Conferring Menus – Levels A – B Goal/Skill Goal/Skill

Name: Conferring Menus – Levels A – B

Goal/Skill Goal/Skill Solving Words

● I use sight words to help me read

● I use the pictures to help me figure out the words.

● I get my mouth ready.

● I can tell you the pattern in the story.

Predicting ● I can talk about what will happen in the story(What do you think is going to happen in the story?)

Monitoring and Correcting ● I read from left to right.

● I point to the words as I read

● I reread the sentence to see if it makes sense

● I think about what I already know to help me fix

mistakes

Making Connections ● I can make text-to-self connections(Does the book remind you of anything in your own life?)

Searching for and Using Information ● I look at the words from left to right

● I look for words I know

Synthesizing ● I think about what I’ve already read to help me

understand what I’m reading now

Summarizing ● I remember what the story is about during reading● I can talk about a story after I read (What was the book about?)

Inferring ● I use pictures to talk about characters feelings or

actions(How is _______ feeling in the story?)

Maintaining Fluency ● I read the way I talk ● I use punctuation to help me read smoothly

Analyzing ● I can explain the title of the book (What is the title of the book? What does it mean?)

Adjusting I ask myself: ● Does it sound right? ● Does it look right? ● Does it make sense?

Critiquing ● I can say if I like a book or not (Why?)(Do you like the book? Why/why not?)

Conferring Menu – Level C



● I use the pictures to help me figure out a word.

● I get my mouth ready by saying the sound of the

first letter.

● I use words I know to help me read new words

Predicting ● I think about what will come next and if it makes

sense

● I think about what I know to help me makepredictions

(What do you think will happen next? Why?)

Monitoring and Correcting

● I point to the words as I read

● I go back and read it again if it doesn’t make sense

to me.

● I use words I know to help check my reading

Making Connections ● I can make text-to-self connections(Does this book remind you of anything in your own life?) ● I notice books or characters that are alike(Does this book remind you of another book? A character from another book?)

Searching for and Using Information ● I look for words I know

● I can read some new words on my own

● I can tell when someone is talking in a book

● I can read a sentence that is two lines long

Synthesizing ● I think about what I already know about a character

or topic before reading(Activating prior knowledge: What do you already know about…?)

● I think about what I’ve already read to help me understand what I’m reading now

Summarizing ● I remember what the story is about during reading● I can talk about a story after I read using details(What was the book about?)● I can talk about the beginning, the middle, and the

end (What happened in the beginning, middle, and end?)


actions(How is _____ feeling throughout the book? Why?) ● I can point to places in the book that explain my

thinking

Maintaining Fluency ● I read the way I talk ● I change my voice when someone is talking

Analyzing ● I can explain the title of the book (What is the title of the book? What does it mean?) ● I can talk about how the pictures and words go

together(Why is this picture there?)



Name:








● I use the pictures and the first letter and last letter

to help me read the word

● I look for little words in big words

● I look for chunks in words

● I stretch out tricky words


sense


(What is going to happen next? Why?)


● I use my eyes to read and only point to the words

when I get stuck

● I go back and read it again if it doesn’t sound right

or look right

● I remember the story and check for patterns in the

book

Making Connections ● I can make text-to-self connections(Does this book remind you of anything in your own life?) ● I notice books or characters that are alike(Does this book remind you of another book? A character from another book?)

Searching for and Using Information ● I notice details in pictures


● I notice pronouns


or topic before reading(Activating prior knowledge: What do you already know about…?)


Summarizing ● I can talk about what happened in the story and

name the big idea (What is the book about? What is the big idea?)


actions

● I can point to places in the book that explain my thinking

Maintaining Fluency ● I read the way I talk ● I notice punctuation when I read ● I change my voice when someone is talking● I change my voice when a word is bolded

Analyzing ● I notice how the writer has made a story funny or

surprising● I can talk about why a character is interesting


Critiquing ● I can say if I like a book or not (Why?)

● I can say why I would tell a friend to read this book

Name: Conferring Menu – Level D






Maintaining Fluency ● I read the way I talk ● I notice punctuation when I read ● I change my voice when someone is talking● I change my voice when a word is bolded

Analyzing ● I notice how the writer has made a story funny or

surprising● I can talk about why a character is interesting


Critiquing ● I can say if I like a book or not (Why?)

● I can say why I would tell a friend to read this book


When I come to a tricky word, ● I look for little words in big words ● I get my mouth ready ● I think about what makes sense● I skip the word and read on● I stretch the word ● I look for vowel sounds or blends that I know● I use the pictures ● I look for chunks


sense



● I go back and read it again if it doesn’t sound right,

look right, or make sense

● I remember the story and check for patterns in the

book

Making Connections ● I can make text-to-self connections

● I notice books or characters that are alike

Searching for and Using Information ● I notice details in pictures


● I notice compound words


or topic before reading


● I can talk about a new idea I learned from reading


name the big idea ● I can retell a story in order (Can you retell the story in order?)

Inferring ● I can explain how a character has changed and why(How has _____ changed? Why?) ● I can point to places in the book that explain my

thinking

● I can talk about cause and effect in my reading(What is the problem? How was the problem solved?)

