PDF handout of the 32 Powerpoints - Mark Fullmer

6/5/2012DevelopmentalReading BehaviorsThe following slides are one more wayto represent the steps in learning toreadPETER “Pete” JOLLY SPENCER (2001) of Rudolph CountySchools developed list of important behaviors to teach for,notice and support during the stages of readingdevelopment classified into five.Levels 1-4(Emergent)1. Book handling/moving through the book fromfront to back, turning pages.2. Controlling left to right movement and returnsweep.3. Noticing and using picture details to supportmeaning.4. Using natural language in relation to thetext.5. Matching word by word with precise 1 to 1finger pointing.6. Paying close attention to print , noticing somefeature of letters and words.LEVEL 5-6(Developing)LEVEL 7-8(Developing)•Using visual information to help predict, checkconfirm.•Controlling word by word matching 1 to 1.•Using pictures to predict meaning as well assome words.•Predicting that will happen next using previousevents.•Solving some unknown words independently.•Independently controlling some behaviors listedin levels 1-2•Some phrased reading.•Controlling early behaviors.•Moving away from finger point.•Using patterns and natural language, syntax toread with phrasing.•Checking one’s own reading using knowledge ofletter/sound relationships, known words andparts of words.LEVELS 9-10(EarlyIndependent)•Being aware of punctuation and using it forphrasing and meaning.•Searching visual information to figure out newwords while reading.•Using the syntax of written language to predict,then checking the accuracy of prediction.•Analyzing new words and checking themagainst what makes sense.•Controlling early behaviors even on novel texts.•Reading with phrasing and fluency withattention to meaning.•Using known words, parts of words, andknowledge of letters/sound relationships tounderstand unknown words.LEVELS 11-14(EarlyIndependent)•Using pictures and print in an integrated waywhile attending to meaning.•Solving new words by analyzing words, thenchecking attempts against meaning.•Accurately reading longer stretches of texts.•Self –correcting close to the point of error.•Rereading to check and search .•Discussing ideas from the story in away thatindicates understanding.•Discussing characters in away that indicatesunderstanding and interpretation of their roles.•Managing a variety of texts, i.e. fiction andinformational texts.•Making texts to texts connections.LEVELS 15-16(Independent)LEVELS 17-19(Independent)•Fluent and phrased reading, especially whenrereading.•Competent problem solving of new words onfirst reading.•Checking once reading against meaning.•Using all sources of information while focusingon meaning.•Making connections between texts throughdiscussion, art or writing.•Moving toward easy, fluent reading even ofunfamiliar and more difficult texts,demonstrating problem solving.•Self –correcting at point of error with fewerreturn to the beginning of sentences or phrases.•Using skills and strategies effectively on avariety of texts.•Sustaining interest and fluency through longertexts.•Able to return to the texts and sustainmeaning if length requires more than onesetting.4