IRLA:Independent Reading Level Assessment Framework®

REPRESE

IRLA:

®

NTATIVE S

AMPLE for Begin ning and Intermed iate Rea ders

Independent Reading Level Assessment Framework®

Developmental Reading Taxonomy Built on Common Core State Standards

PreK

RTM

Kindergarten

1- 3Y

1G

1

2G

AMERICAN

READING COMPANY 2014

1B

2

2B

1R

2R

3

4

5

6

7

8

9 & 10

11 & 12

Wt

Bk

Or

Pu

1Br

2Br

Si

Gl

Tracking Student Progress Towards College and Career Readiness

®

®

IRLA Grade Level Equivalencies

Grade IRLA Level Standards-Based Level Expectation

Grade Level Equivalency

Stages of Reading Acquisition

Read to Me

PreK

1-3-Yellow

Kindergarten, First Half

.01–.59

1-Green

Kindergarten, Second Half

.60–.99

2-Green

1st Grade, First Third

1.00–1.29

1-Blue

1st Grade, Middle Third

1.30–1.59

2-Blue

1st Grade, Final Third

1.60–1.99

1-Red

2nd Grade, First Half

2.00–2.49

Word Families Vowel Patterns Syllabification

2-Red

2nd Grade, Second Half

2.50–2.99

Chapter Books

White

3rd Grade

3.00–3.99

Academic Vocabulary

Black

4th Grade

4.00–4.99

Stamina. High Speed Silent Reading

Orange

5th Grade

5.00–5.99

Purple

6th Grade

6.00–6.99

1-Bronze

7th Grade

7.00–7.99

2-Bronze

8th Grade

8.00–8.99

Authors’ Craft Authors’ Perspectives, Bias, Agendas

Silver

9th & 10th Grade

9.00–10.99

Literary Analysis

Gold

11th & 12th Grade

11.00–12.99

Writing as Art/Rhetoric

–

Active Reading Strategies Sight Words

Genre Expansion

Independent Reading Level Assessment: A Common Core Framework for Continuous Improvement ®

The formative assessment process is employed by good teachers and coaches everywhere. Formative assessment is not a test, not a tool. Formative assessment is a continuous improvement process.

The Formative Assessment Process

The teacher watches the student at work. She analyzes his actions and his thinking about those actions and provides on-the-spot, targeted, and immediately useful feedback. The student continues working, applying the teacher’s feedback to his work. The teacher watches to assess the extent to which the student has improved, and the process repeats. Incremental, continuous student learning is supported by incremental, continuous teacher learning. In addition, as the teacher watches the student at work, analyzing his actions and his thinking about those actions, she is thinking about her next actions for that student, as well as for others like him (small groups) and for the whole class (whole group). In this way, the formative assessment process improves the practice of both student and teacher. This continuous improvement process goes on all day, everyone learning to do their work better through the everyday routines of doing that work under the right conditions.

Teacher Expertise Is the Variable in Student Learning

Formative assessment is only as good as the teacher’s ability to watch, analyze, and provide on-the-spot, targeted, and immediately useful feedback to the diverse group of young people in her charge. The crucial question is this: What is inside the head of the teacher as she watches and analyzes her students at work? Through what lens is she watching the students as they think? To what extent is her reflection and feedback sensible, helpful, rigorous, reflective of the goals and values of the school community, bias-free? Of the many suggestions she could make, how does she choose the one that will provide the most power to that particular student? To what extent is she able to use what she learns from watching students work to improve her instruction the next day? To what extent does she feel responsible for improving the daily work of each of her students?

The Independent Reading Level Assessment Provides a Common Core Lens for Kid-Watching

The IRLA is a shared listening framework for teachers, parents, students, and administrators, K–12, that is both a Developmental Taxonomy of Reading and a nuts and bolts series of checkpoints and learning supports for mastery of the Common Core Standards. The Independent Reading Level Assessment gives teachers a sensible, helpful, rigorous, bias-busting lens with which to watch and analyze the actions and thinking of students as they are doing meaningful work. In using the IRLA every day, teachers develop the expertise needed to provide on-the-spot, targeted, and immediately useful feedback to any and every child, K–12.

The Independent Reading Level Assessment Provides an Accountability Framework forEducators

The electronic IRLA rolls the data entered by individual teachers into real-time dashboards for administrators. This allows administrators to track the average rate of reading growth in each classroom in time to provide appropriate support where it is needed.