Maintaining Fluency ● I use an interesting voice when I read● I use the punctuation as I read ● I can read in phrases

Analyzing ● I can tell if a book is fiction or nonfiction(Is this book fiction or non-fiction? Why?) ● I can tell the difference between a real picture and a

drawing

Conferring Menu – Level E Name:

Name: Conferring Menu - Level F


When I come to a tricky word, ● I look for little words in big words ● I think about what makes sense● I skip the word and read on● I stretch the word ● I look for vowel sounds or blends that I know● I use the pictures ● I look for chunks

Predicting ● I use what I know to make predictions

● I use what I learned in the story to make predictions

● I use what I know about characters to makepredictions


● I go back and read it again if it doesn’t sound right,

look right, or make sense

● I read quietly and understand what I am reading

Making Connections ● I can make text-to-self connections

● I can make text-to-text connections (usingterminology)

● I notice character relationships

Searching for and Using Information ● I use titles and subheadings to find information

● I can use a table of contents

● I know where I can find information in a story or in anonfiction book


or topic before reading


● I can talk about a new idea I learned from reading


name the big idea ● I can retell a story in order ● I notice how events go together in a story(How do the events go together?)

Inferring ● I can talk about why a character is feeling or acting a

certain way

● I understand how characters feel

● I can explain how a character has changed and why(How has _____ changed throughout the story? Why?) ● I can talk about cause and effect in my reading(What is the problem? How was the problem solved?) ● I can support my thinking by using words or pictures

from the book

Maintaining Fluency ● I use expression when I read● I use the punctuation as I read ● I can read in phrases

Analyzing ● I can tell if a book is fiction or nonfiction● I can tell the difference between a real picture and a

drawing


Critiquing ● I give my opinion about a book

● I give my opinion about characters or events in astory

Name:

Goal/Skill Goal/Skill

Solving Words ● I use many different strategies to figure out tricky

words● I can figure out what words mean by using the

words around it and the pictures

Predicting ● I use what I know and what I’ve learned to make

predictions about the story(What do you think this story will be about? Why?)

Conferring Menu - Level G

● I use examples from the story to support mypredictions

Monitoring and Correcting ● I go back and read it again if it doesn’t sound right,

look right, or make sense● I read quietly and understand what I am reading

● If I am confused about what is happening in a story,I go back and reread until it makes sense

Making Connections ● I can make text-to-self connections● I can make text-to-text connections● I notice character relationships

Searching for and Using Information ● I use titles, subheadings, and labels to find

information● I can use a table of contents● I know where I can find information in a story or in a

nonfiction book


or topic before reading● I think about what I’ve already read to help me

understand what I’m reading now● I can talk about a new idea I learned from reading


name the big idea ● I notice how events go together in a story● I remember important facts from a nonfiction text

Inferring ● I can talk about why a character is feeling or acting a

certain way● I understand how characters feel● I can explain how a character has changed and why● I can talk about cause and effect in my reading● I can support my thinking by using words or pictures

from the bookMaintaining Fluency

● I use expression when I read● I use the punctuation as I read ● I can read in phrases

Analyzing ● I can talk about the type of book that I am reading(What genre are you reading?) ● I can find where the problem is solved in a story (How was the problem solved?) ● I can tell whether a story could be true and tell why (Could this story be real? Why/why not?)

Adjusting ● I read smoothly unless I get to a word that I don’t’

know, and then I slow down to figure out the word ● I ask myself: Does it look right? Does it sound right?

Does it make sense?

Critiquing ● I can talk about whether I agree or disagree with the

ideas in a story(Do you agree or disagree with… ) ● I give my opinion about characters or events in a

story (What do you think about… ?)

Name:


Solving Words ● I use many different strategies to figure out tricky

words● I can break longer words up into parts● I can figure out what words mean by using the

words around it and the pictures


predictions about the story (cause/effect, problem/solution, compare/contrast)

● I use examples from the story to support mypredictions

Monitoring and Correcting ● I go back and read it again if it doesn’t sound right,

look right, or make sense ● I read quietly and understand what I am reading

Making Connections ● I can make text-to-self connections ● I can make text-to-text connections ● I notice character relationships

● If I am confused about what is happening in a story,I go back and reread until it makes sense

Searching for and Using Information ● I can tell who is talking in the story (split dialogue) ● I can use simple graphics and labeled pictures to

help me understand the book


or topic before reading ● I think about what I’ve already read to help me

understand what I’m reading now ● I can talk about a new idea I learned from reading


name the b ig idea ● I talk about how the many small moments fit

together in a story (episodes) ● I remember important facts from a nonfiction text

Inferring ● I can talk about how a character is feeling by using

dialogue in a story (How is ___ feeling? What did ___ say to make you feel that way?) ● I can explain how a character has changed and why● I can use e vidence t o support my thinking

Maintaining Fluency ● I use expression when I read● I use the punctuation as I read ● I can read in phrases

Analyzing ● I can talk about the g enre o f book that I am reading● I can compare and contrast characters in a story● I can name describing words an author used in a

story(What words did _____ use to describe ______) ● I can talk about why the author wrote the book the

way he/she did(Why do you think ____ wrote this book?)


know, and then I slow down to figure out the word ● I read nonfiction books in a different way than I

read fiction books ● I ask myself, “Does it look right?” Does it sound

right? Doe it make sense?

Critiquing ●

I can talk about whether I agree or disagree with theideas in a story ● I give my opinion about characters or events in astory

● I can talk about how characters could have behaved differently

(What could ____ have done differently?)

Conferring Menu – Levels H – I

Name: Conferring Menu J – K


Solving Words ● I can solve words with many syllables and words

with suffixes● I can figure out what words mean by using context

clues● I understand longer descriptive words● I use known words to solve new words



● I use information from the story to support or c hangemy predictions

● I use character traits to make predictions about whata character will do

(How would you describe _____? What do you think ____ will do next?)

