Level 2

Level 2 Readers understand that texts and purposes for reading vary. They have a moderate amount of reading experience, but exhibit a preference for oral reading. Sight vocabulary has been established and knowledge of sound-symbol relationships can be used. These students understand the nature of concepts and can distinguish between an abstract and a concrete idea. Although these students may draw from prior knowledge, they may not distinguish between information they know and information the author intended to relay.

These students display greater self-confidence when reading, but still apply knowledge of pre-reading strategies inconsistently. Strategies for developing vocabulary, improving reading comprehension, and using higher-order thinking skills are familiar to these students, but may not be used accurately or consistently. Critical thinking, decision-making, and problem-solving skills can be improved with the foundation of reading skills developing at this level.

• read in chunks
• paraphrase a text
• use context clues to identify unfamiliar vocabulary
• interpret and analyze information in local newspapers
• assist others with content area homework
• use charts, tables, graphs and maps
• demonstrate simple test-taking strategies.

Level 3

Level 3 Readers can distinguish between different types of text and set their own personal goals for reading. They can apply different reading strategies to different kinds of texts although the application of these strategies may still need improvement.

These readers have had significant exposure to written language and feel confident about their ability to make meaning from written text. At this level, students draw on life experience to understand text and display a preference for silent reading. Strategies for developing vocabulary, improving reading comprehension, and using higher-order thinking skills are used confidently, if not always accurately.

• use context clues to define unfamiliar vocabulary
• generate questions from a topical science or social studies article
• summarize and interpret information in more difficult magazines and newspapers
• read technical manuals with assistance
• assist their children with SAT preparation materials
• apply interpretative and analytical skills to visual stimulus materials
• employ a variety of test-taking and “learning to learn” strategies.