What Guided Reading Level Should a 3rd Grader Be at

Reading Expectations by Grade Level

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 READING INFORMATION

• No more than 10 errors per 100 words, including words you had to tell your child, are acceptable. The child must also demonstrate comprehension. This would be considered the Instructional level. 94% accuracy and above is the Independent level ~ your child can read and comprehend without any instruction. (In other words, 6 errors or less per 100 words.)

• Comprehension with the book closed is critical! Grades K and 1 should retell the story, make a connection to their life or another book, tell their favorite part and why. Grades 2 and up should retell, tell the author's lesson, tell the most important event, and why.

• Once your child gets to Level I (end of grade one), speed (words per minute) is important! Calculate that as follows!

	DRA2 Level	Minimum Words Per Minute  to Pass DRA2	Independent Reading Level	Guided Reading Level ~ What Level the Teacher Will Teach At Based on DRA2	Benchmark Expectation
K	A/1			A
K	2		A	B
K	3		B	C	June
1	4		C	D
1	6		D	E
1	8		E	F
1	10		F	G	January
1	12		G	H
1	14	40 wpm	H	I
1	16	45 wpm	I	J	June
2	18	55 wpm	J	K	November
2	20	65 wpm	K	L	March
2	24	70 wpm	L	M	June
3	28	75 wpm	M	N	November
3	30	80 wpm	N	O	March
3	34	80 wpm	O	P	June
4	38	90 wpm	P	Q	November

Fiction (F) and Nonfiction (NF) words per minute differ.

4	40	105 F	Q	R	March
4		100 NF
4	40	105 F	R	S	June
4		100 NF
5	40	105 F	S	T	November
5		100 NF
5	50	115 F	T	U	March
		110 NF
5	50	115 F	U	V	June
5		110 NF

Nonfiction DRA2 options are available for Levels 16, 28, 38, 40, 50.

**40 is listed 3x, and 50 is listed 2x. The goal is to become a stronger/higher scorer at each assessment point and allow the student to be assessed in fiction and nonfiction at the 40 and/or 50.

Words Per Minute By Month/Grade/Level

To calculate WPM:

___words in the book divided by ___SECONDS it took to read X 60 = __WPM

For example, say there are 207 words in a book. The child read it in 3 min. 25 seconds, which is 205 seconds.  207 divided by 205 is approximately 1.0 words per second x 60 = 60 WPM!

The above table is from the DRA2 manual and shows the MINIMUM amount of words per minute acceptable to proceed to the next level.

2017 Hasbrouck & Tindal Oral Reading Fluency Data

Grade	%ile	Fall WCPM*	Winter WCPM*	Spring WCPM*
1	90		97	116
	75		59	91
	50		29	60
	25		16	34
	10		9	18
2	90	111	131	148
	75	84	109	124
	50	50	84	100
	25	36	59	72
	10	23	35	43
3	90	134	161	166
	75	104	137	139
	50	83	97	112
	25	59	79	91
	10	40	62	63
4	90	153	168	184
	75	125	143	160
	50	94	120	133
	25	75	95	105
	10	60	71	83
5	90	179	183	195
	75	153	160	169
	50	121	133	146
	25	87	109	119
	10	64	84	102
6	90	185	195	204
	75	159	166	173
	50	132	145	146
	25	112	116	122
	10	89	91	91

This table shows approximate percentile ranks for correct words per minute at 3 points during the school year.

* WCPM = Words Correct Per Minute

To go directly to your child's grade, simply click on the corresponding link above. These expectations come from the Developmental Reading Assessment 2 by Joetta Beaver (2006). Parents, look at what is expected at your child's grade and apply these to reading at home!

Kindergarten Reading Expectations

To Meet the Benchmark, kindergarten students should be instructional at Level C by June.  Level B is their independent level.

