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					               Guided Reading Group Targets (Stepping Stones – NC Level 2A)

Level                  Word Level Targets                     Sentence Level Targets                   Text Level Targets
Stepping Stones           To hear and identify initial          To stop and check if written text       To attempt pink level texts
Blue/green (profile        sounds in words orally and with        doesn’t make sense. (YR, S1)             independently
scales 2-3)                support. (YR, W2)                                                              To use sentence structures from the
                          To begin to recognise                                                           text when reading independently
Book Band:                 similarities and differences in                                                To be able to track the text in the right
Pink                       words, including rhyme (orally                                                  order, page by page, left to right, top to
                           and w ith support). (YR, W1)                                                    bottom, pointing w hile reading/telling a
                                                                                                           story. (YR, T1)
QCA                                                                                                       To match spoken word to written word
Perform ance                                                                                               in pink level texts. (YR, T1)
Level P.7                                                                                                 To predict and attempt text using
                                                                                                           context and knowledge of sentence
School Reference:                                                                                          structure. (YR, T2)
                                                                                                          To reread a sentence to check and
                                                                                                           confirm meaning. (YR, T3)
                                                                                                          To monitor ow n reading, checking
                                                                                                           meaning and visual information
Stepping Stones           To recognise and read a               To use awareness of the                 To match spoken word to written word
blue/green (profile        grow ing number of high                grammar of a sentence to                 in red level texts. (YR, T1)
scales 2-3)                frequency words (specify and           predict words in red level texts        To continue to predict and attempt text
                           monitor) and to use this               and begin to self - correct. (YR,        using context and knowledge of
Book Band: Red             know ledge to support                  S2)                                      sentence structure. (YR, T2)
                           independent reading. (YR, W6,                                                  To reread a sentence to check and
                           Appendix List 1)                                                                confirm meaning and correct errors with
QCA Perform ance          To identify and use the initial                                                 support – i.e. does it make sense? (YR,
Level: P.8                 letter/sound to predict and                                                     T3)
                           confirm w ords in context. (YR,                                                To monitor ow n reading, checking
                           W2)                                                                             meaning and visual information
School Reference:         To begin to recognise the
                           critical features of words, both
                           similarities and differences
                           (shape, length, common
                           spelling patterns). (YR, W9)
                          To identify a word and the first
                           and last letter in a word.
Early Learning            To blend phonemes to read             To use awareness of grammar             To match spoken words to written
Goals (profile             simple CVC w ords. (Yr1, Tm 1,         to predict words in yellow and           words in yellow and blue level texts.
scales 4-8)                W5)                                    blue level texts. (Yr1, Tm 2, S2)        (YR, T1)
                          To read on sight high frequency       To reread a sentence to check           To use reading searchlights (phonics,
National                   words (specify and monitor)            and confirm meaning and                  context, grammar and graphic
Curriculum                 specif ic to graded books. (Yr1,       correct errors with support – i.e.       know ledge) to predic t and check
Level W – 1C               Tm 1, W9)                              does that sound right? –                 meanings of unfamiliar w ords in yellow
                          To recognise the critical              grammar focus. (Yr1, Tm 1, S2)           and blue level texts. (Yr1, Tm1, T2)
                           features of words, e.g. length,       To show that a line of writing is       To describe story settings and incidents
Book Band:                 common spelling patterns and           not the same as a sentence.              and relate them to ow n experiences
Yellow & Blue              simple words within words.             (Yr1, Tm 1, S7)                          and that of others. (Yr1, Tm 1, T5)
                           (Yr1, Tm 1, W10)                      To recognise full stops and             To reread a sentence to check and
                                                                  capital letters when reading             confirm meaning and to self correct
School Reference:                                                 and to name them. (Yr1, Tm 1,            with support, using a range of reading
                                                                  S5)                                      cues – i.e. does it make sense? (YR,
                                                                                                           T3)
                                                                                                          To monitor ow n reading, checking
                                                                                                           meaning and visual information




