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Dear Families,
In our classroom, reading and writing development
is a reciprocal process. This document is intended to help families support children at home as they become stronger readers
and writers.
The writing samples were not cooperating
when I uploaded this document, so I have included a sample of "expanding" and "bridging" at the bottom of the written document.
Have fun reading and writing!
Thanks,
Mrs. Kelly Mullen
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Writing Stages and ways to support your child |
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PRECONVENTIONAL
(AGES 3–5)
At
the Preconventional stage, children rely on their pictures to show meaning. They often pretend to write by using scribble
writing. Children sometimes make random letters and numbers to represent words. Some children add “words” to their
pictures to share meaning. They often tell stories about their pictures.
It may look like…
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Supporting your preconventional writer…
q Read aloud to your child on a regular
basis. By listening to books, young children begin to understand that print carries meaning.
q Provide writing materials (such as paper,
pens, chalkboard, markers) and a corner or area for writing. You might want to have a writing box with paper, markers, and
crayons in one convenient place.
q Provide magnetic letters on the refrigerator
and plastic letters in the bathtub so your child can play with letters and words.
q Model everyday writing (such as lists,
letters, notes). Ask your child to add a word or picture.
q Keep a grocery list on the refrigerator.
Have your child add to the list.
q Share letters and birthday and holiday
cards.
q Take pictures and make a book about your
child as he or she grows up.
q Invite your child to write along with
you when you’re writing lists or letters.
q Have your child dictate a story to you
and make it into a simple book.
q Respond to your child's awareness of
the writing around them ("Wow, how did you know that said Meijer”? That's great reading!”).
q Play with language by singing, pointing
out signs, rhyming words, and talking about words and letters.
q When your child draws, scribbles, or
writes random letters, ask him or her to tell you about the writing or drawing.
q Encourage risk-taking as your child learns
to write and experiments with letters and words.
q Encourage your child to label drawings
with a word or letter and sign his/her name.
q Respond enthusiastically to early attempts
at writing.
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EMERGING (AGES 4–6)
These children begin to see themselves as
writers. Some students begin to label their pictures with a few letters. They may write their name and some familiar words
in a way that others can read. Students may write just the beginning or the beginning and ending sounds they hear. At the
Emerging stage, children often write everything in upper case letters. They may pretend to read their own writing, often elaborating
to embellish their stories.
It may look like…
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Supporting your emerging writer…
q Read aloud to your child on a regular
basis. Reading provides the foundation for
q writing and builds vocabulary.
q Provide writing materials where your
child can get them easily.
q Provide Post-it notes for lists and notes.
q Invite your child to write alongside
you as you use daily writing ("Could you write that for me on the grocery list?" "Why don't you put a sign on the door?" "Stick
a Post-it note on the refrigerator so we don't forget.").
q Demonstrate the many ways you use writing
as you make lists, address envelopes, pay bills, and write notes and letters.
q Keep a family calendar where you and
your child can write down upcoming events and things to remember.
q Encourage invented spelling rather than
spelling the words for your child, so he or she can become an independent writer (Ask, "What sounds do you hear?"). Words
should be “stretched” orally to write down sounds.
q Encourage your child to label things
in his/her room or around the house.
q Encourage your child to write the names
of family and friends.
q Encourage your child to add pictures
and a few words to thank you notes or cards.
q Create a message center with a bulletin
board or slots for mail. Encourage your child to write notes to members of the family.
q Play letter/word recognition games while
driving ("Let's look for things that start with ‘p’ or look for license plates from different states.”).
q Cut up words and letters from magazines
and glue them together to make words and sentences.
q Write a story together.
q
Encourage your child
to make up plays and puppet shows. |
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DEVELOPING (AGES 5–7)
Students at the Developing stage write names and familiar words. They begin to write one or two short sentences,
such as “MI DG PLS” (“My dog plays”). Developing writers use beginning, middle and ending sounds to
make words. For example, learn might be written “LRn.” This developmental reliance on the sounds of letters is
called “invented spelling,” “phonetic spelling,” or “temporary spelling.” At this stage,
students spell some high frequency words correctly. Students often interchange upper and lower case letters and experiment
with capital letters and simple punctuation. Their writing goes from left to right and begins to include spacing. Students
are able to read their own compositions aloud immediately after writing, but later may not remember what they wrote.
It may look like…
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Supporting your developing writer…
q Read aloud to your child on a regular
basis. Reading helps children develop an ear for language and a love of reading.
q Make a writing center with Post-it notes,
paper, stickers, staplers, pencils, and a pencil sharpener. Try to include inviting paper and bright pens or colorful markers.
q Make or buy an alphabet strip with upper
and lower case letters to put in a writing area or on a desk.
q Display your child's artwork and writing.
q Leave simple notes in your child's lunchbox,
under the pillow, on the mirror, or on the
q refrigerator.
q Make lists of jobs, friends, birthdays,
favorite restaurants, good jokes, etc.
q Encourage your child to write notes and
reminders ("Why don't you add that to the message board, refrigerator, or calendar?").
q Involve your child in writing party invitations,
name tags, thank you notes, valentines, holiday cards, etc. Be sure to plan ahead enough so your child will have lots of time.
q Have your children send friends postcards
when you’re on a trip. Be sure to take stamps and their addresses with you.
q Tell "add-on" stories as you hike or
go on a car trip.
q Make simple books together after a trip,
about your family, or about a subject your child finds interesting.
q Show your child how you use writing in
your job and in daily life.
q Ask your child to tell you about the
work that comes home from school. Have your child read you what he or she has written. Focus on content.
q Encourage risk-taking and the use of
invented spelling as your child first writes. This helps your child express ideas and feelings independently without becoming
discouraged by the mechanics of writing.
q Save your child's work and compare with
earlier writing to point out and celebrate growth.
