End of Grade Reading Skills ChecklistS

End of Grade Reading Skills Checklist KINDERGARTEN Name_________________________ Date: Introduced Progressing COMPETENCIES
Knows parts of a book and functions Begins to tract print when listening to familiar text or when rereading own writing Reads familiar texts emergently, not just verbatim Recognizes/ can name all uppercase/ lower case letters Understands that the sequence of letters in a written word represents the sequence of sounds in a spoken word (alphabetic principle) Learns many, not all, one-to-one letter sound correspondences Recognizes some words by sight, (such as I, my you, is) Uses new vocabulary and grammatical constructions in own speech Makes appropriate switches from oral to written language situations Notices when simple sentences fail to make sense. Connects information and events in texts to life and life to text experiences. Retells, reenacts, dramatizes stories/parts of stories Listens attentively to books teacher reads to class. Can name some book titles and authors. Demonstrates familiarity with a number of types of text, such as storybooks, poems, newspapers, signs Correctly answers questions about stories read aloud Makes predictions based on illustrations/ portions of stories. Demonstrates understanding that spoken words consist of a sequences of phonemes. Given spoken sets like dan, dan, den can identify the first two as a being the same and third as different Given spoken sets like dak, pat, zen can identify the first two as sharing a same sound. Independently writes many uppercase and lowercase letters. Uses phonemic awareness and letter knowledge to spell independently (invented or creative spelling). Writes (unconventionally) to express own meaning. Writes first and last name and names of friends Can write most letters and some words when they are dictated.
Proficient
End of Grade Reading Skills Checklist FIRST GRADE Name_________________________ Date: Introduced COMPETENCIES
Make a transition from emergent to real reading Reads aloud with accuracy and comprehension text that is designed for first half of Grade 1 Accurately decodes regular one-syllable words and nonsense words, using print-sound mappings to sound out unknown words. Uses letter-sound correspondence knowledge to sound out unknown words when reading text. Recognizes common, irregularly spelled words by sight (have, said, where, two). Has a reading vocabulary of 300-500 words, sight words and easily sounded out words. Monitors own reading and self-corrects when an incorrectly identified word does not fit with cures provided by the letters in the word or the context surrounding the word. Reads and comprehends both fiction and nonfiction that is appropriately designed for grade level. Shows evidence of expanding language repertory, including increasing appropriate use of standard more formal language registers. Creates own written texts for others to read. Notices when difficulties are encountered in understanding text. Predicts and justifies what will happen next in stories. Discusses how, why, and what-if questions in sharing nonfictions texts. Describes new information gained from texts in own words. Distinguishes whether simple sentences are incomplete or fail to make sense; notices when simple texts fail to make sense. Can answer simple written comprehension questions on material read. Can count the number of syllables in a word Can blend or segment the n phonemes of most one-syllable words Spells correctly three & four letter short vowel words. Composes fairly readable first drafts using appro9priate parts of the writing process (some attention to planning drafting, rereading for meaning, and some self-correction) Uses invented spelling/phonics-based knowledge to spell independently, when necessary. Shows spelling consciousness or sensitivity to conventional spelling. Produces a variety of types of compositions (stories, journal entries, showing relations between printed text, illustrations, and other graphics. Engages in a variety of literary activities voluntarily (choosing books and stories to read, writing a note)
Progressing
Proficient
End of Grade Reading Skills Checklist SECOND GRADE Name_________________________ COMPETENCIES

Reads & comprehends both fiction & nonfiction @grade level Accurately decodes regular multi-syllable words & nonsense words. Uses knowledge of print-sound mappings to sound out unknown words. Accurately reads many irregularly spelled words and patters such as diphthongs, & endings Reads and comprehends both fiction and nonfiction appropriate to grade level. Shows evidence of expanding language Reads voluntarily for interest and own purposes. Rereads sentences when meaning is not clear. Interprets information from diagrams, charts, and graphs. Recalls facts and details of texts. Reads nonfiction materials for answers to specific questions or for specific purposes. Takes part in creative responses to texts such as dramatizations, oral presentations, fantasy play. Discusses similarities in characters and events across stories. Connects and compares information across nonfiction selections. Poses possible answers to how, why, and what-if questions. Correctly spells previously studied words and spelling patterns in own writing. Represents the complete sound of a word when spelling independently. Shows sensitivity to using formal language patterns in place of oral decontextualizing sentences, conventions for quoted speech, literary language forms, proper verb form, Discusses ways to clarify and refine writing of own and others. With assistance, adds use of conferencing, revision, and editing process to clarify and refine own writing Given organizations help writes reports Attends to spelling and mechanics of final products.
Date:
Introduced Progressing Proficient
End of Grade Reading Skills Checklist THIRD GRADE Name_________________________ COMPETENCIES

Reads aloud with fluency and comprehension any text that is designed for grade level. Uses letter-sound correspondence knowledge and structural analysis to decode words. Reads and comprehends both fiction and nonfiction that is appropriately designed for grade level. Reads longer fictional selections and chapter books independently. Takes part in creative responses to texts such as dramatizations, oral presentations, fantasy play, ect. Can point to or clearly identify specific words or wordings that are causing comprehension difficulties. Summarizes major points from fiction/nonfiction texts. In interpreting fiction, discusses underlying theme or message. Asks how, why, and what-if questions in interpreting nonfictions texts. In interpreting nonfiction, distinguishes cause and effect, fact and opinion, main idea and supporting details. Uses information an d reasoning to examine bases of hypotheses and opinions. Infers word meaning from taught roots, prefixes, and suffixes. Correctly spells previously studied words and spelling patterns in own writing. Begins to incorporate literacy words and language patterns in own writing. With some guidance, uses all aspects of the writing process in producing own compositions and reports. Combines information from multiple sources in writing reports. With assistance, suggests and implements editing and revision to clarify and refine own writing. Presents and discusses own writing with other students and responds helpfully to other students compositions. Independently reviews work for spelling, mechanics, and presentations. Produces a variety of written works in a variety of formats, including multimedia.
Date:
Introduced Progressing Proficient

End of Grade Reading Skills ChecklistS

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End of Grade Reading Skills Checklist KINDERGARTEN Name_________________________ Date: Introduced Progressing COMPETENCIES

End of Grade Reading Skills Checklist SECOND GRADE Name_________________________ COMPETENCIES

End of Grade Reading Skills Checklist THIRD GRADE Name_________________________ COMPETENCIES

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