Formative Assessment Framework for Teaching and Learning PreK–12 The Independent Reading Level Assessment (IRLA) is a unified, standards-based framework for student assessment, text leveling, and curriculum and instruction. The IRLA includes every Common Core State Standard for Reading, both in literature and informational text, as well as those Language standards key to reading success, for students in grades PreK through 12.

Establish Baseline Reading Level for Every Student

The IRLA will help you establish a baseline proficiency level for each of your students. The baseline level is the highest level at which a student can demonstrate proficiency without teacher help. This is the level at which you can expect the student to perform at proficiency on high-stakes testing.

Develop an Action Plan to Ensure Reading Proficiency for Every Student

The IRLA will help you show students where they are, where they should be, and what skills and behaviors lie in between. Through regular conferences, you will be able to outline and track a course of correction, acceleration, or maintenance, for each student and his or her family.

Monitor Progress Towards Goal

The IRLA allows you to track progress in real-time. Each standard has been assigned a points value relative to the amount of time it should take a student to acquire that skill or concept. In each formative assessment conference, teachers score students on any standards they have mastered, allowing teachers and schools to track rate of reading growth for every student.

Spanish

The Evaluación del nivel independiente de lectura (ENIL) parallels the IRLA while reflecting the different developmental stages of learning to read in Spanish.

Built on Common Core State Standards for Reading Comprehension: Literature and Informational Text • Active Reading Strategies • Key Ideas and Details: Using Text Evidence to Support Conclusions • Craft and Structure: Analyzing the Effects of Authors’ Choices • Integration of Knowledge and Ideas: Comparing Different Presentations

Range of Reading and Level of Text Complexity • Engagement and Independence • Home Reading Routines • Reading Across Genres

Foundational Skills: Reading Standards K-5 • Print Concepts • Sequential Phonics/Decoding Skills • Word Recognition (Power Words and Tricky Words) • Fluency and Self-Monitoring

Vocabulary: Language Standards 2-12 • Word Recognition • Academic and Technical Vocabulary • Word Structures and Etymology • Figurative Language • Domain-Specific Information

Written by Jane Hileman and Gina Zorzi Cline Copyright © 2013 by American Reading Company® All rights reserved. Published in the United States by American Reading Company. www.americanreading.com 1-866-810-BOOK ISBN: 1-61406-011-8 05152013

College and Career Readiness Anchor Standards for Reading and Writing ®

Reading Standards

1

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Writing Standards

1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

4

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6

Assess how point of view or purpose shapes the content and style of a text.

6

Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.

7

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

7

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8 9

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

8 9

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

10

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Read and comprehend complex literary and informational texts independently and proficiently.

10

Draw evidence from literary or informational texts to support analysis, reflection, and research. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Authors/Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. Copyright Date: 2010

REPRESENTATIVE SAMPLE For First Grade

2G Independent Reading Level Overview

1.00 - 1.29 Accumulating 120 Power Words, Initial Blends & Digraphs Accumulating ®

2G Learning Focus Power Words, Initial Blends & Digraphs

Key Common Core State Standards

CCSS F.1.3g Recognize and read grade-appropriate irregularly Power Words: 2G readers will know and use 120 very high-frequency Power Words spelled words. as a reliable and familiar support framework when reading. They will be able to read these words in books they have never seen before and out of context (lists, flash CCSS F.1.3a Know the spelling-sound correspondences for common cards, etc.) at Flash Speed. Power Words provide “islands of certainty” from which emergent readers can navigate the unknown. The combined Power Words in 1G and consonant digraphs. 2G make up 50% of all adult and student writing. Initial Blends & Digraphs: When students come to a word they don’t know, they will successfully use initial blends and digraphs as clues.

Entry Requirements

Exit Requirements

Word Recognition CCSS F.1.3g

Phonics CCSS F.K.2c/ F.1.3b

Must be in place before earning 2G designation. • Recognize and read grade-appropriate irregularly spelled words.

Phonics CCSS F.1.3a

Must be in place before earning 1B designation. • Blend and segment onsets and rimes of single-syllable spoken words. • Decode regularly spelled one-syllable words.

• Know the spelling-sound correspondences for common consonant digraphs.

Word Recognition CCSS F.1.3g

Comprehension CCSS F.1.4/ RL/I.1.1

• Recognize and read grade-appropriate irregularly spelled words.

• Read with sufficient accuracy and fluency to support comprehension. • Ask and answer questions about key details in a text.