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BEGINNING (AGES 6–8)
At the Beginning stage, children write recognizable short sentences with some
descriptive words. They can write several sentences about their lives and experiences or simple facts about
a topic. Students sometimes use capitals and periods correctly. Many letters are formed legibly and adults can usually read
what the child has written. Students spell some words phonetically and others are spelled correctly. They usually spell simple
words and some high frequency words correctly as they become more aware of spelling patterns. Beginning writers often start
a story with “Once upon a time” and finish with “The End.” Children may revise by adding details with
the teacher’s help. They enjoy sharing their writing with others. Students may stay at this stage longer than the previous
ones as they build fluency.
It may look like…
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Supporting your beginning writer…
q Read chapter books aloud to your child.
Anticipating the next installment each night is motivating!
q Keep materials for writing available
(old checks, music paper, telephone message pads, paper, chalk and chalkboard, markers, pens, and pencils).
q Encourage letter writing (pick a friend
or relative who will answer!).
q If you have a computer, encourage your
child to email friends and relatives.
q Keep a family journal of trips, favorite
restaurants, funny stories, visitors, movies, etc.
q Ask your child to add comments and reactions.
q Make a family joke book. Check out joke
books from the library and add your favorites.
q Have your child read you what he/she
has written. Respond first to the content and ideas. At this stage, a child's confidence and attitude about writing are very
important.
q Praise the "good ideas" evident in your
child's writing and use of invented spelling ("That was a great stretching. You got the first and last letters.”).
q Share your thinking as you write.
q Encourage the use of your child's own
spelling (invented spelling) so he or she can become an independent writer. When asked, "How do you spell that?", encourage
your child to write the sound he or she hears.
q Correct your child's spelling or punctuation
only if asked. Focus on only one skill so your child doesn't become overwhelmed.
q Save your child’s quality schoolwork and art and keep it in a book or folder. Be
sure to date the work and call attention to changes and growth. |
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EXPANDING (AGES 7–9)
Students at this stage can write poems and stories about their experiences
and interests, as well as short nonfiction pieces. They use complete sentences and their writing contains a logical flow of
ideas. Their stories sometimes contain a beginning, middle, and end. Expanding writers can add description, detail, and interesting
language with the teacher’s guidance. They enjoy reading their writing aloud and are able to offer specific feedback
to other students. Their editing skills begin to grow,
although students may still need help as they edit for simple punctuation, spelling, and grammar. Their writing is
legible, and they no longer labor over the physical act of writing. Students spell many common words correctly as they begin
to grasp spelling patterns and rules.
It may look like…
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Supporting your expanding writer…
q Read chapter books aloud to your child.
Reading provides a model of story structure.
q Talk about lovely language, descriptions,
and details in the books you read together.
q Point out the beginning, middle, and
end of stories. Discuss the exciting parts or parts that made you want to read more.
q Provide empty notebooks or blank books
to use as journals or diaries.
q Keep Post-it notes in the car and around
the house for notes and messages.
q If you have a computer, provide writing
programs (such as Creative Writer, Writer Rabbit).
q Give your child a children's dictionary.
q Discuss the types of writing you do
at home and at work (such as checks, lists, and memos).
q Suggest writing topics (things you've
done as a family, family stories, trips).
q Make books together about trips, events,
holidays, and your family.
q Encourage your child to make books about
their interests (such as soccer, horses).
q Encourage your child to write to friends
and relatives who will answer promptly.
q Respond to the ideas and content first
when your child shares his or her writing.
q Point out patterns in English as your
child tries to spell challenging words.
q When asked, help your child by focusing
on one skill at a time (for instance, only discuss how “y” is changed to “ies” when making a plural
word like “babies”).
q Be encouraging as your child tackles
longer writing pieces and begins to revise and edit.
q
Be a supportive
audience for your child's writing. |
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BRIDGING (AGES 8–10)
Bridging writers begin to develop and organize their ideas into paragraphs. Students at this stage are able to write about their feelings
and opinions, as well as fiction, poetry, and nonfiction. However, this is a time of practice and their writing is often uneven.
Writers may focus on one aspect of a piece and pay less attention to others. For example, a student may focus on strong verbs
and descriptive language, while conventions and organization move to the back burner. Students still require a great deal
of adult modeling and guidance at this stage. Bridging writers are learning that meaning can be made more precise by using
description, details, and interesting language. Students experiment with dialogue in their writing. They are able to edit
for spelling, punctuation, and grammar. They also experiment with different types of writing as they compose longer pieces
in various genres. Bridging writers use the writing process to revise, edit, and publish their work with adult support.
