Sali

 Na!  
•  Ipadyak  ang  paa  
•  Hawakan  ang  tuhod  
•  Humakbang  paharap    
•  at  humakbang  palikod  
•  Humarap  sa  kaibigan  
•  Tayo  ay  magba:an  
•  Magandang  umaga  
•  Sali  na  sa  kantahan  
 Sampung  Mga  Batang  Masaya  
•  May  isa,  may  dalawa,  may  tatlong  mga  bata.    
•  May  apat,  may  lima,  may  anim  na  mga  bata.  
•  May  pito,  may  walo,  may  siyam  na  mga  bata.  
•  Sampung  mga  batang  masaya  (HA!  HA!)  
•  Halina't  makinig,  ng  awitan.    
•  Halina't  manood,  ng  sayawan.    
•  Halina't  magsaya,  at  magdiwang.    
•  Huwebes,  huwebes  na!  :)  
What is reading?
 What is Reading?
• Reading means
approaching something
that is just coming into
being.
Italo Calvino
A History of Reading
(1979)
 WORKSHOP!!!
DIRECTIONS:
Read the following paragraph through
once and only once.
When you've finished, rewrite the story as
best as you can remember.
READY?
GET SET!
GO!
 WORKSHOP!!!
THE BOAT IN THE BASEMENT
A woman was building a boat in her
basement. When she had finished the
the boot, she discovered that it was
too big to go though the door. So he
had to take the boat a part to get
it out. She should of planned ahead.
 WORKSHOP!!!
THE BOAT IN THE BASEMENT
A woman was building a boat in her
basement. When she had finished the
the boot, she discovered that it was
too big to go though the door. So he
had to take the boat a part to get
it out. She should of planned ahead.
 What  is  this  paragraph  about?  
“Compared   to   me,   other   wonders   of   the  
universe  pale  into  insignificance.  I  am  a  three-­‐
pound   mushroom,   of   gray   and   white  
gela:nous   consistency.   No   computer   exists  
that    can  duplicate  all  my  myriad  of  func:ons.  
My   component   parts   are   staggering   in  
number:   Some   30   billion   neurons   and   five   to  
ten   :mes   that   number   of   glial   cells.   And   all  
this  fiNed  into  the  crown  the  size  of  a  hat!”  
 
 Which  words  fit  the  paragraph  best?  
•  Mason  was  a  ________.  He  had  an  assistant,  an  ever  –  
loyal   _________   named   Tricia.   That   morning,   she  
came   to   the   ___________     very   early   to   open   the  
______________.     ATer   a   few   minutes,   a  
____________  came  in  to  ask  a  ques:on.    He  wanted  
to   know   if   he   can   order     ___________   for   his   son.   It  
wasn’t  long  before  the  ___________  handed  him  the  
order  form.  The  man  leT,  a  sa:sfied  customer.    
 Which  words  fit  the  paragraph  best?  
•  Mason  was  a  (doctor  ,  baker).  He  had  an  assistant,  an  
ever   –   loyal   (nurse,   secretary)   named   Tricia.   That  
morning,   she   came   to   the   (bakery,   hospital)     very  
early  to  open  the  (examina:on  room,  kitchen).    ATer  
a   few   minutes,   a   (buyer,   pa:ent)   came   in   to   ask   a  
ques:on.     He   wanted   to   know   if   he   can   order     (a  
birthday   cake,   medicine)   for   his   son.   It   wasn’t   long  
before   the   (secretary,   nurse)   handed   him   the   order  
form.  The  man  leT,  a  sa:sfied  customer.    
 A  Psycholinguis:c  Guessing  Game  
“Reading is a psycholinguistic guessing game.
It involves an interaction between thought and
language. Efficient reading does not result from
precise perception and identification of all
elements, but from skill in selecting the fewest,
most productive cues necessary to produce
guesses which are right the first time.