Monitoring and Correcting ● I can self-correct errors that do not make sense as I

read ● If I forget what I am reading, I go back and reread

until I remember

Making Connections ● I can explain the type of connection I am making

(topic, content, type of story)● I can make connections between the text and other

texts that have been read or heard (Did you make any connections? What kind of connection was that?)

Searching for and Using Information ● I can use chapter titles to think ahead about what

I’m going to read● I can read and understand longer sentences ● I can keep track of who is talking over several

pages


or topic before reading ● I think about what I’ve already read to help me

understand what I’m reading now ● I can talk about a new idea I learned from reading● I study the characters in the book to really

understand them

Summarizing ● I talk or write about what happened in the chapter

or a long piece of text. ● I can talk about the problem and the solution ● I can read the same book for several days and still

remember the plot and characters (Tell me what happened so far.)

Inferring ● I can talk about how a character is feeling by using

dialogue in a story ● I can use evidence to support my thinking● I understand the problems characters face and

connect it to my own life(What problems did _____ face? Does that remind you of anything from your own life?) ● I can dig deeper than just what the book says. I can

add my own thinking about the characters and theplot

● I can talk about causes of problems

Maintaining Fluency ● I use expression when I read● I use the punctuation as I read ● I can read in phrases● I can read silently at a good speed ● I can read as if I were the character.

Analyzing ● I can talk about why the author wrote the book the

way he/she did● I notice the author’s style of writing(What did the author do well in writing this book?) ● I understand how the setting is important in a book



read fiction books

Critiquing ● I can talk about whether I agree or disagree with the

ideas in a story ● I can talk about how characters could have behaved

differently● I give my opinion as to whether the book is

interesting, funny, or exciting and why

Name: Conferring Menu L – M


Solving Words ● I notice new and interesting words.● I use many different strategies to figure out new

words quickly while thinking about the meaning● I use context clues to figure out tricky words. ● I use the graphics to figure out content specific

words.



● I can make a prediction and tell you why I made theprediction. (I can give you evidence.)

● I can tell whether my prediction was right or not.Why?

Monitoring and Correcting ● I self correct when it doesn’t make sense or doesn’t

sound right ● If it doesn’t make sense, I stop and think. I don’t

move ahead until I understand it.

Making Connections ● I can explain the type of connection I am making

(topic, content, type of story)● I make connections to other books, to myself, and

what I know about the world before, during, and afterreading

● Using my own personal experiences, I can connect towhat the character says and does.

Searching for and Using Information ● I use chapter titles to foreshadow content.● I use the illustrations to help me understand what I

am reading.

Synthesizing ● I can use a KWL to determine what I already know

and what I am learning.● I talk about how my ideas have changed as the story

unfolds● I can explain different characters’ points of view● I understand the relationship between the setting and

the plot.

Summarizing ● I can summarize the main events in the order they

happened.● I stop at points throughout a book to summarize● I can explain the problem and resolution

Inferring ● The dialogue helps me to figure out how the

character is feeling. ● I can explain changes in characters over time and

talk about possible reasons for the change● I can explain the central idea or theme of a text● I can infer causes of problems or of outcomes

Maintaining Fluency ● I read smoothly with phrasing and only self-correct

for meaning● I read as if I were the character ● I read the way I talk unless I get to a word that I

don’t know, and then I slow down to figure out the word

Analyzing ● I notice words in bold print, larger font, or italics. ● I notice how the illustrations add to the story● I can explain how figurative and descriptive language

adds to understanding or enjoyment ● I can talk about the author’s style. ● I can tell you exactly where the problem is solved in

the story.

Adjusting ● When something is tricky, I slow down. After I

understand it, I read at a normal rate.● I read nonfiction books in a different way than I

read fiction books

Critiquing ● I can talk about the book and give my opinion about

what is happening and give you evidence to supportmy thinking.

Name: Conferring Menu - Level N


Solving Words ● I use many different strategies to figure out new

words quickly while thinking about the meaning(proper nouns, technical words)

● I notice new and interesting words and add them tomy speaking or writing vocabulary

● I can use the graphics to help me figure out contentspecific words



● I can tell you what I think is going to happen and I cansupport my prediction.

● I use the chapter titles to foreshadow content.


sound right

Making Connections ● Before I read, I think about what I already know about

the book or topic.● I can explain the type of connection I am making



● I put myself in the character’s shoes. (If you were ______, what would you do?)

Searching for and Using Information Synthesizing

● When I am reading something that is filled withsuspense, I can’t wait to read on.

● I can use a KWL to show new learning. ● I talk about how my ideas have changed as the story

unfolds● I can explain different characters’ points of view● I understand the relationship between the setting and

the plot.

Summarizing ● I can explain the problem and resolution● I can summarize longer chapters or longer

narrative.● I stop at points throughout a book to summarize;

(what is the most important part?) ● I can write a summary in my reading journal.

Inferring ● I can explain changes in characters over time and

talk about possible reasons for the change● I can infer the cause of the problem or the outcome.● I can infer the big idea (theme).


for meaning● I read as if I were the character.

Analyzing ● I notice figurative language and can tell you how it

adds to the story.(Find an example of figurative language and explain what it means. How does this make the story better?) ● I notice the descriptive language and can tell you

how it adds to the story.



read fiction books

Critiquing ● I can evaluate parts of the text that were funny, sad,

scary, etc.