It may look like this…
continues on next page
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Supporting your bridging writer…
q Read chapter books aloud to your child.
Don’t stop reading aloud when your child can read independently!
Introduce your child to new authors and genres.
q As you read aloud, talk about the author’s
style and what makes powerful writing.
q Provide blank books for a personal journal
(the ones with a key are particularly appealing at this age) as well as stamps, stationery, and writing materials.
q Purchase a dictionary and thesaurus
and show your child how to use them.
q Point out words that are related (such
as “sign” and “signal”).
q Talk about root words, prefixes, and
suffixes that help children see the patterns of English spelling.
q If you have a computer, show your child
how to use email, the spell checker, and the Internet.
q Read a poem once a week at dinner. Let
family members take turns picking poems.
q Encourage your child to write and/or
perform plays at home.
q Help your child learn how to research
a topic using the computer, nonfiction books, and magazine articles, as well as the encyclopedia. Encourage your child to
take notes in his or her own words.
q Play word games, such as Jr. Scrabble,
Yahtzee, or informal word games with similes and alliteration.
q On final drafts, help your child revise
for meaning first. Revision involves communicating and presenting the ideas logically. Editing for spelling and punctuation
come after revision. (A secretary can edit, but rarely revises.) Leave the pencil in your child’s hands!
q Help with a few skills at a time so revision doesn't become overwhelming. Revising and
editing are challenging for young writers. |
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FLUENT (AGES 9–11)
This is a stage of increasing complexity. Students begin to write organized fiction and nonfiction pieces for different
purposes and audiences. They write poetry, using carefully chosen language. Students write stories with problems and solutions,
as well as multiple characters, with adult support. They experiment with leads, endings, and complex sentence structure. For
example, they may start a sentence with an adverb (“Nervously, the boy sat at his desk, waiting for his turn to speak.”).
Students begin to revise for specific writing traits, such as ideas or word choice. Fluent writers are able to catch most
spelling, punctuation, and grammatical errors independently as they edit their drafts. They begin to talk about the qualities
of good writing in different genres. |
Supporting your fluent writer…
q Read chapter books aloud to your child.
Reading provides a model for good writing.
q Help your child locate information on
the Internet, in encyclopedias, and in nonfiction materials.
q Involve your child in doing research
before you buy a major purchase or go on a trip.
q Encourage your child to send postcards
to friends when you’re on a trip. (Gather addresses and stamps before you leave.)
q Have your child keep the family journal
on a trip.
q Take your child to hear a children’s
author speak about writing.
q Talk about how you revise and edit your
own writing.
q Help your child revise for only one thing.
Edit when asked for help.
q Ask your child to circle misspelled words
and look them up, then check the words.
q Help your child become comfortable with
writing tools, such as spell checkers, dictionaries, and a thesaurus.
q Encourage your child to share finished
writing and to talk about his or her writing process.
q Find different audiences for your child's
writing (friends, relatives, or contests).
q Subscribe to magazines, such as Highlights,
Cricket, or Stone Soup that publish student writing. Encourage your child to submit a story, book review, or poem.
q
Help your child identify
his or her strengths as a writer and set realistic goals. |
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PROFICIENT (AGES 10–13)
These are strong writers who can write persuasively
about their ideas, feelings, and
opinions. Their fiction and nonfiction writing is organized, and they can weave
in
information from several sources with some adult guidance. They use complex sentences,
sophisticated language, and imagery independently and their writing is descriptive. Proficient writers are learning how to
create fiction with detailed settings and well-developed plots and characters. Students revise, edit, and publish some of
their work independently. They are beginning to set their own goals and identify ways in which
to improve as writers.
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Supporting your proficient writer…
q Read chapter books aloud to your child.
q Read young adult novels that spark great
discussions. Talk about point of view and the author’s style.
q Help your child learn to locate information
in encyclopedias, on the Internet, and in nonfiction materials.
q Do crossword puzzles together.
q Encourage your child to send editorials
or letters to the editor with opinions, reactions, or concerns. Receiving a response can be very motivating.
q Encourage your child to submit his or
her writing to contests.
q Encourage your child to write letters,
plays, newspapers, movie reviews, etc.
q Have your child collect family stories
and make them into a book as a gift.
q Encourage your child to write to favorite
authors. (You can write to authors in care of the publisher. The publisher’s address is near the copyright date at the
front of the book.) Be sure to include a return envelope and postage.
q Discuss movies and TV shows together. Talk about the writer's or director's decisions and
choices. Compare the book and the movie versions if available. |
Reading stages and ways to support your
child |
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PRECONVENTIONAL (AGES 3–5)
Preconventional learners display curiosity
about books and reading. They enjoy listening to books and may have favorites. Children focus mostly on illustrations at this
stage as they talk about the story. They love songs and books with rhythm, repetition,
and rhyme. Students participate in reading by chiming in when adults read aloud, and
children at this age often enjoy hearing the same stories read aloud over
and over. Preconventional readers are interested in environmental print, such as restaurant and traffic signs, labels, and
logos. Children hold books correctly, turning the pages as they
look at the illustrations. They know some
letter names and can read and write their first
name.