Kenneth Goodman
Journal of the Reading Specialist
(1967)
WORKSHOP!!!
 Information Processing
ACTIVITY:
•  Robbee was hot under the collar. But he
thought, “What a deal!” Still, it was like his
life was in another person’s hands. As he
stared into the man’s eyes, he concluded
that he wasn’t playing with a full deck. So,
he turned to his friend and said, “Let’s
bounce!”
 Informa:on  Processing  
Meaning   Sender   Informa/on   Receiver   Meaning  
Units  

Speakers
 Don’t stay out too   Don’t be late
thoughts   late.   again.

   
   
         noise   Stored  in  
memory  
Writer’s
Thoughts Dear  Anne…   noise   Dear  Anne…     Dear
    Anne…
   
  Stored  in  
                     noise   memory  

Informa:on  Flow  
 What is Reading?
“Reading is asking questions of
printed text. And reading with
comprehension becomes a matter
of getting your questions
answered.”
Frank Smith
Reading Without Nonsense
(1997)
 Information Processing
•  The most crucial process of language
processing is the REDUCTION OF
UNCERTAINTY.

•  NOISE – anything that makes the message

unclear

•  REDUNDANCY – meaning is available from

more than one source of information.
 Redundancy
B1: Yes, each top figure has looked about like the
others this year. It has been an odd year.
B2: Well, that young model certainly had the right
figure today.
B1: Yes, that one surprised me all right. The
accountant’s figure couldn’t be compared to hers.
Her final bid left him high and dry.
B2: Right. But the price she paid was a bit lower than
the top figures we’ve gotten at the auctions last
year. Paintings are just not selling like they used to.
Major Resources of Redundancy
1.  The graphic correspondences for sounds
and words.
2.  The correspondence between speech
and printed signals for word order, tense,
number, gender, emphasis and
reference
3.  The correspondence between semantic
information provided in print, such as
word concept meanings.
 Graphophonic Information:
   
p  b  d  g  q  a  u  o    
     
 
TheboywenNotown.  
     
 Was-­‐saw,  stubs-­‐bats,  swap-­‐wasps  
 
     
Flange-­‐ifagne;  aks-­‐ask  
 
 
 Graphophonic Information:
   
dot-­‐hop-­‐hote-­‐hope-­‐boat-­‐toad  
   
 
bragged-­‐ragged  
     
 read-­‐read  
 
 I  entered  the  contest.    
I  want  to  contest  the  vote.    
 
 
 Syntactic Information
I ______________ milk.
_________ boy ate nuts.

ball boy the kicked the

the kicked ball the boy

I left him convinced/ he was a fool.

I left him/ convinced he was a fool.
 Syntactic Information

Before Tom washed the dishes, he watched

television.
Tom watched television and later washed
the dishes.
 Syntactic Information

The roggle raznacked the sleefary

because the sleefary had afrenned
his abelaide.
 Semantic Information
The policeman brought a heavy club to the riot.
The policeman is part of the chess club.
The policeman took the club to the baseball
game.

John persuaded the policeman that he

should leave.

He is tied up at a meeting and won’t be able

to attend.
 Semantic Information

They were golden delicious apples. Cider is

made from apples, I like to eat apple pies
which are packed with apples. The men set
out. Fish really can’t swim faster than 75
miles per hour.
 Semantic Information
They were golden Now here is a
delicious apples. picture of what a
Cider is made from hobbit looks like. A
apples, I like to eat short dwarfish
apple pies which figure, a cherub
are packed with face, and hair on
apples. The men the bottom of the
set out. Fish really feet are the key
can’t swim faster hobbit features.
than 75 miles per What brave little
hour. people they were.
 Other  examples  of  Noise  
•  Legibility  of  text  
•  Limited/Dissimilar  prior  knowledge  
•  Slow  informa:on  processing  
•  English  is  the  second  language  
–  Mispronuncia:on  of  a  word  
–  Figura:ve  language  used  is  unfamiliar  
 Graphophonic

