School Improvement Flow Chart

READING—SNAPSHOT			INDICATES SUCCESSFUL COMPLETION OF FIFTH GRADE
EXPANDING				ACCOMPLISHED
· Actively engages in reading all types of text, although recreational reading may consist of preferred genre.	· Actively engages in reading all types of text, although recreational reading may generally be in a preferred genre.	· Actively engages in reading all types of text, although recreational reading may generally be in a preferred genre.		Experience
	· Uses what is read to relate to self and others.	· Demonstrates cultural awareness through literature selections.
· Selects books at appropriate level of difficulty.	· Judges the difficulty of text to increase reading ability and reads extensively for understanding.	· Analyzes texts to make purposeful selections; reads extensively in selected texts to broaden understanding.
· Reflects more automatically during reading.	· Reflects upon the reading process as a way to self-evaluate.	· Reflects upon reading process as a way to self-evaluate.	· Reflects upon the reading process as a way to evaluate self and peers.
· Applies reading in a broad and integrated fashion. >> >> >> >> >> >> >> >> >>				Story/Text Awareness
· Uses reading in all learning situations. >> >> >> >> >> >> >> >> >>
· Critically reads to develop awareness of function and form of texts.		· Critically reads to develop awareness of function and form of texts.	· Critically reads to analyze function and form across texts.
· Selectively uses appropriate support strategies when reading challenging text, but with no visible signs.	· Predicts, confirms, and self-monitors when reading age-appropriate materials.			Making Sense Out of Print
· Continues to read and respond to literature in a variety of ways based on the purpose, genre, and/or style of the text.	· Reads from a diverse selection of age-appropriate materials using comprehension strategies/demonstrators.

READING—SNAPSHOT				INDICATES SUCCESSFUL COMPLETION OF PRIMARY
	BEGINNING		DEVELOPING		COMPETENT
Experience	· Listens and observes to form an understanding of reading.	· Enjoys being read to, but is beginning to select favorite books to "read" and "reread" independently.	· Reads text that rhymes, is predictable, has many high frequency words, and is familiar.	· Reads predictable, rhyming, and familiar texts with ease.	· Develops a preference of genre and often has to be encouraged to expand past this main interest.	· Uses a variety of genres for a variety of purposes. May have preferences concerning recreational reading.
	· Holds a book and enjoys looking at the pictures.	· "Reads" by memorizing the text or storyline, or by "reading the pictures."	· Attempts silent reading, although has not acquired the skills to read silently.	· Attempts silent reading for enjoyment.	· Begins to read silently.	· Reads silently.
		· Begins to discuss reasons for preferring certain stories/texts.	· Answers questions and/or offers opinions about story/text preferences.	· Reflects more naturally and regularly about reading selections.	· Reflects more comfortably about reading selections.	· Reflection shows more integration of reading components.
Story/Text Awareness	• Favors books with rhythmic or predictable text; recalls repetitive phrases or rhymes.	· Still favors books with rhythmic and predictable text.	· Begins to understand story structure; tells the differences among genre types (fiction, non-fiction, poetry).	· Begins to use books for a variety of purposes and recognizes the differences in story structure.	· Has a sound understanding of the various purposes for reading, uses text to gain information, and understands structures of various genres.	· Has a clear understanding of basic text structure and uses this to read more challenging text.
Making Sense Out of Print		· Begins to read own name, signs, TV commercials; knows some letters in these important words.	· Develops a sight vocabulary of personally important/meaningful words.	· Uses sight vocabulary when reading familiar and unfamiliar text.
	·Demonstrates a small collection of strategies but relies on auditory skills to make sense out of print.	· Practices, refines, and further develops emergent strategies.	· Uses a greater variety of skills and strategies but still needs the support of parents/guardians and teachers.	· Reads unfamiliar text using various skills and strategies.	· Has begun to internalize the skills and strategies necessary to read text, although may still struggle with unfamiliar text.	· Regularly uses skills and strategies that work most successfully regardless of situation.
	· Asks "wondering" questions about stories.	· Uses drawings to support oral interpretations of stories.	· Responds to print in various ways (e.g., diorama, mobile, or puppet play).	· Responds to literature with more detail.	· Responds to literature in a variety of ways, some with more detail than others, depending on interest.	· Continues to develop a larger repertoire of strategies to respond to literary passages, and selectively uses them based on understanding the purpose of the genre and/or style.
			· Begins to self-monitor.	· Begins to self-monitor and self-correct—with support from parents/guardians and teachers—as more challenging and unfamiliar texts are read.	· Actively self-monitors and self-corrects when reading familiar text, but may not be as successful when reading unfamiliar text.	· Engages in self-monitoring and self-correcting while reading any text.
EMERGENT			EARLY			FLUENT