Name: Conferring Menu - Level O


Solving Words ● I can show examples of figurative language.● I understand the connotative meaning of words.● I begin to notice new and interesting words and use

them when I speak and use them in my writing.

Predicting ● I make predictions and support my thinking by

providing evidence from the story. ● I think about what the character will do based on

what he/she has already done. (What do you think ____ will do next? Why do you think that?) ● I think about the character traits when I make a

prediction. (How do you think ___ feels about ___? Why?)


sound right

Making Connections ● Before I read, I think about what I already know about

the book or topic.● I can explain the type of connection I am making



● I put myself in the character’s shoes.

Searching for and Using Information ● I use the table of contents, glossary, heading and

subheading, pronunciation guides, index, andreferences to search for information.

● I use a KWL to create questions about what I wantto learn about.

Synthesizing ● I can use a KWL to show new learning. ● I talk about how my ideas have changed as the story

unfolds● I can talk about how my ideas or knowledge has

changed from the beginning of the story to the end ofthe story.

Summarizing ● I stop at points throughout a book to summarize;

(what is the most important part?) ● I can write a summary in my reading journal.

Inferring ● I can follow the actions of multiple characters. ● I can infer how one character feels about another

character.● I can tell you the issue in the text and how the issue

relates to my life.


for meaning● I read as if I were the character. (Proper phrasing

and expression)

Analyzing ● I notice how the setting is important to the story.● I can tell you about the author’s style because I have

read many of his/her books.


know, and then I slow down to figure out the word

● I read nonfiction books in a different way than I read fiction books

Critiquing ● I can tell you whether this could really happen or not.

Name: Conferring Menu - Level P


Solving Words ● I notice new and interesting words and add them to

my speaking or writing vocabulary● I can use the graphics to help me figure out content

specific words.

Predicting ● I can predict what the character will do based on

what they have already done. (character traits)● I can tell you what I think is going to happen and I can

support my prediction.● I use the chapter titles to foreshadow content.


sound right

Making Connections ● I can begin to think outside of my own experiences. I

can think about how a character may feel outside ofmy own experience.

● I can use my real life experiences or feelings to make connections to people who live in a different place, people who live in a different time, or people fromanother culture.

Searching for and Using Information ● I think about what I read yesterday before I begin to

read today. ● I can remember the events of the story and I can

tell them in order.

Synthesizing ● I can tell you the changes that unfold in the story and

tell you reasons for the change. ● I can tell you about the character and use evidence

from the story to support my thinking.

● As I read, I can add the new events to the summary.

Summarizing ● I can summarize longer chapters or longer

narrative.● I can organize ideas that go together into

categories.

Inferring ● I can explain changes in characters over time and

talk about possible reasons for the change● I can infer the cause of the problem or the outcome.● I can think about how another person may interpret a

character's motives or actions other than my own.

Maintaining Fluency ● I read dialogue with phrasing and expression.

Analyzing ● I understand how the writer created suspense across

the story.● I understand how the writer kept my interest across

the story.

Adjusting ● I read different genres in different ways.

Critiquing ● I can tell you the author’s qualifications for writing an

informational text.

Name: Conferring Menu - Level Q


Solving Words ● I learn the meaning of new words while reading and

add them to my speaking and writing vocabulary.● I use the dictionary, glossary, and pronunciation

guides to expand my vocabulary.

Predicting ● I can predict what the character will do based on

what they have already done. (character traits)● I can tell you what I think is going to happen and I can

support my prediction.● I use the chapter titles to foreshadow content.


sound right ● I ask questions and look for the answers while I am

reading.

Making Connections ● I can begin to think outside of my own experiences. I

can think about how a character may feel outside ofmy own experience.

● I can use my real life experiences or feelings to make connections to people who live in a different place, people who live in a different time, or people fromanother culture.

Searching for and Using Information ● I can remember the details and important

information from one part of the text to the next,and revise my ideas when new events happen.

● I can write a summary of the book.

Synthesizing ● As I read both fiction and nonfiction texts about

different cultures, time, and places, I am learning newthings.

● My perspective about how things should be isgrowing as I learn about other cultures, times, andplaces. (My way is not the only way!)

Summarizing Inferring ● I can summarize longer chapters or longer

narrative.● I can organize ideas that go together into

categories.● I can write a summary of the book. ● I can write more about the book than what I read by

adding my thoughts about the book.

● I can explain changes in characters over time and talk about possible reasons for the change

● I can infer the cause of the problem or the outcome.● I can think about how another person may interpret a

character’s motives or actions other than my own.

Maintaining Fluency ● When I read silently, I read quickly and think about

the meaning of the story.● I read with fluency, phrasing and expression and

understand the meaning of the story.

Analyzing ● I recognize the use of figurative or descriptive

language (even irony) and talk about how it makes the text more interesting.

● I can talk about the author’s craft; style, language, perspective, themes)

Adjusting ● I read different genres in different ways.● Sometimes I need to slow down to make sure I

understand the text if a part is difficult.

Critiquing ● I can tell you what types of texts I prefer to read and

give specific reasons why I like it.

Name: Conferring Menus - Levels R – S


Solving Words ● I can identify words with multiple meanings and

pick the right meaning that goes with the text. ● I know which strategies to use to figure out the

tricky words (proper nouns and technical words)● I learn the meaning of new words while reading.

Predicting ● I can tell you what I think is going to happen and I can

support my prediction.● I make a wide range of predictions based on my

personal experiences, what I know about the content,and what I have read in other books.