Meaning
Syntactic Semantic

Schematic
 I  love  the  Sun  
•  I  love  the  sun  
•  Because  it  let's  me  have  fun  
•  If  it's  a  sunny  day,    
•  I  can  go  out  and  play  
•  I  wanna  ________  and  have  some  w/  you  
•  Let's  have  some  fun  
•  Thanks  to  the  sun!  
The Creation of Meaning
•  the process of constructing meaning from
written texts.
•  a complex but unitary skill
•  requires the coordination of a number of
interrelated sources of information
•  the integration of old knowledge and new
knowledge that comes from text
WORKSHOP!!!
 What  is  being  described?  
•  If  the  balloons  popped  the  sound  wouldn’t  be  
able  to  carry  since  everything  would  be  too  far  
away  from  the  correct  floor.  A  closed  window  
would  also  prevent  the  sound  from  carrying,  
since  most  buildings  tend  to  be  well  insulated.  
Since  the  whole  opera:on  depends  upon  a  
steady  flow  of  electricity,  a  break  in  the  
middle  of  the  wire  would  also  cause  problems.  
 What  is  being  described?  (con’t)  
Of  course,  the  fellow  could  shout,  but  the  
human  voice  is  not  loud  enough  to  carry  that  
far.  An  addi:onal  problem  is  that  a  string  
could  break  on  the  instrument.  Then  there  
could  be  no  accompaniment  to  the  message.  
It  is  clear  that  the  best  situa:on  would  involve  
less  distance.  Then  there  would  be  fewer  
poten:al  problems.  With  face  to  face  contact,  
the  least  number  of  things  could  go  wrong.    
    
             Bransford,  J.  D.,  &  Johnson,  M.  K.  
(1972).  Contextual  prerequisites  
for  understanding:  Some  
invesHgaHons  of  comprehension  
and  recall.  Journal  of  Verbal  
Learning  and  Verbal  Behavior,  11,  
717-­‐726.  
WORKSHOP!!!
 Informa:on  Processing  
ACTIVITY:  
•  Robbee  was  hot  under  the  collar.  But  he  
thought,  “What  a  deal!”  S:ll,  it  was  like  his  
life  was  in  another  person’s  hands.  As  he  
stared  into  the  man’s  eyes,  he  concluded  that  
he  wasn’t  playing  with  a  full  deck.  So,  he  
turned  to  his  friend  and  said,  “Let’s  bounce!”  
 
WORKSHOP!!!
 My  Pledge  
Iniibig ko ang Pilipinas,
Aking lupang sinilangan,
Tahanan ng aking lahi;
Kinukupkop ako at
tinutulungan
Maging malakas, masipag
at marangal.
Dahil mahal ko ang
Pilipinas,
Diringgin ko ang payo ng
aking mga magulang,
 Panatang  Makabayan  
Iniibig  ko  ang  Pilipinas,  
Aking  lupang  sinilangan,  
Tahanan  ng  aking  lahi;  
Kinukupkop  ako  at  :nutulungan  
Maging  malakas,  masipag  at  marangal.  
Dahil  mahal  ko  ang  Pilipinas,    
Diringgin  ko  ang  payo  ng  aking  mga  magulang,  
 
 Panatang  Makabayan  
Susundin  ko  ang  tuntunin  ng  paaralan,    
Tutuparin  ko  ang  tungkulin  ng  mamamayang  
makabayan;  
Naglilingkod,  nag-­‐aaral,  at  nagdarasal  ng  buong  
katapatan.    
Iaalay  ko  ang  aking  buhay,  pangarap,  pagsisikap  
sa  bansang  Pilipinas.    
WORKSHOP!!!
 Who  is  John?  
John was on his way to school.
 Who  is  John?  
John was on his way to school.
He was terribly worried about
the math lesson.
 Who  is  John?  
John was on his way to school.
He was terribly worried about
the math lesson.
He thought he might not be
able to control the class.
 Who  is  John?  
John was on his way to school.
He was terribly worried about the
math lesson.
He thought he might not be able to
control the class.
It was not a normal part of a
janitor’s duties.
 Reading  is  Interac:ve  
•  Reading  is  a  dynamic  process  in  which  the  
reader  interacts  with  the  text  to  construct  
meaning.  Inherent  in  construc:ng  meaning  is  
the  reader’s  ability  to  ac:vate  prior  
knowledge,  use  reading  strategies  and  adapt  to  
the  reading  situa:on.  
What  factors  interact?  
 The  Simple  View  of  Reading  

