benchmarks - cengage

BENCHMARKS

Introduction

The term benchmark was first used by surveyors. It referred to something that hasa permanent position, such as a rock, that can be used as a reference point formaking other determinations. It has come to be used as a term for any standard ofmerit or achievement.

In education, we use the term benchmarks when we suggest behaviors thattypify certain stages of achievement or development. The following sections listbenchmarks for various stages of literacy development. Although these bench-marks are widely acknowledged to be true (see the rationale and evidence for thebenchmarks in Chapter 1), they come with a cautionary note: a child does not de-velop smoothly from one stage to the next, nor does a child develop equally in allareas. Therefore, while these benchmarks generally hold true for all children, anindividual child will seldom fit neatly into just one slot.

Along with the benchmarks, we present behaviors that indicate whether achild has achieved them. See Chapters 5 through 9 for suggestions for assessingand recording these behaviors and planning instruction based on what thisknowledge tells you.

Another caveat is that separating the language systems—oral language (lis-tening and speaking), reading, and writing—is almost impossible. They work to-gether and, in part, develop together. For example, the child who listens to andcan retell a favorite story (a reading benchmark) is also, obviously, showing devel-opment in both listening and speaking. Nevertheless, for the purposes of thisbook, we describe the categories separately. As you examine the benchmarks,note the overlap between one category and another.

These benchmarks should be used to guide instruction for all students.However, English-language learners may not exhibit some of the behaviors at thesame time native speakers do because they have not had enough exposure toEnglish. Often, because of the “silent period” in language production (see Chapter3), their oral performance may not reflect their underlying competence. Gettingat true competence may require use of the students’ first language and alternativemeans of expression, such as gestures, pointing, or drawing.

THE EARLY EMERGENT LITERACY STAGE

Oral Language

The child shows through both receptive (listening) and productive(speaking) behaviors that language development is occurring.✔ The child shows pleasure in stories, poems, and informational texts.✔ Attends to read-alouds✔ Attends to programs on television and will predict future events during

commercials

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✔ Can retell stories in sequence or tell what a story or expository text is“about”

✔ Uses book language when retelling story (example: “Once upon a time . . .”)and informational text

✔ Likes to make up stories✔ Tells a story or gives information to go with a picture

The child shows growing facility with the functions (uses) oflanguage.✔ Retains oral directions to do more than one thing; usually can tell the

directions back✔ Makes verbal requests or gives verbal orders that are understood by

others✔ Asks questions for information and for permission✔ Converses with peers and adults✔ Reports orally on events in his or her life

The child enjoys word play.✔ Likes to play word games✔ Pretends or role-plays using appropriate language✔ Repeats and uses (sometimes inappropriately) new words

The child shows increasing knowledge of grammar and other languageconventions.✔ Tells you a sentence doesn’t make sense or sound right if incorrect syntax

or incorrect facts are presented✔ Is generalizing about such language oddities as irregular plurals and verb

forms✔ May be able to identify what is or is not a complete sentence, though can-

not tell why

Reading and Book Knowledge

The child has acquired many concepts about print.✔ Has concepts about books and print✔ Knows that labels name products or tell about something✔ Asks questions about print and about own writing, scribbling, or

drawing✔ Knows the purpose of some print✔ Likes playing with movable and/or magnetic letters, arranging them into

“words” and “reading” them or asking an adult, “What word did I make?”

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The child is familiar with various genres.✔ Knows several/many nursery rhymes✔ Knows several/many traditional stories such as fairy tales

The child begins to construct meaning.✔ Predicts what will happen next or what word or phrase comes next during

read-aloud✔ Makes up stories to go with pictures✔ Can retell a story he or she has heard✔ Can play games such as “What if . . . ”

The child enjoys literature and language.✔ Enjoys listening to stories read aloud✔ Wants favorite stories read over and over✔ Looks at books independently✔ Pretends to read✔ Enjoys playing with sounds and words

Writing and Uses of Writing

The child knows the purpose of writing.✔ Understands that the marks on a paper mean something✔ Wants to write messages, letters, greeting cards, and shopping lists

The child tries to communicate in writing.✔ Uses paper and pencil (marker, crayon, chalk, typewriter, computer) to

attempt to write✔ Arranges movable letters, writes string of letter-like shapes, or hits

random string of letters on a keyboard, then asks, “What did I say?”

