PRE-KINDERGARTEN and KINDERGARTEN

 

By the end of Kindergarten, students will be able to:

 

Skills and Processes

·  View a book, front to back, one page at a time, reading text from left to right.

·  Differentiate words from pictures.

·  Understand that speech can be written down to convey a message.

·  Understand the letters are grouped together to form words.

·  Show awareness of beginning sounds of words.

·  Recognize some pairs of rhyming words (e.g., truck/duck as seen in pictures).

·  Recognize some letter-sound relationships (e.g., Peter/pumpkin).

·  Repeat each word of a simple sentence.

·  Discriminate separate syllables in words.

·  Recognize and identify some upper and lowercase letters and associate some consonant sounds to

    appropriate letters (e.g., can identify letters from a random group and can match sounds to those sounds

    in their own names).

·  Read own name and names of some classmates.

·  Identify some labels and signs in the environment (e.g., read the “exit” sign in the classroom).

·  Recognize some consonant letter sounds (e.g., shown the ‘t’ sound, match to other words).

·  Listen to informational books read aloud; choose to look at informational books.

·  Follow simple oral directions.

·  Discuss personal experience as it relates to a book.

·  Recall information, predict what will happen, answer questions, and retell a story.

·  Know that an author wrote the book.

·  Explain a possible cause for an event that occurred in a familiar story.

·  Participate in creating a class chart or web.

·  Compare two similar books.

·  Describe an illustration in a book.

·  Follow oral directions to perform a task.

·  Repeat a familiar phrase from a story, poem, or finger play with expression.

·  Choose to look at books, request to have books read, and pretend to read.

 

Literature

·  Listen to a variety of books and poems.

·  Relate events in a familiar story to prior experience.

·  Discuss some of the characters , settings, and illustrations of familiar books (e.g., listen to a story and

    identify characters and settings).

·  Participate in group readings of repetitive phrases and rhyming words in stories and poems read aloud.

·  Recognize that some stories contain elements of make-believe and retell some stories and poems.

·  Listen to and discuss folk tales, fables, and different versions of the same story.

·  Listen to and discuss stories that evoke a variety of feelings.

·  Predict what a story is about from the title and cover illustration.

·  Retell some stories and poems (e.g., listen to a story or poem and tell what has happened).

·  Complete a sentence stem to describe clearly an event or experience.

 

·  Participate in using books to gain information.

·  Contribute to a group story about a shared experience with the teacher as scribe and create a page for a

    class book.

·  Dictate and/or illustrate own stories.

·  Contribute to a group letter with teacher as a scribe.

·  Dictate and/or illustrate stories about familiar books.

·  Arrange pictures from a familiar story in sequence.

·  Use pictures, letter-like symbols, letters, and/or words to represent ideas.

 

Language

·  Understand and use increasingly complex and varied vocabulary.

·  Understand and use language for a variety of purposes.

·  Speak in sentences of increasing length and grammatical complexity.

·  Recognize some capital letters and punctuation marks (e.g., question mark) in print.

 

Listening

·  Demonstrate some active listening strategies (e.g., respond appropriately) during conversations and

    stories read aloud.

·  Listen with understanding and recall information from conversations, stories, and directions.

·  Use language for a variety of purposes.

·  Participate in group discussions.

 

 

 

 

PREPARATORIA

 

By the end of Preparatoria, students will be able to:

 

Reading

Foundational Skills for Reading:

Concepts About Print

· Follows words left to right, top to bottom, return sweep

· Identifies parts of a book

· One-to-one matching of spoken words to printed words

Phonemic Awareness

· Identifies words beginning with the same sounds

· Blends sounds together to make words

· Identifies and makes rhyming words

Alphabetic Principles/Phonics

· Recognizes and identifies all upper and lower case letters

· Matches consonant sounds to appropriate letters

· Matches spoken words to written words

· Begins to use initial consonant sounds to read words

· Begins to use word patterns to read words (_at, _all)

Oral Language Development

· Retells important details in a story

· Speaks to inform or relates experiences

· Expands word choices to communicate effectively

Word Recognition

· Reads simple high frequency words

· Recognizes environmental print (e.g., stop sign, up and down arrows)

Comprehension Processes

· Reads beginning level text

 

Writing

· Contributes to a group writing experience

· Expresses a thought using drawings, letters, or words

· Makes a list to plan ideas

· Writes simple sentences

· Spells high frequency words correctly

· Writes independently using approximated spelling

 

Listening and speaking skills strategies are learned and applied during reading and writing instruction.

