| Preschool |
Kindergarten |
First Grade |
Second Grade |
Third Grade |
Phase 1: Awareness and exploration (goals for preschool)
Children explore their environment and build the
foundations for learning to read and write.
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Enjoy listening to and discussing
storybooks
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Understand that print carries a
message
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Engage in reading and writing attempts
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Identify labels and signs in their
environment
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Participate in rhyming games
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Identify some letters and make some
letter sound matches
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Use known letters or approximations
of letters to represent written language (especially meaningful words like
their name and phrases such as “I love you.”)
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Share books with children, including
Big Books, and model reading behaviors
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Talk about letters by name and sounds
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Establish a literacy-rich environment
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Reread favorite stories
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Engage children in language games
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Promote literacy-related play activities
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Encourage children to experiment
with writing
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Talk with children, engage them
in conversation, give names of things, show interest in what a child says
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Read and reread stories with predictable
texts to children
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Encourage children to recount experiences
and describe ideas and events that are important to them
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Visit the library regularly
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Provide opportunities for children
to draw and print, using markers, crayons, and pencils
Phase 2: Experimental reading and writing (goals for
kindergarten)
Children develop basic concepts of print and begin
to engage in and experiment with reading and writing.
Kindergartners
can
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Enjoy being read to and themselves
retell simple narrative stories or informational text
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Use descriptive language to explain
and explore
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Recognize letters and letter-sound
matches
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Show familiarity with rhyming and
beginning sounds
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Understand left-to-right and top-to-bottom
orientation and familiar concepts of print
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Match spoken words with written
ones
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Begin to write letters of the alphabet
and some high frequency words
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Encourage children to talk about
reading and writing experiences
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Provide many opportunities for children
to explore and identify sound-symbol relationships in meaningful contexts
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Help children to segment spoken
words into individual sounds and blend the sounds into whole words (for
example, by slowly writing a word and saying its sound)
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Frequently read interesting and
conceptually rich stories to children
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Provide daily opportunities for
children to write
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Help children build a site vocabulary
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Create a literacy-rich environment
for children to engage independently in reading and writing
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Daily read and reread narrative
and informational stories to children
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Encourage achildren'sttempts at reading
and writing
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Allow children to participate in
activities that involve writing and reading (for example, cooking, making
grocery lists)
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Play games that involve specific
directions (such as Simon Says)
v Have conversations with children during mealtimes and throughout the day
Phase 3: Early reading and writing (goals for first
grade)
Children begin to read simple stories and can write
about a topic that is meaningful to them.
First
graders can
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Read and retell familiar stories
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Use strategies (rereading, predicting,
questioning, contextualizing) when comprehension breaks down
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Use reading and writing for various
purposes on their own initiative
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Orally read with reasonable fluency
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Use letter-sound associations, word
parts, and context to identify new words
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Identify increasing number of words
by sight
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Sound out and represent all substantial
sounds in spelling a word
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Write about topics that are personally
meaningful
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Attempt to use punctuation and capitalization
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Support the development of vocabulary
by reading daily to the children, transcribing their language, and selecting
materials that expand children's knowledge and language development
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Model strategies and provide practice
for identifying unknown words
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Give children opportunities for
independent reading and writing practice
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Read, write, and discuss a range
of different text types (poems, informational books)
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Introduce new words and teach strategies
for learning to spell new words
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Demonstrate and model strategies
to use when comprehension breaks down
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Help children build list of commonly
used words from their writing
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Talk about favorite storybooks
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Read to children and encourage them
to read to you
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Suggest that children write to friends
and relatives
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Bring to a parent-teacher conference
evidence of what your child can do in reading and writing
v Encourage children to share what they have learned about their writing and reading
Phase 4: Transitional reading and writing (goals for
second grade)
Children begin to read more fluently and write various
text forms using simple and more complex sentences.
Second
graders can
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Read with greater fluency
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Use strategies more efficiently
(rereading, questioning, and so on) when comprehension breaks down
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Use word identification strategies
with greater facility to unlock unknown words
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Identify an increasing number of
words by sight
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Write about a range of topics to
suit different audiences
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Use common letter patterns and critical
features to spell words
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Punctuate simple sentences correctly
and proofread their own work
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Spend time reading daily and use
reading to research topics
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Create a climate that fosters analytic,
evaluative, and reflective thinking
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Teach children to write in multiple
forms (stories, information, poems)
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Ensure that children read a range
of texts for a variety of purposes
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Teach revising, editing, and proofreading
skills
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Teach strategies for spelling new
and difficult words
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Model enjoyment of reading
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Continue to read to children and
encourage them to read to you
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Engage children in activities that
require reading and writing
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Become involved in school activities
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Show children your interest in their
learning by displaying their written work
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Visit the library regularly
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Support your child's specific hobby
or interest with reading materials and references
Phase 5: Independent and productive reading and writing
(goals for third grade)
Children continue to extend and refine their reading
and writing to suit varying purposes and audiences.
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Read fluently and enjoy reading
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Use a range of strategies when drawing
meaning from the text
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Use word identification strategies
appropriately and automatically when encountering unknown words
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Recognize and discuss element of
different text structures
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Make critical connections between
texts
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Write expressively in many different
forms (stories, poems, reports)
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Use rich text of vocabulary and
sentences appropriate to text forms
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Revise and edit their own writing
during and composing
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Spell words correctly in final writing
drafts
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Provide opportunities daily for
children to read, examine, and critically evaluate narrative and expository
texts
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Continue to create a climate that
fosters critical reading and personal response
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Tech children to examine ideas in
texts
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Encourage children to use writing
as a tool for thinking and learning
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Extend kchildren'snowledge of the
correct use of writing conventions
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Emphasize the importance of correct
spelling in finished written products
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Create a climate that engages all
children as a community of literacy learners
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Continue to support children's learning
and interest by visiting the library and bookstores with them
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Find ways to highlight children's
progress in reading and writing
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Stay in regular contact with your
child's teachers about activities and progress in reading and writing
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Encourage children to use and enjoy
print for many purposes (such as recipes, directions, games, and sports)
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Build a love of language in all
its forms and engage children in conversation