2G

Comprehension CCSS F.1.4/ RL/I.1.1 • Read with sufficient accuracy and fluency to support comprehension. • Ask and answer questions about key details in a text.

IRLA 41

2G Independent Reading Level Assessment

1.00 - 1.29

Entry Requirements: Cumulative Record Entry ®

Student ________________________________________ Teacher ___________________________ Room _______ Date Started ________

2G Entry Requirements Word Recognition CCSS F.1.3g

Phonics CCSS F.1.3a

Comprehension CCSS F.1.4 CCSS RL/I.1.1

Read 2G Power Words Recognize and read grade-appropriate irregularly spelled words (were, could, would, does, some).

Self-Prompt for Initial Blends and Digraphs Know the spelling-sound correspondences for common consonant digraphs (sh–, ch–, th–, wh–).

Read and Comprehend Unfamiliar 2G Text Apply Foundational Skills (Word-Solving) Use a combination of initial sounds/blends, sight words, and context clues to read 2G text with purpose and understanding. A transitional 2G reader may be working out the words, rather than reading fluently; however, she is insistent that what she reads make sense, stopping and trying again if something doesn’t look right, sound right, or make sense.

Date Completed

Evidence/Date Scores

Dates

See Power Words Check on page 43. Minimum score of 25.

Can make the initial sound for a minimum of 13 blends/ digraphs.

br

cr

dr

fr

gr

pr

tr

wr

bl

cl

fl

gl

pl

sl

sc

sk

sm

sn

sp

st

sw

tw

ch

sh

th

wh

Scores

Titles

Dates

See Cold Read Record on page 44. Minimum score of 6 on one Cold Read Text.

Apply Reading Standards (Comprehension) Determine what a text says explicitly and make logical inferences from it.

A reader who is proficient at all of the above enters 2G with 1.00 points.

2G

1.00 IRLA 42

®

2G Entry Requirements: Power Words Check

To begin 2G, know 25 of these words at Flash Speed. By the end of 2G, know ALL 60 words. Name:

Dates

about animal as beside boy but by came could day did does eat from fun

gave girl give goes going good got happy her him his home house how if

into jump make many new not now off oh or our out over play put

ran saw says some stop take them then these too under were when would your Totals

2G

Common Core State Standard Foundational Skills 3g: Read common high-frequency words by sight.

IRLA 43

2G Entry Requirements: Cold Read Record ®

Title:________________________________________________________________________________________________

Date:_________________________________

Given an unfamiliar 2G text (Cold Read), and NO help of any kind: Error/Miscue Analysis

Running Record

Needs work on this initial blend/digraph

Record all errors as the student reads the passage. Indicate self-corrections.

Needs to learn this Power Word

Not in background knowledge

Apply Foundational Skills Active Reading Strategies

CCSS F.1.4

Read with sufficient accuracy and fluency to support comprehension.

Yes or No

Read with purpose and understanding. Stop and try again if something doesn’t look right, sound right, or make sense. Self-correct ALL errors that interfere with meaning. (Example: In most contexts, reading “like” for “love” doesn’t change the meaning and still matches the initial letter sound, while reading “little” for “love” would not make sense.) If the answer to the above question is No, STOP and move student to an easier level. If the answer is Yes, continue on to Reading Standards. (See specific questions on Cold Read Text Pages.)

Apply Reading Standards Comprehend 2G text See specific questions on Cold Read Text Pages

CCSS RL/I.1.1

Ask and answer questions about key details in a text.

Student Response

Score Weak.........Strong

Basic Comprehension

1 2 3 4

Making Inferences

1 2 3 4

Total Points (A minimum score of 6 is required in order to enter 2G.)

2G

IRLA 44

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2G Entry Requirements: Cold Read Text A How many How pancakes domany pancakes do you want? you want?

Come have some fruit. I don‛t want it.

3

Not now.

I made us a big salad.

2

4

CCSS RL.1.1

Let‛s Eat

Written by

Basic Comprehension What happened in this story?

100 Let’s Eat by Jane Hileman and Marilyn Pitt American Reading Company Jane Hileman & Marilyn Pitt Illustrated by John Bianchi

2G

POWER

Making Inferences How do you think the dad feels at the end of the story? What in this book makes you think that?

6

I made you a cake. Here‛s a glass of milk.

10 5

1G/2G Power Words

Word Solving

come have some I don’t want it how many do you no a big not now here’s of what for me to eat

For all other words, students should make the sound of the initial letter or blend/digraph, then look at the picture for something that makes sense.

No pancakes.

