds to identify new words
• Identify "chunks" and analyze longer words on their own or with support
• Increase sight vocabulary
• Retell text with story structure to capture story elements
• Respond to reading content with inconsistent comprehension 

FLUENT

• Use cues flexibly and effectively
• Integrate use of cues/strategies
• Self-monitor
• Problem-solve independently
• Read smoothly using appropriate speeds
• Able to scan ahead/predict
• Transfer known information to unknown words independently
• Able to visually analyze words in text "on the run"
• Have control of multi-syllable words
• Read longer books with more complex written style
• Have an extensive sight vocabulary
• Retell complex storyline to include plot and some detail
• Respond to a variety of reading genre with comprehension

Back to the Elementary Table of Contents

Back to the Middle School Table of Contents