Books at this level…
Look! Look! Look! by Tana Hoban
Good Dog, Carl by Alexandra Day
School by Emily Arnold McCully
Dig, Dig by Leslie Wood
The Bath by Judy Nayer
A Party by Joy Cowley
A Toy Box by Andrea Butler
Look What I Can Do by Jose Aruego
A Zoo by Andrea Butler
Growing Colors by Bruce McMillan (NF) |
Supporting your preconventional reader…
q Read books with appealing pictures that
match your child’s age and interests.
q Children at this age like books with
rhythm, rhyme, and repetition.
q Have a cozy reading corner that invites
reading.
q Read aloud daily, even if it's only for
10 minutes. Snuggle up on the couch or hold your child in your lap.
q Reading at bedtime is a wonderful way
to end the day.
q Talk about the story and pictures in
the books you read together. This time together should be natural and fun.
q Encourage risk-taking as children learn
to read and memorize their first books. Have your child chime in on repeated lines or a chorus.
q Respond enthusiastically to early attempts
at reading. Never say, “She’s not reading. She has just memorized the book.” Memorizing is one of the first
steps in learning to read.
q Play with magnetic letters on the refrigerator
or plastic letters in the tub.
q Encourage children to notice words in
their world, such as signs, logos, and labels.
q Help your child learn to recognize his
or her name in print.
q Share your love of books and reading.
q Visit bookstores and libraries with your
child.
q Take your child to hear authors or storytellers
at bookstores or the library.
q Make singing and talking together part
of your daily routine.
q Watch TV shows together, such as Sesame
Street, that incorporate reading and books.
q
Buy or make tapes
& cds of favorite songs and books to listen to at home or in the car.
Questions you may want to ask
your preconventional reader…
ü Which words rhyme in the story?
ü What happened in the story?
ü Who are the characters in the story?
ü What was your favorite part of the story?
ü Tell me about the (things, places, or animals) in this story.
ü
What is the title of the story? |
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EMERGING (AGES 4–6)
At the Emerging stage, children are curious about print and see themselves
as potential readers. They may pretend to read familiar poems and books. Children rely on the illustrations to tell a story
but are beginning to focus on the print. They participate in readings of familiar books and often begin to memorize favorites,
like Brown Bear, Brown Bear, What Do You See? (Bill Martin, Jr., 1967). Children begin to make connections between books read
aloud, and their own lives and experiences. They enjoy rhyming and playing with words. Emerging readers know most letter names
and some letter sounds. They recognize some names, signs, and familiar words. These children are often highly motivated to
learn to read and may move through this stage
quickly.
Books at this level…
Have You Seen My Cat? by Eric Carle
Have You Seen My Duckling? by Nancy Tafuri
Brown Bear, Brown Bear, What Do You See? by Bill Martin, Jr.
The Bicycle by Joy Cowley
I Went Walking by Sue Williams
The Chick and the Duckling by Mirra Ginsburg
I Like Books by Anthony Browne
Mary Wore Her Red Dress by Merle Peek
School Bus by Donald Crews
We Like the Sun by Ena Keo (NF) |
Supporting your emerging reader…
q Read aloud daily to your child.
q Make a cozy place to read at home.
q Talk about the books and materials you
read with your child. Model reading.
q Go to the library regularly and visit
bookstores. The people who work there can often help you find just the right books for your child.
q Check out books on tape from the library.
Listen to them at bedtime or in the car.
q Take books everywhere you go. Keep books
in the car and in every room.
q Write notes to your child (in his or
her lunchbox, on the bed, on the mirror, or under the pillow) using simple words.
q Read picture books with predictable patterns
and rhymes and familiar stories.
q Re-read favorite stories and poems.
q Encourage your child to chime in as you
read stories, sing songs, or recite poems.
q Ask questions about what you read to
help your child connect books with their life and experiences.
q Ask your child to guess what will happen
next as you read aloud.
q Reinforce early reading attempts without
correcting mistakes.
q Celebrate early memorizing as reading
(it's the first step!).
q Point out words around you (such as signs,
logos, commercials, and billboards).
q Tell stories and ask family members and
friends to tell stories.
q Encourage your child to tell stories
from pictures in magazines and newspapers.
q
Tape record your
child telling a story. Send it to relatives or friends.
Questions you may want to ask your emerging reader…
ü What happened at the beginning (or end) of the story?
ü What happened in the story?
ü Who are the characters in the story?
ü What was your favorite part of the story?
ü Tell me about the (things, places, or animals) in this story.
ü How were (name two
characters) alike/different from each other? |
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DEVELOPING (AGES 5–7)
These children
see themselves as readers. They can read books with simple patterns, like Dear Zoo (Rod Campbell, 1982) or Quick as a Cricket (Audrey
Wood, 1990) or simple texts, like Go Dog Go (P. D.
Eastman, 1961). Later in this stage, they can read books with patterns that vary more, like Just for You (Mercer Mayer, 1975), or Cookie’s Week (Cindy Ward, 1988).
They begin to look at books independently for short periods of time (5–10 minutes) and like to share books with others. Developing readers know most letter sounds and can
read simple words (such as “dog” and “me”)
and a few sight words (such as “have” and “love”).