7

No cake. No milk.

What do you have for me to eat???

11

IRLA 45

2G Entry Requirements: Cold Read Text B

®

We‛ll put up the tent. Then we can play in it.

Let‛s put up the tent. Come put up the tent.

2

Here are some bananas and apples.

Here come the dolls.

3

12

CCSS RL.1.1 Camping by Jane Hileman American Reading 100 Company POWER

6

This is fun.

7

Camping 2G

4

Now what?

8

Written by Jane Hileman Illustrated by John Bianchi

Here come the pillows. Here come the blankets.

Now we can play. There. It‛s up.

Basic Comprehension Making Inferences What happened in this Why did the children go inside? What in this book story? makes you think that?

11

1G/2G Power Words

Word Solving

put up the come we’ll then we can play in it now here the are and what

For all other words, students should make the sound of the initial letter or blend/digraph, then look at the picture for something that makes sense. IRLA 46

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2G Entry Requirements: Cold Read Text C

Soccer Trace Taylor

Soccer by Trace Taylor American Reading Company

Basic Comprehension Tell me three things the text says about soccer.

This is a soccer ball.

This is a soccer ball, too.

Many girls play soccer.

Many boys play soccer, too.

They play soccer in the grass.

They play it in the mud.

Some play with no shoes.

Some play with shoes.

CCSS Making Inferences RI.1.1

How do people play soccer differently depending on where they live? What in this book makes you think that?

1G/2G Power Words this is a too many girls play boys they in the with no some

Word Solving

For all other words, students should make the sound of the initial letter or blend/ digraph, then look at the picture for something that makes sense.

2G

IRLA 47

®

2G Entry Requirements: Cold Read Text D

This is an eagle.

The eagle loves to eat fish.

It can see a fish under the water.

Here are its claws.

Its claws are big and black.

The eagle will get the fish with its claws.

CCSS RI.1.1

Jayson Fleischer Gee Johnson

2G

Bald Eagles by Jayson Fleischer American Reading Company

Basic Comprehension Making Inferences Tell me three things the How are the eagle’s claws text says about eagles. important? What in this book makes you think that?

1G/2G Power Words

Word Solving

this is an they love to eat it can see a under the here are its big and black will get with

For all other words, students should make the sound of the initial letter or blend/ digraph, then look at the picture for something that makes sense. IRLA 48

2G Comprehension

Reading Reading Standards for Literature and Informational Text ®

Many of the comprehension standards below will be demonstrated during Read-Aloud, since few 2G books are complicated enough to have a narrative structure. In order to move to 1B, .05 Comprehension Points must be earned from any combination of the standards below.

Key Ideas and Details: Using Text Evidence to Support Conclusions Understand, think about, and discuss what the author said.

CCR

1

CCR

2

Evidence/Date

Points

Demonstrate adequate background knowledge to name and talk about the pictures and ideas common to 2G books. Students who do not know basic vocabulary need extensive read-aloud and real-life experiences to be successful 2G readers.



Demonstrate an obvious understanding of the materials (e.g., laugh at the funny parts, comment on the material, make personal connections). Read actively, making comments and connections without prompting.



RL/I.1.1 Ask and answer questions about key details in a text. • I’ll ask you a question about something in the text. (Who, what, when, where, why…) • Now you ask me a question about something in the text.



RL.1.2 After Read-Aloud: Retell stories in correct sequence, including key details, and demonstrate understanding of their central message or lesson. • Retell the story using the words: In the beginning, in the middle, and at the end. • What do we mean by “a lesson or central message”? What is a lesson or central message in this book? • Retell a story, including: • Title and main character • Problem and solution • Central message, lesson, or moral

.01

RI.1.2 Identify the main topic and retell key details of a text. • What was this book mostly about (topic)? • What were three key details the author told us about this topic?

.01

2G

IRLA 49

CCR

3

RL.1.3 After Read-Aloud: Describe characters, settings, and major events in a story using key details. • Who were the characters in the story? Who was the main character? • Describe the main character using 3 key details from the story. • What was the setting? Where (and when) did it take place? • Describe the setting using 3 key details from the story. • What was the problem in this story? How was this problem resolved? How do you know? What key details support your answer? • What were the major events? What were the most important things that happened? (First, second, and finally, or beginning, middle, end). • Describe the major events using key details from the story.

.01

RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. • How are ______ and _____ in this book alike (or different)? • How are ______ and _____ in this book connected? • Think about the things mentioned in this book. How could you organize these things into two categories? What would you name each category?