AT LEVELS A-C,
A CHILD'S READING LEVEL IS DETERMINED BY:

• Is the child reading with accuracy? No more than 1 error per 10 words.
• Is the child using the pictures and letter sounds to figure out unknown words?
• Does the child recognize their mistakes, and does the child go back to fix them?
• Are they demonstrating an understanding of the directionality of print from left to right?
• Can they show directionality on two or more lines of text?
• Are they pointing to each word with consistent 1:1 matching? (Students tend to guess or memorize texts at this age level.)
• Can the child hold the book and turn the pages independently?
• Does the child demonstrate an understanding of the terms: begins with, ends with, letter, and sound? For example, "Find the word that begins with this letter: g. Find the word that ends with this sound /b/."

Your child will be asked who reads to them at home and to share a title and specific details about a favorite book. There will also be a survey given asking the child:  What books have you finished lately? What are you reading at school now? What are you reading at home now? What are 3 things you do well as a reader? What are 3 things you need to work on to become a better reader?

***When you read at home with your child, it is important to have your child point to each word and figure out unknown words on their own by:
a. Look at picture b. Look at the beginning letter sound c. Sound it out

Always read each book 3x for fluency and accuracy.

OTHER KINDERGARTEN ASSESSMENTS / REQUIREMENTS

Each are 1-minute tests:

• Beginning and Middle of Year:  After hearing a word, the child has to segment the 1^st sound.  For example, the first sound in "man" is /m/. The first sound in "shell" is /sh/. The first sound in "blend" is /b/.
• All Year:  How many letters can you name (the upper and lower case will be mixed up on a sheet of paper).
• Middle and End of Year: Segment individual sounds heard in a word, for example "apple" /a/ /p/ /l/ and "holes" is /h/ /o/ /l/ /z/.
• Middle and End of Year:  Read 3 letter short vowel nonsense words ~ these can be sounded out ~ for example, "sil,"  "tob,"  "paj,"  "zev,"  "nud."  The goal is for the child to recognize these chunks automatically, not sounding out sound by sound.

Students should become automatic at reading and spelling these chunks: short vowel rimes. For example, in my reading support group, we practice reading each row rapidly over and over, pointing under each word.

Your child will also need to know how to read and spell the K Trick words. These words can't be "sounded out" and need to be recognized by sight: Kindergarten Trick Words.

What Does An ADVANCED Kindergartener Look Like While Applying Strategies?

Making Connections/Prior Knowledge	Uses background knowledge to enhance comprehension and interpretation.  Makes text-to-text and text-to-self connections; uses knowledge of familiar authors to make predictions. (For ex., Curious George often gets into trouble.)
Questioning	Asks questions to enhance meaning; can easily answer  questions; beginning awareness of different types of questions ~ literal (answers are IN the text) and inferential (answers come from life experience)
Visualizing/Sensory Imagery	Describes own sensory images; images can be elaborated from the literal text or existing picture; demonstrated using any modality or media.
Determining Importance	Identify words, characters, and/or events as more important to the overall meaning and explain the reasoning.
Monitoring Comprehension	Identifies location and type of difficulty they had while reading and articulates the need to solve the problem
Inferring	Draws conclusions and makes predictions using examples from the text
Retelling	Retells elements of the text in a logical sequence with the book closed; may   include some extension to the overall theme, message, background knowledge, refers to characters by specific names, and uses vocabulary from text

1st Grade Reading Expectations

To Meet the Benchmark, 1st-grade students should be instructional at Level G (independent F) by January and Level J (independent I) by June. Therefore, a child on grade level, Meeting the Benchmark, may be at the following levels in the following months. Again, reading is developmental, and these are APPROXIMATE:

September ~ C      October ~ D      November ~ E     December ~ F

January ~  G         February ~ G/H       March ~ H/I        April ~ I

May ~ I/J             June ~ J

AT LEVELS C – J,
A CHILD'S READING LEVEL IS DETERMINED BY:

• Is the child reading with acceptable accuracy? No more than 10 errors/100 words.
• Starting at Level I, the child is timed. At least 40 Words Per Minute Meets the Benchmark for Level I and 45 WPM for Level J.
• Is the child using various strategies (pictures, letter sounds, word chunks, skip it read on, and go back, asking: Does it look right? Sound right? Make sense?) to figure out unknown words?
• Does the child recognize errors as they read and fix them?
• Does the child read in longer phrases?
• Before the child reads, the child does a "picture walk," which basically means that the child looks at each picture before they read. Are they orally connecting with at least 3-4 key events without prompting?
• After reading and with the book closed, the child does a retelling. Are they referring to the characters by name and including all of the important details from the beginning, middle, end in sequence?
• Does the child use the important language and vocabulary from the text in the retelling?
• Can the child retell the story on their own without prompts or questions?
• Can the child tell a favorite part and why? We are looking for a response that requires higher-level thinking, for example, inferring the author's message in the story or stating an action in the text with a personal connection.
• Can the child make a connection with this text. Does it remind the child of another text, a movie or TV show, or something in their own life? We are looking for connections that show a deeper understanding of the story. For example, in a fiction story about reusing objects, a connection could be about the importance of recycling.
• If nonfiction, can the child quickly locate and use the nonfiction text features to answer questions? (timelines, maps, table of contents, glossary, captions, charts, etc.)

Your child will be asked who reads to or with them at home and to share a title and specific details about a favorite book. There will also be a survey given asking the child: What books have you finished lately? What are you reading at school now? What are you reading at home now? What are 3 things you do well as a reader? What are 3 things you need to work on to become a better reader?

***When you read at home with your child, it is important to have your child point to each word with 1:1 correspondence because students tend to guess or memorize these simpler texts, and your child should figure out unknown words on their own by:
a. Look at picture b. Sound it out c. Skip it, read on, go back
d. Look for familiar chunks in the word; for example, in "wagon," there's "ag" as in "bag" and the chunk "on." Always ask yourself, "does that look right, sound right, make sense?"

Always read each book 3x for fluency and accuracy.

OTHER 1^ST GRADE ASSESSMENTS / REQUIREMENTS

Each are 1-minute tests:

• September: How many letter sounds can you name (in random order).
• September: Segment individual sounds heard in a word, for example "apple" /a/ /p/ /l/ and "holes" is /h/ /o/ /l/ /z/.
• All Year: Read 3 letter short vowel nonsense words ~ these can be sounded out ~ for example, "sil,"  "tob,"  "paj,"  "zev,"  "nud." The goal is for the child to recognize these chunks automatically, not sounding out sound by sound. The purpose of this test is to assess reading fluency and real decoding. So many children recognize words by sight ~ such as McDonald's and Burger King ~ that's not really reading. The child will also be asked to read as many TRICK words as they can in 1 minute (listed below in the attachment) as well as read real short vowel words such as "big," "tap."
• Middle and End of Year: Oral reading fluency ~ how many words correct in a story can the child read in one minute? How many details about what they just read can they recall?

Another test is " Hearing and Recording Sounds," but it is not timed. Instead, the teacher dictates a sentence that the child writes correctly and/or phonetically, recording all of the sounds they hear, putting spaces between words.

Grade 1 TRICK words for reading and spelling: grade 1 TRICK words

What Does An ADVANCED 1st Grader Look Like While Applying Strategies?

Making Connections/Prior Knowledge	Uses background knowledge to enhance comprehension and interpretation.  Makes text-to-text and text-to-self connections; uses knowledge of familiar authors to make predictions (For ex. Curious George books often end the same way.)
Questioning	Asks questions to enhance meaning; can easily answer questions; beginning awareness of different types of questions~ literal (answers are IN the text) and inferential (answers come from life experience)
Visualizing/Sensory Imagery	Describes own sensory images; images can be elaborated from the literal text or existing picture; demonstrated using any modality or media.
Determining Importance	Identify words, characters, and/or events as more important to the overall meaning and explain the reasoning.
Monitoring Comprehension	Identifies location and type of difficulty they had while reading and articulates the need to solve the problem
Inferring	Draws conclusions and makes predictions using examples from the text
Retelling	Retells elements of the text in logical sequence; may include some extension to the overall theme, message, background knowledge, refers to characters by specific name, and uses vocabulary from the text.

