Readers at this level….
*Have well developed good reading habits (EX: caring for books, developing opinions and favorite authors or types of books, talking about favorite parts of books …) *Automatically read a large number of high frequency words *Use a variety of word solving strategies and attend to meaning *Begin to demonstrate phrased, fluent oral reading *Able to monitor and self-correct while reading *Reread to improve phrasing *Search for specific facts in informational (non-fiction) texts *Use text features such as titles, headings, bold print, labels… |
Books at this level have features such as…
*A wider range of genres *Themes related to typical childhood experiences *Stories with a beginning, series of events and ending *Longer sentences with common phrases *Non-fiction texts that focus on a single idea or topic *Some content-specific words (vocabulary) are introduced, explained and illustrated in text *Some variation in print placement on the page |
Students at this level are working on these reading skills......
Comprehension
Creating a sense of story through a picture preview Making predictions Retelling a story including beginning, middle, end in sequence Referring to characters by name when talking about books Telling about favorite part and giving a reason Making connections between books, their lives and/or other books |
Accuracy
Using word parts/ syllables to take words apart while reading Removing an ending from a base word to solve new words Applying phonics skills to solve new words Taking apart compound words to solve them Backing up and rereading a phrase to problem solve or self-correct Recognizing all 1st grade words within text automatically |
Expanding Vocabulary and Word Work
Continuing to review and build high frequency words Using context to derive meaning of new words |
Fluency
Reading in short phrases Reflecting punctuation through appropriate pausing and intonation (Stop at periods, pause at commas) Using multiple sources of information (language structure, meaning, sight words...) to support fluency |