.01

Craft and Structure: Analyzing the Effects of Authors’ Choices Understand and discuss the way(s) the author(s) said what was said.

CCR

4

CCR

5

RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. • How did this character feel when __happened? What word did the author use that let you know they felt this way? • Find a word in this text that suggests feelings. • What word tells how ___smells (looks, tastes, etc.)? • Find a word in this text that makes you think about taste, touch, smell, or hearing.

.01

RI.1.4 After Read-Aloud: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. • What do you think___means in this text? Why do you think the author used that word? • Now as you read, it is your turn to find a word you think is interesting and ask yourself the same questions.

.01

RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. Give student a pile of books: • Which of these books are informational? • Which tell stories? • How do you know which is which?

.01

RI.1.5 After Read-Aloud: Know and use various text features (headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. • Where in this book would you look to find information about ____ (what tigers eat; what makes a seed grow)?

.01

2G

IRLA 50

CCR

6

RL.1.6 After Read-Aloud: Identify who is telling the story at various points in a text.

.01

RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. • What can you learn about ____from the pictures in this book? • What information can you find in the illustrations that the words don’t tell us?

.01

Integration of Knowledge and Ideas: Comparing Different Presentations Discuss how the ideas in a book connect to each other and to the larger world.

CCR

7

CCR

8

CCR

9

RL.1.7 After Read-Aloud: Use illustrations and details in a story to describe its characters, setting, or events. • Describe _____________using at least one detail from the story and one detail from the illustrations.

.01

RI.1.7 Use the illustrations and details in a text to describe its key ideas. • What are the key ideas in this text? Show me one from the text and one from the illustrations.

.01

RI.1.8 After Read-Aloud: Identify the reasons an author gives to support points in a text. • The author is telling us that ____(teacher supplies this). What reasons does he give to convince us?

.01

RL.1.9 After Read-Aloud: Compare and contrast the adventures and experiences of characters in stories. • What happened to ______ in this story? • What happened to ______ in this story (or another story)? • How were their experiences the same? How were they different?

.01

RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Give student two books on same topic: • How are these two books alike? How are they different? • Which do you like better? Why?

.01

2G Comprehension Total (Maximum of .05)

2G

.05 IRLA 51

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2G Foundational Skills

Range of Reading and Level of Text Complexity

Evidence/Date

Points

Engagement and Independence Read regularly and independently, or with a partner, sustaining engagement in 2G-level materials for at least 30 minutes (15 minutes per session) every day in the classroom.

.01

Home Reading Have established a home reading habit and read for at least 30 minutes every night, or make up the extra reading time in school. Genres Enjoy both informational and literary text at 2G level. CCSS RL/I.1.10

Informational



Literary

.01

Range of Reading and Level of Text Complexity Total

Print Concepts Sentences Recognize and respond to punctuation (commas, periods, question marks) while reading. CCSS F.1.1a

.01

Print Concepts Total

.01

Phonics Initial Consonant Blends & Digraphs: Use all initial consonant blends and digraphs as clues to unfamiliar words without prompting. When they come to an unfamiliar word, students should automatically say the sound of the blends or digraphs while they look for meaning clues. Do not have them sound out the rest of the word.

.02

• Know the spelling-sound correspondences for common consonant digraphs (wr, sh). CCSS F.1.3a • Student should be able to tell you the sounds for each of these:

br

cr

dr

Phonics Total

2G

fr

gr

pr

tr

wr

bl

cl

fl

gl

pl

sl

sc

sk sm sn

sp

st

sw tw ch sh

th wh .02 IRLA 52

2G Foundational Skills Cont’d Word Recognition

Power Words Recognize and read high-frequency words by sight. CCSS F.1.3g. Student can read ALL 2G Power Words at Flash Speed.

.03

Know the following category words by sight: colors (red, blue…), numbers (one, two…), family members (mom, brother…), days of the week (Monday, Tuesday…), shapes (circle, square…), prepositions (over, under, around…). Student can read the 2G Category Words at Flash Speed.

.05

Word Recognition Total

.08

Vocabulary Use and explain common antonyms frequently found in 2G-level books. Say one of the words below and ask the student to tell you the opposite. They don’t need to be able to read the word, just give its opposite orally. big or large/small over/under or little

old/young or new

up/down

empty/full

near/far

happy/sad or unhappy

good/bad

tall/short

day/ night

.01

Read and identify the words that compose contractions (can’t = cannot). (See 2G Category Words.)