· Repeats information heard from stories and spoken presentations

· Uses social conventions when appropriate (please, thank-you, excuse me)

 

GRADE 1

 

By the end of Grade 1, students will be able to:

 

Reading

Foundational Skills for Reading:

Oral Language Development

· Retells a story with a focus on listening and speaking skills

Phonemic Awareness

· Identifies the sound at the beginning, middle, and end of a word

· Combines sounds or word parts to form words

· Changes the sound at the beginning, middle, or end of a word to

    form a new word

Alphabetic Principles/Phonics

· Understands simple and complex letter-sound relationships

· Applies letter-sound relationships to print

Word Recognition

· Reads correctly high frequency words

Concepts About Print

· Recognizes return sweep

· Demonstrates one-to-one correspondence while reading

Reading Comprehension Strategies:

· Reads grade level text fluently and accurately

· Is introduced to before, during, and after reading strategies

· Determines a purpose for reading

· Makes predictions based on background knowledge

· Makes connections between what they know and what they read

· Responds to reading through discussions or retellings

· Revisits the text to clarify understanding

· Reads for different purposes: literary experiences, to be informed,

    to perform a task

· Recognizes spoken words in print

 

Writing

· Uses the writing process (prewriting, first draft, revise, editing/proofreading, publishing)

· Develops a main idea and supporting sentence

· Writes independently using approximated spelling

· Spells frequently used words and words with specific spelling patterns correctly

· Uses simple and compound sentences

· Uses capitalization and punctuation (end marks)

 

Listening and speaking skills and strategies are learned and applied during reading and writing instruction.

· Demonstrates active listening strategies

· Speaks clearly enough to be heard and understood in a variety of situations for a variety of

    purposes

As students learn new skills and strategies for reading, they apply them to more and more difficult text. No one aspect or characteristic of text can be used as the sole determiner of the level of a text.  Multiple aspects have implications for the reader and therefore book characteristics have to be evaluated for careful consideration and use with students.

 

Characteristics to consider include:

Book and Print Features, Sentence complexity, Content, Themes, Ideas, Language and Literary Features, and Text Structure. 

 

By examining how the book supports the developing reader and what challenges are present, students can be matched to appropriate books for small group instruction to help them progress as readers. Grade level appropriate books are designated by the following list of criteria. The characteristics provide a guide to help teachers select the best text to use for instructional purposes.

 

Beginning of Grade 1 text characteristics:

• consistent placement of text on the page

• repetition of 1 or 2 sentence patterns with 1 or 2 word changes

• simple oral language structures

• familiar topics, objects, and actions

• introduce basic high-frequency words

• illustrations provide a high degree of support

 

End of Grade 1 text characteristics:

• elaborated episodes and events

• extended descriptions

• oral language structures appear as dialogue

• literary language

• unusual or specialized vocabulary

• illustrations provide minimal support

 

 

 

 

 

 

 

 

 

 

GRADE 2

 

By the end of Grade 2, students will be able to:

 

Reading

Phonics Skills:

· Uses consonants, consonant blends (i.e., tr, bl, sm) and vowel sounds to read

    unknown words

· Uses word patterns (i.e., ight as in light) to read unknown words

Vocabulary Skills:

· Uses surrounding words or sentences, to determine word meanings

· Recognizes words used in everyday language when seen in print

Reading Comprehension Strategies:

· Reads grade level text fluently (smoothly) and accurately

· Reads for different purposes: literary experiences (stories, plays, poems), to be

    informed, to perform a task

· Begins to apply reading strategies used before, during, and after reading text

• Before reading strategies

· determines a purpose for reading

· previews text to establish an initial impression of what the book is about

· makes predictions based on knowledge of the topic and the preview of

    the text

• During reading strategies

· makes connections to the text

· uses strategies to fix what does not make sense

· confirms or alters predictions

· rereads to confirm or alter understanding

· understands characters, setting, problem/solution, and plot when

    reading for a literary experience

· is aware of text features (i.e., captions, labels, headings, table of

    contents, index) when reading informational text

• After reading strategies

· checks for understanding

· revisits the text to think about what was learned

· responds to reading through discussion and writing

· Selects and independently reads at least 25 grade level appropriate books

 

Writing

· Uses the writing process (prewriting, first draft, revise, editing/proofreading, publishing)

· Determines purpose and audience for writing

· Revises writing by using criteria or checklist

· Uses periods, commas, apostrophes

· Writes independently for a variety of purposes (for personal expression, to inform, to

    persuade)

· Spells frequently used words and words with specific spelling patterns correctly

 

· Uses variety of sentence structures and sentence lengths

· Writes beginning, middle, and end when writing a story

· Groups similar information together when writing to inform

· Writes topic sentence and supporting sentences

 

Listening and speaking skills and strategies are learned and applied during reading and writing instruction.