               D:\Docstoc\Working\pdf\9a84ecd0-f5e6-4c78-9694-09ac724a0bd2.docUpdated 5/5/04
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             Guided Reading Group Targets (Stepping Stones – NC Level 2A)
National                To blend phonemes to read              To use awareness of grammar             To use reading searchlights (phonics,
Curriculum Level         CVC. (Yr1, Tm1, W5)                     to predict words in green level          context, grammar and graphic
1B                      To read on sight high frequency         texts. (YR1, Tm2, S2)                    know ledge) to predic t and check
                         words (specify and monitor)            To reread a sentence to check            meanings of unfamiliar w ords in green
                         specif ic to graded books. (Yr1,        and confirm meaning and                  level texts. (Yr1, Tm1, T2)
Book Band:               Tm1, W9)                                correct errors with support – i.e.      To describe story settings and incidents
Green - orange          To recognise the critical               does that sound right? –                 and relate them to ow n experiences
                         features of words, e.g. length,         grammar focus. (Yr1, Tm1, S2)            and that of others. (Yr1, Tm1, T5)
                         common spelling patterns and           To show that a line of writing is       To reread a sentence to check and
School Reference:        simple words within words.              not the same as a sentence.              confirm meaning and to self correct
                         (Yr1, Tm1, W10)                         (Yr1, Tm1, S7)                           using a range of reading cues – i.e.
                                                                To recognise and take account            does it make sense? (YR, T3)
                                                                 of fullstops when reading. (Yr1,        To monitor ow n reading, checking
                                                                 Tm2, S4)                                 meaning and visual information
                                                                                                         To retell stories, giving the main points
                                                                                                          in sequence. (Yr1, Tm2, T4)

National                To discriminate and blend initial      To identify full stops and capital      To use reading searchlights (phonics,
Curriculum Level         consonant clusters and read             letters when reading and to              context, grammar and graphic
1A                       words containing initial                demonstrate how they affect              know ledge) to predic t and check
                         consonant clusters. (Yr1, Tm2,          the way a passage is read.               meanings of unfamiliar w ords in green
                         W3)                                     (Yr1, Tm2, S4)                           and orange level texts. (Yr1, Tm1, T2)
Book Band:              To read on sight high frequency        To decipher new and unfamiliar          To retell stories, giving the main points
Turquoise                words specif ic to graded books.        words using knowledge of the             in sequence. (Yr1, Tm2, T4)
                         (Yr1, Tm3, W2)                          grammatical structure. (Yr1,            To reread a sentence and to read-on in
                        To identify and read verbs with         Tm2, S2)                                 order to check meaning and to self-
School Reference:        the ‘ed’ & ‘ing’ endings. (Yr1,        To predict words from                    correct using a range of reading cues.
                         Tm3, W6)                                preceding words in the                   (Yr1, Tm2, T2)
                        to identify and discuss new             sentence and investigate the            To use the terms ‘f iction’ and ‘non-
                         words in texts (Yr2 Tm 2, W10)          sorts of words that ‘f it’               fiction’ noting some of their differing
                                                                 suggesting appropriate                   features. (Yr1, Tm2, T17)
                                                                 alternatives, i.e. that make            To monitor ow n reading, checking
                                                                 sense. (Yr1, Tm2, S3)                    meaning and visual information
                                                                To read texts at green and
                                                                 orange level with pace and
                                                                 expression appropriate to the
                                                                 grammar, e.g. pausing at full
                                                                 stops and rais ing voice for
                                                                 questions. (Yr1, Tm3, S3)
National                To discriminate and blend end          To decipher new and unfamiliar          To use reading searchlights (phonics,
Curriculum Level         clusters and read words                 words using knowledge of the             context, grammar and graphic
2C                       containing end clusters. (Yr1,          grammatical structure. (Yr1,             know ledge) to predic t and check
                         Tm3, W3)                                Tm2, S2)                                 meanings of unfamiliar w ords in orange
                        To identify and read verbs with        To predict words from                    and turquoise level texts (Yr1, Tm2, T2)
Book Band:               ‘ed’ and ‘ing’ endings. (Yr1,           preceding words in the                  To retell stories, giving the main points
Purple                   Tm3, W6)                                sentence and investigate the             in sequence and pick out significant
                        To discriminate and blend               sorts of words that ‘f it’               incidents. (Yr1, Tm2, T4)
                         common vow el digraphs as an            suggesting appropriate                  To identify and discuss characters.
School Reference:        aid to decoding unfamiliar              alternatives, i.e. that make             (Yr1, Tm2, T8)
                         words. (Yr2, Tm1, W6)                   sense. (Yr1, Tm2, S3)                   To use the contents pages and indexes
                        To read on sight high frequency        To read texts at orange and              to begin to locate information by page
                         words specif ic to graded books.        turquoise level w ith pace and           numbers and words by initial letter.
                         (Yr1, Tm3, W2)                          expression appropriate to the            (Yr1, Tm2, T21)
                        To identify and discuss new             grammar, e.g. pausing at full           To predict the content of unfamiliar
                         words in texts. (Yr2, Tm 2,             stops, raising voice for                 stories using titles, cover pages,
                         W10)                                    questions, changing voice for            pictures and blurbs. (Yr1, Tm3, T7)
                                                                 speech. (Yr1, Tm3, S3)                  To monitor ow n reading, checking
                                                                                                          meaning and visual information