● I use the chapter titles to foreshadow content.



reading.

Making Connections ● I make connections between characters in different

texts.

Searching for and Using Information ● I can identify the most important (significant) events

and tell how they are related to the problem of thestory or the solution of the story.

● I can extend the book in many ways, includingdoing research, writing a response or by makingsomething.

Synthesizing ● I use what the author tells me in the text but use my

own knowledge to think more deeply into themeaning of the story, the characters’ feelings andthoughts, and changes and ideas related to the plot.

Summarizing ● I can summarize longer chapters or longer

narrative.● I can write a summary of the book.

Inferring ● I can infer the big idea or theme.

● I can write more about the book than what I read by adding my thoughts about the book.

● I can extend the book in many ways, includingdoing research, writing a response or by makingsomething.

● I can infer how the characters are feeling and theirmotivations as I read their dialogue and read whatother characters say about them.

Maintaining Fluency ● When I read silently, I read quickly and think about

the meaning of the story.● I read with fluency, phrasing and expression and


Analyzing ● I recognize the use of figurative or descriptive

language (even irony) and talk about how it makes the text more interesting.

● I can talk about the author’s craft; style, language, perspective, themes)

Adjusting ● I read different genres in different ways.● Sometimes I need to slow down to make sure I

understand the text if a part is difficult.

Critiquing ● I can tell you what types of texts I prefer to read and

give specific reasons why I like it.

Name: Conferring Menu - Level T


Solving Words ● I learn the meaning of new words while reading and

add them to my speaking and writing vocabulary.● I use prefixes and suffixes to help me figure out new

and interesting words. ● I notice how the writer using regional dialect and I

can discuss how it adds to the authenticity of thetext and the characters.

Predicting ● I make a wide range of predictions based on my

personal experiences, content knowledge andknowledge of similar texts.



reading.

Making Connections ● I think about my personal experiences to interpret

what the characters do and say dealing with content related to preadolescents.

Searching for and Using Information ● I can understand long sentences (twenty or more

words) that include prepositional phrases,introductory clauses, series of nouns, verbs, oradverbs.

Synthesizing ● I think about the problems of preadolescents and

develop new perspectives on my own thinking. (My way is not the only way.)

Summarizing ● I can organize important information in summary

form in order to remember.● I can use my summary as a resource for discussing

my text or writing about it.

Inferring ● I can infer what the character is thinking during

critical parts of the text.● I can infer the meaning of certain symbols, events,

characters that the writer is using to enhance the meaning.

Maintaining Fluency Analyzing

● When I read silently, I read quickly and think about the meaning of the story.

● I read with fluency, phrasing and expression andunderstand the meaning of the story.

● I notice how the author uses symbolism. ● I notice how the writer uses words that are not

English and think about the reasons for the choice.(How do these words add meaning to the text?)

● I notice how the author uses regional dialect and I can talk about how it adds it makes the characterand events very real.

Adjusting ● I change the style and pace of my reading to reflect

the purpose.

Critiquing ● I can talk about whether the social issues and

different cultural groups are accurately representedin the text.

Name: Conferring Menu - Level U


Solving Words ● I use a wide range of word-solving strategies.● I use prefixes and suffixes to help me figure out new

and interesting words. ● I notice how the writer using regional dialect and I can

discuss how it adds to the authenticity of the text andthe characters.

Predicting ● I support my predictions with evidence from the text. ● I change my predictions as new information is gathered.● I use the characteristics of the genre to make predictions

about the text.


sound right

Making Connections ● I think about my personal experiences to interpret what

the characters do and say dealing with content related to preadolescents.

Searching for and Using Information ● I can understand long sentences (twenty or more

words) that include prepositional phrases, introductory clauses, series of nouns, verbs, or adverbs.

● I can follow complex plots, including texts with literary devices (flashbacks).

● I use other sources of information to help me understand what I am reading. (For example, I may usethe computer to help me understand something that Iread before I continue reading.)

● I notice graphic organizers in books and get information from them. I can use the information while I continue toread.

Synthesizing ● I think about the problems of preadolescents and develop

new perspectives on my own thinking. (My way is not the only way.)

Summarizing ● When summarizing, I am very selective as to include the

most important information or ideas or facts.

Inferring ● In texts with multiple complex characters, infer traits,

motivations and changes through examining how thewriter describes them, what they do, say, think and what other characters say about them.

● I can infer the meaning of certain symbols, events,characters that the writer is using to enhance the meaning.

Maintaining Fluency ● When I read silently, I read quickly and think about the

meaning of the story. ● I read with fluency, phrasing and expression and


Analyzing ● I notice how an author uses words in a connotative way

(imply something beyond the literal meaning.)● I notice and understand the meaning of symbolism when

used by a writer to create texts where the writer isrepresenting good and evil.

● I examine character traits in a complex way, recognizingthat they are multidimensional and change over time.

Adjusting ● I change the style and pace of my reading to reflect the

purpose.

Critiquing ● I can talk about whether the social issues and different

cultural groups are accurately represented in the text.

Name: Conferring Menu - Level V


Solving Words ● I use word-solving strategies, background knowledge,

graphics, text context, and readers’ tools to solve words.

● I derive the meaning of words that reflect regional or historical dialects as well as words from languages other than English.


about the text.

Monitoring and Correcting ● I continue to monitor accuracy and understanding,

self-correcting when errors take away from themeaning.

● I reread.

