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

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

Emergent Readers

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

Early Readers

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

Transitional Readers

Fluent Readers Grades 1 through 5 DRA Levels: Identify most words automatically Identify most words automatically Consistently monitor, crosscheck, and self- correct reading Consistently monitor, crosscheck, and self- correct reading Read chapter books with good understanding Read chapter books with good understanding Offer their own interpretations of text, based on personal experiences and prior reading experiences Offer their own interpretations of text, based on personal experiences and prior reading experiences Read for a variety of purposes 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 Readers

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

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

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

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

Emergent Readers

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

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

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

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

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

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

“Early” Early Readers Comprehension Very little Comprehension Very little Comprehension Using Retelling Using Retelling Answering Questions Answering Questions

Later Early Readers Comprehension Some Comprehension: Some Comprehension: Through Retelling Through Retelling Answering Questions Answering Questions

Early Readers

Early Transitional Readers Book Selection and Sustained Reading Selects new text with limited support Selects new text with limited support Reads familiar and some new easy texts independently Reads familiar and some new easy texts independently Reads DRA text levels at 94% accuracy or above Reads DRA text levels at 94% accuracy or above

Later Transitional Readers Book Selection and Sustained Reading Selects new texts that are “just right” most of the time Selects new texts that are “just right” most of the time Reads many new easy texts independently Reads many new easy texts independently Reads DRA text levels at 94% accuracy or above Reads DRA text levels at 94% accuracy or above

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

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

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

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

Transitional Readers Comprehension Adequate Comprehension: Adequate Comprehension: Using Retelling Using Retelling Answering Questions Answering Questions

Transitional Readers

Early Fluent Readers Book Selection and Sustained Reading Selects a variety of “just right” texts Selects a variety of “just right” texts Reads new genres with moderate support Reads new genres with moderate support Reads DRA text level at 94% accuracy or above Reads DRA text level at 94% accuracy or above

Later Fluent Readers Book Selection and Sustained Reading Selects a variety of “just right” texts for varying purposes Selects a variety of “just right” texts for varying purposes Reads new genres with limited support Reads new genres with limited support Reads DRA text levels at 94% accuracy or above Reads DRA text levels at 94% accuracy or above

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

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

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

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

Fluent Readers Comprehension Very good comprehension: Very good comprehension: Using retelling Using retelling Answering questions Answering questions

Fluent Readers