The child connects reading and writing.✔ Wants to label own pictures✔ Understands that stories are made up by a person who thought of the

story and then wrote it down—and that he or she can do this also✔ Can spin out a story to go with attempts at writing and with drawings

THE EMERGENT LITERACY STAGE

Oral Language

The student exhibits behaviors of the Early Emergent Literacy stageto a greater degree.

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The student uses standard sentence construction and grammar.✔ Is recognizing use of nonstandard language in self and others✔ Is developing a sense of school/book language being perhaps different from

home or neighborhood language

The student’s facility with oral language is growing.✔ Makes self understood by peers and adults✔ Follows “rules” for conversation and discussion✔ Retains oral directions✔ Can ask questions for clarification✔ Can paraphrase what others have said✔ Participates in sharing

The student’s oral language reflects literature to which the child isexposed.✔ Uses new words from stories✔ Uses “book language” when appropriate; that is, storytelling narrative is

clearly different from conversation or simply relating an event✔ Enjoys “making a play” of a favorite story

The student shows pleasure in language.✔ Enjoys jokes related to words, such as puns✔ Enjoys tongue twisters✔ Enjoys hearing humorous books related to idioms✔ Is proud of learning new words✔ Tries out new words and asks what words mean

Reading

The student exhibits behaviors of the Early Emergent Literacy stageto a greater degree.The student has acquired most or all of the concepts about print.✔ Handles book in correct position; knows where to begin reading and what

direction to read✔ Can point to a word, two words, a letter, two letters✔ Knows that print should match the voice of the reader✔ Knows about such book parts as title, author, and so forth

The student is using print in everyday life.✔ Can locate a specific book, record, tape, and so forth

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✔ Recognizes some environmental print such as brand names and fast-foodrestaurant signs

The student is acquiring word-recognition skills.✔ Recognizes and can name most letters✔ Can match many upper- and lower-case letters✔ Recognizes and can name some words✔ Recognizes own name in print and perhaps other names✔ Shows evidence of phonemic awareness✔ Has a sense of letters “making sounds”✔ Is beginning to use phonics; knows many letter-sound associations, includ-

ing both consonants and vowels✔ Is beginning to use other decoding strategies such as sight words, con-

text, graphics, and word structure

The student is constructing meaning.✔ Can retell a story page by page✔ Can summarize✔ Participates in small group and whole-class discussions about books and

stories✔ Talks about books with others✔ Responds to books in writing✔ Begins to see self as a reader

Writing

The student exhibits continued growth in many of the EarlyEmergent Literacy behaviors.The student is using spelling and other writing conventions.✔ Can write own name (perhaps first name only), with all or most of the let-

ters present, though not necessarily formed correctly✔ Can name most letters in random presentation✔ Forms letter-like shapes and some correct letters✔ Uses some punctuation✔ Shows phonemic awareness and beginning association of letters and

sounds in attempts to spell✔ Can give letter sound or say a word that begins with the letter sound

The student is using writing for own purposes.✔ Can keep a journal that may combine drawing and writing

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✔ Attempts to read others’ writing✔ Shares writing with others✔ Shows interest in practicing writing, often through copying favorite stories

from books

The student is becoming familiar with the writing process.✔ Uses the steps of the process appropriately with guidance✔ Understands that the author of what is read has also gone through a pro-

cess of some kind

The student is constructing meaning in writing.✔ Responds to reading✔ Composes both narrative and expository pieces✔ Expresses and reports on personal events and feelings

THE BEGINNING READING AND WRITING STAGE

Oral Language

The student exhibits behaviors from the Emergent Literacy stage toa greater degree.The student’s use of standard English continues to develop.✔ If speaker of nonstandard English, is learning to switch between two

languages✔ Self-corrects while speaking

The student’s facility with language is growing.✔ Listens to classmates and can paraphrase what others have said✔ Oral language reflects increasing vocabulary✔ Will ask for meaning of unknown words used in class✔ Is interested in collaborative work with classmates✔ Can participate in a discussion✔ Can plan and ask oral questions✔ Will plan and present an oral report

The student continues to show pleasure in words.✔ Makes jokes related to plays on words✔ Shows interest in the history of words✔ Enjoys nonsense and silly poems such as those by Shel Silverstein and

