| 1. |
Read and understand formatted and unformatted
messages |
| · |
More complex notes and greeting cards |
|
I hope you have a wonderful birthday. |
|
Happy Birthday to a Wonderful Daughter |
|
Thinking of You at this Time |
| · |
Simple memos and notices |
|
Water will be turned off on Monday from 9:30 to
1:30 |
| 2. |
Read and
understand up to 4-step instructions |
|
Write the missing word on the line.
Put the directions in order.
Which sentence is correct?
Circle A or
B. Put these words into alphabetical order.
Please wait to be
seated. |
| 3. |
Read and understand formatted and unformatted
instructions |
| · |
Table of contents |
| · |
Labels on products |
| · |
Names of sections of newspaper |
| · |
Longer and more varied application
forms |
| · |
Simple work schedules |
| 4. |
Read and interpret written ideas and
feelings. |
| · |
Emotional/physical feelings or descriptions |
|
He feels
embarrassed/lonely/ |
|
worried/confused/anxious. |
|
I
don’t feel comfortable. |
|
She looks
like her mother. |
|
It looks
like it’s going to rain. |
|
You look
like you’re not feeling well. |
| · |
Compliments |
| · |
Personal
preferences |
|
I like
eating more than cooking. |
|
I enjoyed
the African music. |
| · |
Personal
needs |
|
I really need English. |
|
I
don’t really need new shoes. |
| · |
Personal
Opinions |
|
You should
try this medicine. |
|
| Understand |
| · |
That written
text conveys meaning |
| · |
Basic print
conventions of sentences and paragraphs |
| · |
Basic English
word order |
|
(Subject
– verb – object) |
| · |
That a
paragraph contains a group of sentences based on an idea or point of view |
| · |
Organizational pattern of alphabetical order used in indexes and
directories |
| · |
Simple
punctuation including quotation marks |
| |
|
| Read and understand |
| ·
|
High
frequency words and phrases in and out of context |
| ·
|
Basic phrases
of time The day before yesterday From 2:00 to 3:30 2:00 – 3:00 |
| · |
Thought
groups/ prepositional phrases From Winnipeg to Toronto Main idea of text and be
able to locate specific information about people, places, and events |
| |
|
| Read and understand organizational patterns and purpose of
text |
| · |
Where to find
specific information
Best before Aug 4 |
| · |
What
information is relevant |
| · |
Whether or
not writing is necessary |
| · |
Where to
write required information |
| · |
Which type of
form this is (classification) – for a want ad, car, or apartment |
| |
|
| Compare and contrast words with |
| · |
Long and
short vowel sounds
cap cape
“r” controlled vowels in
single syllable words ar, or, ir, ur, er Multi-syllabic words
computer, weather, mirror |
|
Context is personally relevant.
Pre-reading discussion or scaffolding is necessary in
order to activate background knowledge and to present any cultural knowledge
needed to understand the text.
Learner demonstrates a higher degree of mastery, ease and
independence with materials presented at the Phase II level.
There is a wider variety of text to read
| Text should
be |
| · |
Clear and uncluttered |
| · |
Up to 10 lines or items |
| · |
No more than 4-step instructions |
| Text may also
include |
| · |
A variety of fonts |
| · |
Wrap-around print |
| Text may
be |
| · |
Teacher-made |
| · |
Teacher-adapted |
| · |
Learner-written. |
| Learners |
| · |
Can work more
independently with material at Phase II level |
| · |
Are beginning to use
listening and speaking strengths to aid in comprehension |
| · |
Are using prior
knowledge, context, and word attack skills to get meaning from text |
| · |
May become easily
frustrated if text is too long or not personally relevant |
|