· Demonstrates active listening strategies (makes visual contact, asks questions, follows directions, responds to questions and clues)

· Speaks clearly enough to be heard and understood for a variety of purposes

 

As students learn new skills and strategies for reading, they apply them to more and more difficult text. No one aspect or characteristic of text can be used as the sole determiner of the level of a text.  Multiple aspects have implications for the reader and therefore book characteristics have to be evaluated for careful consideration and use with students.

 

Characteristics to consider include:

Book and Print Features, Sentence complexity, Content, Themes, Ideas, Language and Literary Features, and Text Structure. 

 

By examining how the book supports the developing reader and what challenges are present, students can be matched to appropriate books for small group instruction to help them progress as readers. Grade level appropriate books are designated by the following list of criteria. The characteristics provide a guide to help teachers select the best text to use for instructional purposes.

 

Beginning of Grade 1 text characteristics:

• consistent placement of text on the page

• repetition of 1 or 2 sentence patterns with 1 or 2 word changes

• simple oral language structures

• familiar topics, objects, and actions

• introduce basic high-frequency words

• illustrations provide a high degree of support

 

End of Grade 1 text characteristics:

• elaborated episodes and events

• extended descriptions

• oral language structures appear as dialogue

• literary language

• unusual or specialized vocabulary

• illustrations provide minimal support

(Adapted from Bridges to Literacy, DeFord, Lyons, Pinnell, 135)

 

Grade 2 text characteristics:

• short and easy chapter books, longer picture books with interesting vocabulary

• characters in series books

• increase in dialogue, speakers identified

• new genres introduced: legends, folktales, and biographies

• illustrations enhance the text but offers less support for understanding text meaning

• range of punctuation

• longer and more complex sentences with adjectives and adverbs

• one main plot with several episodes

• large number of words beyond high-frequency words

• three and four syllable words

• informational text: short text with strong text feature support (i.e.:illustrations, bold print,

  captions)

 

GRADE 3

 

By the end of Grade 3, students will be able to:

 

Reading

Phonics Skills:

· Uses phonics skills to read multi-syllabic words

Vocabulary Skills:

· Uses context clues, prefixes, and suffixes to determine word meanings

· Begins to acquire new vocabulary from reading

Reading Comprehension Strategies:

· Reads grade level text fluently (smoothly) and accurately

· Reads for different purposes: literary experience (stories, plays, poems), to be  

    informed, to perform a task

· Applies before, during, and after reading strategies to grade level text

• Before reading strategies

· determines a purpose

· previews text to establish an initial impression of what the book

    is about

· makes predictions based on background knowledge and

    information from previewing the text

• During reading strategies

· makes connections to the text

· confirms or alters predictions

· visualizes or makes mental pictures to understand text

· determines importance of information in text

· uses strategies to fix what does not make sense

· rereads to confirm or alter understanding

· understands characters, setting, problem/solution, and plot when

    reading for a literary experience

· recognizes and uses common text features when reading to be

    informed

• After reading strategies

· checks for understanding

· revisits the text to think about what was learned

· responds to reading through discussion and writing; summarizes

    text

· Selects and independently reads at least 25 grade level appropriate books

 

Writing

· Uses the writing process (prewriting, first draft, revise, editing/proofreading, publishing)

· Determines purpose and audience and maintains focus for writing

· Revises writing by using criteria or checklist

· Edits writing using grade level appropriate language conventions (i.e., capitalization, such as:

    months, names, countries, standard punctuation, simple and compound sentences)

 

· Writes independently for a variety of purposes (for personal expression, to inform, to

    persuade)

· Spells frequently used words and words with specific spelling patterns correctly

· Uses variety of sentence structures and sentence lengths

· Develops multiple paragraphs with topic sentences and details

· Uses relevant descriptions to make a topic or message clear to the reader

 

Listening and speaking skills and strategies are learned and applied during reading and writing instruction.

· Demonstrates active listening strategies (makes visual contact, asks questions, follows

    directions, responds to questions and clues)

· Plans and delivers effective oral presentations

 

As students learn new skills and strategies for reading, they apply them to more and more difficult text. No one aspect or characteristic of text can be used as the sole determiner of the level of a text.  Multiple aspects have implications for the reader and therefore book characteristics have to be evaluated for careful consideration and use with students.