Vocabulary and Background Knowledge Total

.01

Fluency Read 2G text independently, sustaining concentration, monitoring comprehension, and when useful, rereading, without help from the teacher. Monitor Comprehension: CCSS F.1.4abc • Use context to confirm or self-correct word recognition and understanding, rereading as necessary. CCSS F.1.4c • When stuck, back up and try again. • When stuck, continue reading and come back to correct after gaining more information.

.01

Fluency Read 2G text orally with 95-100% accuracy, appropriate rate, and expression without prompting or support. CCSS F.1.4b

.01

Fluency Total

.02

2G Foundational Skills Total

2G

.15 IRLA 53

®

2G Category Words

Student Practice Page:

By the end of 2G, know ALL of these words at Flash Speed.

Name

Date

Numbers

Days

Total

Family

Contractions

Colors

two

Saturday

mom

can’t

red

six

Wednesday

mommy

don’t

yellow

five

Sunday

mother

won’t

pink

nine

Thursday

dad

didn’t

green

one

Monday

daddy

wasn’t

purple

seven

Friday

father

aren’t

orange

four

Tuesday

sister

couldn’t

blue

brother

shouldn’t

black

Directions

ten eight

over

aunt

wouldn’t

white

three

under

uncle

she’s

brown

around

grandmother

he’s

gray

through

grandfather

it’s

triangle

across

baby

I’ll

rectangle

above

family

I’m

square

inside

you’re

circle

outside

they’re

Shapes

2G

Common Core State Standard Foundational Skills 3g: Recognize and read grade-appropriate irregularly spelled words.

IRLA 54

®

2G Running Record

Student _____________________________

Teacher__________________________

Grade_______

Room_________

Error/Miscue Analysis

Title:_______________________________

Needs work on this initial letter sound

Active Reading

Power Words

 Have automatic recall of 85 Power Words and can read them in context.  Have control of next 60 Power Words (2G Skills Card).

about animal as be beside boy but by came could day did does eat from

 Use picture clues to figure out unfamiliar words.  Self-prompt a new word by using the first two letter sounds (blends, digraphs).  Stop when something doesn’t make sense, match the letters, or sound right.  Go back and try again if reading doesn’t make sense, match the letters, or sound right.  Determine what a text says explicitly and make logical inferences from it. (What is this about so far? How do you know? Why...?)

2G

Date________________

fun gave girl give goes going good got happy her him his home house how

Needs to learn this Power Word


Power Goal if into jump make many new not now off oh or our out over play

put ran saw says some stop take then these too under were when would your IRLA 55

®

Transition to 1B

2G Entry Points 2G Foundational Skills Points 2G Comprehension Points 1B Transition Points. With NO help of any kind, student must demonstrate ability to:

Phonics CCSS F.K.2ce CCSS F.1.3abc

Manipulate Onsets and Rimes Combine initial sounds and Power Words to make new words.

See Chunking Check on page 59. Minimum score of 18.

Decode Most One-Syllable Words Use a combination of sight words, rhyming, initial sounds/blends, and chunking to decode most regularly spelled one-syllable words.

See One-Syllable Decoding Check on page 60. Minimum score of 18.

Read 1B Tricky Words

Word Recognition Recognize and read grade-appropriate CCSS F.1.3g irregularly spelled words.

See Tricky Words on page 61. Minimum score of 25.



Points

Dates

.01 Scores

Dates

.03

Scores

Scores

Read and Comprehend Unfamiliar 1B Text Apply Foundational Skills (Word-Solving) Use a combination of decoding skills, sight words, and context clues to read 1B text with 98-100% accuracy. Stop and try again if something doesn’t look right, sound right, or make sense.

1.00 .15 .05

Dates

Titles

.01 Dates


.04

Apply Reading Standards (Comprehension) Determine what a text says explicitly and make logical inferences from it.

1B Transition Points

.09

GRAND TOTAL: Student should transition to 1B with 1.29 points and demonstrated proficiency at 1B prerequisites.

1.29

2G

IRLA 56

®

2G: Skills Card

Reader: Room:

Active Reading Habits

1. Read 2G Power Words at Flash Speed. 2. When you come to a word you don’t know, use its first two letter sounds as a clue. 3. Use the pictures for clues. 4. Stop and try again if something doesn’t look right, sound right, or make sense. 5. Reread when stuck. 6. Tell someone what the book was about: main topic and key details. 7. Retell a story someone reads to you. 8. Say words that rhyme, some with blends (fat/flat). 9. Read by myself for 15 minutes without getting tired. 10. Read at home for at least 30 minutes every night.