Making Connections ● I connect and compare texts within a across genres ● Specify the nature of connections.

Searching for and Using Information ● I use a full range of readers’ tools to search for

information.● I search for information relating to unfamiliar concepts

and ideas in a single chapter or section.

Synthesizing ● I acquire new perspectives and content about diverse

cultures, times, and places.● I think about the issues in the text and ask, “How does this

affect my life?”Summarizing

● When summarizing, I am very selective as to include the most important information or ideas or facts.

● I can construct a summary that is concise and reflect the important and overarching ideas and information in texts.


motivations and changes through examining how thewriter describe them, what they do, say, think and whatother characters say about them.


Maintaining Fluency ● I practice reading aloud with expression or dramatic

performance.● Demonstrate appropriate stress on words, pausing and

phrasing, intonation, and use of punctuation while reading in a way that reflects understanding.

Analyzing ● I am beginning to understand and recognize satire and its

purposes and characteristics.● I notice aspects of genres● I notice and reflect on a writer’s use of idiom.● I notice and understand a writer’s use of langue to convey

irony or to satirize a person or event (providing examples). Adjusting Critiquing

● I change the style and pace of my reading to reflect the purpose.

● I change the purpose and aspects of processing toreflect understanding of genre.

● I can talk about whether the social issues and differentcultural groups are accurately represented in the text.

● I can critique a text as an example of a genre.

Name: Conferring Menu - Level W


Solving Words ● I use the word roots and origins to understand the

meaning of words. ● I derive the meaning of words that reflect regional or

historical dialects as well as words from language otherthan English.


about the text.


self-correcting when errors take away from themeaning.

● I reread.

Making Connections ● I make connections between the social and moral issues

of today and those presented in realistic and historical fiction, in biography, and in the imaginary worlds of high fantasy.

Searching for and Using Information ● I use a full range of readers’ tools to search for

information.● I search for information relating to unfamiliar concepts

and ideas in a single chapter or section.

Synthesizing ● I acquire new perspectives and content about diverse

cultures, times, and places.● I think about the issues in the text and ask, “How does this

affect my life?”Summarizing

● When summarizing, I am very selective as to include the most important information or ideas or facts.



motivations and changes through examining how thewriter describe them, what they do, say, think and whatother characters say about them.


Maintaining Fluency ● I practice reading aloud with expression or dramatic

performance.● Demonstrate appropriate stress on words, pausing and


Analyzing ● I analyze works of fantasy to notice classical motifs such

as “the quest, “the hero”, and symbolism representing good and evil.

● I notice the writer’s use of words that are not English andreflect on the reasons for these choices and how thosewords add to the meaning of the text.

● I notice the way writers use regional dialect and discuss how it adds to the authenticity of the text orcharacteristics.

Adjusting Critiquing

● I adjust the reader’s stance to better understand genres, such as complex fantasy, and special forms, such as satire.

● I change style, pace, and processing to reflect understanding of genre.

● I express my tastes and preferences in reading andsupport choices with specific descriptions of text features(plot, use of language, kinds of characters).

● I am becoming critical of the subject as biography (decisions, motivations, accomplishments)

● I can critique the biographer’s presentation of a subject,noticing bias.

Name: Conferring Menu - Levels X, Y, Z (Young Adult Literature)


Solving Words ● I use the word roots and origins to understand the meaning

of words. ● I derive the meaning of words that reflect regional or

historical dialects as well as words from language other than English.

● I notice new and useful words and intentionally record andremember them to expand oral and written vocabulary.

Predicting ● I support my predictions with evidence from the text. ● I change my predictions as new information is gathered.● I use the characteristics of the genre to make predictions about

the text.


self-correcting when errors take away from the meaning.● I monitor understanding closely, searching for information

within and outside the text when needs.

Making Connections ● I make connections between the social and moral issues of

today and those presented in realistic and historical fiction, inbiography, and in the imaginary worlds of high fantasy.

● I connect and compare all aspects of texts within and acrossgenres.

● I make connections between satirical literature and the social issues they represent.

Searching for and Using Information ● I process long sentence (30 or more words) with embedded

clauses ● I process texts with a variety of complex layouts and with

some pages of dense print and some printed in columns.● I process sentences with the syntax of archaic or regional

dialects.

Synthesizing ● I integrate existing content knowledge with new information

from a text to consciously create new understandings. ● I acquire new perspectives and content about diverse cultures,

times, and places. ● I use situations focusing on the problems of preadolescents to

develop new perspectives on my own life. Summarizing

● When summarizing, I am very selective as to include themost important information or ideas or facts.



motivations and changes through examining how the writer describe them, what they do, say, think and what other characters say about them.

● I can infer the feelings of characters who have severe problems, with some texts explicitly presenting mature issues(sexuality, murder, abuse, war, addiction)

Adjusting ● After rehearsal, perform oral reading in an n expressive way

that reflects interpretation of a text. ● Demonstrate appropriate stress on words, pausing and


Analyzing ● I engage in critical thinking across a writer’s body of work or

across words on the same content and discuss findings or produce a literary essay.

● I analyze how the writer has combined language, illustrations, and layout as a unified whole to set mood and conveymeaning.

● I analyze texts to determine the writer’s point of view or bias,identifying specific language that reveals bias or qualifies as propaganda.

Adjusting ● I adjust the reader’s stance to better understand genres,

such as complex fantasy, and special forms, such as satire. ● I change style, pace, and processing to reflect

understanding of genre.

