Specific Curriculum Outcomes
Monitor and Self -correct
Emergent (K-1)4.2 understand basic concepts of print including directionality, word, space, letter, and sound
4.7 expand their understanding of concepts of print - punctuation in text serves a purpose - upper- and lower-case letters have specific forms and functions (first word in sentences and proper names) |
Early (1-2)4.10 use a combination of cues (semantic, syntactic,graphophonic, and pragmatic) to sample, predict, and monitor/self-correct
4.10b make meaningful substitutions - attempt to self-correct predictions that interfere with meaning - begin to monitor their own reading by cross-checking meaning cues with cues from beginning and last letters of the word (Did it make sense? Did it sound right? If it’s tiger, would it start with “p”?) |
Transitional (3-4)4.14b
monitor reading by cross- checking the various cues (Did that make sense? Did it sound right? If that were “fire” would it have a “t” at the end?) 4.14c use a variety of self-correcting strategies (e.g., rereading, reading on and trying to think about what would make sense, trying to find a little word in the big word) |