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TABLE 2-2 Accomplishments in Reading
Kindergarten Accomplishments
·	Knows the parts of a book and their functions.
·	Begins to track print when listening to a familiar text being read or when rereading own writing.
·	"Reads" familiar texts emergently, i.e., not necessarily verbatim from the print alone.
·	Recognizes and can name all uppercase and lowercase letters.
·	Understands that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle).
·	Learns many, though not all, one-to-one letter sound correspondences.
·	Recognizes some words by sight, including a few very common ones (a, the, I, my, you, is, are).
·	Uses new vocabulary and grammatical constructions in own speech.
·	Makes appropriate switches from oral to written language situations.
·	Notices when simple sentences fail to make sense.
·	Connects information and events in texts to life and life to text experiences.
·	Retells, reenacts, or dramatizes stories or parts of stories.
·	Listens attentively to books teacher reads to class.
·	Can name some book titles and authors.
·	Demonstrates familiarity with a number of types or genres of text (e.g., storybooks, expository texts, poems, newspapers, and everyday print such as signs, notices, labels).
·	Correctly answers questions about stories read aloud.
·	Makes predictions based on illustrations or portions of stories.
·	Demonstrates understanding that spoken words consist of a sequences of phonemes.
·	Given spoken sets like "dan, dan, den" can identify the first two as being the same and the third as different.
·	Given spoken sets like "dak, pat, zen" can identify the first two as sharing a same sound.
·	Given spoken segments can merge them into a meaningful target word.
·	Given a spoken word can produce another word that rhymes with it.
·	Independently writes many uppercase and lowercase letters.
·	Uses phonemic awareness and letter knowledge to spell independently (invented or creative spelling).
·	Writes (unconventionally) to express own meaning.
·	Builds a repertoire of some conventionally spelled words.
·	Shows awareness of distinction between "kid writing" and conventional orthography.
·	Writes own name (first and last) and the first names of some friends or classmates.
·	Can write most letters and some words when they are dictated.
First-Grade Accomplishments
·	Makes a transition from emergent to "real" reading.
·	Reads aloud with accuracy and comprehension any text that is appropriately designed for the first half of grade 1.
·	Accurately decodes orthographically regular, one-syllable words and nonsense words (e.g., sit, zot), using print-sound mappings to sound out unknown words.
·	Uses letter-sound correspondence knowledge to sound out unknown words when reading text.
·	Recognizes common, irregularly spelled words by sight (have, said, where, two).
·	Has a reading vocabulary of 300 to 500 words, sight words and easily sounded out words.
·	Monitors own reading and self-corrects when an incorrectly identified word does not fit with cues provided by the letters in the word or the context surrounding the word.
·	Reads and comprehends both fiction and nonfiction that is appropriately designed for grade level.
·	Shows evidence of expanding language repertory, including increasing appropriate use of standard more formal language registers.
·	Creates own written texts for others to read.
·	Notices when difficulties are encountered in understanding text.
·	Reads and understands simple written instructions.
·	Predicts and justifies what will happen next in stories.
·	Discusses prior knowledge of topics in expository texts.
·	Discusses how, why, and what-if questions in sharing nonfiction texts.
·	Describes new information gained from texts in own words.
·	Distinguishes whether simple sentences are incomplete or fail to make sense; notices when simple texts fail to make sense.
·	Can answer simple written comprehension questions based on material read.
·	Can count the number of syllables in a word.
·	Can blend or segment the phonemes of most one-syllable words.
·	Spells correctly three- and four-letter short vowel words.
·	Composes fairly readable first drafts using appropriate parts of the writing process (some attention to planning, drafting, rereading for meaning, and some self-correction).
·	Uses invented spelling/phonics-based knowledge to spell independently, when necessary.
·	Shows spelling consciousness or sensitivity to conventional spelling.
·	Uses basic punctuation and capitalization.
·	Produces a variety of types of compositions (e.g., stories, descriptions, journal entries), showing appropriate relationships between printed text, illustrations, and other graphics.
·	Engages in a variety of literary activities voluntarily (e.g., choosing books and stories to read, writing a note to a friend).