Critiquing ● I can assess whether a text is authentic and consistent with life

experience or prior knowledge, including how the text reflectsthe lives of adolescents.

● I can assess whether social issues and different cultural groupsare accurately represented in a fiction or nonfiction text

● I can critique texts in terms of the writer’s bias or use of exaggeration and subtle misinformation (as in propaganda)

Level A: Major Text Characteristics:

● Very simple narratives with stories carried by pictures● NF: focused on a single idea or one simple topic● Familiar, easy content all supported by picture information● Nameless, flat characters● Repeating language patterns (three to six words on a page)● Short, predictable sentences with familiar vocabulary that are close to oral language● Simple sentences with subject preceding verb● Mostly one-syllable words. Repeated use of high-frequency words● Easy spelling patterns● Illustrations match print and support each page of text● One line of text on each page● Ample space between words and lines and print in large plain font● Print clearly separated from pictures● Period only punctuation in most texts

Level B: New Text Characteristics:

● Mostly simple sentences often with phrases at the end● Adjective and prepositions● Two or more lines of text on each page● Sentences turn over one or more lines● Line breaks match ends of phrases and sentences

Level C:

● Simple dialogue (assigned by said in most texts)● Many sentences with prepositional phrases and adjectives● Some two-syllable words● Adverbs● Some simple contractions and possessives● Greater range of easy high frequency words● Some words used in different language structures (said Mom; Mom said)● More meaning carried in the text and less with picture support● Two to five lines of text on each page● Some words in bold or larger font for emphasis● Ellipses, commas, quotation marks, exclamation points, question marks

Level D: ● More complex repeating language patterns ● Some split dialogue and Variety in assignment to speaker (other than said) ● Some longer sentences (some with more than six words)● A few sentences beginning with phrases● Many high-frequency words● Some words with inflectional endings (-ing)

● Mostly simple spelling patterns ● More details in illustrations and Mostly two to six lines of print per page

Level E: ● Narrative texts with clear beginning, series of events, and ending● Familiar content that expands beyond home, neighborhood, and school● Some longer stretches of dialogue● Some longer sentences with more than ten words● Some complex sentences with variety in order of clauses ● Some sentences with verb preceding subject● Use of commas to set words apart Some three-syllable words ● Sentences carrying over two to three lines and some over two pages

Level F: ● Some texts with settings that are not typical of many children’s experience ● Variety in presentation of dialogue (simple with pronouns, split, direct, with some longer

stretches of dialogue)

● Sentences with clauses and embedded phrases, some introductory● Some content-specific words introduced, explained, and illustrated in the text● Complex illustrations depicting multiple ideas ● Some texts in smaller font size

Level G: New Text Characteristics:

● More episodes and less repetition● Greater variety in themes (going beyond everyday events)● Some stretches of descriptive language● Use of dialogue for drama ● Multiple episodes taking place over time● Multisyllable words that are generally easy to take apart or decode● Some easy compound words● Most texts with no or only minimal illustrations● Illustrations that support interpretation, enhance enjoyment, set mood but are not necessary for

understanding● NF: one kind of graphic on a page. Some simple graphics (illustrations with labels● Italics indicating unspoken thought dashes

Level H: New Text Characteristics:

● More episodes and less repetition● Greater variety in themes (going beyond everyday events)● Some stretches of descriptive language● Use of dialogue for drama ● Multiple episodes taking place over time● Multisyllable words that are generally easy to take apart or decode● Some easy compound words● Most texts with no or only minimal illustrations● Illustrations that support interpretation, enhance enjoyment, set mood but are not necessary for

understanding● NF: one kind of graphic on a page. Some simple graphics (illustrations with labels● Italics indicating unspoken thought dashes

Level I: New text characteristics:

● Some new content that typically children would not know● Some ideas that are new to most children ● A few abstract ideas that are highly supported by text and illustrations ● More elaborated description of character attributes ● Language characteristic of traditional literature in some texts ● Variety of dialogue (between more than two characters in many texts) ● Some texts may show more than one point of view● Many sentences with embedded clauses and phrases ● Many compound sentences● Two or more kinds of graphics on a page● Some informational texts with a table of contents or simple glossary

Level J: New Text Characteristics:

● Some simple biographies on familiar subjects ● Beginning chapter books with illustrations and short chapters (forty to seventy-five pages)● Chapters connected by character or broad theme● Chapters usually connected to a longer plot● Amusing or engaging characters, some of which have more than one dimension● Occasional use of parenthetical material embedded in sentences ● Content words illustrated with pictures or other graphics● Many lines of print on a page (three to twelve lines)● Chapter titles● Some texts with headings in bold to show sections

Level K: New Text Characteristics:

● NF: presentation of multiple topics, variety in organization and topic, legends, and call-outs● New content requiring prior knowledge to understand in some informational texts● A few abstract ideas, supported by the text but with less illustration support ● Texts with universal themes illustrating important human issues (friendship) ● Some complex and memorable characters & some figurative language (metaphor, simile) ● Setting important to understanding the plot in some texts ● Longer (more than fifteen words), more complex sentences ● Prepositional phrases, introductory clauses, lists of nouns, verbs, or adjectives ● Wide variety of words to assign dialogue, with verbs and adverbs essential to meaning ● Multisyllable words that are challenging to take apart or decode ● Some long stretches of text with no illustrations or graphics ● Some texts with illustrations that are essential to interpretation● Chapter books with 60 -100 pages of print -up to fifteen lines of print on a page ● Use of words in italics, bold, or all capitals to indicate emphasis or level of importance

