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1 |
BIG C Report
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1.1 |
Word Work
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1.1.1 |
The learner is able to use sound analysis on simple regular words (at, did, mop).
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1.1.1 |
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(Dorn & Soffos, 2001, p. 64)
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1.1.2 |
The learner is beginning to look at print and not attend solely to pictures and/or pattern.
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1.1.2 |
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(Fountas & Pinnell, 1996, p. 120)
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1.1.3 |
The learner is able to physically indicate syllables (eg. clapping).
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1.1.3 |
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(Fountas & Pinnell, 2011, p. 262)
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1.1.4 |
The learner is able to make and break words.
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1.1.4 |
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(Fountas & Pinnell, 2011, p. 262)
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1.2 |
Writing
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1.2.1 |
The learner can use slow articulation and letter-sound match in regular single syllable words.
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1.2.1 |
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(Fountas & Pinnell, 2011, p. 262)
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1.2.2 |
The learner is beginning to control appropriate spacing on the page.
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1.2.2 |
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(Dorn & Soffos, 2001, p. 33)
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1.2.3 |
The learner records dominate consonant sound.
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1.2.3 |
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(Dorn & Soffos, 2001, p. 21)
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1.3 |
Reading
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1.3.1 |
The learner can point to words in a one-to-one match throughout 1 - 3 lines of patterned text.
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1.3.1 |
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(Fountas & Pinnell, 2011, p. 262; Dorn & Soffos, 2001, p. 33)
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1.3.2 |
The learner can articulate the first letter sound in unknown words.
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1.3.2 |
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(Fountas & Pinnell, 2011, p. 262)
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1.3.3 |
The learner is beginning to self-correct miscues.
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1.3.3 |
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(Fountas & Pinnell, 2011, p. 262)
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1.3.4 |
The learner uses return sweep.
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1.3.4 |
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(Fountas & Pinnell, 2011, p. 262; Dorn & Jones, 2012, p. 54)
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1.3.5 |
The learner reads from left to right.
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1.3.5 |
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(Fountas & Pinnell, 2011, p. 254)
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1.3.6 |
The learner can locate known and unknown words.
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1.3.6 |
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(Fountas & Pinnell, 2011, p. 258)
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1.3.7 |
The learner can use meaning cues from pictures.
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1.3.7 |
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(Fountas & Pinnell, 2011, p. 262)
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1.3.8 |
The learner re-reads after a told.
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1.3.9 |
The learner carries the pattern in a predictable text.
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1.3.9 |
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(Dorn & Jones, 2012, p. 55)
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1.4 |
Fluency
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1.4.1 |
The learner reads at least 20 high frequency words with automaticity.
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1.4.1 |
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(Dorn & Soffos, 2001, p. 33)
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1.4.2 |
Voices visual prosody cues with possible prosody.
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1.4.2 |
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(Fountas & Pinnell, 2011, p. 262)
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1.5 |
Support
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1.5.1 |
The teacher is providing the highest degree of support to the learner.
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1.5.2 |
The teacher is providing the learner with a level of support for new book orientation with a rich discussion of the pictures and storyline.
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1.5.3 |
The teacher teaches for phrasing and fluency once the learner has one-to-one matching.
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1.5.4 |
The teacher directs the learner's attention to print.
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1.5.5 |
The teacher models fluency for the learner.
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2 |
BIG E Report
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2.1 |
Word Work
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2.1.1 |
The learner is able to make words with guidance by pattern analysis: if I can make CAT, I can make SAT.
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2.1.1 |
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(Fountas & Pinnell, 2011, p. 270; Dorn & Soffos, 2001, p. 64)
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2.1.2 |
The learner can chunk words into onsets and rimes for many of the most common rimes.
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2.1.2 |
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(Fountas & Pinnell, 2011, p. 270)
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2.2 |
Writing
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2.2.1 |
The learner is beginning to use chunks in writing.
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2.2.1 |
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(Dorn & Soffos, 2001, p. 38)
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2.2.2 |
The learner records sounds in sequence.
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2.2.2 |
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(Dorn & Soffos, 2001, p. 38)
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2.3 |
Reading
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2.3.1 |
The learner uses common inflected ending chunks: -s, -ed, -ing, -er, etc.
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2.3.1 |
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(Dorn & Jones, 2012, p. 57)
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2.3.2 |
The learner is able to use sound analysis on simple regular words (at, did, best).