2nd Grade Reading Expectations

To Meet the Benchmark, 2nd-grade students should be instructional at:
Level K in November (independent J)
Level L in March (independent K)
Level M by June (independent L)

AT LEVELS K-M
A CHILD'S READING LEVEL IS DETERMINED BY:

• Is the child reading with acceptable accuracy? No more than 10 errors/100 words.
• The child is timed. At least 55 Words Per Minute Meets the Benchmark for Level K. At least 65 Words Per Minute Meets the Benchmark for Level L. At least 70 Words Per Minute for Meets the Benchmark for Level M.
• Is the child reading with an expression that reflects the text's mood, pace, and tension?
• Does the child read in longer phrases and heed punctuation?
• After reading the first few paragraphs, can the child make 3 thoughtful predictions of what might happen in the text without peeking ahead at pictures?
• After reading and with the book closed, the child does a retelling. Are they referring to the characters by name and including all of the important details from the beginning, middle, end in sequence?
• Does the child use the important language and vocabulary from the text?
• Can the child retell the story on their own without prompts or questions?
• The child has to tell the author's message ~ what is the author teaching us? The child must support this with text details.
• The child must determine the most important event in the story and why, giving an opinion that reflects higher-level thinking.
• If nonfiction, can the child quickly locate and use the nonfiction text features to answer questions? (timelines, maps, table of contents, glossary, captions, charts, etc.)

Your child will be asked about the types of books they like to read, to tell about a favorite book, and to tell how they choose a book to read. There will also be a survey given asking the child: What books have you finished lately? What are you reading at school now? What are you reading at home now? What are 3 things you do well as a reader?   What are 3 things you need to work on to become a better reader?

***When you read at home with your child, it is important to have your child figure out unknown words on their own by:
a. Look at picture b. Sound it out c. Skip it, read on, go back
d. Look for familiar chunks in the word; for example, in "wagon," there's "ag" as in "bag" and the chunk "on." Always ask yourself, "does that look right, sound right, make sense?"

OTHER 2nd GRADE ASSESSMENTS / REQUIREMENTS

Each are 1-minute tests, and they are done at random throughout the year:

• How many letter sounds can you name (in random order). This includes digraphs and glued sounds such as th, ea, ang.
• Read decodable nonsense words ~ these can be sounded out ~ for example, "sil,"  "tob,"  "paj,"  "blun,"  "shatch." The goal is for the child to recognize these chunks automatically, not sounding out sound by sound. The purpose of this test is to assess reading fluency and real decoding. So many children recognize words by sight ~ such as McDonald's and Burger King ~ that's not really reading. The child will also be asked to read as many TRICK words as they can in 1 minute (listed below in the attachment) as well as read real short vowel words such as "hunt," "west."
• Oral reading fluency ~ how many words correct in a story can the child read in one minute? How many details about what they just read can they recall?

Grade 2 TRICK words for reading and spelling: Grade 2 TRICK words

What Does An ADVANCED 2^nd Grader Look Like While Applying Strategies?

Making Connections/Prior Knowledge	Links background knowledge and examples from the text to enhance comprehension and/or interpretation
Questioning	Asks and answers different types of questions and finds evidence in the text to support questions and answers.
Visualizing/Sensory Imagery	Demonstrates multi-sensory images that extend and enrich the text; demonstration may be through any modality or medium.
Determining Importance	Identifies at least one key idea, theme, or concept, linking it to the text's overall meaning. Uses supporting details from the text to explain why it is important.
Monitoring Comprehension	When stuck, identifies difficulties, articulates the need to solve the problem, and identifies the appropriate strategy to solve the problem, such as using meaning, visual, or structural cues.
Predicting/Inferring	Independently makes predictions, interpretations, and/or draws conclusions; and clearly explains connections using evidence from the text and personal knowledge, ideas, or beliefs.
Retelling/Summarizing/Synthesizing	Retells elements of the text in a logical sequence with some extension to the overall theme, message, or background knowledge, refers to characters by specific name, and uses vocabulary from the text.