Use the first two letters to start a word.

br tr pl sp ch Contractions

Number Words

cr wr sl st sh

dr bl sc sw th

fr cl sk tw wh

gr fl sm

pr gl sn

two eight

Copyright © 2010 by American Reading Company®

three nine

four ten

about animal

five zero

six

*160056*

as

beside

boy

but

by

came

could

day

did

does

eat

from

fun

gave

girl

give

goes

going

good

got

happy

her

him

his

home

house

how

if

into

jump

make

many

new

not

now

off

oh

or

our

out

over

play

put

ran

saw

says

some

stop

take

them

then

these

too

under

were

when

would

your

Days of the week Colors

can’t didn’t couldn’t it’s I’ll we’re don’t wasn’t shouldn’t he’s we’ll you’re won’t aren’t wouldn’t she’s you’ll they’re one seven

2G Power Words

Monday Tuesday Wednesday Thursday Friday Saturday Sunday week red yellow orange blue

pink white

green purple brown black

members

mom dad sister grandfather aunt baby mother father brother grandmother uncle family

Shapes

circle square triangle rectangle oval

Direction

over through

Family

words

under across

For more coaching help with this level, visit [email protected]..

around above

inside outside


REPRESENTATIVE SAMPLE For Second Grade

2R Independent Reading Level Overview

Finish 1 Chapter Book Each Week Finish

2.50 - 2.99

®

2R Learning Focus Finish 1 Chapter Book Each Week

2R readers begin 2R as picture book readers and leave as chapter book readers. They develop the habit of silent reading, the ability to sustain interest across sittings, and finally, the chapter book reading habit, where they must engage and understand without the aid of illustrations. Students should not leave 2R until they are successfully reading (and finishing) at least one chapter book a week.

Decode All Multisyllabic and Irregularly Spelled Words Familiar from Everyday Speech

Key Common Core State Standards CCSS RL/I.2.10 By the end of the year, read and comprehend literature and informational texts in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS F.2.3e Identify and read words with inconsistent but common spelling-sound correspondences (body, cloth, ton).

2R readers are able to try various vowel/consonant sounds in unfamiliar words until they recognize the word from everyday speech. 2R books are full of irregularly spelled words, multisyllabic words, and special vowel spellings, but all of the words in 2R books should be familiar to readers from their oral language (e.g., gigantic, scientist). Their use of decoding and context clues allows the 2R readers to get close enough to the pronunciation of any word so that as they try different possible pronunciations, they recognize one. Expect 2R readers to be able to approximate pronunciation of difficult names.

Entry Requirements

Exit Requirements

Phonics CCSS F.2.3e

Academic Vocabulary CCSS RL/I.3.4

Must be in place before earning 2R designation. • Identify words with inconsistent but common spelling-sound correspondences.

Comprehension CCSS F.2.4/ RL/I.2.1 • Read with sufficient accuracy and fluency to support comprehension. • Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Must be in place before earning Wt designation. • Determine the meaning of general academic and domain-specific words and phrases as they are used in a text relevant to a grade 3 topic or subject area, distinguishing literal from nonliteral language.

Phonics CCSS F.3.3c • Decode multisyllable words.

Comprehension CCSS RL/I.3.1 • Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Range of Reading CCSS RL/I.3.10 • By the end of the year, read and comprehend literature and informational texts in the grades 2-3 text complexity band independently and proficiently.

2R

IRLA 117

2R Independent Reading Level Assessment

2.50 - 2.99



2R Entry Requirements Scores

Phonics

CCSS F.2.3

Decode Almost Any Word Familiar From Everyday Speech Decode almost any word familiar from speech, including multisyllabic and irregularly spelled words, diphthongs, special vowel spellings, common prefixes and suffixes, plurals, and names.


Apply Reading Standards (Comprehension) Determine what a 2R text says explicitly and make logical inferences from it.

Dates

See Tricky Phonics Check on page 119. Minimum score of 20.

Scores Read and Comprehend Unfamiliar 2R Text Apply Foundational Skills (Word-Solving) Use a combination of decoding skills, sight words, and context clues to read 2R text with 98-100% accuracy. Stop and try again if something doesn’t look right, sound right, or make sense.

Titles

Dates


A reader who is proficient at all of the above enters 2R with 2.50 points.