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2.3.2 |
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(Dorn & Soffos, 2001, p. 64)
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2.3.3 |
The learner does cross-checking (V, M, S) independently and with guidance.
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2.3.3 |
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(Fountas & Pinnell, 2011, p. 270; Dorn & Jones, 2012, p. 57)
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2.3.4 |
The learner re-reads to confirm and predict.
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2.3.4 |
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(Fountas & Pinnell, 2011, p. 270)
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2.4 |
Fluency
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2.4.1 |
The learner reads at least 40 high frequency words in text with automaticity.
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2.4.2 |
The learner reads familiar texts fluently.
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2.4.3 |
The learner points only at difficult parts.
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2.4.3 |
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(Clay, 2005, p. 11; Dorn & Jones, 2012, p. 57)
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2.4.4 |
The learner is beginning to voice visual prosody cues with intended prosody.
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2.4.4 |
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(Fountas & Pinnell, 2011, p. 270)
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2.5 |
Support
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2.5.1 |
The teacher is allowing the learner to take over more responsibility for the reading as able.
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2.5.2 |
The teacher is using extending prompts such as: Were you right? & Try that again.
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2.5.3 |
The teacher's prompts are shifting from: What do you hear? to What do you expect to see?
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2.5.4 |
The teacher providing the learner with less support for new book orientation.
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3 |
BIG G Report
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3.1 |
Word Work
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3.1.1 |
The learner is able to take words apart in large units: digraphs, inflectional endings, onsets, rimes.
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3.1.1 |
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(Fountas & Pinnell, 2011, p. 278)
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3.1.2 |
The learner uses visual analysis to solve irregular high-frequency words.
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3.1.2 |
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(Dorn & Soffos, 2001, p. 64)
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3.1.3 |
The learner is able to make words independently by pattern analysis: If I can make CAT, I can make SAT.
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3.1.3 |
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(Dorn & Soffos, 2001, p. 64)
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3.1.4 |
The learner can change words with simple inflected endings. (-s, -ed, -ing)
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3.1.4 |
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(Fountas & Pinnell, 2011, p. 278)
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3.2 |
Writing
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3.2.1 |
The learner is able to write words with guidance by pattern analysis: If I can make CAT, I can make SAT.
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3.2.1 |
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(Dorn & Soffos, 2001, p. 64)
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3.3 |
Reading
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3.3.1 |
The learner sees chunks and uses them to solve unknown words with limited guidance.
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3.3.1 |
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(Dorn & Soffos, 2001, p. 38)
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3.3.2 |
The learner is beginning to use chunking without prompting on words like CAT, STOP, CHIN, & RUNNING.
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3.3.3 |
The learner is beginning to use visual analysis without prompting on words like MAKE, THEY, & LITTLE.
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3.3.3 |
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(Dorn & Soffos, 2001, p. 64)
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3.3.4 |
The learner consistently self-monitors.
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3.3.4 |
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(Dorn & Soffos, 2001, p. 38)
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3.3.5 |
The learner re-reads without prompting.
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3.3.5 |
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(Fountas & Pinnell, 2011, p. 278; Dorn & Jones, 2012, p. 57)
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3.3.6 |
The learner cross-checks cueing systems (V, M, S).
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3.3.6 |
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(Fountas & Pinnell, 2011, p. 278)
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3.4 |
Fluency
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3.4.1 |
The learner reads in phased chunks on familiar texts.
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3.4.1 |
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(Fountas & Pinnell, 2011, p. 278)
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3.4.2 |
The learner voices visual prosody cues with intended prosody.
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3.4.3 |
The learner is beginning to voice inferred prosody cues with possible prosody.
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3.4.3 |
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(Fountas & Pinnell, 2011, p. 278)
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3.4.4 |
The learner reads at least 75 high frequency words in text with automaticity.
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3.4.4 |
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(Fountas & Pinnell, 2011, p. 278)
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3.5 |
Support
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3.5.1 |
The teacher instructing the learner less, and more often prompting for problem-solving.
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3.5.2 |
The teacher is supporting and reinforcing the learner's problem-solving behaviors.
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3.5.3 |
The teacher is prompting the learner to self-select decoding strategies.
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3.5.4 |
The teacher provides the learner with minimal support for new book orientation.
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4 |
BIG I Report
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4.1 |
Word Work
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4.1.1 |
The learner is able, with guidance, to make words by analogy: using STOP and NEW to make STEW.
