 READING CONTINUUM

Preconventional Emerging Developing Beginning Expanding

Ages 3–5 Ages 4–6 Ages 5–7 Ages 6–8 Ages 7–9

 Begins to choose reading materials (e.g., books, magazines,  Memorizes pattern books, poems, and familiar books.  Reads books with simple patterns.  Reads simple early-reader books.  Reads easy chapter books.
and charts) and has favorites.  Begins to read signs, labels, and logos (environmental print).  Begins to read own writing.  Reads harder early-reader books.  Chooses, reads, and finishes a variety of materials at
 Shows interest in reading signs, labels, and logos  Demonstrates eagerness to read.  Begins to read independently for short periods (5-10 minutes).  Reads and follows simple written directions with guidance. appropriate level with guidance.
(environmental print).
 Pretends to read.  Discusses favorite reading material with others.  Identifies basic genres (e.g., fiction, nonfiction, and poetry).  Begins to read aloud with fluency.
 Recognizes own name in print.  Uses basic punctuation when reading orally.  Reads silently for increasingly longer periods (15-30 minutes).
 Uses illustrations to tell stories.  Relies on illustrations and print.
 Holds book and turns pages correctly.  Reads independently (10-15 minutes).  Uses reading strategies appropriately, depending on the text
 Reads top to bottom, left to right, and front to back with  Uses finger-print-voice matching.
 Shows beginning/end of book or story. guidance.  Chooses reading materials independently. and purpose.
 Knows most letter sounds and letter clusters.
 Knows some letter names.  Knows most letter names and some letter sounds.  Learns and shares information from reading.  Uses word structure cues (e.g., root words, prefixes, suffixes,
 Recognizes simple words.
 Listens and responds to literature.  Recognizes some names and words in context.  Uses growing awareness of sound segments (e.g.,  Uses meaning cues (context). word chunks) when encountering unknown words.
 Comments on illustrations in books.  Makes meaningful predictions with guidance. phonemes, syllables, rhymes) to read words.  Uses sentence cues (grammar).  Increases vocabulary by using meaning cues (context).
 Participates in group reading (books, rhymes, poems, and  Rhymes and plays with words.  Begins to make meaningful predictions.  Uses letter/sound cues and patterns (phonics).  Self-corrects for meaning.
songs).  Identifies titles and authors in literature (text features).  Recognizes word endings, common contractions, and many  Follows written directions.
 Participates in reading of familiar books and poems.
 Identifies chapter titles and table of contents (text organizers).
 Retells main event or idea in literature. high frequency words.
 Connects books read aloud to own experiences with

guidance.  Participates in guided literature discussions.  Begins to self-correct. Summarizes and retells story events in sequential order.

 Sees self as reader.  Retells beginning, middle, and end with guidance.  Responds to and makes personal connections with facts,
characters, and situations in literature.
 Explains why literature is liked/disliked during class  Discusses characters and story events with guidance.
discussions with guidance.  Identifies own reading behaviors with guidance.  Compares and contrasts characters and story events.
 “Reads between the lines” with guidance.
 Identifies own reading strategies and sets goals with
guidance.

Bridging Fluent Proficient Connecting Independent

Ages 8–10 Ages 9–11 Ages 10–13 Ages 11–14

 Reads medium level chapter books.  Reads challenging children's literature.  Reads complex children's literature.  Reads complex children's literature and young adult literature.  Reads young adult and adult literature.
 Chooses reading materials at appropriate level.  Selects, reads, and finishes a wide variety of genres with  Reads and understands informational texts (e.g., want ads,  Selects, reads, and finishes a wide variety of genres  Chooses and comprehends a wide variety of sophisticated
 Expands knowledge of different genres (e.g., realistic fiction, guidance. brochures, schedules, catalogs, manuals) with guidance. independently. materials with ease (e.g., newspapers, magazines, manuals,
historical fiction, and fantasy).  Begins to develop strategies and criteria for selecting reading  Develops strategies and criteria for selecting reading  Begins to choose challenging reading materials and projects. novels, and poetry).
 Reads aloud with expression. materials. materials independently.  Integrates nonfiction information to develop deeper  Reads and understands informational texts (e.g., manuals,
 Uses resources (e.g., encyclopedias, CD-ROMs, and  Reads aloud with fluency, expression, and confidence.  Uses resources (e.g., encyclopedias, articles, Internet, and understanding of a topic independently. consumer reports, applications, and forms)
nonfiction texts) to locate and sort information with guidance.  Reads silently for extended periods (30-40 min.). nonfiction texts) to locate information independently.  Begins to gather, analyze, and use information from graphs,  Reads challenging material for pleasure independently.
 Gathers information by using the table of contents, captions,  Begins to use resources (e.g., encyclopedias, articles,  Gathers and analyzes information from graphs, charts, tables, charts, tables, and maps.  Reads challenging material for information and to solve
glossary, and index (text organizers) with guidance. Internet, and nonfiction texts) to locate information. and maps with guidance.  Generates in-depth responses and sustains small group problems independently.
 Gathers and uses information from graphs, charts, tables, and  Gathers information using the table of contents, captions,  Integrates information from multiple nonfiction sources to literature discussions.  Perseveres through complex reading tasks.
maps with guidance. glossary, and index (text organizers) independently. deepen understanding of a topic with guidance.  Gathers, analyzes, and uses information from graphs, charts,
 Generates in-depth written responses to literature.
 Increases vocabulary by using context cues, other reading  Begins to use resources (e.g., dictionary and thesaurus) to  Uses resources (e.g., dictionary and thesaurus) to increase
 Begins to evaluate, interpret, and analyze reading content tables, and maps independently.
strategies, and resources (e.g., dictionary and thesaurus) with increase vocabulary in different subject areas. vocabulary independently.
critically.  Analyzes literary devices (e.g., metaphors, imagery, irony,
guidance.  Begins to discuss literature with reference to setting, plot,  Identifies literary devices (e.g., similes, metaphors,
 Begins to develop criteria for evaluating literature. and satire).
 Demonstrates understanding of the difference between fact characters, and theme (literary elements), and author's craft. personification, and foreshadowing).  Contributes unique insights and supports opinions in complex
and opinion.  Generates thoughtful oral and written responses in small  Discusses literature with reference to theme, author's  Seeks recommendations and opinions about literature from literature discussions.
others.
 Follows multi-step written directions independently. group literature discussions with guidance. purpose, and style (literary elements), and author's craft.  Adds depth to responses to literature by making insightful
   Sets reading challenges and goals independently.
Discusses setting, plot, characters, and point of view (literary  Begins to use new vocabulary in different subjects and in oral Begins to generate in-depth responses in small group connections to other reading and experiences.
elements) with guidance. and written response to literature. literature discussions.  Evaluates, interprets, and analyzes reading content critically.
 Responds to issues and ideas in literature as well as facts or  Begins to gain deeper meaning by "reading between the  Begins to generate in-depth written responses to literature.  Develops and articulates criteria for evaluating literature.
story events. lines."  Uses increasingly complex vocabulary in different subjects  Pursues a widening community of readers independently.
 Makes connections to other authors, books, and perspectives.  Begins to set goals and identifies strategies to improve and in oral and written response to literature.
 Participates in small group literature discussions with reading.  Uses reasons and examples to support ideas and
guidance. conclusions.
 Uses reasons and examples to support ideas and opinions  Probes for deeper meaning by "reading between the lines" in
with guidance. response to literature.

 Types of Texts and Oral Reading  Attitude  Reading Strategies  Comprehension and Response  Self-Evaluation Developmental Continuums – Copyright © 2001 Christopher-Gordon Publishers