Recognizing patterns and word families helps readers generalize what they know about one word to similar new words. They use
both print and illustrations to make meaning as they read. Children often read aloud word-by-word, particularly with a new
text. They gain fluency with familiar books and repeated readings. These young readers can retell the main idea of a story and participate in whole group discussions of literature. This is another
stage that children may pass
through quickly.
Early books at this level…
All By Myself by Mercer Mayer
Quick as a Cricket by Audrey Wood
Mrs. Wishy-Washy by Joy Cowley
Go, Dog, Go by P. D. Eastman
Where’s Spot? by Eric Hill
Dear Zoo by Rod Campbell
A Dark, Dark Tale by Ruth Brown
Rosie’s Walk by Pat Hutchins
Our Sense by Brenda Parkes (NF)
Later
books at this level…
Soccer Game! by Grace Maccarone
Cookie’s Week by Cindy Ward
The Carrot Seed by Ruth Kraus
More Spaghetti, I Say! by Rita Gelman
Just Like Daddy by Frank Asch
Sheep in a Jeep by Nancy Shaw
I Like Me by Nancy Carlson
Mouse Paint by Ellen Stoll Walsh
Each Peach Pear Plum by Janet and Allan Ahlberg
Bread, Bread, Bread by Ann Morris (NF) |
Supporting your developing reader…
q Read different things aloud in addition
to stories (such as recipes, letters, and directions).
q Subscribe to a magazine (such as Sesame
Street, or Ranger Rick) and read it together.
q Visit bookstores and libraries regularly.
q Find books with patterns, rhythm, and
rhyme that help children as they first begin to read on their own.
q Make “word cards” of the
words your child can read. Make sentences with the words.
q The focus is on “playing with the
words” rather than drilling!
q Encourage your child to read to friends,
children in your family, or other relatives.
q As you read together, ask your child
to predict what might happen next or talk about how the book relates to your child's life.
q Once in awhile, make a mistake while
you're reading and problem-solve with your child about how to figure out what would make more sense.
q Talk about authors, illustrators, or
interesting words.
q Talk about the characters in the books
you read. Ask questions such as, "Does that character remind you of anyone you know or a character in another book?"
q After reading a story aloud, retell it
in your own words with your child’s help.
q Keep a list of "Favorite Books We've
Read" or a wish list of "Books to Buy."
q Ask friends and relatives to give books
as gifts.
q Read the Sunday comics with your child.
q Watch educational TV shows together,
like Reading Rainbow.
q Expose your child to computer games related to reading (such as Reader Rabbit and Magic
School bus).
Questions you may want to ask your developing reader…
ü What happened at the (beginning, middle or end) of the story?
ü What was the main idea of the story?
ü Who are the characters in the story?
ü Who was the main character? Did you like/dislike them?
ü What was the setting?
ü How were (name two characters) alike/different from each
other?
ü What was the problem in the story and how was it solved?
ü Does this story remind
you of something you have done or read about? |
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BEGINNING (AGES 6–8)
Beginning readers rely more on print than on illustrations to create meaning.
When they read aloud, they understand basic punctuation, such as periods, question marks, and exclamation marks. At first,
they read simple early readers, like Sammy the Seal (Syd Hoff, 1959) and picture books with repetition, like The Napping House (Audrey Wood, 1984). Students take a big step forward when they learn to
read longer books, like The Cat in the Hat (1957) or Green Eggs and Ham (1960) by Dr. Seuss. Later in this stage, they can read more
difficult early readers, such as Frog and Toad Together (Arnold Lobel, 1971) and more challenging picture books, such as A Bargain for Frances (Russell Hoban, 1970). They
often enjoy simple series books, such as the Little Bear books by Else Minarik or the humorous Commander Toad series by Jane
Yolen. Many of these books are labeled “I Can Read” books on the covers. Beginning readers take a developmental
leap as they begin to integrate reading strategies (meaning, sentence structure, and phonics cues). They are able to read silently for 10–15 minutes. These children know many words by sight and occasionally correct
themselves when their reading doesn’t make sense. They are able to discuss the characters and events in a story with
the teacher’s help. When they read simple nonfiction texts, such as Mighty Spiders (Fay Robinson, 1996) or Dancing with the Manatees (Faith McNulty, 1994),
they are able to talk about what
they learn. It may take significantly longer for children to move through this stage since there is a wide
range of text complexity at this level.
BEGINNING: EARLY (EARLY-READER BOOKS)
Put Me In the Zoo by Robert Lopshire
Whose Mouse Are You? by Robert Kraus
Just Me and My Puppy by Mercer Mayer
The Napping House by Audrey Wood
There’s a Nightmare in My Closet by Mercer Mayer
Are You My Mother? by P. D. Eastman
Hop on Pop by Dr. Seuss
Green Eggs and Ham by Dr. Seuss
The Cat in the Hat by Dr. Seuss
Mighty Spiders by Fay Robinson (NF)
BEGINNING: LATER (HARDER EARLY-READERS)
Mouse Soup by Arnold Lobel
Little Bear series by Else Holmelund Minarik
Oliver Button is a Sissy by Tomie de Paola
Poppleton series by Cynthia Rylant
Nate the Great series by Marjorie Weinman Sharmat
Frog and Toad series by Arnold Lobel
Henry and Mudge series by Cynthia Rylant
Pinky and Rex series by James Howe
Dancing with the Manatees by Faith McNulty (NF)
Keep the Lights Burning, Abbie by Connie and Peter Roop (NF) |
Supporting your beginning reader…
q Read aloud daily. Your child might be
ready for you to read a chapter book aloud, a chapter or two each night. Children also enjoy picture books, nonfiction, and
joke books.