Jack Prelutsky✔ Enjoys making own dictionary

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Reading

The student continues to show growth in many of the behaviors fromthe Emergent Literacy stage.The student is acquiring additional word-recognition skills andstrategies.✔ Recognizes and can name all letters in random order✔ Recognizes and can name many words at sight✔ Uses phonics and structural elements to determine the pronunciation of

words✔ Chooses appropriate strategies and skills to sound out words✔ Uses context to determine word meaning

The student constructs meaning from print.✔ Can read and retell familiar stories✔ Reads own writing✔ Is beginning to use critical strategies such as predicting, identifying

important information, self-questioning, monitoring, summarizing, andevaluating

✔ Attempts to read and retell unfamiliar texts (narrative and expository)✔ Self-corrects when reading✔ Is confident and willing to take risks✔ Chooses to read during free time✔ Sees self as a reader✔ Likes to read to others✔ Begins to explore using research tools and skills such as glossary, table of

contents, dictionary or picture dictionary, beginning encyclopedias, and ref-erence sources on CD-ROM and in library

Writing

The student exhibits continued growth in many of the EmergentLiteracy behaviors.The student exhibits a variety of general writing behaviors.✔ Enjoys writing✔ Is confident about own writing✔ Communicates with others spontaneously✔ Attempts to read others’ writing✔ Shows interest in writing

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✔ Writes in a variety of formats for different purposes, such as journals,learning logs, notes, lists, stories, poems, reports, and labels

The student is growing in the use of mechanics and conventions ofwriting.✔ Forms letters conventionally for the most part✔ Shows increased phonemic awareness along with increased visual memory

and spelling sense✔ Invents spelling when conventional spelling is not yet known and

edits/proofreads later if writing is to be published✔ Is beginning to learn spelling patterns that reflect phonics knowledge✔ Recognizes nonstandard usage and grammar in own writing and

edits/proofreads✔ Uses word processing

The student uses the writing process.✔ Participates in and understands the purpose of all steps of the writing

process✔ Uses the writing process collaboratively and independently✔ Listens to or reads the writing of others and makes appropriate positive

comments related to story parts or text structure

THE ALMOST FLUENT READING AND WRITING STAGE

Oral Language

The student exhibits continued growth in many of the behaviors fromthe Beginning Reading and Writing stage.The student’s use of standard English continues to develop.✔ Is aware of own problem areas✔ Accepts diverse usage or varieties of English from others without

criticism

The student’s facility with language is growing.✔ Uses new vocabulary✔ Collaborates with classmates in speaking and listening situations✔ Participates in discussion without adult supervision✔ Can listen to and then question or respond to (use an idea expressed by) a

speaker

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✔ Speaks in front of a group using written notes but no script

The student continues to take pleasure in the use of language.✔ Appreciates symbolic language such as metaphor✔ Enjoys listening to and telling riddles and jokes✔ Begins to appreciate shades of meaning, connotation, precise word choice,

the evocative power of certain words✔ Recognizes and begins to use persuasive techniques

Reading

The student exhibits continued growth in behaviors from theBeginning Reading and Writing stage.The student regularly uses all word-recognition strategies.✔ Uses structure, phonics, and syntax (language structure) to determine

word pronunciation✔ Uses context✔ Selects appropriate skills and strategies to sound out unknown words✔ Reads orally with 90 percent accuracy in grade-level materials✔ Self-corrects✔ Takes risks✔ Uses a dictionary both for pronunciation and for meaning

The student’s ability to construct meaning is growing.✔ Enjoys listening to selections that may be beyond reading ability✔ Reads independently✔ Enjoys reading a variety of genres✔ Reads outside of school even without reward✔ Prefers to read silently✔ Continues to grow in the use of strategies for constructing meaning: pre-

dicting, identifying important information, self-questioning, monitoring,summarizing, and evaluating

The student reads for a variety of purposes.✔ Appreciates levels of meaning in stories✔ Has a growing interest in authors, illustrators, and genres✔ Is aware of own purpose(s) for reading✔ Is beginning to understand text structure in expository text✔ Uses variety of print sources for information

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✔ Is learning to synthesize information from more than one source

The student is learning research skills.✔ Uses card catalog or the computer equivalent✔ Operates the computer ✔ Is learning to narrow search, whether for print or Internet sources✔ Is learning to read graphic materials such as graphs, charts, tables, time-

lines, and maps✔ Uses dictionary, thesaurus, encyclopedia, and other references, either in

book form or on CD-ROM

Writing

The student exhibits continued growth in behaviors from theBeginning Reading and Writing stage.The student writes for a variety of purposes.✔ Is aware of the power of the written word✔ Can identify a topic and theme and develop a paper to fit a given rubric✔ Can plan and put together a report✔ Writes stories with all the literary elements present

