Characteristics of Readers at Different Stages

1. Characteristics of Readers at Different Stages Created by Mrs. Jo-Ann Howard

2. Understand that print contains a consistent message Recognize some high-frequency words, names, and simple words in context Use pictures to predict meaning Attend to left-to-right, top-to-bottom directionality and features of print Identify some initial and ending sounds in words Can be prompted to check for accuracy Use prior knowledge and their own experiences to make meaning Use repetitive story patterns and language to help with fluency and to support their efforts to attend to unknown words Emergent ReadersPreschool to Early Grade 1DRA Levels: A-6

3. Emergent Readers

4. Recognize most high-frequency words and many simple words Use pictures to confirm meaning Can figure out most simple words using meaning, syntax, and phonics Use known spelling patterns to figure out new words Are becoming more skilled at monitoring, cross-checking, and self-correcting reading Are gaining control of reading strategies Use their own experiences and background knowledge to predict meaning Can retell a story or recount things they’ve learned Occasionally use story language in their writing, especially at the beginning of a piece Early ReadersKindergarten through First GradeDRA Levels: 3 -16

5. Early Readers

6. Recognize an increasing number of words, many of which are “difficult” or content-related Integrate meaning. Syntax, and phonics more consistently Have a variety of ways to figure out unfamiliar words Can summarize texts they’ve read Can generally read independent level text with fluency, expression, and proper phrasing Are beginning to handle longer, more complex text with short chapters and more interesting characters Are growing more aware of story and text structures, and can use mapping strategies to help organize their thinking Transitional ReadersKindergarten through Grade 2DRA Level: 18-28

7. Transitional Readers

8. Identify most words automatically Consistently monitor, crosscheck, and self-correct reading Read chapter books with good understanding Offer their own interpretations of text, based on personal experiences and prior reading experiences Read for a variety of purposes May read a variety of genres independently May respond to text by offering examples from their own lives, or by making connections to other books they’ve read or books by the same author Respond to the author’s craft and may try to mimic it in their own writing Fluent ReadersGrades 1 through 5DRA Levels: 30-44

9. Fluent Readers

10. Early Emergent ReadersBook Selection • Requires others to select and read text • Reads familiar texts with support • Reads DRA text levels A-1 • Below 90% accuracy

11. Later Emergent ReadersBook Selection • Relies on others to select and introduce new texts • Reads a few familiar texts independently and new texts with much support • Reads DRA text levels A-2 at 90% accuracy or above

12. Early Emergent ReadersObservable Reading Behaviors • Is uncertain about directionality • Points to words; inconsistent one-to-one match • Relies on others to monitor reading • Is uncertain about letters and words • Invents story

13. Later Emergent ReadersObservable Reading Behaviors • Moves left to right on one line of text • Points to words; consistent one-to-one match • Monitors using 1 or 2 known words (e.g. is, no, yes) • Locates words and letters • “Reads” using picture and/or language cues

14. Emergent Readers

15. “Early” Early ReadersBook Selections and Sustained Reading • Selects new text with support • Reads some familiar texts independently and new texts with support • Reads DRA text levels 3-6 at 94% accuracy or above

16. Later Early ReadersBook Selection and Sustained Reading • Selects new text with moderate support • Reads most familiar texts independently and new texts with moderate support • Reads DRA text levels 8-10 at 94% accuracy or above

17. “Early” Early ReadersPreviewing and Predicting • Gathers limited information from the teacher’s introductions and the pictures • Comments briefly about each event or action when previewing pictures

18. Later Early ReadersPreviewing and Predicting • Gathers some information from the teacher’s introduction and the pictures • Connects 1 to 2 events or actions when previewing the pictures (e.g. and, then, now)

19. “Early” Early ReadersOral Reading and Use of Strategies • Reads word by word • Reads with no intonation; monotone • At difficulty stops, relying on support to problem-solve unknown words • Detects no miscues

20. Later Early ReadersOral Reading and Use of Strategies • Reads word by word with some short phrases • Reads with little intonation; rather monotone • At difficulty, initiates problem-solving of a few unknown words • Self-corrects a few significant miscues

21. “Early” Early ReadersComprehension • Very little Comprehension • Using Retelling • Answering Questions

22. Later Early Readers Comprehension • Some Comprehension: • Through Retelling • Answering Questions

23. Early Readers

24. Early Transitional ReadersBook Selection and Sustained Reading • Selects new text with limited support • Reads familiar and some new easy texts independently • Reads DRA text levels 12-16 at 94% accuracy or above

25. Later Transitional ReadersBook Selection and Sustained Reading • Selects new texts that are “just right” most of the time • Reads many new easy texts independently • Reads DRA text levels 18-24 at 94% accuracy or above

26. Early Transitional ReadersPreviewing and Predicting • Gathers pertinent information from the teacher’s introduction and the pictures • Connects events or actions when previewing pictures with little or no prompting

27. Later Transitional ReadersPreviewing and Predicting • Gathers limited information from teacher’s introduction, paragraphs read aloud, and self-initiated preview • Predicts the next possible event or action; identifies 1 to 2 topics

28. Early Transitional ReadersOral Reading and Use of Strategies • Reads in short phrases most of the time • Reads with some intonation; some attention to punctuation; monotone at times • At difficulty, uses 1 to 2 cues to problem-solve unknown words • Self-corrects some significant miscues

29. Later Transitional ReadersOral Reading and Use of Strategies • Reads in longer phrases at times; inconsistent rate • Adjust intonation to convey meaning at times; attends to punctuation most of the time • At difficulty, uses multiple cues to problem-solve unknown words • Self-corrects most significant miscues

30. Transitional ReadersComprehension • Adequate Comprehension: • Using Retelling • Answering Questions

31. Transitional Readers

32. Early Fluent ReadersBook Selection and Sustained Reading • Selects a variety of “just right” texts • Reads new genres with moderate support • Reads DRA text level 28-34 at 94% accuracy or above

33. Later Fluent ReadersBook Selection and Sustained Reading • Selects a variety of “just right” texts for varying purposes • Reads new genres with limited support • Reads DRA text levels 38-44 at 94% accuracy or above

34. Early Fluent ReadersPreviewing and Predicting • Gathers some information from teacher’s introduction, paragraphs read aloud, and self-initiated preview • Predicts several possible events or actions with prompting; identifies some topics with prompting

35. Later Fluent ReadersPreviewing and Predicting • Gathers pertinent information from teacher’s introduction, paragraphs read aloud, and self-initiated preview • Predicts several possible events or actions without prompting; identifies most topics without prompting

36. Early Fluent ReadersOral Reading and Use of Strategies • Reads in longer phrases most of the time; adequate rate • Adjusts intonation to convey meaning; attends to punctuation • At difficulty, uses efficient cues to problem-solve unknown words most of the time • Self-corrects most significant miscues quickly

37. Later Fluent ReadersOral Reading andUse of Strategies • Reads in longer, meaningful phrases; rate adjusted appropriately • Begins to explore subtle intonation that reflects mood, pace, and tension • At difficulty, uses efficient cues to problem-solve unknown words quickly • Self-corrects all significant miscues quickly

38. Fluent ReadersComprehension • Very good comprehension: • Using retelling • Answering questions

39. Fluent Readers