BENCHMARKS THE EARLY EMERGENT LITERACY STAGE RESOURCE FILE
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1 BENCHMARKS Introduction The term benchmark was first used by surveyors. It referred to something that has a permanent position, such as a rock, that can be used as a reference point for making other determinations. It has come to be used as a term for any standard of merit or achievement. In education, we use the term benchmarks when we suggest behaviors that typify certain stages of achievement or development. The following sections list benchmarks for various stages of literacy development. Although these benchmarks are widely acknowledged to be true (see the rationale and evidence for the benchmarks in Chapter 1), they come with a cautionary note: a child does not develop smoothly from one stage to the next, nor does a child develop equally in all areas. Therefore, while these benchmarks generally hold true for all children, an individual child will seldom fit neatly into just one slot. Along with the benchmarks, we present behaviors that indicate whether a child has achieved them. See Chapters 5 through 9 for suggestions for assessing and recording these behaviors and planning instruction based on what this knowledge tells you. Another caveat is that separating the language systems oral language (listening and speaking), reading, and writing is almost impossible. They work together and, in part, develop together. For example, the child who listens to and can retell a favorite story (a reading benchmark) is also, obviously, showing development in both listening and speaking. Nevertheless, for the purposes of this book, we describe the categories separately. As you examine the benchmarks, note the overlap between one category and another. These benchmarks should be used to guide instruction for all students. However, English-language learners may not exhibit some of the behaviors at the same time native speakers do because they have not had enough exposure to English. Often, because of the silent period in language production (see Chapter 3), their oral performance may not reflect their underlying competence. Getting at true competence may require use of the students first language and alternative means of expression, such as gestures, pointing, or drawing. 515 THE EARLY EMERGENT LITERACY STAGE Oral Language The child shows through both receptive (listening) and productive (speaking) behaviors that language development is occurring. The child shows pleasure in stories, poems, and informational texts. Attends to read-alouds Attends to programs on television and will predict future events during commercials
2 516 Can retell stories in sequence or tell what a story or expository text is about Uses book language when retelling story (example: Once upon a time... ) and informational text Likes to make up stories Tells a story or gives information to go with a picture The child shows growing facility with the functions (uses) of language. Retains oral directions to do more than one thing; usually can tell the directions back Makes verbal requests or gives verbal orders that are understood by others Asks questions for information and for permission Converses with peers and adults Reports orally on events in his or her life The child enjoys word play. Likes to play word games Pretends or role-plays using appropriate language Repeats and uses (sometimes inappropriately) new words The child shows increasing knowledge of grammar and other language conventions. Tells you a sentence doesn t make sense or sound right if incorrect syntax or incorrect facts are presented Is generalizing about such language oddities as irregular plurals and verb forms May be able to identify what is or is not a complete sentence, though cannot tell why Reading and Book Knowledge The child has acquired many concepts about print. Has concepts about books and print Knows that labels name products or tell about something Asks questions about print and about own writing, scribbling, or drawing Knows the purpose of some print Likes playing with movable and/or magnetic letters, arranging them into words and reading them or asking an adult, What word did I make?
3 The child is familiar with various genres. Knows several/many nursery rhymes Knows several/many traditional stories such as fairy tales The child begins to construct meaning. Predicts what will happen next or what word or phrase comes next during read-aloud Makes up stories to go with pictures Can retell a story he or she has heard Can play games such as What if... The child enjoys literature and language. Enjoys listening to stories read aloud Wants favorite stories read over and over Looks at books independently Pretends to read Enjoys playing with sounds and words 517 Writing and Uses of Writing The child knows the purpose of writing. Understands that the marks on a paper mean something Wants to write messages, letters, greeting cards, and shopping lists The child tries to communicate in writing. Uses paper and pencil (marker, crayon, chalk, typewriter, computer) to attempt to write Arranges movable letters, writes string of letter-like shapes, or hits random string of letters on a keyboard, then asks, What did I say? The child connects reading and writing. Wants to label own pictures Understands that stories are made up by a person who thought of the story and then wrote it down and that he or she can do this also Can spin out a story to go with attempts at writing and with drawings THE EMERGENT LITERACY STAGE Oral Language The student exhibits behaviors of the Early Emergent Literacy stage to a greater degree.