             D:\Docstoc\Working\pdf\9a84ecd0-f5e6-4c78-9694-09ac724a0bd2.docUpdated 5/5/04
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             Guided Reading Group Targets (Stepping Stones – NC Level 2A)
National                To read on sight high frequency       To read aloud w ith intonation       To identify and discuss reasons for
Curriculum Level         words specif ic to graded books.       and expression appropriate to         events in stories, linked to plot. (Yr2,
2B                       Yr2, Tm2, W6)                          the grammar and punctuation.          Tm1, T5)
                        To discriminate and blend              (Yr1, Tm2, S2)                       To discuss story settings and locate
                         common vow el phonemes as             To recognise and take account         key words and phrases in texts. (Yr2,
Book Band: Gold          an aid to decoding unfamiliar          of comas and exclamation              Tm2, T5)
                         words. (Yr2, Tm1, W6)                  marks w hen reading. (Yr2,           To discuss and predict story themes.
                        To identify words w ithin words        Tm1, S3)                              (Yr2, Tm2, T5)
School Reference:        and common letter strings             To decipher new and unfamiliar       To identify and describe characters,
                         (syllables) as an aid to               words using awareness of              expressing own views and using words
                         decoding unfamiliar w ords.            grammar, e.g. to predict from         and phrases from the text. (Yr2, Tm2,
                         (Yr2, Tm2, W5)                         text, to read on, leave a gap         T6)
                        to identify and discuss new            and reread. (Yr2, Tm2, S1)           To evaluate the usefulness of a text for
                         words in texts (Yr 2 Tm 2, W10)       To discuss how dialogue is set        its purpose. ( Yr2, Tm3, T18)
                                                                out.(Yr2, Tm2, S6)                   To predict story endings/incidents. (Yr2,
                                                                                                      Tm2, T4)
                                                                                                     To scan a text to find specif ic sections,
                                                                                                      e.g. key words, phrases, subheadings.
                                                                                                      (Yr2, Tm3, T16)
                                                                                                     To skim read: titles, content page,
                                                                                                      illustrations, chapter headings, to
                                                                                                      speculate what a book may be about.
                                                                                                      (Yr2, Tm3, T17)
                                                                                                     To identify the main points in a non-
                                                                                                      fiction text.(Yr2, Tm3, T18)
National                To discriminate and blend             To read aloud w ith intonation       To discuss and predict story themes.
Curriculum Level         common vow el phonemes as              and expression appropriate to         (Yr2, Tm2, T5)
2A                       an aid to decoding unfamiliar          the grammar and punctuation.         To discuss story settings; to compare
                         words. (Yr2, Tm1, W6)                  (Yr1, Tm2, S2)                        differences; to consider how different
Book Band: White        to infer the meaning of               To recognise and take account         settings influence events and
                         unknow n words from context            of speech marks when reading.         behaviour. (Yr2, Tm2, T5)
School Reference         (Yr3, Tm1, W14)                        (Yr2, Tm2 S6)                        To identify and describe characters,
                        to identify synonyms in texts         to discuss and investigate text       expressing own views and using words
                         and generate related words             layout (Yr2 Tm2 S7)                   and phrases from the text. (Yr2, Tm2,
                         (Yr3, Tm1, W17)                                                              T6)
                        to identify and discuss new                                                 To evaluate the usefulness of a text for
                         words in texts (Yr2 Tm 2, W10)                                               its purpose and give reasons. (Yr2,
                                                                                                      Tm3, T18)
                                                                                                     to pose questions prior to reading non-
                                                                                                      fiction texts and to find answers in the
                                                                                                      text (Yr2 Tm3 T14)
                                                                                                     To scan a text to find specif ic sections,
                                                                                                      e.g. key words, phrases, subheadings.
                                                                                                      (NF, YR2, Tm3, T16)
                                                                                                     To identify the main points in a non-
                                                                                                      fiction text.(Yr2 Tm3 T18)




             D:\Docstoc\Working\pdf\9a84ecd0-f5e6-4c78-9694-09ac724a0bd2.docUpdated 5/5/04
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