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4.1.1 |
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(Dorn & Soffos, 2001, p. 64)
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4.2 |
Writing
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4.2.1 |
The learner spells many words correctly using appropriate analysis: sound, visual, and pattern.
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4.2.1 |
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(Dorn & Soffos, 2001, p. 64)
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4.3 |
Reading
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4.3.1 |
The learner is beginning to self-correct in-head but still self-corrects out-loud.
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4.3.1 |
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(Dorn & Soffos, 2001, p. 47)
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4.3.2 |
The learner chooses appropriate decoding strategies independently.
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4.3.2 |
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(Dorn & Jones, 2012, p. 60)
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4.3.3 |
The learner is able to construct meaning during a book preview with little guidance.
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4.3.3 |
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(Dorn & Jones, 2012, p. 52)
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4.3.4 |
The learner often cross-checks cueing systems independently.
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4.3.4 |
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(Fountas & Pinnell, 2011, p. 286)
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4.3.5 |
The learner is able to retell what was independently read.
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4.3.6 |
The learner self-corrects at point of error.
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4.4 |
Fluency
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4.4.1 |
The learner reads familiar texts in a smooth, expressive, and phrased manner.
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4.4.1 |
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(Fountas & Pinnell, 2011, p. 287)
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4.4.2 |
The learner is able to read portions of a new text in a smooth, expressive, and phrased manner.
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4.4.2 |
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(Fountas & Pinnell, 2011, p. 287)
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4.4.3 |
The learner reads at least 100 high frequency words in text with automaticity.
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4.4.3 |
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(Fountas & Pinnell, 2011, p. 286)
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4.4.4 |
The learner is beginning to voice inferred prosody cues with intended prosody.
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4.4.4 |
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(Fountas & Pinnell, 2011, p. 287)
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4.5 |
Support
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4.5.1 |
The teacher is allowing the learner to take over most of the responsibility for the reading.
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4.5.2 |
The teacher continues to support and reinforce the learner's problem-solving behaviors.
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4.5.3 |
The teacher is allowing the learner to self-orient prior to reading a new book and assisting with this only as needed.
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5 |
BIG K Report
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5.1 |
Word Work
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5.1.1 |
The learner is able to make words by analogy: using STOP and NEW to make STEW.
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5.1.1 |
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(Dorn & Soffos, 2001, p. 64)
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5.1.2 |
The learner is able to solve complex and multisyllabic words with guidance using synthesized word analysis: sound, visual, pattern and analogy.
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5.1.2 |
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(Dorn & Soffos, 2001, p. 64)
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5.2 |
Writing
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5.2.1 |
The reciprocal relationship between writing and reading shifts to reading supporting writing growth more than writing supporting reading growth. The learner can read as a writer.
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5.3 |
Reading
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5.3.1 |
The learner can self-orient to a new book independently.
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5.3.1 |
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(Dorn & Jones, 2012, p. 52)
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5.3.2 |
The learner chooses and orchestrates multiple strategies to solve words.
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5.3.2 |
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(Fountas & Pinnell, 2011, p. 294)
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5.3.3 |
The learner can read for sustained periods independently.
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5.4 |
Fluency
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5.4.1 |
The learner is beginning to read with mostly intended prosody throughout a text.
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5.5 |
Support
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5.5.1 |
The teacher continues to support and reinforce the learner's problem-solving behaviors. Prompts are frequently comprehension related.
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5.5.2 |
The teacher is allowing he learner to self-orient prior to reading a new book and assisting rarely.
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6 |
References
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6 |
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Clay, M. M. (1998). By different paths to common outcomes. Portland, ME: Stenhouse Publishers.
Clay, M. M. (2005). Literacy lessons designed for individuals part two: Teaching procedures. Portsmouth, NH: Heinemann.
Dorn, L., & Jones, T. (2012). Apprenticeship in Literacy: Transitions across reading and Writing, K-4s (2nd ed.). Portland, ME: Stenhouse Publishers.
Dorn, L., & Soffos, C. (2001). Shaping literate minds: Developing self-regulated learners. Portland, ME: Stenhouse Publishers.
Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: A good first teaching for all children. Portsmouth, NH: Heinemann.
Pinnell, G. S., & Fountas, I. C. (2011). The continuum of literacy learning: A guide to teaching (2nd ed.). Portsmouth, NH: Heinemann.
TCWRP (2011) Matching Books and Readers [pdf] Retrieved from readingandwritingproject.com
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