4 518 The student uses standard sentence construction and grammar. Is recognizing use of nonstandard language in self and others Is developing a sense of school/book language being perhaps different from home or neighborhood language The student s facility with oral language is growing. Makes self understood by peers and adults Follows rules for conversation and discussion Retains oral directions Can ask questions for clarification Can paraphrase what others have said Participates in sharing The student s oral language reflects literature to which the child is exposed. Uses new words from stories Uses book language when appropriate; that is, storytelling narrative is clearly different from conversation or simply relating an event Enjoys making a play of a favorite story The student shows pleasure in language. Enjoys jokes related to words, such as puns Enjoys tongue twisters Enjoys hearing humorous books related to idioms Is proud of learning new words Tries out new words and asks what words mean Reading The student exhibits behaviors of the Early Emergent Literacy stage to a greater degree. The student has acquired most or all of the concepts about print. Handles book in correct position; knows where to begin reading and what direction to read Can point to a word, two words, a letter, two letters Knows that print should match the voice of the reader Knows about such book parts as title, author, and so forth The student is using print in everyday life. Can locate a specific book, record, tape, and so forth
5 Recognizes some environmental print such as brand names and fast-food restaurant signs The student is acquiring word-recognition skills. Recognizes and can name most letters Can match many upper- and lower-case letters Recognizes and can name some words Recognizes own name in print and perhaps other names Shows evidence of phonemic awareness Has a sense of letters making sounds Is beginning to use phonics; knows many letter-sound associations, including both consonants and vowels Is beginning to use other decoding strategies such as sight words, context, graphics, and word structure The student is constructing meaning. Can retell a story page by page Can summarize Participates in small group and whole-class discussions about books and stories Talks about books with others Responds to books in writing Begins to see self as a reader 519 Writing The student exhibits continued growth in many of the Early Emergent Literacy behaviors. The student is using spelling and other writing conventions. Can write own name (perhaps first name only), with all or most of the letters present, though not necessarily formed correctly Can name most letters in random presentation Forms letter-like shapes and some correct letters Uses some punctuation Shows phonemic awareness and beginning association of letters and sounds in attempts to spell Can give letter sound or say a word that begins with the letter sound The student is using writing for own purposes. Can keep a journal that may combine drawing and writing
6 520 Attempts to read others writing Shares writing with others Shows interest in practicing writing, often through copying favorite stories from books The student is becoming familiar with the writing process. Uses the steps of the process appropriately with guidance Understands that the author of what is read has also gone through a process of some kind The student is constructing meaning in writing. Responds to reading Composes both narrative and expository pieces Expresses and reports on personal events and feelings THE BEGINNING READING AND WRITING STAGE Oral Language The student exhibits behaviors from the Emergent Literacy stage to a greater degree. The student s use of standard English continues to develop. If speaker of nonstandard English, is learning to switch between two languages Self-corrects while speaking The student s facility with language is growing. Listens to classmates and can paraphrase what others have said Oral language reflects increasing vocabulary Will ask for meaning of unknown words used in class Is interested in collaborative work with classmates Can participate in a discussion Can plan and ask oral questions Will plan and present an oral report The student continues to show pleasure in words. Makes jokes related to plays on words Shows interest in the history of words Enjoys nonsense and silly poems such as those by Shel Silverstein and Jack Prelutsky Enjoys making own dictionary
