The Reading Framework provides the teaching/learning community with an analysis of the reading process and the continuous development of reading attitudes, reading strategies and comprehension. It articulates behavior of all learners as they approach diverse reading contexts as an emergent, developing, fluent and insightful readers.
Click on the topic below to jump to that section of information.
Emergent Reader:
- Enjoys looking at books
- Demonstrates a positive attitude toward reading activities
- Seeks book experiences (asks for stories and goes to books independently)
- Enjoys sharing books with others
- Notices and imitates reading behavior
- Returns to favorite stories
- Maintains concentration in reading situations
- Beginning to notice and recognize environmental print
- Plays with language
- Responds to stories with personal experiences
- Wants to read and sees him/herself as a reader
- Knows the reward of rereading
Developing Reader:
- Demonstrates a positive attitude toward reading activities
- Is eager to listen to and read longer stories
- Beginning to select favorite books/authors
- Maintains silent reading for an increasing length of time
- Shows confidence is taking risks and making approximations and sees this as a way of learning
- Is confident in sharing feelings about and responses to books
- Shows a growing interest in reading to others
- Plans for reading and follows through
- Seeks approval and feedback
- Actively searches for answers to questions through reading
- Compensates for lack of skills by going through the motions of reading
- Sees reading as more than words on a page
- Needs guidance when finding appropriate reading material
- Maintains concentration for increased periods of time
Fluent Reader:
- Collaborative reading and writing activities
- Takes risks with unexplored literature and increasingly harder reading materials
- Self-evaluates reading habits and sets goals for personal reading
- Borrows books regularly from libraries
- Knows how to choose books to suit interest/needs/reading leveling
- Can articulate strategies for making book choices
- Understands the value of rereading
- Imitates writing style of favorite authors
- Uses background knowledge to make reading choices
- Selects a wide range of literature (fiction and non-fiction) and reads a variety of authors
- Engages freely and confidently in book discussions
- Keeps track of reading progress (keeps reading records up to date)
- Self-directed concentration is evident
Insightful Reader:
- Makes reading a priority
- Makes time for reading
- Demonstrates intellectual curiosity
- Desire and willingness to discuss reading experiences
- Reads wide variety of genre including fiction, non-fiction, poetry and drama
- Places self in the story (becomes the main character)
- Affected by tone of the story
- Sees reading as a way to learn
- Enjoys books stores and libraries
- Creates own literary community
- Uses reading to improve own writing
- Uses reading and writing as a way to solve problems
- Uses reading and writing as an art form
- Adjusts concentration as occasion depends
Emergent Reader:
- Knows print contains meaning
- Has a sense of story
- Can sequentially retell main ideas
- Able to reread own writing
- Can make personal reflections
- Connects prior knowledge to story content
- Beginning to predict story events/outcomes
- Uses pictures to interpret story
- Can identify the author’s message
- Beginning to form mental pictures
- Summarizes story with guidance
Developing Reader:
- Predicts vocabulary from story content
- Recalls what is read sequentially with main ideas and some details
- Understands inferences with guidance
- Relates persona experiences to text
- Uses supportive details when retelling a story
- Discusses connections within and between books
- Recognizes author’s intent and style of delivery
- Demonstrates understanding of story structure
- Applies prior knowledge with guidance
- Responds critically to what is read
- Makes greater use of context for predictions
- Forms mental pictures of text with guidance
- Beginning to summarize independently
Fluent Reader:
- Predicts unfamiliar vocabulary
- Anticipates and predicts meaning
- Uses experiences to understand text
- Demonstrates understanding of inferences
- Summarizes material read
- Retelling shows thorough grasp of story - sequence, main ideas, details, noting inferences
- Recognizes author’s intent and style
- Effectively uses prior knowledge
- Responds to what is read (personal, critical, evaluative)
- Self-monitors predictions while reading
- Sets a purpose for reading
- Reads for enjoyment/learning
- Reads to enhance learning
- Summarizes the material read
- Uses mental pictures to aid comprehension
- Understands literary language (metaphors, similes, personification)
Insightful Reader:
- Utilizes textbook organization consistently
- Makes connections between books
- Automatically understands sophisticated literary devices (nuances, allusions, and connotations)
- Sets own purpose for reading
- Automatically uses and adjusts predictions
- Can cope with unanswered questions
- Continually connects personal experience and background with text
- Understands and analyzes author’s style and purpose
- Interprets what is read in light of personal experiences
- Has confidence to question author’s insights and interpretations
- Compares styles, topics from one author to another
- Has broader world view of literature and variety of styles
- Sophisticated vocabulary enhances reading experiences
- Memory skills are well-developed for the mature reader
Emergent Reader:
- Shows an awareness of and identifies print in the environment (street signs, grocery labels, print on clothing and toys, books)
- Understands print contains meaning
- Recognizes reading should make sense
- Uses directional conventions (top, bottom, left, right, first, last)
- Demonstrates one-to-one matching of voice to print
- Hears beginning sounds, ending sounds, rhyming sounds
- Associates letter name and sounds for most consonants
- Uses letter-sound knowledge in reading and writing
- Has an awareness of strategies: picture clues for context, beginning letters, word patterns
- Recognizes a core of sight words
- Beginning to develop fluency with familiar text
Developing Reader:
- Attends to print for sustained periods of time
- Expects text to make sense
- Makes personal connections with text
- Predicts outcomes
- Developing sigh vocabulary
- Has an established knowledge for single consonant sounds and blends and uses this in reading and writing
- Uses sequence of letter-sound knowledge in reading and writing
- Knowledge of simple structural analysis and word parts:
common endings (-s, -es, -ing, -ed, -er, -est)
common beginnings (a-, be-)
contractions
compound words
- Recognizes vowel sounds: short vowels, long vowels, silent “e”, double vowels, “r” controlled vowels
- Uses strategies to figure out unknown words:
- stops and thinks
- skips, rereads, reads on
- looks for word parts
- sounds out words
- uses helpers - other students, teachers, dictionaries
- Self-corrects for meaning
- Developing fluency with familiar text
Fluent Reader:
- Expects text to make sense, can logically predict flow of text
- Brings personal experience and prior knowledge to text
- Shows consistent growth in vocabulary
- Established structural analysis: prefixes, suffixes, frequently used word parts, syllables
- Established knowledge of vowel and vowel combinations
- Uses established knowledge of phonics and grammar in reading and writing
- Refined use of strategies to figure out unknown words: stops and thinks, skips, rereads, reads on, word parts, sounds it out, uses helpers
- Focuses primarily on meaning rather than each word and sound
- Self-corrects for meaning
- Reads fluently with expression on known material
- Varies reading pace according to purpose, style, and difficulty of materials
- Visualizes text
Insightful Reader:
- Connects personal experience and prior knowledge with text
- Reflects on reading and applies to life
- Comfortable with a variety of genre in reading and writing
- Consistent growth in vocabulary
- Complete phonetic knowledge
- Automatically uses all reading strategies consistently
- Complete structural analysis knowledge: prefixes, suffixes, abbreviations, contractions, word origins, syllabification
- Refine use of strategies
- Established use of a variety of study skills: taking notes, memory skills, SQ3R, formulates questions and answers from text
- Reading rate is flexible enhances comprehension
- Memory skills are well developed
- Recognizes the structure of various genre and accommodates the reading activity
return to top
|