 

Characteristics to consider include:

Book and Print Features, Sentence complexity, Content, Themes, Ideas, Language and Literary Features, and Text Structure. 

 

By examining how the book supports the developing reader and what challenges are present, students can be matched to appropriate books for small group instruction to help them progress as readers. Grade level appropriate books are designated by the following list of criteria. The characteristics provide a guide to help teachers select the best text to use for instructional purposes.

 

Beginning of Grade 1 text characteristics:

• consistent placement of text on the page

• repetition of 1 or 2 sentence patterns with 1 or 2 word changes

• simple oral language structures

• familiar topics, objects, and actions

• introduce basic high-frequency words

• illustrations provide a high degree of support

 

End of Grade 1 text characteristics:

• elaborated episodes and events

• extended descriptions

• oral language structures appear as dialogue

• literary language

• unusual or specialized vocabulary

• illustrations provide minimal support

(Adapted from Bridges to Literacy, DeFord, Lyons, Pinnell, 135)

 

 

Grade 2 text characteristics:

• short and easy chapter books, longer picture books with interesting vocabulary

• characters in series books

• increase in dialogue, speakers identified

• new genres introduced: legends, folktales, and biographies

• illustrations enhance the text but offer less support for understanding text meaning

• range of punctuation

• longer and more complex sentences with adjectives and adverbs

• one main plot with several episodes

• large number of words beyond high-frequency words

• three and four syllable words

• informational text: short text with strong text feature support (i.e., illustrations, bold print, captions)

 

Grade 3 text characteristics:

• chapter books of about 70 – 80 pages; each chapter ranges from 5 – 15 pages

• new genres introduced: fables, realistic fiction, historical fiction, mysteries, through longer, complex picture books, and easy chapter books

• several different characters, actions, and interactions must be followed

• more sophisticated plots with characters that are developed throughout the text

• events build upon each other, requiring the reader to keep track of information

• more dialogue; speaker not always identified

• higher level of conceptual understanding

• many conventions of text are introduced

• sentences are complex and contain multi-syllable and content words

• words are used for a range of connotative meanings

• print size is more varied

• informational text: simple organizational patterns and text features

 

 

 

GRADE 4

 

By the end of Grade 4, students will be able to:

 

Reading

Vocabulary Skills:

· Uses knowledge of word parts, simple root words, and word relationships (i.e.,

    synonyms, antonyms, analogies) to determine meaning and pronunciation

· Acquires new vocabulary from reading

Reading Comprehension Strategies:

· Reads grade level text fluently (smoothly) and accurately

· Reads for different purposes: literary experience (stories, plays, poems), to be

    informed, to perform a task)

· Applies before, during, and after reading strategies to grade level text

• Before reading strategies

· determines a purpose

· previews text and formulates questions

· uses background knowledge and preview of text to make predictions

• During reading strategies

· makes connections to the text

· visualizes or makes mental pictures to understand text

· confirms or alters predictions

· uses strategies to fix what does not make sense

· rereads to confirm or alter understanding

· determines importance of information in text

· answers or refines questions

· makes inferences (i.e., draws conclusions, identifies cause/effect relationships)

· identifies author’s style

· uses characteristics of fiction and informational text to aid comprehension

• After reading strategies

· checks for understanding

· revisits the text to think about what was learned

· responds to reading through discussion and writing

· rereads to clarify or extend meaning

· summarizes text

• Selects and independently reads at least 25 grade level appropriate books

 

Writing

· Uses the writing process (prewriting, first draft, revise, editing/proofreading, publishing)

· Determines purpose and audience and maintains focus for writing

· Revises writing by using criteria or checklist

· Edits writing using grade level appropriate language conventions correctly (compound and

    complex sentences, dialogue, varied punctuation with accuracy, usage) to clearly

    communicate message

 

 

· Writes independently for a variety of purposes (for personal expression, to inform, to

    persuade) and for an extended period of time

· Uses resources effectively to spell words

· Develops multiple paragraphs with topic sentences and details

· Uses relevant descriptions to make a topic or message clear to the reader

· Uses strong beginnings to engage the reader

· Develops a research question based on a selected topic and uses two or more resources to

    locate information

 

Listening and speaking skills and strategies are learned and applied during reading and writing instruction.