The student shows growth in the mechanics and conventions of writing.✔ Uses spelling patterns to attempt to spell words✔ Uses increasingly conventional spelling, demonstrating increased visual

memory and spelling sense✔ Uses increasingly more appropriate grammar and punctuation in writing✔ Uses word processing tools to check spelling, to format, to revise, and

to edit

The student shows pleasure in writing.✔ Sees self as a writer✔ Offers constructive comments to peers about their writing✔ Seeks suggestions for revision during peer and teacher conferences✔ Chooses to write in free time and at home✔ Enjoys sharing writing with peers either by reading aloud or by publishing

in print✔ Enjoys and supports the writing of classmates

The student connects reading and writing.✔ Uses what is learned about narrative writing, such as form, theme, literary

techniques, style, idioms, and colorful language, in own writing

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✔ Uses what is learned about text structure in expository writing and at-tempts to use a variety of structures in own informational writing

✔ Appreciates poetry forms and attempts to write them

THE FLUENT READING AND WRITING STAGE

Oral Language

The student exhibits continued growth in behaviors from previousstages.The student’s facility with language is growing.✔ Oral language reflects increasing vocabulary✔ Shifts from formal to informal usage to suit occasion✔ Listens to oral presentations with understanding

The student uses oral language for a variety of purposes.✔ Discusses literature with pleasure and understanding✔ Enjoys role-playing and Readers’ Theater✔ May enjoy debate or speech competition

The student continues to enjoy language.✔ Is sensitive to body language and tone of others and self✔ Can appreciate the importance of speech in interpreting the written word;

for example, news reporters, actors, comedians

Reading

The student continues to display many of the behaviors from theAlmost Fluent Reading and Writing stage.The student seldom seeks or needs assistance with word recognition.The student uses a wide variety of strategies to construct meaning.✔ Grasps differences in genres✔ Perceives text structure✔ Appreciates levels of meaning in a story✔ Varies reading according to purpose for reading✔ Is effectively using strategies to construct meaning: predicting, self-

questioning, monitoring, summarizing, and evaluating✔ Can verbalize process used to construct meaning; that is, is aware of own

thinking (metacognition)

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✔ Is learning study strategies such as taking notes✔ Uses graphic material to construct meaning

The student enjoys reading.✔ Recommends books to others✔ Is exploring young adult and adult fiction and nonfiction✔ Sees self as a competent reader✔ Sets goals and self-evaluates✔ Is aware of own purposes for reading

The student is refining research skills begun at the previous stage.✔ Can plan a research project✔ Knows how to locate information✔ Takes notes in a variety of ways; attributes sources✔ Synthesizes information into a final product

Writing

Prior writing behaviors strengthen and deepen.The student writes for a variety of purposes and reasons.✔ Is aware of how writing can contribute to self-awareness✔ Is using writing to persuade✔ Can write in response to a prompt to fit a given rubric

The student is growing in the mechanics of writing.✔ Edits own work✔ Can edit the work of others✔ Can independently verify spelling, grammar, and usage

The student is using the writing process.✔ Uses all steps of the writing process independently✔ Varies prewriting techniques according to task✔ Revises own work extensively✔ Is developing a personal writing style, or voice

The student sees self as a competent writer.✔ Sets goals and evaluates own writing

The student connects reading and writing.✔ Recognizes author’s craft and uses in own writing✔ Is experimenting with writing in many forms and genres

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K-W-L Chart (Chapter 2)

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Interest Inventory for Young Children (Chapter 2)

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Interest Inventory for OIder Children (Chapter 2)

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Literacy Attitude Survey for Young Children (Chapter 2)

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Literacy Attitude Survey for Older Children (Chapter 2)

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Homework Cover Sheet (Chapter 2)

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Self-Reflection Form for Literature Discussion Circles (Chapter 2)

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Self-Reflection Literature Circle

Name

Title of Book

Author

Illustrator

_______

_______

_______

_______

Use the scale for each of the following:

(Scale: 5 = Wonderful, 4 = Pretty good, 3 = Okay, 2 = Not so Good, 1 = Ooops)

How I felt about the book

How well I read the book

My part in discussion circles

My journal response during the reading of the book

Write about your literature discussion circle. What is the best part? What is the worst? How would you change it? How would you change the way you participate?