7 Reading The student continues to show growth in many of the behaviors from the Emergent Literacy stage. The student is acquiring additional word-recognition skills and strategies. Recognizes and can name all letters in random order Recognizes and can name many words at sight Uses phonics and structural elements to determine the pronunciation of words Chooses appropriate strategies and skills to sound out words Uses context to determine word meaning The student constructs meaning from print. Can read and retell familiar stories Reads own writing Is beginning to use critical strategies such as predicting, identifying important information, self-questioning, monitoring, summarizing, and evaluating Attempts to read and retell unfamiliar texts (narrative and expository) Self-corrects when reading Is confident and willing to take risks Chooses to read during free time Sees self as a reader Likes to read to others Begins to explore using research tools and skills such as glossary, table of contents, dictionary or picture dictionary, beginning encyclopedias, and reference sources on CD-ROM and in library 521 Writing The student exhibits continued growth in many of the Emergent Literacy behaviors. The student exhibits a variety of general writing behaviors. Enjoys writing Is confident about own writing Communicates with others spontaneously Attempts to read others writing Shows interest in writing
8 522 Writes in a variety of formats for different purposes, such as journals, learning logs, notes, lists, stories, poems, reports, and labels The student is growing in the use of mechanics and conventions of writing. Forms letters conventionally for the most part Shows increased phonemic awareness along with increased visual memory and spelling sense Invents spelling when conventional spelling is not yet known and edits/proofreads later if writing is to be published Is beginning to learn spelling patterns that reflect phonics knowledge Recognizes nonstandard usage and grammar in own writing and edits/proofreads Uses word processing The student uses the writing process. Participates in and understands the purpose of all steps of the writing process Uses the writing process collaboratively and independently Listens to or reads the writing of others and makes appropriate positive comments related to story parts or text structure THE ALMOST FLUENT READING AND WRITING STAGE Oral Language The student exhibits continued growth in many of the behaviors from the Beginning Reading and Writing stage. The student s use of standard English continues to develop. Is aware of own problem areas Accepts diverse usage or varieties of English from others without criticism The student s facility with language is growing. Uses new vocabulary Collaborates with classmates in speaking and listening situations Participates in discussion without adult supervision Can listen to and then question or respond to (use an idea expressed by) a speaker
9 Speaks in front of a group using written notes but no script The student continues to take pleasure in the use of language. Appreciates symbolic language such as metaphor Enjoys listening to and telling riddles and jokes Begins to appreciate shades of meaning, connotation, precise word choice, the evocative power of certain words Recognizes and begins to use persuasive techniques 523 Reading The student exhibits continued growth in behaviors from the Beginning Reading and Writing stage. The student regularly uses all word-recognition strategies. Uses structure, phonics, and syntax (language structure) to determine word pronunciation Uses context Selects appropriate skills and strategies to sound out unknown words Reads orally with 90 percent accuracy in grade-level materials Self-corrects Takes risks Uses a dictionary both for pronunciation and for meaning The student s ability to construct meaning is growing. Enjoys listening to selections that may be beyond reading ability Reads independently Enjoys reading a variety of genres Reads outside of school even without reward Prefers to read silently Continues to grow in the use of strategies for constructing meaning: predicting, identifying important information, self-questioning, monitoring, summarizing, and evaluating The student reads for a variety of purposes. Appreciates levels of meaning in stories Has a growing interest in authors, illustrators, and genres Is aware of own purpose(s) for reading Is beginning to understand text structure in expository text Uses variety of print sources for information
10 524 Is learning to synthesize information from more than one source The student is learning research skills. Uses card catalog or the computer equivalent Operates the computer Is learning to narrow search, whether for print or Internet sources Is learning to read graphic materials such as graphs, charts, tables, timelines, and maps Uses dictionary, thesaurus, encyclopedia, and other references, either in book form or on CD-ROM Writing The student exhibits continued growth in behaviors from the Beginning Reading and Writing stage. The student writes for a variety of purposes. Is aware of the power of the written word Can identify a topic and theme and develop a paper to fit a given rubric Can plan and put together a report Writes stories with all the literary elements present The student shows growth in the mechanics and conventions of writing. Uses spelling patterns to attempt to spell words Uses increasingly conventional spelling, demonstrating increased visual memory and spelling sense Uses increasingly more appropriate grammar and punctuation in writing Uses word processing tools to check spelling, to format, to revise, and to edit The student shows pleasure in writing. Sees self as a writer Offers constructive comments to peers about their writing Seeks suggestions for revision during peer and teacher conferences Chooses to write in free time and at home Enjoys sharing writing with peers either by reading aloud or by publishing in print Enjoys and supports the writing of classmates The student connects reading and writing. Uses what is learned about narrative writing, such as form, theme, literary techniques, style, idioms, and colorful language, in own writing
