My Reading Level Targets
Level I
General Targets
I can use reader’s tools such as a table of contents, headings, labels, glossary, index, etc.
I know how to read and express a full range of punctuation
I can maintain my understand when the author uses time lapse
Targets about Solving Words
I use meaning, language structure and visual information to solve words
I can connect words that mean the same or almost the same to derive meaning from a book
I can use context and pictures to figure out the meaning of unfamiliar vocabulary
I can use letter sound relationships in sequence to solve words
I can demonstrate knowledge of flexible ways to solve words (taking apart, using meaning, context, word chunks, etc.)
I can break apart a longer word into syllables in order to solve the word
Targets about Summarizing
I can demonstrate understanding of sequence when summarizing
I can identify and understand a set of related ideas in a book
I can summarize a longer narrative with multiple episodes
I can identify ideas in a book and report them in an organized way
I can understand the problem and solution of a book
Targets about Predicting
I can make predictions based on the story and my own experiences with evidence
I can make predictions based on my understanding of characters or the type of story with evidence
Targets about Making Connections
I can bring knowledge from my personal experiences to the interpretation of characters and events before, during and after reading
I can make connections between texts before, during and after reading
Targets about Synthesizing
I can differentiate between what is known and new information
I can demonstrate leaning new content from reading
I can express changes in ideas after reading a book
Targets about Inferring and Understanding Characters
I can infer the causes for a character’s feelings, motives or actions
I can show evidence in the words or in the pictures to support my inferences
I can double infer within a book (what is being told AND not being told)
I can infer cause of problems or outcomes in fiction and non-fiction texts
Targets about Analyzing Books
I can classify a book’s genre
I can notice a writer’s use of specific words to convey meaning
I can understand, talk about, write or draw about when a writer has used underlying structures (description, compare/contrast, sequence, problem/solution)
I can notice the relationship between pictures and texts
Targets about Critiquing Books
I can express my opinion about a book and state my reasons why
I can hypothesize how a character could have behaved differently
I can notice whether the pictures are consistent with the text
I can discuss the quality of the illustrations
I can judge whether a book is interesting, humorous or exciting and why
Targets about Informational Text
I can notice how the author selected interesting information for a book
I can search for specific facts in informational texts
I can remember important information from a factual text
I can ask and answer questions about important details in a book*
I can identify the main topic and key details in a book*
I can identify the reasons that support the main idea*
I can identify similarities and differences between two books on the same topic*
I know and use text features (headings, table of contents, glossaries
Compiled By Michelle E. Vanston using The Continuum of Literacy Learning (2007) By Irene
Foutnas and Gay Su Pinnell and the Common Core State Standards.
Level I
General Targets
I can use reader’s tools such as a table of contents, headings, labels, glossary, index, etc.
I know how to read and express a full range of punctuation
I can maintain my understand when the author uses time lapse
Targets about Solving Words
I use meaning, language structure and visual information to solve words
I can connect words that mean the same or almost the same to derive meaning from a book
I can use context and pictures to figure out the meaning of unfamiliar vocabulary
I can use letter sound relationships in sequence to solve words
I can demonstrate knowledge of flexible ways to solve words (taking apart, using meaning, context, word chunks, etc.)
I can break apart a longer word into syllables in order to solve the word
Targets about Summarizing
I can demonstrate understanding of sequence when summarizing
I can identify and understand a set of related ideas in a book
I can summarize a longer narrative with multiple episodes
I can identify ideas in a book and report them in an organized way
I can understand the problem and solution of a book
Targets about Predicting
I can make predictions based on the story and my own experiences with evidence
I can make predictions based on my understanding of characters or the type of story with evidence
Targets about Making Connections
I can bring knowledge from my personal experiences to the interpretation of characters and events before, during and after reading
I can make connections between texts before, during and after reading
Targets about Synthesizing
I can differentiate between what is known and new information
I can demonstrate leaning new content from reading
I can express changes in ideas after reading a book
Targets about Inferring and Understanding Characters
I can infer the causes for a character’s feelings, motives or actions
I can show evidence in the words or in the pictures to support my inferences
I can double infer within a book (what is being told AND not being told)
I can infer cause of problems or outcomes in fiction and non-fiction texts
Targets about Analyzing Books
I can classify a book’s genre
I can notice a writer’s use of specific words to convey meaning
I can understand, talk about, write or draw about when a writer has used underlying structures (description, compare/contrast, sequence, problem/solution)
I can notice the relationship between pictures and texts
Targets about Critiquing Books
I can express my opinion about a book and state my reasons why
I can hypothesize how a character could have behaved differently
I can notice whether the pictures are consistent with the text
I can discuss the quality of the illustrations
I can judge whether a book is interesting, humorous or exciting and why
Targets about Informational Text
I can notice how the author selected interesting information for a book
I can search for specific facts in informational texts
I can remember important information from a factual text
I can ask and answer questions about important details in a book*
I can identify the main topic and key details in a book*
I can identify the reasons that support the main idea*
I can identify similarities and differences between two books on the same topic*
I know and use text features (headings, table of contents, glossaries
Compiled By Michelle E. Vanston using The Continuum of Literacy Learning (2007) By Irene
Foutnas and Gay Su Pinnell and the Common Core State Standards.