R  =  D  X  LC  
R  –  Reading        D  –  Decoding        LC  –  Linguis:c    
                                                                                                       Comprehension  

ü Neither  D  or  LC  is  sufficient  for  skilled  reading.    

ü D  –  acquisiHon  of  cipher  
ü As  ones  knowledge  base  increases,  it  contributes  to  LC  
and  later  to  RC  
 
 How  do  we  read?  
“What do we read?
The message is not something given in
advance--or given at all-- but something
created by interaction between writers and
readers as participants in a particular
communicative situation.”

Roy Harris
Rethinking Writing
(2000)
 What  do  we  need?    
•  A  working  understanding  of  how  sounds  are  
represented  alphabe:cally  
•  Sufficient  prac:ce  in  reading  to  achieve  fluency  with  
different  kinds  of  texts  
•  Sufficient  background  knowledge  and  vocabulary  to  
render  texts  meaningful  and  interes:ng  
•  Control  over  procedures  for  monitoring  and  
comprehension  
•  Con:nued  interest  and  mo:va:on  to  read  for  a  
variety  of  purposes  
 Three types of knowing

Oral     WriHen  
Experiences  
Language   Language  
Assumptions Underlying Chall’s Stages
v  Individual  people  progress  through  the  
reading  stages  at  different  rates.    
v  The  age  and  grade  specifica:ons  for  the  
different  stages  also  vary  from  culture  to  
culture  and  group  to  group  
v  The  characteris:cs  and  descrip:ons  given  for  
the  different  stages  serve  as  models,  not  
standards.    
v  There  are  many  ways  to  bring  about  the  
same  results  in  reading  –  major  beginning  
reading  task  -­‐  decoding  
Assumptions Underlying Chall’s Stages
v  Progress through these stages is not a
straight upward path.
v  The stages are not static or fixed. They may
function at differing levels at one time.
v  Children at a specific grade level may not be
at the same reading level.
v  Reaching the most mature stages of reading
is of value to both the individual and society.
 Jeanne Chall’s Stages of Reading

STAGE 0: Pre-reading (Preschool)

§  Language appreciation
§  Awareness of printed words
§  Mastery of alphabet and simple words
§  Pseudoreading
 Jeanne  Chall’s  Stages  of  Reading  

STAGE 1: Initial Reading (1st -2nd Grades)

§  The essential aspect of Stage One is
learning the arbitrary set of letters and
associating these with the corresponding parts
of spoken words [phonics]…The qualitative
change that occurs at the end of this stage is
the insight gained about the nature of the
spelling system of the particular alphabetic
language. (Chall, 1979)
 Jeanne  Chall’s  Stages  of  Reading  

STAGE 1: Initial Reading (1st -2nd Grades)

§  Sound-symbol associations
§  Trial and error decoding
§  Oral reading
§  Growing attachment to the printed word
§  Word-by-word reading
 Jeanne  Chall’s  Stages  of  Reading  

STAGE 2: Confirmation, Fluency and

Ungluing from Print (2nd and 3rd Grades)
§  Reading to confirm existing knowledge
§  Growing sight vocabulary
§  Increasing speed and efficiency
§  Linguistic and cognitive content of materials
remain beneath students’ processing ability
 Jeanne Chall’s Stages of Reading
STAGE 3: Reading for Learning the New
(4th Grade into High School)
§  Reading to acquire new knowledge
§  Use of introductory texts
§  Growth of silent reading
§  Reading recall, summarization skills
§  Appearance of new vocabulary in reading
 Jeanne  Chall’s  Stages  of  Reading  
STAGE 4: Multiple Viewpoints (High School)