Even if your child is in 3rd, 4th, or even 5th grade, you can still read at home with them. Alternate reading pages or paragraphs aloud to each other. Borrow books on tape or CD from the library and have your child follow along, too.

To Meet the Benchmark, 3rd-grade students should be instructional at:
Level N in November (independent M)
Level O in March (independent N)
Level P by June (independent O)

AT LEVELS N-P
A CHILD'S READING LEVEL IS DETERMINED BY:

• Is the child reading with accuracy? No more than 10 errors/100 words.
• The child is timed. Level N students should read at least 75 words per minute. Level O and P at least 80 words per minute.
• Is the child reading with an expression that reflects the text's mood, pace, and tension? OR, if the text is nonfiction, is the child emphasizing key phrases and words?
• Does the child read in longer phrases and heed punctuation?
• After reading the first few paragraphs, can the child make 3 thoughtful predictions of what might happen in the text without peeking at the pictures ahead? OR, if the text is nonfiction, can the child use the title and table of contents page to think of 3 questions that may be answered in the book?
• After reading the first few paragraphs, can the child stop and describe each character using 3 specific details? OR, if the text is nonfiction, can the child interpret what a few of the nonfiction text features show?
• After reading, can the child write a summary, including important characters, events, and details, from the beginning, middle, end? OR, if the text is nonfiction, can the child write important facts from each heading?
• Does the child use the important language and vocabulary from the text?
• Can the child answer literal questions?
• The child has to interpret the meaning of the story and support it with details. (For example: What did the character learn? OR Why did the character feel____? OR Why did the character say ____?) OR, if the text is nonfiction, a "why do you think…" question is asked.
• The child must determine the most important event in the story and why, giving an opinion that reflects higher-level thinking.

Your child will be asked to fill out a Student Reading Survey, which asks: What books have you finished reading lately? What are you reading now at school? What are you reading at home? What are 3 things you do well as a reader? What are 3 things you would like to work on to become a better reader?

***When you read at home with your child, it is important to have your child figure out unknown words on their own by:
a. Look at picture b. Sound it out c. Skip it, read on, go back
d. Look for familiar chunks in the word; for example, in "wagon," there's "ag" as in "bag" and the chunk "on." Always ask yourself, "does that look right, sound right, make sense?"

What Does An ADVANCED 3rd Grader Look Like While Applying Strategies?

Making Connections/Prior Knowledge	Links background knowledge and examples from the text to enhance comprehension and/or interpretation
Questioning	Asks and answers different types of questions; finds evidence in the text to support questions and answers.
Visualizing/Sensory Imagery	Demonstrates multi-sensory images that extend and enrich the text; demonstration may be through any modality or medium.
Determining Importance	Identifies at least one key idea, theme, or concept, linking it to the text's overall meaning. Uses supporting details from the text to explain why it is important.
Monitoring Comprehension	Identifies difficulties, articulates the need to solve the problem, and identifies the appropriate strategy to solve the problem using meaning, visual, or structural cues.
Predicting/Inferring	Independently makes predictions, interpretations, and/or draws conclusions; clearly explains connections using evidence from the text and personal knowledge, ideas, or beliefs.
Retelling/Summarizing/Synthesizing	Retells elements of the text in a logical sequence with some extension to the overall theme, message, or background knowledge, refers to characters by specific name, and uses vocabulary from the text.

Even if your child is in 3rd, 4th, or even 5th grade, you can still read at home with them. Alternate reading pages or paragraphs aloud to each other. Borrow books on tape or CD from the library and have your child follow along, too.

