Download Emergent Stage - Red Hook Central Schools

Emergent Stage
Fountas & Pinnell Levels A-C
Approximate Grade Levels K-1
In the emergent stage of reading development, the student will
display many of the following behaviors:
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Enjoy listening to literature and choose to explore books
independently
Enjoy rhyming and playing with language
Begin to be aware that print carries a message
Know some sounds and names of the letters of the alphabet
Start to display directional movement (Left to right; top to bottom;
return sweep)
Begin to establish one to one correspondence by finger pointing
Locate some known words
Depend heavily on picture clues
Recognize the difference between a letter and a word
Begin to use pattern and repetition of text to read
Use some letter sounds (beginning / ending)
Begin to use known, high frequency words to monitor reading
Make predictions
Interpret pictures
Respond to texts by linking meaning with their own experience
Early / Developing Stage
Fountas & Pinnell Levels D-G
Approximate Grade Levels K-1
In the early/developing stage of reading development, the student
will display many of the following behaviors:
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Have good control of early reading strategies (directionality; one to
one word matching; locating known words)
Rely less on pictures and use more information to problem solve
unknown words (skip the word –go-back-reread, word patterns,
meaning, etc)
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Begin to build a core of high-frequency words known automatically
Read familiar text with some phrasing and fluency
Start to attend to punctuation while reading
Read using more than one source of information
Begin to monitor own reading and self-correct based on visual,
meaning and syntax clues (Does it look right? Does it make sense?
Does it sound right?)
Use phonetic clues to decode (initial-final sounds; simple chunks)
Begin to engage in discussions about what is read
Continue making predictions
Make a variety of connections (text-to-self, text-to-text)
Begin to retell a story in sequence with details
Transitional / Nearly Fluent Stage
Fountas & Pinnell Levels H-M
Approximate Grade Levels 1-2
In the transitional/near fluent stage of reading development, the
student will display many of the following behaviors:
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Use multiple sources of information (meaning; language structure;
visual/graphophonic) and a variety of strategies (check; monitor; search; predict;
confirm; self correct) to problem solve while reading
Make predictions and confirm or revise them while reading
Recognize the importance of monitoring reading for understanding
Use familiar parts of words (beginning, middle, end) to problem-solve unknown words
Know a large core of high frequency words automatically
Read many punctuation marks appropriately
Read most texts with phrasing and fluency
Begin to read a greater variety of longer and more complex texts (fictional and
informational)
Attend more to story structure and literary language
Retell a story in sequence with details and story vocabulary
- begin using character names
Make a variety of connections
Wonder about and ask questions about text: before, during and after reading
Engage in discussions about what is read
Begin to identify details from the text to support ideas in discussions
Begin to determine the author’s message in text