Kindergarten Reading Expectations
To Meet the Benchmark, kindergarten students should be instructional at Level C by June. Level B is their independent level.
AT LEVELS A – C,
A CHILD’S READING LEVEL IS DETERMINED BY:
• Is the child reading with accuracy? (Examples of acceptable accuracy: 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/.”
Your child will be asked who reads to him/her at home, and to share a title and specific details about a favorite book. There will also be a survey given asking the child: What books have you finished lately? What are you reading at school now? What are you reading at home now? What are 3 things you do well as a reader? What are 3 things you need to work on to become a better reader?
***When you read at home with your child, it is important to have your child point to each word, and figure out unknown words on his/her own by:
a. Look at the picture b. Look at beginning letter sound c. Sound it out
Always read each book 3x for fluency and accuracy.
OTHER KINDERGARTEN ASSESSMENTS / REQUIREMENTS
Each are 1 minute tests
- Beginning and Middle of Year: After hearing a word, the child has to segment the 1st sound. For example the first sound in “man” is /m/. The first sound in “shell” is /sh/. The first sound in “blend” is /b/.
- All Year: How many letters can you name (upper and lower case mixed).
- Middle and End of Year: Segment individual sounds heard in a word, for example “apple” /a/ /p/ /l/ and “holes” is /h/ /o/ /l/ /z/.
- Middle and End of Year: Read 3 letter short vowel nonsense words ~ these can be sounded out ~ for example “sil” “tob” “paj” “zev” “nud” The goal is for the child to recognize these chunks automatically, not sounding out sound by sound.
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|