Level L: New Text Characteristics:

● Simple mysteries● Multiple characters to understand and follow development ● Various ways of showing characters’ attributes (description, dialogue, thoughts, other’s perspectives)

● Plots with numerous episodes building toward problem resolution

● Texts with multiple points of view revealed through characters’ behaviors and dialogue● Sentences with nouns, verbs, or adjectives in series, divided by commas● New vocabulary in fiction texts (largely unexplained) ● Words with suffixes and prefixes● Words with a wide variety of very complex spelling patterns

● Many lines of print on a page (five to twenty-four lines; more for fiction)

Level M: New text characteristics:

● Most of content carried by the print rather than pictures● Some abstract themes requiring inferential thinking to derive● Multiple characters to understand and notice how they develop and change over time● Black and white illustrations● NF: diagrams, cutaways, scales, captions

Level N: New text characteristics:

● Content requiring the reader to take on perspectives from diverse cultures and bring cultural knowledge to understanding

● Social issues ● Descriptive and figurative language that is important to understanding the plot● Building suspense through events of the plot● Some words with connotative meanings that are essential to understanding the text● Some multisyllable proper nouns that are difficult to decode● Some words divided (hyphenated across lines)

Level O: New text characteristics:

● Chapter books with sequels● Short stories● Some more challenging themes (war, the environment)● Memorable characters, with both good and bad traits● Pronunciation guides

Level P: New text characteristics:

● Texts with multiple topics and categories within them● Topics that go well beyond readers’ personal experiences and content knowledge● Ideas and themes requiring taking a perspective not familiar to the reader ● Many ideas and themes requiring understanding of cultural diversity ● Extensive use of figurative language that is important to understanding the plot ● Specific descriptions of settings that provide important information for understanding the plot

● Settings distant in time and space from students’ experiences● Some more complex fantasy elements ● Many new vocabulary words that depend on readers’ tools ● Many new vocabulary words that readers must derive meaning from context

● Large variation among print styles and font size (related to genre)

Level Q: New text characteristics:

● Genre: more complex fantasy, memoir, and autobiography, diaries and logs, graphic texts● Fiction – settings requiring knowledge of content (history, geography, etc.) ● Complex ideas on many different topics requiring real or vicarious experiences (through

reading)

● Many words with affixes (prefixes and suffixes)● Many technical words that are difficult to decode● Words that are seldom used in oral language and are difficult to decode

Level R: New text characteristics:

● Some collections of short stories that have interrelated themes or build a single plot across the book

● Some long strings of unassigned dialogue from which story action must be inferred

Level S: New text characteristics:

● Plots with subplots● Some complex plots with multiple story lines ● Content particularly appealing to preadolescents● Many complex plurals, contractions, and compound words● Nonfiction: some texts with graphics that are complex and not fully explained ● Occasional use of less common punctuation (colon, semicolon)

Level T: New text characteristics:

● Genre: myths and legends ● Themes focusing on the problems of preadolescents, mature issues, problems of society

(racism)

● Themes focusing on human problems (war, hardship, economic issues)● Themes that evoke alternative interpretations ● Longer, complex sentences structures (some more than 20 words) ● Wide range of declarative, imperative, or interrogative sentences● Words used in regional or historical dialects● Some words from languages other than English

Level U: New text characteristics:

● Historical fiction settings may differ from students’ own cultural histories ● Multidimensional characters that develop over time● Science fiction showing struggle of good and evil● Many highly technical words that require background knowledge and are not defined in the text

● Long, multisyllable words requiring attention to roots to read and understand● Most texts with no illustrations other than the cover jacket or symbolic decoration on

margins or at chapter headings

● NF: some texts with graphics that are dense and challenging ● Many texts with very small font

Level V: New text characteristics:

● Genre: satire (literary narrative in which human failures are portrayed and ridiculed) ● Many texts requiring knowledge of history● Content particularly appealing to preadolescents and adolescents ● Critical thinking required to judge authenticity of informational texts, historical fiction, and

biography ● Heavy content load in many texts, both fiction and nonfiction, requiring study ● Interpretation of characters essential to understanding the theme● Some switching from setting to setting, including time change● Full range of literary devices● Words used figuratively or with unusual or hard-to-understand connotations ● Archaic (past) words or words from languages other than English that do not follow

conventional pronunciation patterns

Level W: New text characteristics:

● Genre: high fantasy and science fiction Form: Photo essays ● Content particularly appealing to adolescents ● Many texts requiring knowledge of world events ● Many texts presenting mature societal issues (family issues, growing up, sexuality)● Many texts presenting multiple themes that may be understood in many layers● Wide range or challenging themes that build social awareness and reveal insights into the human condition

● Some texts with heroic or larger-than-life characters who represent the symbolic struggle of good and evil

● Some texts with archaic language, included for authenticity ● Fantasy incorporating classical motifs (such as “the quest”) ● Use of symbolism to convey meaning ● Words that offer decoding challenges because they are archaic, come from regional dialect, or from

languages other than English ● Some text layouts in columns

Levels X-Z New text characteristics:

X: Some very long sentences (some with more than 30 words) Many archaic words Y: flashforward, time lapses, texts with unusual structures for presenting information, many texts with the complex structure of adult-level reading Z: embedded, diverse stories, texts that explicitly present mature issues such as sexuality, murder, abuse, nuclear war

Conferring Menus – Levels A – B Goal/Skill Goal/Skill

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