Download Stages of Reading and Writing - SPA

January 2011
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Through exposure children construct
concepts about literacy. They need repeated
opportunities to:
See spoken words in written form in order
construct the relationship between oral and
written language.
Explore books in order to:
◦ distinguish pictures from print
◦ Observe left to right and top to bottom progression
of text
◦ Understand function of letters in forming words.
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Phonemic Awareness- ability to recognize
spoken words as a sequence of sounds
Phonetic Awareness- understanding of the
relationship between letters (or group of
letters)and their sounds.
Eventually students make the transition to
reading by recognizing certain words.
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1.
2.
3.
From whole to the part.
Differentiate print from the rest of the page
globally.
Distinguish words from the stream of
writing.
Look at the parts of words in order as they
form letter-sound relationships.
1.
2.
3.
4.
Students move through levels of reading as they gain
reading fluency and become more adept at solving
problems that appear in text.
These levels can be grouped into four developmental
stages of reading:
Emergent
Early
Developing
Fluent
The guided reading lesson for each developmental
stage differs in format and the skills that are targeted for
development. The characteristics of the text also vary
with the developmental level. The book levels and
sources of predictability refer to those described by
DeFord, Lyons and Pinnell (1991).
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Emergent stage readers are learning that text
and illustrations work together to tell a story.
The repetitive nature of the text and the clear
matching of each illustration to the
corresponding text enable students to make
connections between what he or she says and
what is written. Students may substitute
words like mom for mother or cat for kitten,
but the meaning remains the same.
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front and back of a
book
title and title page
top and bottom of a
page
where to begin on a
page
left-to-right
progression and
return sweep
print contains
meaning
word boundaries
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first and last word
one-to-one
correspondence (word
match)
letter recognition
some initial consonant
sounds
basic punctuation
(period, question
mark)
at least ten high
frequency words
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a small amount of print per page
rhyme, rhythm, repetition, and natural language
illustrations that are clear and uncluttered and
directly support the text
captions/phrases or short sentences
a consistent pattern of print placement
a cover and title page that are an integral part of
the whole book
repetitive sequences that introduce simple one
word changes at the end of each sequence
simple story beginnings, middles, and endings
surprise endings or twists on the story
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Early stage readers understand the basic
concepts of print and are reedy for more
complex stories. Students are beginning to
use clues from illustrations, clues from
letters/words, and meaning clues when
reading unfamiliar text.
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solidifying knowledge of concepts of print
(word/space, first/last word, one-to-one
word match, and words/letter)
identifying at least twenty high frequency
words
identifying and using initial consonants
recognizing basic punctuation marks
beginning to use reading strategies and cue
systems
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an increasing amount of print per page within short
and longer responses
dialogue mixed with prose in a variety of formats
text that may not correspond directly with
illustrations
a varied pattern of print placement
illustrations give text support but are only a part of
the story content
two or more sentence patterns
simple story lines with familiar experiences
simple concepts related to real world experience
increased vocabulary and text that may poise
questions
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Developing readers are beginning to achieve
independence in reading by using multiple
cueing systems and strategies. Students are
building their sight vocabulary and their
understanding of simple literacy elements of
plot, character, setting and dialogue.
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using picture clues as a means of cross-checking
reading on to gain meaning
using first and last consonants
increasing sight vocabulary
retelling stories
identifying punctuation marks
rereading for meaning
self-correcting
integrating strategies by using one strategy to
cross-check another
inferring information from the text
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increased amount of print with several paragraphs
per page
more complex story lines
greater variety of words and more challenging and
specialized vocabulary
more fully developed characters and plots
more complex language structures such as similes
and metaphors
paragraphs instead of simple sentences
illustrations are less supportive of text and are
intended to add more details and create story
atmosphere
story lines involving different times and settings
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Fluent stage readers are able to read a variety
of texts in an effective manner. Students are
becoming involved in the text as they read
and comprehend at a deeper level. Students
are familiar with a variety of genre and are
comfortable reading independently for
extended periods of time.
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increased fluency at higher reading levels
able to read text independently
automatic recognition of known words
successful use and integration of reading strategies
an understanding of basic literary Early Stage
◦ basic concepts of print
◦ ready for more complex stories.
◦ use clues from illustrations, clues from letters/words, and
meaning clues when reading unfamiliar text.
solidifying knowledge of concepts of print (word/space,
first/last word, one-to-one word match, and words/letter)
identifying at least twenty high frequency words
identifying and using initial consonants
recognizing basic punctuation marks
beginning to use reading strategies and cue systems
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an increasing amount of print per page with short
and longer sentences
dialogue mixed with prose in a variety of formats
text that may not correspond directly with
illustrations
a varied pattern of print placement
illustrations give text support but are only a part of
the story content
two or more sentence patterns
simple story lines with familiar experiences
simple concepts related to real world experiences
increased vocabulary and text that may pose
questions
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Just as Reading progresses through a series
of stages of increasing difficulty so does a
child’s skills in writing. In order to progress
into writing a child must be surrounded by
meaningful writing.
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Scribbling is a child’s first attempt at
reproducing writing. It is similar to the
scribbling stage in art, but with more
controlled marks. Think of scribbling as
being similar to babbling in speech. Babbling
allows children to explore the sounds of
speech, scribbling allows them to explore
with the visual appearance of writing.
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Sometimes referred to as “personal cursive”,
at this level children have refined their
scribbling to look more like standard writing.
Just like when a baby refines babbling by
dropping the sounds that do not exist in their
own language retaining only relevant sounds,
children in this stage refine their own writing
attempts to look more like real writing as
they become more aware of how writing
actually looks.
Now children’s writing begins to become very
similar to actual printing, in fact many of the
marks start to look pretty close to actual
letters. As they make the transition into the
next stage teachers may observe letters and
letter like forms intermingled in their writing.
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Children at this stage are beginning to reproduce
letters and often use a single letter to represent
and entire word. While the letters may not all by
formed correctly , there may be a one to one
correspondence between the number of words
they represent This is similar to an early stage of
speaking when children use a single word to
represent entire thoughts, such as saying “out”
for I want to go outside. At this stage the child
indicates a clearer intent for the letters to
represent specific words than in the previous
stage.
Children in this stage of writing demonstrate
quite clearly that they have constructed some letter
sound relationships. The sounds children represent
usually follow this order
1.
2.
3.
Beginning consonants
More consonants added
Vowels
While they may leave out some sounds or
represent some sounds with the wrong letter, at this
level students show a great deal of knowledge about
the structure of words. Just like in speaking children
progress to the point of making overgerneralizations
in the rules of grammar, children at this stage may
make phonics errors that show they understand the
concepts.
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In this stage children have understood that
words have a standard spelling. Even in
preschool some children remember the
spelling for some words like mom, dad, love,
cat, or their names.
If a child feels he/she has a lot to say they
may revert to an earlier stage of writing.
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Take the samples of writing and in groups
order them in the correct sequence according
to how children develop writing skills.
Thank you!