11 Uses what is learned about text structure in expository writing and attempts to use a variety of structures in own informational writing Appreciates poetry forms and attempts to write them 525 THE FLUENT READING AND WRITING STAGE Oral Language The student exhibits continued growth in behaviors from previous stages. The student s facility with language is growing. Oral language reflects increasing vocabulary Shifts from formal to informal usage to suit occasion Listens to oral presentations with understanding The student uses oral language for a variety of purposes. Discusses literature with pleasure and understanding Enjoys role-playing and Readers Theater May enjoy debate or speech competition The student continues to enjoy language. Is sensitive to body language and tone of others and self Can appreciate the importance of speech in interpreting the written word; for example, news reporters, actors, comedians Reading The student continues to display many of the behaviors from the Almost Fluent Reading and Writing stage. The student seldom seeks or needs assistance with word recognition. The student uses a wide variety of strategies to construct meaning. Grasps differences in genres Perceives text structure Appreciates levels of meaning in a story Varies reading according to purpose for reading Is effectively using strategies to construct meaning: predicting, selfquestioning, monitoring, summarizing, and evaluating Can verbalize process used to construct meaning; that is, is aware of own thinking (metacognition)
12 526 Is learning study strategies such as taking notes Uses graphic material to construct meaning The student enjoys reading. Recommends books to others Is exploring young adult and adult fiction and nonfiction Sees self as a competent reader Sets goals and self-evaluates Is aware of own purposes for reading The student is refining research skills begun at the previous stage. Can plan a research project Knows how to locate information Takes notes in a variety of ways; attributes sources Synthesizes information into a final product Writing Prior writing behaviors strengthen and deepen. The student writes for a variety of purposes and reasons. Is aware of how writing can contribute to self-awareness Is using writing to persuade Can write in response to a prompt to fit a given rubric The student is growing in the mechanics of writing. Edits own work Can edit the work of others Can independently verify spelling, grammar, and usage The student is using the writing process. Uses all steps of the writing process independently Varies prewriting techniques according to task Revises own work extensively Is developing a personal writing style, or voice The student sees self as a competent writer. Sets goals and evaluates own writing The student connects reading and writing. Recognizes author s craft and uses in own writing Is experimenting with writing in many forms and genres
13 K-W-L Chart (Chapter 2) 527
14 528 Interest Inventory for Young Children (Chapter 2)
15 529
16 530 Interest Inventory for OIder Children (Chapter 2)
17 Literacy Attitude Survey for Young Children (Chapter 2) 531
18 532 Literacy Attitude Survey for Older Children (Chapter 2)
19 Homework Cover Sheet (Chapter 2) 533
20 534 Self-Reflection Form for Literature Discussion Circles (Chapter 2) Self-Reflection Literature Circle Name Date Title of Book Author Illustrator Use the scale for each of the following: (Scale: 5 = Wonderful, 4 = Pretty good, 3 = Okay, 2 = Not so Good, 1 = Ooops) How I felt about the book How well I read the book My part in discussion circles My journal response during the reading of the book Write about your literature discussion circle. What is the best part? What is the worst? How would you change it? How would you change the way you participate?
21 Self-Reflection Form for Independent Reading (Chapter 2) Self-Reflection Independent Reading 535 Name Date Title and Author Mark the scales: 1. How I felt about the book: Loved it Okay Didn t like it Explain your marking 2. I understood the ideas: Mostly Some Not much Explain your marking What else would you like to say about reading this book?
22 536 Reading Self-Monitoring Checklist (Chapter 2) THINKING ABOUT MY READING Name Date Title and Author of Book All the time Sometimes Hardly ever Before reading, did I * Preview the book * Predict During reading, did I * Stop and think * Change predictions After reading, did I * Retell to myself * Respond What do I need to do better?
