K-5, what's your natural reading progression?

Discussion in 'Special Education' started by pete2770, Jan 18, 2014.

  1. pete2770

    pete2770 Comrade

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    Jan 18, 2014

    I'm curious what skills all of you typically work on with students for good, measurable data.

    Yes, each kid is different, set individual goals - but generically there has to be some ground work where a kiddo fits in.

    I'm finding my typical pattern is this:

    -Letter identification mastery
    -Letter sound mastery
    -CVC mastery
    -blend and digraph mastery
    -sight word mastery (pre-primer, primer, then grade level)
    -Grade level equivalent books and comprehension

    That's kind of my basis for reading skills. Books, sight words, and blends kind of mix and matched in various orders.

    Am I missing anything all of you consider truly fundamental?

    Also, this is self-improvement because my admin thinks I am doing well, but I want to improve. Do you have any strategies to get out of a drilling rut...finding a way back to teaching meaningful lessons as a resource/support sped teacher?

    I just feel like my time with kids is so limited we're better to drill, drill, drill. All of my kids are making good progress, but I'm not a fan of the way I am currently teaching them.

    That said, I do make drilling and working through things really fun (I keep the kids' motivation levels high through humor and encouragement), but like I said...I'm in a rut and I want to climb out of it.
     
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  3. rookieABC123

    rookieABC123 Comrade

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    Jan 22, 2014

    Taking a grad class in reading right now. See below:

    Kindergarten Accomplishments
    • Knows the parts of a book and their functions
    • Begins to track print when listening to a familiar text being read or when
    rereading own writing.
    • “Reads” familiar texts emergently, i.e., not necessarily verbatim from the print
    alone.
    • Recognizes and can name all uppercase and lowercase letters.
    • Understands that the sequence of letters in a written word represents the sequence
    of sounds (phonemes) in a spoken word (alphabetic principle).
    • Learns many, though not all, one-to-one letter-sounds correspondences.
    • Recognizes some words by sight, including a few very common ones (“the”, “I”,
    “my”, “you”, “is”, “are”).
    • Uses new vocabulary and grammatical constructions in own speech.
    • Makes appropriate switches from oral to written language styles.
    • Notices when simple sentences fail to make sense.
    • Connects information and events in texts to life and life experiences to text.
    • Retells, reenacts, or dramatizes stories or parts of stories.
    • Listens attentively to books the teacher reads to class.
    • Can name some book titles and authors.
    • Demonstrates familiarity with a number of types or genres of text (e.g.,
    storybooks, expository texts, poems, newspapers, and everyday print such as
    signs, notices, and labels)
    • Correctly answers questions about stories read aloud.
    • Makes predictions based of illustrations or portions of stories.
    • Demonstrates understanding that spoken words consist of sequences of phonemes.
    • Given spoken sets like “dan, dan, den,” can identify the first two as the same and
    the third as different.
    • Given spoken sets like “dak, pat, zen,” can identify the first two as sharing one
    same sound.
    • Given spoken segments, can merge them into a meaningful target word.
    • Given a spoken word, can produce another word that rhymes with it.
    • Independently writes many uppercase and lowercase letters.
    • Uses phonemic awareness and letter knowledge to spell independently (invented
    or creative spelling).
    • Writes (unconventionally) to express own meaning.
    • Builds a repertoire of some conventionally spelled words.
    • Shows awareness of distinction between “kid writing” and conventional
    orthography.
    • Writes own name (first and last) and the first names of some friends or
    classmates.
    • Can write most letters and some words when they are dictated.
    First Grade Accomplishments
    • Makes a transition from emergent to “real” reading.
    • Reads aloud with accuracy and comprehension any text that is appropriately
    designed for the first half of grade one.
    • Accurately decodes orthographically regular, one-syllable words and nonsense
    words (e.g., “sit,” “zot”), using print-sound mappings to sound out unknown
    words.
    • Uses letter-sound correspondence knowledge to sound out unknown words when
    reading text.
    • Recognizes common, irregularly spelled words by sight (“have”, “said”, “where”,
    “two”)
    • Has a reading vocabulary of 300 to 500 sight words and easily sounded-out
    words.
    • Monitors own reading and self-corrects when an incorrectly identified word does
    not fit with cues provided by the letters in the word or the context surrounding the
    word.
    • Reads and comprehends both fiction and nonfiction that is appropriately designed
    for the grade level.
    • Shows evidence of expanding language repertoire, including increasing
    appropriate use of standard, more formal language.
    • Creates own written texts for others to read.
    • Notices when difficulties are encountered in understanding text.
    • Reads and understands simple written instructions.
    • Predicts and justifies what will happen next in stories.
    • Discusses prior knowledge of topics in expository texts.
    • Uses how, why, and what-if questions to discuss nonfiction texts.
    • Describes now information gained from texts in own words.
    • Distinguishes whether simple sentences are incomplete or fail to make sense;
    notices when simple text fail to make sense.
    • Can answer simple written comprehension questions bases on the material read.
    • Can count the number of syllables in a word.
    • Can blend or segment the phonemes or most one-syllable words.
    • Spells correctly three- and four-letter short vowel words.
    • Composes fairly readable first drafts using appropriate parts of the writing process
    (some attention to planning, drafting, rereading for meaning, and some selfcorrection).
    • Uses invented spelling or phonics-bases knowledge to spell independently, when
    necessary.
    • Shows spelling consciousness or sensitivity to conventional spelling.
    • Uses basic punctuation and capitalization.
    • Produces a variety of types of compositions (e.g., stories, descriptions, journal
    entries) showing appropriate relationships between printed text, illustrations, and
    other graphics.
    • Engages in a variety of literacy activities voluntarily (e.g., choosing books and
    stories to read, writing a note to a friend).


