Student Name:
Birthday:
School:
Date:
Regina Public Schools
Reading Development Checklist for Grades One - Two
Phase 3
Phase 4
Phase 5
Phonemic/Phonetic Knowledge
Phonemic/Phonetic/Word Knowledge
Phonemic/Phonetic/Word Knowledge
 Blends sounds to read whole words
(b-e-s-t, best)
 Adds, deletes and substitutes final
sounds to make new words (e.g.,
add p to /si/: sip; say rub without
the /b/: ru; change the g in mug to
d: mud)
 Substitutes middle vowel sounds to
make new words (e.g., pit, pot)
 Knows basic sounds (ee, or, ck)
 Knows complex sounds (tion, ight)
 Knows basic patterns (e.g.,
consonant, vowel, consonant: /bit/,
short vowel sound; vowel,
consonant, vowel: /bite/, long
vowel sound)
 Associates sounds with letter
clusters as well as individual sounds
 Beginning to decode two or more
syllable words
 Recognizes word families
 Beginning to use meaning (context)
to decode words
 Becoming aware of word structure
cues e.g. roots, compound words
 Shows awareness of multiple
meanings of some words
 Beginning to gain knowledge about
specialized vocabulary
 Uses _s, _ed, _ ing, _er, and _est
 Uses knowledge of individual words
in compound words to predict their
meaning
 Uses knowledge of commonalities in
word families to increase vocabulary
 Beginning to use word structure cues
e.g. prefixes, contractions,
abbreviations
 Beginning to use context and
resources ( e.g. dictionary) with
guidance to expand vocabulary
 Developing more specialized
vocabulary
Fluency
 Instantly recognizes many high
frequency words
 Reads simple texts aloud with few
errors and an appropriate speed
 Reads aloud with expression (voice
change)
 Sometimes reads according to
punctuation
Fluency
 Instantly recognizes most high
frequency words
 Reads easy texts aloud with
accuracy and speed
 Reads aloud with varying
expression
 Usually reads according to
punctuation
Fluency
 Well developed high frequency word
recognition
 Reads appropriate texts aloud
confidently with accuracy and speed
 Reads aloud smoothly with expression
and confidence
 Consistently reads accurately and
according to punctuation
Comprehension
 Makes predictions based on a
variety of elements (pictures, title,
knowledge of text structure,
knowledge of author)
 Uses a combination of reading
strategies effectively (pictures,
context, phonetic knowledge,
background knowledge) to make
meaning
 Begins to self-correct when a word
does not fit the meaning of the
message
 Responds to material read
 Retells a story in own words, using
beginning, middle and end
Comprehension
 Makes predictions and inferences
with guidance based on a variety of
elements
 Uses an increased combination of
reading strategies effectively to
make meaning
 Usually self-corrects when a word
does not fit the meaning of the
message
 Discusses characters and story
events
 Retells a story in own words using
beginning, middle and end
sequenced appropriately
Comprehension
 Makes predictions, inferences and
reflections based on a variety of
elements
 Uses reading strategies appropriately
and consistently, depending on the
text and purpose to make meaning
 Self-corrects using content and
knowledge of sentence structure
 Responds to and makes personal
connections with facts, characters and
situations in literature
 Retells a story in own words, using
story elements (characters, setting,
main events, problems, solutions)
September 17, 2007
Student Name:
Birthday:
School:
Date:
Regina Public Schools
Writing Development Checklist for Grades One - Two
Phase 3
Phase 4
Phase 5
Printing
 Beginning to use proper letter
formation independently in daily
work
 Beginning to use proper letter size
independently in daily work
 Beginning to space letters, words
and sentences
Printing
 Usually uses proper letter formation
independently in daily work
 Usually uses proper letter size
independently in daily work
 Usually spaces letters, words and
sentences appropriately
Printing
 Consistently uses proper letter
formation independently in daily
work
 Consistently uses proper letter
size independently in daily work
 Consistently spaces letters, words
and sentences appropriately
Spelling, Capitalization and
Punctuation
 Uses phonetic sounds to spell
words with four or more letters
(bend, strip)
 Tries to spell unfamiliar words by
using knowledge of spelling
patterns
 Uses some correct spelling
 Spells some high frequency words
accurately
 Beginning to use classroom
resources such as word walls and
charts independently to spell
accurately
 Beginning to use a variety of
punctuation (.,?,! )
 Beginning to use capitalization
(e.g., I, first names, first word)
Spelling, Capitalization and
Punctuation
 Uses phonetic sounds to spell words
 Usually spells unfamiliar words by
using knowledge of spelling patterns
 Spells many high frequency words
accurately
 Use classroom resources such as word
walls and charts to spell accurately
 Usually uses a variety of punctuation
 Usually uses capitalization
appropriately
Spelling, Capitalization and
Punctuation
 Consistently spells unfamiliar
words by using knowledge of
spelling patterns
 Spells most high frequency words
accurately
 Frequently uses a variety of
resources to spell accurately
 Accurately and consistently uses
a variety of punctuation
 Consistently uses capitalization
appropriately
Writing Development
 Writes about familiar objects,
events and personal experiences
 Uses simple sentences
 Beginning to attempt familiar
forms of writing (lists, letters,
stories, poems)
 Beginning to use a simple writing
process (e.g., pre-writing,
drafting, and “fix-up”) with
teacher support
 Is able to read back own writing
Writing Development
 Writes about personal experiences and
topics of current and general interest
 Beginning to use a variety of
sentences (simple, compound,
complex)
 Works with a variety of forms of
writing (lists, letters, stories, poems,
recounts, procedures, reports,
explanations)
 Uses a simple writing process (e.g.,
pre-writing, drafting, and “fix-up”)
with some teacher support
 Beginning to include greater detail
 Beginning to recall and restate
information learned
Writing Development
 Writes about an increasing range
of topics.
 Use a variety of sentences
 Uses a variety of forms of
writing
 Uses a simple writing process
(e.g., pre-writing, drafting, and
“fix-up”) with some peer support
and limited teacher support
 Includes greater detail
 Recalls and restates information
learned
 Uses creativity and imagination
in expressing thoughts and ideas
September 17, 2007