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Preconventional readers display curiosity about books and reading. They can hold the book and turn the pages. They know where the book starts and where it ends. They listen and respond to stories and can choose their favorites. Preconventional stage readers know some letter names and can recognize their own names. They are aware of environmental print such as favorite restaurant signs, traffic signs, and cereal/snack box print.
Emergent readers are curious about reading, and they begin to develop a desire to read. They are beginning to understand the concepts of letter,word, sentence, and other conventions of print, including punctuation and capitalization. They rely on pictures to tell the story but are beginning to focus on print. During read-aloud time, they may chime in with a familiar or predictable word or phrase. After hearing pattern,rhyming or predictable books many times such as Brown Bear, Brown Bear;What Do You See?; Chicka Chicka Boom Boom; Mrs. Wishy Washy and Spot books, they may memorize them. They may also identify sounds in words,especially rhyming words, syllables and initial/ sounds and can recognize some names and words in context. As they listen to stories and participate in guided literary discussions, these learners begin to develop a sense of story. Most children meet the standards for the Emergent Reading Stage by the end of kindergarten. Developing readers see themselves as readers and read independently books with predictable patterns such as The Napping House, The Very Hungry Caterpillar and In a Dark, Dark Wood. With adult guidance, they begin to figure out new words by applying various word study strategies, using phonics, meaning, and word and sentence structure clues. Developing readers merge print and illustrations to build meaning and can retell the main ideas of a story. During silent reading time, these children may initially browse but gradually are able to quietly read for 10 to 15 minutes. These children demonstrate comprehension through participation in guided literary discussions about a variety of reading material including fiction, nonfiction, poetry and drama. They can contribute information about familiar topics through unit related activities and projects. Most children meet the standards for the Developing Reading Stage by the end of first grade.  Beginning readers take a developmental leap as they begin to apply various wordstudy strategies to identify new words using phonics, meaning, and word and sentence structure clues. They can independently read a range of early-reader books such a I Can Read books, Henry and Mudge books, Little Bear books, Frog and Toad books, and Nate the Great books. During silent reading time, they are able to read for at least15 to 20 minutes. Beginning readers rely more on print than illustrations as they read. They are able to retell the beginning,middle and end of stories. These readers demonstrate comprehension through participation in guided literary discussions about a variety of reading material including fiction, nonfiction, poetry and drama. They can recognize story elements such as characters, setting, problems,events and solution. They can contribute ideas and begin to organize information about topics related to units of study. Most students meet the standards for the Beginning Reading Stage by the end of second grade.  This is a practicing and stretching stage. These readers are able to use a variety of word study strategies independently (phonics, meaning, and word and sentence structure clues) to identify and understand new words. They now read silently for a longer period, 20 minutes or more. During independent reading time, they may choose to read a range of beginning chapter and picture books such as The Boxcar Children books, Polk Street books, Minstrel in the Tower, Ralph S. Mouse, Amazing Grace, and Sylvester and the Magic Pebble. Expanding readers demonstrate comprehension through participation in guided literary discussions about a variety of reading material including fiction, nonfiction, poetry and drama. They are able to retell setting, characters, problems, major events, and solutions of the stories they read or hear. They can contribute ideas about a topic and organize information from a variety of these materials. These materials may include New True books, Ranger Rick, and Sports Illustrated for Kids. Most students meet the standards for the Expanding Reading Stage by the end of third grade.  The Bridging Reader This is a connecting stage where readers strengthen their skills by reading longer books with little repetition of vocabulary. They are able to integrate their word study strategies (phonics, meaning, and word and sentence structure clues) to identify and understand new words. They begin to use these new words in speaking and writing. They are able to silent read for 25 to 30 minutes. During reading time, these students read medium level chapter and picture books such as James and the Giant Peach, Charlotte's Web, Mufaro's Beautiful Daughters, Bunnicula , Paul Goble books, and The Babysitter's Club. These students demonstrate comprehension through participation in guided literary discussions about a variety of reading material including fiction, nonfiction, poetry and drama. Their increased knowledge of literary elements allows them to describe a character’s traits and growth over time and to understand the importance of setting and plot in a story. Bridging readers may broaden their interests by choosing a wide variety of materials such as World Magazine, Eyewitness or Explorer books. With guidance, they are able to use various resource materials to locate and organize information. Most students meet the standards for the Bridging Reading Stage by the end of fourth grade. 
This is a stage of increased sophistication. Fluent stage readers are able to integrate their word study strategies (phonics, meaning, and word and sentence structure clues) to help identify and understand new words. They include these new words accurately in speaking and writing. Fluent stage readers can deal with issues and topics which are becoming more complex. During reading time, these students may choose to read pre-adolescent literature such as Fighting Ground, Old Yeller, My Side of the Mountain, Hatchet, Number the Stars, Ransom for a River Dolphin, and Words of Stone. They select and finish a wide variety of materials independently and are able to read silently for 30 minutes of more. Fluent stage readers demonstrate comprehension through participation in guided literary discussions about a variety of reading material including fiction, nonfiction, poetry and drama. They are able to compare the use of literary elements within and among stories including characters, setting, plot, theme, and point of view. And these students are able to use a variety of resource materials to collect and organize information. Most students meet the standards for the Fluent Reading Stage by the end of 5th grade. 
Proficient stage readers have highly developed skills. They are able to integrated variety of word study skills (phonics, meaning, and word and sentence structure clues) to identify and understand specialized vocabulary, and they include these words accurately in speaking and writing. Students at this stage are avid readers who can silent read for at least 30minutes. They independently select challenging and complex pre-adolescent literature such as the trilogy by Tolkein, Red Wall series, Monkey Island, Bigger, Brian's Winter, Missing May, Shades of Gray, and Maniac Magee. These readers move between genres with ease, although they may have established strong preferences. They demonstrate comprehension through participation in complex guided literary discussions about a variety of reading material including fiction, nonfiction, poetry, and drama. They can compare and contrast the use of literary elements within and among stories, including characters, setting plot, theme, and point of view. They plan appropriate strategies for conducting informational searches as they locate, organize and integrate information from various resource materials. Most students meet the standards for the Proficient Reading Stage by the end of sixth grade. 
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