23 Levels of Language Production: Informal Checklist for Classroom Teacher (Chapter 3) 537
24 Levels of Language Production: Informal Checklist for Classroom Teacher (Chapter 3) 537
25 538 Form for Fluency Record or Running Record (Chapter 3)
26 540 Retelling (Summarizing) Record for Expository Text (Chapter 3) RETELLING: EXPOSITORY TEXT Student Name Date Selection/Author Parts Included Unaided Prompted Topic Main idea(s) Supporting details Explanation/relating ideas/conclusion Comments/Analysis: Future support needed:
27 Discussion Observation Grid (Chapter 3) 541
28 542 Poster to Encourage Good Discussion Behaviors (Chapter 3)
29 Oral Language Checklist for Individual Student (Chapter 5) ORAL LANGUAGE CHECKLIST: EARLY EMERGENT LITERACY STAGE 543 Name Key: Y = behavior present consistently S = behavior sometimes present N = behavior not yet present Benchmark Pleasure in Stories, Poems, Information Attends to read-alouds Predicts Retells: story/sequence information/main ideas Uses book language when retelling Makes up stories Tells story to go with picture Functions of Language Retains oral directions Makes verbal requests/gives orders Asks questions Converses Reports Word Play Likes word games Role-plays Uses new words Grammar Knows when sentence doesn t sound right Generalizes irregular plurals and verb forms Identifies complete sentence Instructional Needs: (over) Grade Date Age Comments
30 544 Reading and Book Knowledge Checklist for Individual Student (Chapter 5) READING AND BOOK KNOWLEDGE CHECKLIST: EARLY EMERGENT LITERACY STAGE Name Key: P = behavior present S = some knowledge L = little knowledge N = behavior not present Benchmark Concepts About Print Date Grade/Year in School Date Comments Has concepts about books and print* Recognizes labels Questions about print Purpose of print Plays with letters Familiarity with Genres Nursery rhymes Traditional stories Construction of Meaning Predicts Makes up stories Retells Plays "What if..." Enjoyment Enjoys listening Has favorite stories Looks at books independently Pretends to read Plays with sounds/words Instructional Needs: (over) * See also separate checklist in Chapter 5, Figure 5.8
31 Writing and Uses of Writing Checklist for Individual Student (Chapter 5) Writing and Uses of Writing Checklist: Early Emergent Literacy Stage 545 Name Date Grade/Year in School Key: P = behavior present S = some knowledge L = little knowledge N = behavior not present Date Comments Benchmark Purpose Marks mean something Wants to write Communicates Uses tools Manipulates letters Connects to Reading Wants to label own pictures Understands stories are made up and he or she can do this also Can make up stories Instructional Needs
32 546 Oral Language Checklist for Individual Student (Chapter 6) Oral Language Checklist: Emergent Literacy Stage Name Age Grade + = behavior present - = behavior absent = somewhat present Benchmark Date Comments Early Emergent Literacy Behaviors Standard Usage and Grammar Recognition of nonstandard usage Sense of school/book language Facility with Oral Language Makes self understood by peers and adults Follows "rules" for conversation and discussion Retains oral directions Can ask questions for clarification Can paraphrase what others have said Participates in sharing Reflecting Literature Uses new words from stories Uses "book language" when appropriate Enjoys "making a play" of a favorite story Pleasure in Language Enjoys jokes related to words Enjoys tongue twisters Enjoys hearing humorous books Is proud of learning new words Tries out new words Comments:
33 Reading Checklist for Individual Student (Chapter 6) Reading Checklist: Emergent Literacy Stage 547 Name Age Grade + = consistently present - = not present = somewhat present; recheck Dates Benchmark Early Emergent Literacy Behaviors Concepts About Print Handles book correctly Points: word, two words; letter, two letters Knows print matches voice Knows book parts Using Print in Everyday Life Locates specific book Recognizes some environmental print Word Recognition Skills Names most letters Matches upper- and lower-case letters Recognizes some words Recognizes own name Phonemic awareness Alphabetic principle Phonics Other strategies: sight words context graphics word structure Constructs Meaning Retells stories Summarizes Discusses Talks about books Responds in writing Begins to see self as reader Comments:
