AT LEVELS A – D A CHILD’S READING LEVEL IS DETERMINED BY: • Is the child reading with accuracy? Examples of acceptable accuracy are: 1 error on 10-16 words (90-94% accurate), 2 errors on 34-36 words (94% accurate), 3 errors on 46-49 words (94% accurate) • Is the child using the pictures and letter sounds to figure out unknown words? • Does the child recognize his/her mistakes and does the child go back to fix them? • Is he/she demonstrating understanding of the directionality of print from left to right? • Can he/she show directionality on two or more lines of text? • Is he/she pointing to each word with consistent 1:1 matching? • Can the child hold the book and turn the pages independently? • Does the child demonstrate an understanding of the terms: begins with, ends with, letter, and sound? For example, “Find the word that begins with this letter: g. Find the word that ends with this sound /b/.” What Does An ADVANCED Kindergartener Look Like While Applying Strategies? Making Connections/Prior Knowledge: Uses background knowledge to enhance comprehension and interpretation. Makes text-to-text and text-to-self connections; uses knowledge of familiar authors to make predictions. (For ex., Curious George often gets into trouble.) Questioning: Asks questions to enhance meaning; can easily answer questions; beginning awareness of different types of questions ~ literal (answers are IN the text) and inferential (answers come from life experience) Visualizing/Sensory Imagery: Describes own sensory images; images can be elaborated from the literal text or existing picture; demonstrated using any modality or media Determining Importance: Identifies words, characters, and/or events as more important to overall meaning; makes some attempt to explain reasoning Monitoring Comprehension: Identifies location and type of difficulty he/she had while reading and articulates the need to solve the problem Inferring: Draws conclusions and makes predictions using examples from the text Retelling: Retells elements of the text in logical sequence with the book closed; may include some extension to overall theme, message, background knowledge, refers to characters by specific names and uses vocabulary from text. http://www.mrsjudyaraujo.com/expectations-by-grade-level/ and adapted to fit the AW 2018 assessment matrix.