§  Reading to discern a perspective

§  Reading to compare ideas
§  Mastery of multiple strata of meaning
§  Greater depth of subject matter
 Jeanne  Chall’s  Stages  of  Reading  
STAGE 5: Construction & Reconstruction
(College and Beyond)

§  Detailed analysis, synthesis, and judgment of what

is read
§  Variable pace: skimming, scanning, studying
§  Creation of one’s own views or philosophy
based upon reading
Examples – Stages of Reading

Selina was given a short story. She read

the second word as dat, then read it
again as bot then read it finally as bat.
The teacher praised her after her third
try.
STAGE 1:
Initial Reading or
Decoding
 Examples – Stages of Reading
Patricia just finished reading a book on Global
Warming that contained interviews from scientists,
researchers and environmental advocates. She
decided to list down the different points made by
each group in order to better understand their
varying perspectives on this global issue.

STAGE 4:
Multiple Viewpoints
 Examples – Stages of Reading
Carlito was asked to answer question #4. To
answer the question, this was what he did: He read
through the expository text silently and underlined
the important information. He also used his
dictionary to unlock the meaning of an unfamiliar
word.

STAGE 3:
Reading for Learning the
New
Examples – Stages of Reading

Arlon’s reading performance has improved.

He was able to read friend, tomorrow and
teacher by sight. His continuous practice of
the reading material made his reading sound
like he was reciting it from memory.

STAGE 2: Confirmation,
Fluency & Ungluing
from Print
 Examples – Stages of Reading
Wendy went to the bookshelf, picked a book and
sat beside her mother. Although, Wendy was
holding the book upside down, she started
narrating the story of Snow White and the Seven
Dwarves. She ended her story by saying that
dinner was ready and that Snow White had made
them chicken noodle soup
STAGE 0: Pre-reading
for dinner.
 Examples – Stages of Reading
Tommy believed that the Philippine system of
government should shift to the parliamentary form.
His friend, Sarah, argued otherwise, and gave him
references to read. Tommy read the books, as he
was eager to compare his ideas with that of the
other authors. He then wrote a position paper
stating his opinion on which form of government is
best.
STAGE 5: Construction and
Reconstruction
Let’s Play!!!
 Item # 1 – Stages of Reading

Nestor Torre just read in the Philippine Star that Pres.

Gloria Macapagal-Aroyo would like Carlo Caparas to be a
national artist. He also just finished reading the biography
of Dolphy. Right there and then he proceeded to make a
list of why he thinks Dolphy is worthy of being a national
artist. He wrote an article explaining his position and sent it
to his editor from the Phil Daily Inquirer.

STAGE 5: Construction
and Reconstruction
 Item # 2 – Stages of Reading
Coming late from Quidditch practice, Harry ran quickly to
the shelf and picked up an old potions book owned by the
half-blood prince. He followed the recipe for making love
potions so well that even though he had never made one
before, he was able to do so exceptionally well.
Prof.Slughorn was pleased.

STAGE 3:
Reading for Learning the
New
 Item # 3 – Stages of Reading
Sabien walked up to his Mommy asking for a story. He showed her a ratty
old book entitled, “Moo, Cow Book.” His mommy read each line and he read
the last word on the page. This is how they read.

Mom: I’m your very own…. Sabien: cow.

Mom: I like to go… Sabien: Moo.

Mom: I will lick you right… Sabien: Now.

When his Mommy dropped the book and said the last line, Sabien joined in.

Mom: It means I love… Sabien: You.

STAGE 0: Pre-Reading
 Item # 4 – Stages of Reading
Jomelle turned on the office computer and logged on to the
websites votewisely.i.ph/blogs/votewisely, phil-election.blogspot.com
and 2010presidentiables.wordpresss.com. On these sites she was
able to read about the different platforms of each candidate.
A number of them have education as their top priority. She
plans to monitor the campaign trail so that she can make an
informed decision come election time.

