Report Card Information

Elementary Progress Reports are sent home every nine weeks.

This guide shares information about the elementary progress reports. Elementary Progress Report

Guide for Reading and Word Study Levels on Elementary Report Cards in Grades 1-5

Reading Levels:

Emergent: Emergent readers are becoming aware of print as something that carries a
message; know some sounds and names of letters of the alphabet, are developing directional
movement (left to right, top to bottom, etc.); are establishing one to one correspondence by
finger-pointing, locate some known words, use picture clues; begin to use pattern and repetition in the text; use some letter sounds (beginning/ending), and respond to texts by linking meaning with their own experience. (Grades K and early first)

Beginning: Beginning readers have good control of early reading strategies such as
directionality, one-to-one word matching, and locating known words; rely less on picture and
more on information in print; are beginning to build their knowledge of high-frequency words that they know with automaticity; read familiar text with phrasing and fluency; notice and attend to punctuation in reading; use more than one source of information; are beginning to monitor their own reading and to self-correct; use phonetic clues to help them decode, and engage in some discussions about what is read. (Grades K and 1st Grade)

Transitional: Transitional readers use multiple sources of information (meaning, language
structure, visual information, etc.) and a variety of strategies to read; make predictions and
confirm or revise them when reading; monitor their reading for understanding; use familiar parts of words (beginning, middle, end) to help them read unknown words; know many high-frequency words with automaticity; read punctuation marks appropriately; read most texts with phrasing and fluency; read a variety of longer and more complex texts; are becoming aware of story structure and literary language; engage in discussions about what is read, and identify details from the text to support ideas. (Late First Grade and Second Grade)

Intermediate: Intermediate readers have good control of and use their reading strategies to
engage in reading more complex text; read with fluency and phrasing; know and use high-frequency words with automaticity; use their knowledge of word patterns and structure and
use context clues to read new, unfamiliar words; use a variety of decoding and comprehension strategies; engage in self-correction and self-monitoring; analyze details of the text to identify key features; make connections across texts, and engage in in-depth discussions about what is read. (Third and Early Fourth Grades)

Advanced: Advanced readers have excellent control of and use of a variety of reading and
decoding strategies which they use with ease as they engage in the new text; read to learn; share
extensively about their reading, making connections across texts; read with fluency, accuracy,
and expression; can skim text quickly to retrieve information and to infer; perform multiple
reading tasks simultaneously, and engage in in-depth discussions about what is read. (Late
Fourth and Fifth Grades)