    Second Grade Accomplishments
    • Reads and comprehends both fiction and nonfiction that is appropriately designed
    for grade level.
    • Accurately decodes orthographically regular, multisyllable words and nonsense
    words (e.g., capital, Kalamazoo).
    • Uses knowledge of print-sound mappings to sound out unknown words.
    • Accurately reads many irregularly spelled words and such spelling patterns as
    diphthongs, special vowel spellings, and common word endings.
    • Shows evidence of expanding language repertory, including increasing use of
    more formal language registers.
    • Reads voluntarily for interest and own purposes.
    • Rereads sentences when meaning is not clear.
    • Interprets information from diagrams, charts, and graphs.
    • Recalls facts and details of texts.
    • Reads nonfiction materials for answers to specific questions of for specific
    purposes.
    • Takes part in creative responses to text such as dramatizations, oral presentations,
    fantasy play, and so on.
    • Discusses similarities in characters and events across stories.
    • Connects and compares information across nonfiction selections.
    • Poses possible answers to how, why, and what-if questions.
    • Correctly spells previously studied words and spelling patterns in own writing.
    • Represents the complete sound of a word when spelling independently.
    • Show sensitivity to using formal language patterns in place of oral language
    patterns at appropriate spots in own writing (e.g., de-contextualizing sentences,
    conventions for quoted speech, literary language forms, proper verb forms).
    • Makes reasonable judgments about what to include in written products.
    • Productively discusses ways to clarify and refine own writing and that of others.
    • With assistance, adds use of conferencing, revision, and edition processes to
    clarify and refine own writing to the steps of the expected parts of the writing
    process.
    • Given organizational help, writes informative, well-structured reports.
    • Attends to spelling, mechanics, and presentation for final products.
    • Produces a variety of types of compositions (e.g., stories, reports,
    correspondence).


    Third Grade Accomplishments
    • Reads aloud with fluency and comprehension any text that is appropriately
    designed for grade level.
    • Uses letter-sound correspondence knowledge and structural analysis to decode
    words.
    • Reads and comprehends both fiction and nonfiction that is appropriately designed
    for grade level.
    • Reads longer fictional selections and chapter books independently.
    • Takes part in creative responses to texts such as dramatizations, oral
    presentations, fantasy play, and so on.
    • Can point out or clearly identify specific words or wordings that are causing
    comprehension difficulties.
    • Summarizes major point from fiction and nonfiction texts.
    • In interpreting fiction, discusses underlying theme or message.
    • Asks, how, why, and what-if questions in interpreting nonfiction texts.
    • In interpreting nonfiction, distinguishes cause and effect, fact and opinion, main
    idea and supporting details.
    • Uses information and reasoning to examine bases oh hypotheses and opinions.
    • Infers word meaning from taught roots, prefixes, and suffixes.
    • Correctly spells previously studied words and spelling patterns in own writing.
    • Begins to incorporate literacy words and language patterns in own writing (e.g.,
    elaborates descriptions; uses figurative wording).
    • With some guidance, uses all aspects of the writing process in producing own
    compositions and reports.
    • Combines information from multiple sources in writing reports.
    • With assistance, suggests and implements editing and revision to clarify and
    refine own writing.
    • Presents and discusses own writing with other students and responds helpfully to
    other students’ compositions.
    • Independently reviews work for spelling, mechanics, and presentation.
    • Produces a variety of written work (e.g., literature responses, reports, “published”
    books, semantic maps) in a variety of formats including multimedia forms.

    Reproduced from: Reutzel, D. R. & Cooter, R. B. (2003). Strategies for Reading
    Assessment and Instruction: Helping Every Child Succeed. Merrill Prentice Hall:
    Upper Saddle River, NJ, p.28-31.
     
  4. EdEd

    EdEd Aficionado

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    Jan 23, 2014

    Pete, I would check out a scope & sequence from a curriculum like SPIRE by EPS. You've got the general basics, but it isn't quite as linear always (e.g., sight words are often mixed in throughout, not after), and there is a more complex progression of letter-sound order, phonics patterns (e.g., not just CVC but CVCe, CVVC, CCVC, etc.). I like to start with some published scope & sequences, then go from there.
     

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