q Begin to read series books. If you read
a few, children will often read the rest of the series on their own.
q Read poems, magazines, cartoons, recipes,
maps, and nonfiction, as well as fiction.
q Provide time each night for your child
to read on his or her own (10–15 minutes).
q Help your child find books at the right
reading level, since at this stage children need lots of practice to become fluent readers.
q Visit bookstores and libraries regularly.
q Talk about books you enjoyed when you
were little.
q Give books as gifts.
q Watch television shows together (such
as Reading Rainbow) or movies based on children’s books.
q Be supportive as your child reads his
or her first I Can Read books. Help with difficult words so your child can keep the flow of the story.
q Ask your child to make predictions as
you read a story. (“What do you think this story will be about?” “What do you think will happen next?”)
q Encourage your child to re-read a sentence
when it doesn't make sense.
q Ask your child to retell a story you
have read together.
q Point out ways to figure out words in
addition to "sounding it out" (such as looking at the picture, breaking the word into smaller words, reading on, or thinking
what would make sense).
q Point out punctuation as you read aloud.
("Oops, an exclamation mark! I'd better read that a little louder.")
q Talk about the strategies you use as a reader when you're looking for a book, when you
come across a word you don't know, or want to learn more about something.
Questions you may want to ask your beginning reader…
ü Retell the main events in the story in order.
ü What was the main idea of the story?
ü Who are the characters in the story and what were they like?
ü Why do you think (pick a character) acted that way?
ü What was the setting?
ü How were (name two characters) alike/different from each other?
ü What was the problem in the story and how was it solved?
ü Does this story remind you of something you have done or read about?
ü What was the author trying to tell the reader? |
|
EXPANDING (AGES 7–9)
At the Expanding stage, students solidify skills as they read beginning chapter
books. Many children read series books and re-read old favorites while stretching into new types of reading. In the early
part of this stage, they may read short series books, like Pee Wee Scouts (Judy Denton) or Pinky and Rex (James Howe). As they build
fluency, students often devour series books, like Cam Jansen (David Adler), Bailey School Kids (Debbie Dadey and Marcia Thornton Jones), or Amber Brown (Paula Danziger). They may also read nonfiction texts on a topic, such
as Pompeii . . . Buried Alive! (Edith Kunhardt, 1987). Students are learning how to choose books at their reading level and can read silently for 15–30 minutes.
They read aloud fluently and begin to self-correct when they make mistakes or their reading doesn’t make sense.
They can usually figure out difficult words but are still building their reading vocabulary.
At this stage, children use a variety of reading strategies independently. These students make connections between reading
and writing and their own experiences. Expanding readers are able to compare characters and events from different stories.
They can talk about their own reading strategies and set goals with adult help.
EXPANDING: EARLY (EASY CHAPTER BOOKS)
Polk Street series by Patricia Reilly Giff
Pee Wee Scouts series by Judy Denton
Cam Jansen series by David Adler
Junie B. Jones series by Barbara Park
Arthur series by Marc Brown
Magic Treehouse series by Mary Pope Osborne
Marvin Redpost series by Louis Sachar
Freckle Juice by Judy Blume
Bailey School Kids series by Marcia Thorton Jones and Debbie Dadey
Kate Shelley and the Midnight Express by Margaret Wetterer (NF)
EXPANDING: LATER (EASY CHAPTER BOOKS)
The Littles series by John Peterson
Flat Stanley by Jeff Brown
Chalk Box Kid by Clyde Robert Bulla
Stories Julian Tells series by Ann Cameron
Pioneer Cat by William Hooks
Amber Brown series by Paula Danziger
All About Sam by Lois Lowry
Wayside School series by Louis Sachar
The Titanic: Lost . . . And Found by Judy Donnelly (NF)
Pompeii . . . Buried Alive! by Edith Kunhardt (NF) |
Supporting your expanding reader…
q Keep reading to your child, even when
he or she can read independently.
q Provide time for your child to read
at night (15–30 minutes).
q Encourage your child to practice reading
aloud to siblings, relatives, or senior citizens.
q Use the public library for storyteller
sessions, books on tape, book lists, and recommendations.
q Look for books that match your child's
interests. (Bookstore staff, librarians, and your child's teacher can help you.)
q Talk about how you select books and
the types of things you like to read.
q Have your child keep a list of books
he or she finishes or would like as gifts.
q Help your child learn how to find information
in books.
q Model how you look up words you don’t
know in a dictionary.
q Subscribe to children's magazines, such
as Kid City, Ranger Rick, or Contact Kids.
q Talk about the characters from books,
movies, and television programs.
q Read and compare several versions of
a story (such as a fairy tale or folktale).
q When your child reads aloud and makes
a mistake, don’t correct your child right way.
q Provide enough time for your child to
self-correct.
q Talk with your child about his/her reading
strategies. Give positive encouragement.
q Play word games, such as Boggle, Hangman,
or Junior Scrabble.
q Cook together. Ask your child to read
and explain the directions.
q
Ask relatives to
send your child postcards when they go on trips.