34 548 Writing Checklist for Individual Student (Chapter 6) Writing Checklist: Emergent Literacy Stage Name Age Grade Dates + = consistently present - = not present = sometimes present/needs instruction Benchmark Early Emergent Literacy Behaviors Spelling and Other Conventions Writes own name Names most letters Forms letterlike shapes/letters Uses some punctuation Shows phonemic awareness Gives letter-sound or says word with sound Purposes of Writing Keeps a journal Attempts to read others writing Shares writing with others Practices writing Writing Process Uses steps Knows all authors have used a process Construction of Meaning Responds to reading Composes narrative and exposition Expresses/reports personal events and feelings Comments:
35 Test of Phonemic Awareness (Chapter 6) 549
36 550 Oral Language Checklist for Individual Student (Chapter 7) Oral Language Checklist: Beginning Reading and Writing Stage Name Grade Age + = behavior present - = behavior absent = somewhat present Date Comments: Benchmark Emergent Literacy Behaviors Use of Standard English Switches between standard and nonstandard English Self-corrects Facility with Language Listens and paraphrases Increasing vocabulary Asks for meanings of words Works collaboratively Participates in discussion Plans and asks oral questions Plans and presents oral report Pleasure in Words Makes jokes related to plays on words Shows interest in word history Enjoys nonsense and silly poems Makes own dictionary Comments:
37 Letter-Name Knowledge Record Sheet (Chapter 7) Letter-Name Knowledge 551 Name Date Upper Case A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Match Lower Case a b c d e f g h i j k l m n o p q r s t u v w x y z Observations: Says all upper- and lower-case letters by name Matches all upper- and lower-case letters Needs help with:
38 552 Reading Checklist for Individual Student (Chapter 7) Reading Checklist: Beginning Reading and Writing Stage Name Grade Age + = consistently present - = not present = somewhat present; recheck Date Comments Benchmark Emergent Literacy Behaviors Word Recognition Skills/Strategies Names letters in random order Recognizes many sight words Uses phonics and structural analysis Chooses strategies for sounding words Uses context to determine meaning Construction of Meaning Reads and retells familiar stories Reads own writing Begins to use: - predicting - identifying important information - self-questioning - monitoring - summarizing - evaluating Reads and retells unfamiliar texts (narrative/expository) Self-corrects Takes risks Reads in free time Sees self as reader Reads to others Begins to use research tools and skills (list:) Comments:
39 Writing Checklist for Individual Student (Chapter 7) Writing Checklist: Beginning Reading and Writing Stage 553 Name Grade Age + = consistently present - = not present = sometimes present/needs instruction Date Comments Benchmark Emergent Literacy Behaviors General Writing Behaviors Enjoys writing Is confident about writing Communicates spontaneously Reads others writing Shows interest in writing Writes in a variety of formats Mechanics and Conventions of Writing Forms letters conventionally Shows increased phonemic awareness Uses invented spelling and edits Learning spelling patterns Recognizes nonstandard usage and edits own writing Uses word processing Writing Process Participates in writing process Writes collaboratively and independently Reacts to others writing Comments:
40 554 Teacher Observation Sheet for Independent Reading and Writing (Chapter 7) Independent Reading and Writing Log Sheet Name Reading Writing
41 Name Student s Learning Center Record (Chapter 7) My Center Record 555 Center Number Name Date Completed
42 556 Oral Language Checklist for Individual Student (Chapter 8) Oral Language Checklist: Almost Fluent Reading and Writing Stage Name Grade Age + = behavior present - = behavior absent = somewhat present Date Comments Benchmark Beginning Reading and Writing Behaviors Use of Standard English Is aware of own problems Accepts diverse usage Growing Facility with Language Uses new vocabulary Collaborates in speaking and listening Participates in discussion without adult Listens to and questions speakers Speaks with notes Pleasure in Use Appreciates symbolic language Listens to and tells jokes/riddles Appreciates shades of meaning Recognizes and uses persuasive techniques Comments:
43 Reading Checklist for Individual Student (Chapter 8) Reading Checklist: Almost Fluent Reading and Writing Stage Name Grade Age + = consistently present - = not present Date = somewhat present; recheck Comments 557 Benchmark Beginning Reading and Writing Behaviors Word Recognition Strategies Uses structure Uses phonics Uses syntax Uses context Selects appropriate strategies Reads orally at 90% accuracy Self-corrects Takes risks Uses dictionary Construction of Meaning Enjoys listening Reads independently Enjoys reading a variety of genres Reads outside of school Reads silently Continues to grow in use of: - predicting - identifying important information - self-questioning - monitoring - summarizing - evaluating Variety of Purposes Appreciates levels of meaning Has growing interest in authors, illustrators, genres Is aware of own purpose Begins to understand expository text structure Uses variety of sources Synthesizes information Research Skills Uses card catalog/computer Operates computer Narrows search Reads: - graphs - charts - tables - timelines - maps Uses: - dictionary - thesaurus - encyclopedia - CD-ROMs - internet Comments:
44 558 Writing Checklist for Individual Student (Chapter 8) Writing Checklist: Almost Fluent Reading and Writing Stage Name Grade Age + = consistently present - = not present = sometimes present/needs instruction Date Comments Benchmark Beginning Reading and Writing Behaviors Variety of Purposes for Writing Is aware of power of writing Writes paper to topic/theme/rubric Writes reports Writes stories Mechanics and Conventions of Writing Uses spelling patterns Uses increasingly conventional spelling Uses increasingly appropriate grammar Uses increasingly appropriate punctuation Uses word processing tools Pleasure in Writing Sees self as writer Offers constructive comments to peers Seeks suggestions for revision Writes in free time Enjoys sharing Supports classmates Connects Reading and Writing Uses learning about narrative writing Uses learning about expository writing Appreciates and writes poetry Comments:
45 Oral Language Checklist for Individual Student (Chapter 9) Oral Language Checklist: Fluent Reading and Writing Stage 559 Name Grade Age + = consistently present - = not present = somewhat present; recheck; insufficient evidence Date Comments Benchmark Continued Growth in Previous Behaviors Facility Shows increasing vocabulary Shifts from formal to informal language Listens to presentations with understanding Variety of Purposes Discusses literature Enjoys role-playing/readers Theater Enjoys debate/speech competition Enjoyment Is sensitive to body language and tone Appreciates speech interpretation Instructional Plans:
46 560 Reading Checklist for Individual Student (Chapter 9) Reading Checklist: Fluent Reading and Writing Stage Name Grade Age + = consistently present - = not present = somewhat present; recheck; insufficient evidence Date Comments Benchmark Behaviors from Almost Fluent Stage Word Recognition Construction of Meaning Grasps genres Perceives text structure Appreciates levels of meaning Varies reading according to purpose Uses strategies to construct meaning Is aware of own thinking Is learning study strategies Uses graphic material Enjoyment Recommends books to others Is exploring adult reading Sees self as competent reader Sets goals/self-evaluates Is aware of own purposes Research Skills Can plan a research project Knows how to locate information Takes notes/attributes sources Synthesizes information Instructional Plans:
47 Writing Checklist for Individual Student (Chapter 9) 561
48 562 Checklist for Editing and Proofreading by Student Writers and Peers (Chapter 9)
49 Reference Chart for Editing and Proofreading Notation (Chapter 9) 563
50 564 Fry Readability Formula (Chapter 10)
51 The Fry Instant Word List: 300 High-Frequency Words (Chapter 10) 565
52 Core Words Derrived from 400 Storybooks for beginning Readers (Chapter 10)
53 Dolch Basic Sight Vocabulary (Chapter 10) 567
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