to use patterns to read predictable text. 2 students: Read patterned and predictable text. Regularly use text features (e.g., title, illustrations and author) to make meaning. Fluency Grade I students: Read in 2-3 word phrases. May read line by line without regard for punctuation. Engage in choral reading. Recognize twenty or more words. Grade 2 students: Read in chunks or phrases. Stop at periods. Decode simple CCVC words. Recognize or more sight words. Grade I students: Comprehension: pre-reading Activate knowledge with guidance (e.g., completes KWL). Ask questions with guidance. Grade 2 students: Activate prior knowledge. Generate (and answer) simple questions (e.g., is she going?) Use text features (title, illustrations) to predict content. Evaluate a text to determine readability, with support. Comprehension: Grade1 students make text-self connections, with guidance. during-reading Grade 2 students: Activate knowledge. Generate (and answer) simple questions (e.g., Where is she going?). Use text features (title, illustrations) to predict content. Evaluate a text to determine readability, with support. Grade I students: Comprehension: post-reading Identify main characters and setting in a story. Reflect on new learning, with guidance (e.g. adding to KWL). Activate prior knowledge with guidance (e.g., completes KWL). Demonstrate knowledge of text by retelling main points and supporting details. Grade 2 students: Infer characters’ feelings, with support. Identify problem and solution, with support. Reflect on new learning (e.g., adding to KWL). Revisit text to find important information. Demonstrate knowledge of text by retelling main points and supporting details. A 2.2 - Grades 1-2 Grade 1 students at A 2.2 identify rhyming words, inflected endings and up to three-syllable words. They can use patterns to read predictable text. They read in chunks or phrases. Grade 2 students at A 2.2 can generate some rhyming words. They are beginning to read familiar text with grade-appropriate speed and beginning to use expression when reading familiar text.
to use patterns to read predictable text. 2 students: Read patterned and predictable text. Regularly use text features (e.g., title, illustrations and author) to make meaning. Fluency Grade I students: Read in 2-3 word phrases. May read line by line without regard for punctuation. Engage in choral reading. Recognize twenty or more words. Grade 2 students: Read in chunks or phrases. Stop at periods. Decode simple CCVC words. Recognize or more sight words. Comprehension: pre-reading Grade I students: Activate knowledge with guidance (e.g., completes KWL). Ask questions with guidance. Grade 2 students: Activate prior knowledge. Generate (and answer) simple questions (e.g., is she going?) Use text features (title, illustrations) to predict content. Evaluate a text to determine readability, with support. Comprehension: during-reading Grade1 students make text-self connections, with guidance. Grade 2 students: Activate knowledge. Generate (and answer) simple questions (e.g., Where is she going?). Use text features (title, illustrations) to predict content. Evaluate a text to determine readability, with support. Comprehension: post-reading Grade I students: Identify main characters and setting in a story. Reflect on new learning, with guidance (e.g. adding to KWL). Activate prior knowledge with guidance (e.g., completes KWL). Demonstrate knowledge of text by retelling main points and supporting details. Grade 2 students: Infer characters’ feelings, with support. Identify problem and solution, with support. Reflect on new learning (e.g., adding to KWL). Revisit text to find important information. Demonstrate knowledge of text by retelling main points and supporting details. A 2.2 - Grades 1-2 Grade 1 students at A 2.2 identify rhyming words, inflected endings and up to three-syllable words. They can use patterns to read predictable text. They read in chunks or phrases. Grade 2 students at A 2.2 can generate some rhyming words. They are beginning to read familiar text with grade-appropriate speed and beginning to use expression when reading familiar text.