Questions you may want to ask your expanding reader…
ü Summarize what happened in the story.
ü What was the main idea of the story?
ü Who are the characters in the story and what were they like?
ü Why do you think (pick a character) acted that way?
ü What do you think the author’s purpose was in writing this piece?
ü How were (name two characters) alike/different from each other?
ü Which sentence gives the most important idea in the selection?
ü Does this story remind you of something you have done or read about?
ü What was the author
trying to tell the reader? |
|
BRIDGING (AGES 8–10)
This is a stage of consolidation when
students strengthen their skills by reading longer books with more complex plots, characters, and vocabulary. They often choose
well-known children’s books, such as the Ramona books (Beverly
Cleary) or the Encyclopedia Brown series (Donald
Sobol). Students also enjoy more recent series, like Goosebumps (R. L. Stine), Animorphs (K. A.
Applegate), and the Baby-sitters Club books (Ann
Martin). They may broaden their interests by reading a wider variety of materials, such as Storyworks,
Contact for Kids, or Sports Illustrated for Kids magazines, or The Magic School Bus (Joanna Cole) nonfiction series. They begin to read aloud with expression and often memorize some
of the humorous poetry by Shel Silverstein and Jack Prelutsky. With adult guidance, Bridging readers can use resources, such
as encyclopedias and the Internet, to find information. They can respond to issues and ideas in books, as well as facts and
story events. Many students are able to make connections between their reading and other books and authors.
Students at this stage begin to support their opinions with reasons and examples
during
small group literature discussions.
BRIDGING: EARLY (MEDIUM LEVEL CHAPTER BOOKS)
Ramona series by Beverly Cleary
Boxcar Children series by Gertrude Chandler Warner
Goosebumps series by R. L. Stine
How to Eat Fried Worms by Thomas Rockwell
Yang the Third series by Lensey Namioka
Baby-Sitter’s Club series by Ann Martin
Superfudge series by Judy Blume
Koya DeLaney series by Eloise Greenfield
Bunnicula by Deborah and James Howe
Five Notable Inventors by Wade Hudson (NF)
Developmental Continuums Copyright © 2001 Christopher-Gordon Publishers Page 13
BRIDGING: LATER (MEDIUM LEVEL CHAPTER BOOKS)
Fantastic Mr. Fox by Roald Dahl
Soup and Me series by Robert Newton Peck
Encyclopedia Brown series by Donald Sobol
Bingo Brown series by Betsy Byars
The Time Warp Trio series by Jon Scieszka
Charlotte’s Web by E. B. White
Babe: The Gallant Pig by Dick King-Smith
Sarah, Plain and Tall by Patricia MacLachlan
The Magic Schoolbus series by Joanna Cole (NF)
Amazing Poisonous Animals by Alexandra Parsons (Eyewitness Junior series) (NF) |
Supporting your bridging reader…
q Continue reading aloud to your child.
You can model fluent reading.
q Provide a reading routine when everyone
in the family reads (30 minutes).
q Children at this age often delve into
series books, such as Goosebumps, Nancy Drew, The Baby-Sitter’s Club or Animorphs. This comfort zone helps build fluency.
q Go to the library so your child can get
the next book in the series!
q Invite your child to read more challenging
books, as well as books at his/her level.
q Encourage your child to try new genres
of reading (poetry, fantasy, and nonfiction).
q Have your child keep a list of “Books
I’ve Read” or “Favorite Books.”
q Talk together about why you like or dislike
certain books or authors.
q Talk about interesting words and language.
q Look up new words together in a dictionary.
q Talk about the characters, theme, and
exciting or favorite parts in movies or books.
q Go to a local children's theatre. If
the play is based on a book, read it together before you go, then compare the book and the play.
q Encourage your child to read aloud a
favorite book, poem, or story to friends, relatives, or to younger children.
q Subscribe to children's magazines that
match your child's interests, such as Sports Illustrated for Kids, American Girl, or Zillions: Consumer Reports for Kids.
q Discuss facts and opinions about community
events or world news.
q When your child asks questions, seek answers together in books, encyclopedias, the newspaper,
or on the Internet.
Questions a bridging reader
should ask themselves…
ü Summarize what happened in the story.
ü What was the main idea of the piece?
ü Describe the characters, their traits, and how they interact with each other in this story.
ü Why do you think (pick a event) happened that way?
ü What do you think the author’s message was in writing this piece? Do you agree with it?
ü What problem did the character face in the piece? How did the character feel about the problem?
ü What do you think will happen next if the book continued?
ü What was the author
trying to tell the reader? |
|
FLUENT (AGES 9–11)
By the Fluent stage, students are well launched as independent readers. They
read challenging children’s literature in various genres for longer periods of time (30–40 minutes). Many readers
begin to enjoy mysteries, like the Nancy Drew (Carolyn Keene) and Hardy Boys (Franklin Dixon) series and survival books like
Hatchet (Gary Paulsen,
1987) and On the Far Side of the Mountain (Jean Craighead George, 1990). Other
children prefer fantasy books, like James and the Giant Peach (1961) or Matilda (1988) by Roald Dahl. The books they read
contain fully developed characters and more
challenging plots than in the previous stage. They can use resources, such
as a dictionary and thesaurus, to learn new
words and can find information in encyclopedias and on the Internet. Many readers enjoy magazines like World: National Geographic for Kids, American
Girl, or Time for Kids. Students contribute thoughtful responses when they write or talk about books and begin to “read
between the lines” to get at deeper levels of meaning. They are learning to evaluate
their own reading strategies and set goals.