Date

Self-Reflection Form for Independent Reading (Chapter 2)

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Self-Reflection Independent Reading

Name

Title and Author

Mark the scales:

1. How I felt about the book:

Loved it Okay Didn’t like it

Explain your marking

2. I understood the ideas:

Mostly Some Not much

Explain your marking

What else would you like to say about reading this book?

Date

Reading Self-Monitoring Checklist (Chapter 2)

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THINKING ABOUT MY READING

* Preview the book

* Predict

* Stop and think

* Change predictions

* Retell to myself

* Respond

Before reading, did I

During reading, did I

After reading, did I

Date

All the time Sometimes Hardly ever

Name

Title and Author of Book

What do I need to do better?

Levels of Language Production: Informal Checklist for Classroom Teacher (Chapter 3)

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Form for Fluency Record or Running Record (Chapter 3)

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Retelling (Summarizing) Record for Expository Text (Chapter 3)

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Student Name Date

Selection/Author

PromptedUnaidedParts Included

Topic

Main idea(s)

Supporting details

Explanation/relating ideas/conclusion

Future support needed:

Comments/Analysis:

RETELLING: EXPOSITORY TEXT

Discussion Observation Grid (Chapter 3)

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Poster to Encourage Good Discussion Behaviors (Chapter 3)

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Oral Language Checklist for Individual Student (Chapter 5)

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ORAL LANGUAGE CHECKLIST:EARLY EMERGENT LITERACY STAGE

Name Age

Key: Y = behavior present consistently S = behavior sometimes present N = behavior not yet present

Benchmark

Pleasure in Stories, Poems, Information

Attends to read-alouds

Predicts

Retells: story/sequence

information/main ideas

Uses book language when retelling

Makes up stories

Tells story to go with picture

Functions of Language

Retains oral directions

Makes verbal requests/gives orders

Asks questions

Converses

Reports

Word Play

Likes word games

Role-plays

Uses new words

Grammar

Instructional Needs: (over)

Knows when sentence doesn’t sound right

Generalizes irregular plurals and verb forms

Identifies complete sentence

Date

Comments

Grade

Reading and Book Knowledge Checklist for Individual Student (Chapter 5)

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READING AND BOOK KNOWLEDGE CHECKLIST:EARLY EMERGENT LITERACY STAGE

Date Name

P = behavior presentS = some knowledgeL = little knowledgeN = behavior not present

Key:

Benchmark

Concepts About Print

Comments

Has concepts about books and print*

Recognizes labels

Questions about print

Purpose of print

Plays with letters

Familiarity with Genres

Nursery rhymes

Traditional stories

Construction of Meaning

Predicts

Makes up stories

Retells

Plays "What if . . ."

Enjoyment

Enjoys listening

Has favorite stories

Plays with sounds/words

Pretends to read

Looks at books independently

* See also separate checklist in Chapter 5, Figure 5.8

Instructional Needs: (over)

Grade/Year in School

Date

Writing and Uses of Writing Checklist for Individual Student (Chapter 5)

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Writing and Uses of Writing Checklist:Early Emergent Literacy Stage

Comments

Date

Purpose

Marks mean something

Wants to write

Communicates

Uses tools

Manipulates letters

Connects to Reading

Wants to label own pictures

Understands stories are made up and

he or she can do this also

Can make up stories

P = behavior presentS = some knowledgeL = little knowledgeN = behavior not present

Key:

Benchmark

Instructional Needs

Name Date Grade/Year in School


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Oral Language Checklist:Emergent Literacy Stage

Name Age

Benchmark Date Comments

Grade

Early Emergent Literacy Behaviors

Standard Usage and GrammarRecognition of nonstandard usageSense of school/book language

Facility with Oral LanguageMakes self understood by peers and adultsFollows "rules" for conversation and discussionRetains oral directionsCan ask questions for clarificationCan paraphrase what others have saidParticipates in sharing

Reflecting LiteratureUses new words from storiesUses "book language" when appropriateEnjoys "making a play" of a favorite story

Pleasure in LanguageEnjoys jokes related to wordsEnjoys tongue twistersEnjoys hearing humorous booksIs proud of learning new wordsTries out new words