STAGE 4: Multiple
Viewpoints
 Item # 5 – Stages of Reading
Gigi was sitting with two other friends – Jenny and
Jimmy. She was making a list of names of kids she would
invite to her party. She said, “I’ll put both of you on my
list” She wrote the letters G-I-N-I and said “Jimmy.”
Jimmy looked at his name and said, “That’s all wrong.
You have to start with the letter J.” Jenny goes on to say,
“Yeah, Jimmy’s names starts like mine. With a J.” Gigi
then went to the attendance board and copied the names
STAGE 1: Initial
JENNY and JIMMY. Reading & Decoding
 Item # 6 – Stages of Reading
It has been Po’s dream to be the Ultimate Dragon Warrior.
As a young Panda, he was overjoyed when his father gave
him a set of power cards of the Furious Five. He could
remember the time when his father first asked him, “What
can Tigress, Monkey, Mantis, Viper and Crane do?” He
didn’t know what to say. He had to look through each card
to answer his question. It was all so new to him. So, from
then on, he vowed that he would know everything there is to
know about the Furious Five!
Reading for Learning the
New
 Item # 7 – Stages of Reading
Dash incredible was in the grocery store with his mom and
Jack-Jack to finish a social studies project on “supply and
demand.” As they were walking down the aisle, Dash
excitedly called out to his mother. “Mom! Mom! Look at what
Jack-Jack can do!” As Dash lifted a can Coke, Jack-Jack
would say, “Coke, Coke!” As soon as they got home Dash
showed him a can 7-Up to show violet that he can read.
Jack-Jack shouted, “Coke, coke!”

STAGE 0: Pre-Reading
Item # 8 – Stages of Reading
Amelie gave her student a storybook to read. He
read the book out loud. “The c-ca-cat is on the m-at.
The cat s-sit… sat… on the mat. The ran… rat… sat
on the mat. The cat got angry… mad. He ran
again… afraid… after the rat.”