To Meet the Benchmark, 4th-grade students should be instructional at:
Level Q in November (independent P)
Level R in March (independent Q)
Level S by June (independent R)

AT LEVELS Q-S
A CHILD'S READING LEVEL IS DETERMINED BY:

• Is the child reading with accuracy? No more than 10 errors/100 words.
• The child is timed. Level Q students should read at least 90 words per minute. Level R and S at least 105 words per minute for fiction or 100 words per minute for nonfiction.
• Is the child reading with an expression that reflects the text's mood, pace, and tension? OR, if the text is nonfiction, is the child emphasizing key phrases and words?
• Does the child read in longer phrases and heed punctuation?
• For Level Q only, after reading the first few paragraphs, can the child stop and describe each character using 3 specific details? OR, if the text is nonfiction, can the child interpret what a few of the nonfiction text features show?
• After reading the first few paragraphs, can the child make 3 thoughtful predictions of what might happen in the text? OR, if it is nonfiction, can they make 3 predictions of what they might learn in the text?
• For Level R and S only, can the child form 3 questions from reading the first part of the text? OR, if the text is nonfiction, can the child use the title and table of contents page to think of 3 questions that may be answered in the book?
• After reading, can the child write a summary, including important characters, events, and details, from the beginning, middle, end. OR, if the text is nonfiction, can the child write important facts from each heading?
• Does the child use the important language and vocabulary from the text?
• Can the child answer literal questions?
• The child has to interpret the meaning of the story and support it with details. (For example: What did the character learn? OR Why did the character feel____? OR Why did the character say ____?) OR, if the text is nonfiction, a "why do you think…" question is asked.
• The child must determine the most important event in the story and why, giving an opinion that reflects higher-level thinking.
• The child at Levels R and S must check off 1 strategy used to help understand the text. FICTION: made connections, asked self questions, visualized, thought of reasons why things happened, understood characters' feelings ~ with 2 examples from the text where the strategy was used. NONFICTION: recalled what they knew about the topic, asked self questions, made connections, decided what was important, thought of why things happened, visualized ~ with 2 examples from the text where the strategy was used.

Your child will be asked to fill out a Student Reading Survey, which asks: What books have you finished reading lately? What are you reading now at school? What are you reading at home?  Think about your favorite authors and books. What do you like to read, and why?  What are 3 things you do well as a reader? What are 3 things you would like to work on to become a better reader? Finally, describe what you plan to do to become a better reader.

***When you read at home with your child, it is important to have your child figure out unknown words on their own by:
a.  Sound it out b. Skip it, read on, go back   c. Look for familiar chunks in the word; for example, in "wagon," there's "ag" as in "bag" and the chunk "on"  d. Divide words into syllables e. Always ask yourself, "does that look right, sound right, make sense?"

What Does An ADVANCED 4th Grader Look Like While Applying Strategies?

Making Connections/Prior Knowledge	Explains how  background   knowledge enriches the interpretation of the text and begins to make   connections beyond life experience and immediate text
Questioning	Uses questions to challenge the text related to the author's   purpose, theme, or point of view
Visualizing/Sensory Imagery	Creates and describes multi-sensory images that extend and   enrich the text and can explain how those images enhance comprehension
Determining Importance	Identifies at least one key concept, idea, or theme as   important in overall text meaning and clearly explains why
Monitoring Comprehension	Uses more than one strategy to build meaning when comprehension breaks down; can articulate which strategies are most appropriate for a given text.
Predicting/Inferring	Develops predictions, interpretations, and/or conclusions   about the text that include connections between the text and the reader's   background knowledge or ideas and beliefs
Retelling/Summarizing/Synthesizing	Stops frequently to reflect on text meaning; relates to the story or genre personally; can identify key themes; may articulate how this process has created new meaning upon completion of the text. Refers to characters by specific name; and uses vocabulary from the text.

Even if your child is in 3rd, 4th, or even 5th grade, you can still read at home with them. Alternate reading pages or paragraphs aloud to each other. Borrow books on tape or CD from the library and have your child follow along, too.