+ = behavior present - = behavior absent✓ = somewhat present

Comments:

Reading Checklist for Individual Student (Chapter 6)

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Reading Checklist:Emergent Literacy Stage

Name Age Grade

Benchmark

Dates


Concepts About PrintHandles book correctlyPoints: word, two words; letter, two lettersKnows print matches voiceKnows book parts

Using Print in Everyday LifeLocates specific bookRecognizes some environmental print

Word Recognition SkillsNames most lettersMatches upper- and lower-case lettersRecognizes some wordsRecognizes own namePhonemic awarenessAlphabetic principlePhonicsOther strategies: sight words context graphics word structure

Constructs Meaning

Comments:

Retells storiesSummarizesDiscussesTalks about booksResponds in writingBegins to see self as reader

+ = consistently present - = not present✓ = somewhat present; recheck

Writing Checklist for Individual Student (Chapter 6)

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Writing Checklist:Emergent Literacy Stage

Name Age Grade

Benchmark

Dates


Spelling and Other ConventionsWrites own nameNames most lettersForms letterlike shapes/lettersUses some punctuationShows phonemic awarenessGives letter-sound or says word with sound

Purposes of WritingKeeps a journalAttempts to read others’ writingShares writing with othersPractices writing

Writing ProcessUses stepsKnows all authors have used a process

Construction of MeaningResponds to readingComposes narrative and expositionExpresses/reports personal events and feelings

+ = consistently present - = not present✓ = sometimes present/needs instruction

Comments:

Test of Phonemic Awareness (Chapter 6)

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Oral Language Checklist:Beginning Reading and Writing Stage

Name Grade

Benchmark

Date

Age

Emergent Literacy Behaviors

Use of Standard EnglishSwitches between standard and

Self-corrects nonstandard English

Facility with LanguageListens and paraphrasesIncreasing vocabularyAsks for meanings of wordsWorks collaborativelyParticipates in discussionPlans and asks oral questionsPlans and presents oral report

Pleasure in WordsMakes jokes related to plays on wordsShows interest in word historyEnjoys nonsense and silly poemsMakes own dictionary


Comments:

Comments:

Letter-Name Knowledge Record Sheet (Chapter 7)

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Letter-Name Knowledge

Name Date

Lower CaseUpper Case

___ A___ B___ C___ D___ E___ F___ G___ H___ I___ J___ K___ L___ M___ N___ O___ P___ Q___ R___ S___ T___ U___ V___ W___ X___ Y___ Z

___ a___ b___ c___ d___ e___ f___ g___ h___ i___ j___ k___ l___ m___ n___ o___ p___ q___ r___ s___ t___ u___ v___ w___ x___ y___ z

Match

Observations:

___ Says all upper- and lower-case letters by name

___ Matches all upper- and lower-case letters

___ Needs help with:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________


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Reading Checklist:Beginning Reading and Writing Stage

Name Grade

Date

Age

Benchmark

Comments


Word Recognition Skills/StrategiesNames letters in random orderRecognizes many sight wordsUses phonics and structural analysisChooses strategies for sounding wordsUses context to determine meaning

Construction of MeaningReads and retells familiar storiesReads own writingBegins to use: - predicting - identifying important information - self-questioning - monitoring - summarizing - evaluatingReads and retells unfamiliar texts(narrative/expository)Self-correctsTakes risksReads in free timeSees self as readerReads to othersBegins to use research tools and skills (list:)


Comments:


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Writing Checklist:Beginning Reading and Writing Stage

Name Grade

Benchmark

Date

Comments

Comments:

Age


General Writing BehaviorsEnjoys writingIs confident about writingCommunicates spontaneouslyReads others’ writingShows interest in writingWrites in a variety of formats

Mechanics and Conventions of WritingForms letters conventionallyShows increased phonemic awarenessUses invented spelling and editsLearning spelling patternsRecognizes nonstandard usage and edits own writingUses word processing

Writing ProcessParticipates in writing processWrites collaboratively and independentlyReacts to others’ writing


Teacher Observation Sheet for Independent Reading and Writing (Chapter 7)

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Independent Reading and Writing Log Sheet

Name Reading Writing

Student’s Learning Center Record (Chapter 7)

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Name

NameDate

CompletedCenter

Number

My Center Record


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Oral Language Checklist:Almost Fluent Reading and Writing Stage