STAGE 1: Initial Reading

or Decoding
 What  do  we  need?    
•  A  working  understanding  of  how  sounds  are  
represented  alphabe:cally  
•  Sufficient  prac:ce  in  reading  to  achieve  fluency  with  
different  kinds  of  texts  
•  Sufficient  background  knowledge  and  vocabulary  to  
render  texts  meaningful  and  interes:ng  
•  Control  over  procedures  for  monitoring  and  
comprehension  
•  Con:nued  interest  and  mo:va:on  to  read  for  a  
variety  of  purposes  
“In creating the role of the reader, the writer
also decrees the writer’s death, since in order
for a text to be finished the writer must
withdraw, cease to exist… Only when a writer
relinquishes the text does the text come into
existence… a silent existence… Only when
an able eye makes contact with the
markings… does the text come to active life.
All writing depends on the generosity of the
reader. “
The  Language  Curriculum  in    
the  K-­‐12  Program  
Birth  to  3-­‐yr.-­‐old  Accomplishments  
•  Vocaliza:on  play  in  crib  gives  way  to  
enjoyment  of  rhyming  language,  
nonsense  word  play,  etc.  
•  Labels  objects  in  books.  
•  Comments  on  characters  in  books.  
•  Looks  at  picture  in  book  and  realizes  it  is  a  
symbol  for  real  object.  
•  Listens  to  stories.  
•  Requests/commands  adult  to  read  or  
Birth  to  3-­‐yr.-­‐old  Accomplishments  
•  May  begin  aNending  to  specific  print  such  
as  leNers  in  names.  
•  Uses  increasingly  purposive  scribbling.  
•  Occasionally  seems  to  dis:nguish  
between  drawing  and  wri:ng.  
•  Produces  some  leNer-­‐like  forms  and  
scribbles  with  some  features  of  English  
wri:ng.  
 3-­‐4  yr.  old  Accomplishments  
•  Knows  that  alphabet  leNers  are  a  special  category  of  
visual  graphics  that  can  be  individually  named.  
•  Recognizes  local  environmental  print.  
•  Knows  that  it  is  the  print  that  is  read  in  stories.  
•  Understands  that  different  text  forms  are  used  for  
different  func:ons  of  print  (e.g.,  list  for  groceries).  
•  Pays  aNen:on  to  separable  and  repea:ng  sounds  in  
language  (e.g.,  Peter,  Peter,  Pumpkin  Eater,  Peter  
Eater).  
 3-­‐4  yr.  old  Accomplishments  
•  Understands  and  follows  oral  direc:ons.  
•  Is  sensi:ve  to  some  sequences  of  events  in  stories.  
•  Shows  an  interest  in  books  and  reading.  
•  When  being  read  a  story,  connects  informa:on  and  events  to  life  
experiences.  
•  Ques:ons  and  comments  demonstrate  understanding  of  literal  
meaning  of  story  being  told.  
•  Displays  reading  and  wri:ng  aNempts,  calling  aNen:on  to  self:  
“Look  at  my  story.”  
•  Can  iden:fy  10  alphabet  leNers,  especially  those  from  own  
name.  
•  “Writes”  (scribbles)  message  as  part  of  playful  ac:vity.  
•  May  begin  to  aNend  to  beginning  or  rhyming  sound  in  salient  
words.  
 3-­‐4  yr.  old  Accomplishments  
•  Can  iden:fy  10  alphabet  leNers,  
especially  those  from  own  name.  
•  “Writes”  (scribbles)  message  as  part  
of  playful  ac:vity.  
•  May  begin  to  aNend  to  beginning  or  
rhyming  sound  in  salient  words.  
 Kindergarten  Accomplishments  
•  Knows  the  parts  of  a  book  and  their  
func:ons.  
•  Begins  to  track  print  when  listening  to  a  
familiar  text  being  read  or  when  
rereading  own  wri:ng.  
•  “Reads”  familiar  texts  emergently,  i.e.,  
not  necessarily  verba:m  from  the  print  
alone.  
•  Recognizes  and  can  name  all  uppercase  
and  lowercase  leNers.  
 
 Kindergarten  Accomplishments  
•  Understands  that  the  sequence  of  leNers  
in  a  wriNen  word  represents  the  
sequence  of  sounds  (phonemes)  in  a  
spoken  word  (alphabe:c  principle).  
•  Learns  many,  thought  not  all,  one-­‐to-­‐one  
leNer  sound  correspondences.  
•  Recognizes  some  words  by  sight,  
including  a  few  very  common  ones  (a,  
the,  I,  my,  you,  is,  are).  
 
 Kindergarten  Accomplishments  
•  Uses  new  vocabulary  and  gramma:cal  
construc:ons  in  own  speech.  
•  Makes  appropriate  switches  from  oral  to  
wriNen  language  situa:ons.  
•  No:ces  when  simple  sentences  fail  to  
make  sense.  
•  Connects  informa:on  and  events  in  texts  
to  life  and  life  to  text  experiences.  
•  Retells,  reenacts,  or  drama:zes  stories  or  
parts  of  stories.  
 Kindergarten  Accomplishments  
•  Listens  aNen:vely  to  books  teacher  reads  
to  class.  
•  Can  name  some  book  :tles  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,  no:ces,  labels).  
•  Correctly  answers  ques:ons  about  stories  
read  aloud.  
 
Kindergarten  Accomplishments  
•  Makes  predic:ons  based  on  illustra:ons  
or  por:ons  of  stories.  
•  Demonstrates  understanding  that  spoken  
words  consist  of  a  sequences  of  
phonemes.  
•  Given  spoken  sets  like  “dan,  dan,  den”  
can  iden:fy  the  first  two  as  being  the  
same  and  the  third  as  different.  
•  Given  spoken  sets  like  “dak,  pat,  zen”  can  
iden:fy  the  first  two  as  sharing  a  same  
sound.  
 Kindergarten  Accomplishments  
•  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  leNers.  
•  Uses  phonemic  awareness  and  leNer  
knowledge  to  spell  independently  
(invented  or  crea:ve  spelling).  
•  Writes  (unconven:onally)  to  express  own  
meaning.  
 