· Gathers and conveys information from listening

· Determines a speaker’s point of view by tone of voice and body language

· Plans and delivers effective oral presentations and uses criteria for peer review

 

As students learn new skills and strategies for reading, they apply them to more and more difficult text. No one aspect or characteristic of text can be used as the sole determiner of the level of a text.  Multiple aspects have implications for the reader and therefore book characteristics have to be evaluated for careful consideration and use with students.

 

Characteristics to consider include:

Book and Print Features, Sentence complexity, Content, Themes, Ideas, Language and Literary Features, and Text Structure. 

  

By examining how the book supports the developing reader and what challenges are present, students can be matched to appropriate books for small group instruction to help them progress as readers. Grade level appropriate books are designated by the following list of criteria. The characteristics provide a guide to help teachers select the best text to use for instructional purposes.

 

Beginning of Grade 1 text characteristics:

• consistent placement of text on the page

• repetition of 1 or 2 sentence patterns with 1 or 2 word changes

• simple oral language structures

• familiar topics, objects, and actions

• introduce basic high-frequency words

September 2002

• illustrations provide a high degree of support

 

End of Grade 1 text characteristics:

• elaborated episodes and events

• extended descriptions

• oral language structures appear as dialogue

• literary language

• unusual or specialized vocabulary

• illustrations provide minimal support

(Adapted from Bridges to Literacy, DeFord, Lyons, Pinnell, 135)

 

Grade 2 text characteristics:

• short and easy chapter books, longer picture books with interesting vocabulary

• characters in series books

• increase in dialogue, speakers identified

• new genres introduced: legends, folktales, and biographies

• illustrations enhance the text but offers less support for understanding text meaning

• range of punctuation

• longer and more complex sentences with adjectives and adverbs

• one main plot with several episodes

• large number of words beyond high-frequency words

• three and four syllable words

• informational text: short text with strong text feature support (i.e.:illustrations, bold print,

  captions)

 

Grade 3 text characteristics:

• chapter books of about 70 – 80 pages; each chapter ranges from 5 – 15 pages

• new genres introduced: fables, realistic fiction, historical fiction, mysteries, through longer,  

  complex picture books and easy chapter books

• several different characters, actions and interactions must be followed

• more sophisticated plots with characters that are developed throughout the text

• events build upon each other, requiring the reader to keep track of information

• more dialogue, speaker not always identified

• higher level of conceptual understanding

• many conventions of text are introduced

• sentences are complex and contain multi-syllable and content words

• words are used for a range of connotative meanings

• print size is more varied

• informational text: simple organizational patterns and text features

 

Grade 4 text characteristics:

• longer chapter books that present a range of problems; multiple episodes related to a single plot

• themes require interpretation and understanding

• multiple characters; development is shown through what they say and do

• new genre introduced: autobiographies

• vocabulary/terminology is sophisticated and varied; requiring interpretations of meaning

• new multi-syllable words requiring a quick analysis

• highly complex sentences require a full range of punctuation important to understanding the

  meaning of the text

• informational text: several organizational patterns and multiple text features
GRADE 5

 

By the end of Grade 5, students will be able to:

 

Reading

Vocabulary Skills:

· Uses knowledge of word parts, root words, and word relationships (synonyms,

    analogies), and multiple meanings to determine meaning and pronunciation

· Expands vocabulary through reading a wide variety of material

Reading Comprehension Strategies:

· Reads grade level text fluently (smoothly) and accurately

· Reads for different purposes: literary experience (stories, plays, poems), to be

    informed, to perform a task

· Applies before, during, and after reading strategies to grade level text

• Before reading strategies

· determines a purpose

· previews text and formulates questions

· uses background knowledge and preview of text to make predictions

• During reading strategies

· makes connections to the text

· uses sensory images to understand text

· confirms or alters predictions

· uses strategies to fix what does not make sense

· rereads to confirm or alter understanding

· determines importance of information in text

· answers or refines questions

· makes inferences (i.e., draws conclusions, identifies cause/effect

    relationships)

· identifies author’s tone

· uses characteristics of fiction and informational text to aid

    comprehension

· identifies the organization of text to gain meaning

• After reading strategies

· responds to reading through discussion and writing

· rereads to clarify meaning

· summarizes text

· evaluates information read

· explains how tone is reflected in the author’s style

· analyzes the various techniques used by the author to influence the

    reader

· Selects and independently reads at least 25 grade level appropriate

    books

 

Writing

· Uses the writing process (prewriting, first draft, revise, editing/proofreading, publishing)