FLUENT (CHALLENGING CHILDREN’S LITERATURE)
Charlie and the Chocolate Factory by Roald Dahl
Shiloh series by Phyllis Reynolds Naylor
Nancy Drew series by Carolyn Keene
Little House series by Laura Ingalls Wilder
Hatchet by Gary Paulsen
The War with Grandpa by Robert Kimmel Smith
In the Year of the Boar and Jackie Robinson by Bette Bao Lord
The Lion, the Witch, and the Wardrobe by C. S. Lewis
My Side of the Mountain by Jean Craighead George
Muscles: Our Muscular System series by Seymour Simon (NF)
|
Supporting your fluent reader…
q Continue reading aloud to your child.
This type of shared reading opens the door for conversation about reading and life.
q Provide time for your child to read (30–40
minutes per day) on a regular basis. Research shows a direct correlation between how much a student reads during the day and
reading achievement and success in school.
q Provide a quiet place for homework, writing,
and reading.
q Listen to books on tape in the car, especially
on long trips.
q Visit the public library regularly to
check out books and tapes and to find information.
q Help your child find books. Keep up with
new children's books by talking to teachers, friends, librarians, and bookstore staff. Encourage your child to try new genres
and types of books.
q Read book reviews in newspapers and magazines,
then look for those books in the library.
q Talk about the books and materials you
read and how you find new books.
q Help your child find information in books,
in articles, and on Internet.
q Look up the meaning of an interesting
word together. Talk about the interesting
q words you find as you read.
q Ask your child to read aloud a favorite
book, poem or story into a tape recorder and send the tape to a younger child far away as a gift.
q Encourage your child to participate in
community programs that include reading and writing, such as writing contests, summer reading programs, or reading to younger
children at the library.
q
Point out what your
child does well as a reader and celebrate successes.
Questions fluent readers should ask themselves…
ü Summarize what happened in the story.
ü What was the main idea of the piece? Which sentences support your view?
ü Describe the characters, their traits and how they interact with each other in this story.
ü Find two similes or metaphors in the piece.
ü What do you think the author’s message was in writing this piece? Do you agree with it?
ü What problem did the character face in the piece? How did the character feel about the problem?
ü How would you describe this author’s style?
ü What was the author
trying to tell the reader? |
|
Information compiled by Kelly Mullen using numerous sources
CONTINUUM REFERENCES
Beaver, J. (2006). (Second Edition). Developmental reading assessment (DRA).
Parsippany, NJ: Celebration Press, Pearson Learning.
Curriculum Corporation. (1990). Literacy profiles handbook: Assessing and reporting
literacy development. Victoria, Australia: Curriculum Corporation.
Curriculum Corporation. (1994). English: A curriculum profile for Australia schools.
Victoria, Australia: Curriculum Corporation.
Fountas, I., & Pinnell, G. S. (2001). Guiding readers and writers grades 3–6:
Teaching
comprehension, genre, and content literacy. Portsmouth, NH: Heinemann.
Fountas, I., & Pinnell, G. S. (1999). Matching books to readers: Using leveled books
in
guided reading, K–3. Portsmouth, NH: Heinemann.
Griffin, P., Smith, P., & Burrill, L. (1995). The American literacy profile scales:
A
framework for authentic assessment. Portsmouth, NH: Heinemann.
Hill, B. C. (2007). Supporting your child’s literacy learning: A guide for parents.
Portsmouth, NH: Heinemann.
Hill, B. C. (2001). Developmental continuums: A framework for literacy instruction and
assessment K-8. Norwood, MA: Christopher-Gordon.
Hill, B. C., Ruptic, C., & Norwick, L. (1998). Classroom based assessment. Norwood,
MA: Christopher-Gordon.
Jefferson County School District. (2000). Learning to Read Video. Denver, CO:
Jefferson County School District (Download the order form from
http://204.98.1.2/Isu/langarts/litmain). (For continuum support materials, contact
Carrie Ekey at crekey@msn.com).
Juneau School District. (1993). Language arts portfolio handbook for the primary
grades. Juneau, AL: Juneau School District. (1-907-463-1967)
Masters, G. & Forster, M. (1996a). Developmental assessment: Assessment resource
kit. Camberwell, Victoria, Australia: Australian Council for Educational Research,
19 Prospect Hill Road, Camberwell, Victoria, Australia, 3124 (Email:
sales@acer.edu.au).
Masters, G. & Forster, M. (1996b). Progress Maps: Assessment resource kit.
Camberwell, Victoria, Australia: Australian Council for Educational Research, 19
Prospect
Hill Road, Camberwell, Victoria, Australia |
| This is a sample of "Expanding" writing |
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| The following is what "bridging" may look like... |
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