To Meet the Benchmark, 5th-grade students should be instructional at:
Level T in November (independent S)
Level U in March (independent T)
Level V by June (independent U)

AT LEVELS T-V
A CHILD'S READING LEVEL IS DETERMINED BY:

• Is the child reading with acceptable accuracy? No more than 10 errors/100 words.
• The child is timed. Level T students at least 105 words per minute for fiction and 100 words per minute for nonfiction. Level U and V at least 115 WPM for fiction and 110 WPM for nonfiction.
• Is the child reading with an expression that reflects the text's mood, pace, and tension? OR, if the text is nonfiction, is the child emphasizing key phrases and words?
• Does the child read in longer phrases, heed punctuation, pause appropriately?
• After reading the first few paragraphs, can the child make 3 thoughtful predictions of what might happen in the text and 3 questions they had from reading the first part of the text? OR, if the text is nonfiction, can the child use the title and table of contents page to think of 3 questions that may be answered in the book and 3 predictions of what might they learn in the rest of the book text?
• After reading, can the child write a summary, including important characters, events, and details, from the beginning, middle, end? OR, if the text is nonfiction, can the child write important facts from each heading.
• Does the child use the important language and vocabulary from the text?
• Can the child answer literal questions?
• The child has to interpret the meaning of the story and support it with details. (For example: What did the character learn? OR Why did the character feel____? OR Why did the character say ____?) OR, if the text is nonfiction, a "why do you think…" question is asked.
• The child must determine the most important event in the story and why, giving an opinion that reflects higher-level thinking.
• The child must check off a strategy that they used to help understand the text. FICTION: made connections, asked self questions, visualized, thought of reasons why things happened, understood characters' feelings ~ with 2 examples from the text where the strategy was used. NONFICTION: recalled what they knew about the topic, asked self questions, made connections, decided what was important by using headings, thought of why things happened, visualized ~ with 2 examples from the text where the strategy was used.

Your child will be asked to fill out a Student Reading Survey, which asks: What books have you finished reading lately? What are you reading now at school? What are you reading at home? Think about your favorite authors and books. What do you like to read, and why?   What are 3 things you do well as a reader? What are 3 things you would like to work on to become a better reader? Finally, describe what you plan to do to become a better reader.

***When you read at home with your child, it is important to have your child figure out unknown words on their own by:
a.  Sound it out b. Skip it, read on, go back    c. Look for familiar chunks in the word; for example, in "wagon," there's "ag" as in "bag" and the chunk "on"  d. Divide words into syllables e. Always ask yourself, "does that look right, sound right, make sense?"

 What Does An ADVANCED 5th Grader Look Like While Applying Strategies?

Making Connections/Prior Knowledge	Explains how  background knowledge enriches the interpretation of the text and begins to make connections beyond life experience and immediate text
Questioning	Uses questions to challenge the text related to the author's purpose, theme, or point of view
Visualizing/Sensory Imagery	Creates and describes multi-sensory images that extend and enrich the text and can explain how those images enhance comprehension
Determining Importance	Identifies at least one key concept, idea, or theme as important in overall text meaning and clearly explains why
Monitoring Comprehension	Uses more than one strategy to build meaning when comprehension breaks down; can articulate which strategies are most appropriate for a given text.
Predicting/Inferring	Develops predictions, interpretations, and/or conclusions about the text that include connections between the text and the reader's background knowledge or ideas and beliefs
Retelling/Summarizing/Synthesizing	Stops frequently to reflect on text meaning; relates to the story or genre personally; can identify key themes; may articulate how this process has created new meaning upon completion of the text. Refers to characters by specific name and uses vocabulary from the text.

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Copyright 05/04/2012

References

I did not write those wonderful blurbs of what advanced students look like at each grade level. They came from an unknown source.

DRA2 Teacher Manual from Pearson Publishing, 2006.

Copyscape alerts me to duplicate content. Please respect my work.

What Guided Reading Level Should a 3rd Grader Be at

Source: https://www.mrsjudyaraujo.com/expectations-by-grade-level/

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