 Kindergarten  Accomplishments  
•  Builds  a  repertoire  of  some  conven:onally  
spelled  words.  
•  Shows  awareness  of  dis:nc:on  between  
“kid  wri:ng”  and  conven:onal  
orthography.  
•  Writes  own  name  (first  and  last)  and  the  
first  names  of  some  friends  or  classmates.  
•  Can  write  most  leNers  and  some  words  
when  they  are  dictated.  
 
 First  Grade  Accomplishments  
•  Makes  a  transi:on  from  emergent  to  “real”  
reading.  
•  Reads  aloud  with  accuracy  and  
comprehension  any  text  that  is  
appropriately  designed  for  the  first  half  of  
grade  1.  
•  Accurately  decodes  orthographically  regular,  
one-­‐syllable  words  and  nonsense  words  
(e.g.,  sit,  zot),  using  print-­‐sound  mappings  to  
sound  out  unknown  words.  
 First  Grade  Accomplishments  
•  Recognizes  common,  irregularly  spelled  
words  by  sight  (have,  said,  where,  two).  
•  Has  a  reading  vocabulary  of  300  to  500  
words,  sight  words  and  easily  sounded  out  
words.  
•  Monitors  own  reading  and  self-­‐corrects  
when  an  incorrectly  iden:fied  word  does  
not  fit  with  cues  provided  by  the  leNers  in  
the  word  or  the  
     context  surrounding  the  word.  
 First  Grade  Accomplishments  
•  Shows  evidence  of  expanding  language  
repertory,  including  increasing  appropriate  use  
of  standard  more  formal  language  registers.  
•  Creates  own  wriNen  texts  for  others  to  read.  
•  No:ces  when  difficul:es  are  encountered  in  
understanding  text.  
•  Reads  and  understands  simple  wriNen  
instruc:ons.  
•  Predicts  and  jus:fies  what  will  happen  next  in  
stories.  
 First  Grade  Accomplishments  
•  Discusses  how,  why,  and  what-­‐if  ques:ons  
in  sharing  nonfic:on  texts.  
•  Describes  new  informa:on  gained  from  
texts  in  own  words.  
•  Dis:nguishes  whether  simple  sentences  
are  incomplete  or  fail  to  make  sense;  
no:ces  when  simple  texts  fail  to  make  
sense.  
•  Can  answer  simple  wriNen  comprehension  
ques:ons  based  on  material  read.  
 First  Grade  Accomplishments  
•  Can  blend  or  segment  the  phonemes  of  most  
one-­‐syllable  words.  
•  Spells  correctly  three-­‐  and  four-­‐leNer  short  
vowel  words.  
•  Composes  fairly  readable  first  draTs  using  
appropriate  parts  of  the  wri:ng  process  
(some  aNen:on  to  planning,  draTing,  
rereading  for  
     meaning,  and  some  self-­‐correc:on).  
•  Uses  invented  spelling/phonics-­‐based  
 First  Grade  Accomplishments  
•  Shows  spelling  consciousness  or  sensi:vity  to  
conven:onal  spelling.  
•  Uses  basic  punctua:on  and  capitaliza:on.  
•  Produces  a  variety  of  types  of  composi:ons  
(e.g.,  stories,  descrip:ons,  journal  entries),  
showing  appropriate  rela:onships  between  
printed  text,  illustra:ons,  and  other  graphics.  
•  Engages  in  a  variety  of  literary  ac:vi:es  
voluntarily  (e.g.,  choosing  books  and  stories  to  
read,  wri:ng  a  note  to  a  friend).