Name Grade Age

Benchmark

Date

Comments

Beginning Reading and Writing Behaviors

Use of Standard EnglishIs aware of own problemsAccepts diverse usage

Growing Facility with LanguageUses new vocabularyCollaborates in speaking and listeningParticipates in discussion without adultListens to and questions speakersSpeaks with notes

Pleasure in Use

Comments:

Appreciates symbolic languageListens to and tells jokes/riddlesAppreciates shades of meaningRecognizes and uses persuasive techniques



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Reading Checklist:Almost Fluent Reading and Writing Stage

Name Grade Age

Benchmark

Date

Comments


Word Recognition StrategiesUses structureUses phonicsUses syntaxUses contextSelects appropriate strategiesReads orally at 90% accuracySelf-correctsTakes risksUses dictionary

Construction of MeaningEnjoys listeningReads independentlyEnjoys reading a variety of genresReads outside of schoolReads silentlyContinues to grow in use of: - predicting - identifying important information - self-questioning - monitoring - summarizing - evaluating

Variety of PurposesAppreciates levels of meaningHas growing interest in authors, illustrators, genresIs aware of own purposeBegins to understand expository text structureUses variety of sourcesSynthesizes information

Research Skills

Comments:

Uses card catalog/computerOperates computerNarrows searchReads: - graphs - charts - tables - timelines - mapsUses: - dictionary - thesaurus - encyclopedia - CD-ROMs - internet



558

RES

OU

RCE

FIL

E

Writing Checklist:Almost Fluent Reading and Writing Stage

Name Grade Age

Benchmark

Date

Comments


Variety of Purposes for WritingIs aware of power of writingWrites paper to topic/theme/rubricWrites reportsWrites stories

Mechanics and Conventions of Writing

Uses increasingly conventional spellingUses increasingly appropriate grammarUses increasingly appropriate punctuationUses word processing tools

Pleasure in Writing Sees self as writerOffers constructive comments to peersSeeks suggestions for revisionWrites in free timeEnjoys sharingSupports classmates

Connects Reading and Writing

Comments:

Uses learning about narrative writingUses learning about expository writingAppreciates and writes poetry


Uses spelling patterns


559

RES

OU

RCE

FIL

E

Oral Language Checklist:Fluent Reading and Writing Stage

Benchmark

Continued Growth in Previous Behaviors

FacilityShows increasing vocabularyShifts from formal to informal language Listens to presentations with understanding

Variety of PurposesDiscusses literatureEnjoys role-playing/Readers TheaterEnjoys debate/speech competition

EnjoymentIs sensitive to body language and toneAppreciates speech interpretation

Instructional Plans:

Name Grade Age

Date

Comments

+ = consistently present - = not present✓ = somewhat present; recheck; insufficient evidence


560

RES

OU

RCE

FIL

E

Reading Checklist:Fluent Reading and Writing Stage

Name Grade

Benchmark

Date

Comments

Age

Behaviors from Almost Fluent Stage

Word Recognition

Construction of MeaningGrasps genresPerceives text structureAppreciates levels of meaningVaries reading according to purposeUses strategies to construct meaningIs aware of own thinkingIs learning study strategiesUses graphic material

EnjoymentRecommends books to othersIs exploring adult readingSees self as competent readerSets goals/self-evaluatesIs aware of own purposes

Research SkillsCan plan a research projectKnows how to locate informationTakes notes/attributes sourcesSynthesizes information

+ = consistently present - = not present✓ = somewhat present; recheck; insufficient evidence

Instructional Plans:


561

RES

OU

RCE

FIL

E

Checklist for Editing and Proofreading by Student Writers and Peers (Chapter 9)

562

RES

OU

RCE

FIL

E

Reference Chart for Editing and Proofreading Notation (Chapter 9)

563

RES

OU

RCE

FIL

E

Fry Readability Formula (Chapter 10)

564

RES

OU

RCE

FIL

E

The Fry Instant Word List: 300 High-Frequency Words (Chapter 10)

565

RES

OU

RCE

FIL

E

227 Core Words Derrived from 400 Storybooks for beginning Readers (Chapter 10)

566

RES

OU

RCE

FIL

E

Dolch Basic Sight Vocabulary (Chapter 10)

567

RES

OU

RCE

FIL

E

benchmarks - cengage

Documents