· Determines purpose and audience and maintains focus for writing

· Revises writing by using criteria or checklist

· Edits writing using standard English language conventions correctly (complex sentence  

    structure, varied punctuation, usage) to clearly communicate message

· Selects appropriate structures and features of language for purpose, audience, and context

· Writes independently for a variety of purposes (for personal expression, to inform, to

    persuade) and for an extended period of time

· Uses resources effectively to spell words

· Develops multi-paragraph composition using a clear organizing structure

· Connects relevant descriptions in ways that make a topic clear and interesting to the reader

· Uses strong beginnings to engage the reader

· Develops a research question based on a selected topic and uses multiple resources to locate

    information

 

Listening and speaking skills and strategies are learned and applied during reading and writing instruction.

· Gathers and conveys information from listening

· Determines a speaker’s point of view by tone of voice and body language

· Plans and delivers effective oral presentations using visual aids and technology

· Uses criteria for peer review of oral presentations

· Speaks in a variety of situations using an appropriate organizational pattern

 

As students learn new skills and strategies for reading, they apply them to more and more difficult text. No one aspect or characteristic of text can be used as the sole determiner of the level of a text.  Multiple aspects have implications for the reader and therefore book characteristics have to be evaluated for careful consideration and use with students.

 

Characteristics to consider include:

Book and Print Features, Sentence complexity, Content, Themes, Ideas, Language and Literary Features, and Text Structure. 

 

By examining how the book supports the developing reader and what challenges are present, students can be matched to appropriate books for small group instruction to help them progress as readers. Grade level appropriate books are designated by the following list of criteria. The characteristics provide a guide to help teachers select the best text to use for instructional purposes.

 

Beginning of Grade 1 text characteristics:

• consistent placement of text on the page

• repetition of 1 or 2 sentence patterns with 1 or 2 word changes

September 2002

• simple oral language structures

• familiar topics, objects, and actions

• introduce basic high-frequency words

• illustrations provide a high degree of support

 

End of Grade 1 text characteristics:

• elaborated episodes and events

• extended descriptions

• oral language structures appear as dialogue

• literary language

• unusual or specialized vocabulary

• illustrations provide minimal support

(Adapted from Bridges to Literacy, DeFord, Lyons, Pinnell, 135)

 

Grade 2 text characteristics:

• short and easy chapter books, longer picture books with interesting vocabulary

• characters in series books

• increase in dialogue, speakers identified

• new genres introduced: legends, folktales, and biographies

• illustrations enhance the text but offers less support for understanding text meaning

• range of punctuation

• longer and more complex sentences with adjectives and adverbs

• one main plot with several episodes

• large number of words beyond high-frequency words

• three and four syllable words

• informational text: short text with strong text feature support (i.e.:illustrations, bold print,

  captions)

 

Grade 3 text characteristics:

• chapter books of about 70 – 80 pages; each chapter ranges from 5 – 15 pages

• new genres introduced: fables, realistic fiction, historical fiction, mysteries, through longer,  

  complex picture books and easy chapter books

• several different characters, actions and interactions must be followed

• more sophisticated plots with characters that are developed throughout the text

• events build upon each other, requiring the reader to keep track of information

• more dialogue, speaker not always identified

• higher level of conceptual understanding

• many conventions of text are introduced

• sentences are complex and contain multi-syllable and content words

• words are used for a range of connotative meanings

• print size is more varied

• informational text: simple organizational patterns and text features

 

Grade 4 text characteristics:

• longer chapter books that present a range of problems; multiple episodes related to a single plot

• themes require interpretation and understanding

• multiple characters; development is shown through what they say and do

• new genre introduced: autobiographies

• vocabulary/terminology is sophisticated and varied; requiring interpretations of meaning

• new multi-syllable words requiring a quick analysis

• highly complex sentences require a full range of punctuation important to understanding the

   meaning of the text

• informational text: several organizational patterns and multiple text features

 

Grade 5 text characteristics:

• small print and reduced word spacing

• different text organizations

• variety and complexity of text structures, such as problem-solution, chronological order

• text requiring readers to retain and recall information for an extended period of time

• complex ideas, more sophisticated language, including figurative language

• longer descriptive narratives

• density of text increases

• meaning at a literal and figurative level

• more sophisticated themes, abstract and complex topics

• new genre introduced: science fiction

• informational text: complex organizational patterns and text features

(Adapted from Leveled Books for Readers: Grades 3 – 6; Fountas, Pinnell)