2R

Date Completed

Evidence/Date

2.50 IRLA 118

®

2R Entry Requirements: Tricky Phonics Check

2R readers are able to try various vowel/consonant sounds in decoding unfamiliar words until they recognize the word from everyday speech.

Entry Level: 20 Words i says e

i says long i

i says short i

vowels split

y says e

y says long i

y says short i

happier

divide

ability

create

easily

deny

mystery

curious

decided

American

ruin

trophy

satisfy

crystal

emptiness invited

imagine

museum

county

rely

gymnast

skinnier

replied

terrible

area

vocabulary

rhyme

symbol

warrior

polite

promise

reality

necessary

hydrant

system

ch=k

ci=sh

soft c

t=tch

tion=shun

su=sh/zh

si=sh/zh

echo

delicious

center

adventure

direction

usually

decision

anchor

musician

certain

picture

invitation

sugar

television

stomach

official

except

temperature education

treasure

division

schedule

electrician

announce

furniture

combination pleasure

conclusion

ache

magician

innocent

mixture

abbreviation ensure

explosion

Common Core State Standard Foundational Skills 3e: Identify words with inconsistent but common spelling-sound correspondences.

2R

IRLA 119

2R Entry Requirements: Cold Read Record ®

Title:_______________________________________________________________________________________________

Date:____________________________________

Given an unfamiliar 2R text (Cold Read), and NO help of any kind... Error/Miscue Analysis

Running Record

Needs work on this Phonics Pattern

Record all errors as the student reads the passage. Indicate self-corrections.

Needs to learn this Tricky Word


Apply Foundational Skills Active Reading Strategies

CCSS F.2.4

Read with sufficient accuracy and fluency to support comprehension.

Yes or No

Read with 98 - 100% word accuracy. In a text of approximately 100 words, student makes no more than 2 uncorrected errors. Stop and try again if something doesn’t look right, sound right, or make sense. Self-correct ALL errors that interfere with meaning. Read fluently and with expression, using punctuation. If answer to any of the above questions is No, STOP and move student to an easier level. If the answers to all are Yes, continue on to Reading Standards. (See specific questions on Cold Read Text Pages.)

Apply Reading Standards Comprehend 2R text See specific questions on Cold Read Text Pages

CCSS RL/I.2.1

Ask and answer such questions Basic Understanding as who, what, where, when, why, and how to demonstrate understanding of key details in Analysis a text.

Student Response

Score Weak.........Strong

1 2 3 4 1 2 3 4

Total Points (A minimum score of 6 is required in order to enter 2R.)

2R

IRLA 120

®

2R Entry Requirements: Cold Read Text A

Marvin Redpost: Alone in His Teacher’s House by Louis Sachar Random House

Basic Comprehension What is happening so far in this story? CCSS Making RL.2.1 Inferences Why wouldn’t Marvin want his friends to pretend to be him? Use evidence from the text to support your answer.

2R

IRLA 121

®

2R Entry Requirements: Cold Read Text B

Julian, Dream Doctor by Ann Cameron Random House

Basic Comprehension What is happening so far in this story? Making CCSS Inferences RL.2.1 Describe how Julian’s thoughts about the bowling ball change. Use evidence from the text to support your answer.

2R

IRLA 122

®

2R Entry Requirements: Cold Read Text C

CCSS RI.2.1

Basic Comprehension Tell me three things the text says about tarantulas. Monster Bugs by Lucille Recht Penner Random House

2R

Making Inferences Which is more dangerous to a tarantula: a coyote or a tarantula hawk? Use evidence from the text to support your answer. IRLA 123

2R Comprehension

Reading Reading Standards for Literature and Informational Text ®

Proficiency in the standards below must be demonstrated while reading independently in 2R-level text. In order to advance to Wt, students must earn .20 Comprehension Points. Do not score students higher than .20 for Comprehension as students work on the same comprehension standards in 1R and 2R.


CCR

1

CCR

2

Evidence/Date

Points

Read actively and demonstrate an obvious understanding of the text (laugh at the funny parts, comment on the material, make personal connections) without prompting.



RL/I.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. • Who, what, when, where, why, how….? • Show me in the text where you got your answer. • Now you ask me a question about something in the text.



RL.2.1 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. • Retell the story to me. Include: title, main character, the problem, and the solution. • What is a fable? Give me an example of one. • What is a folktale? Give me an example of one. • What is a moral? Give me an example of one. • Retell a fable or folktale, including: • Title and main character • Problem and solution • Central message, lesson, or moral

.02

RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. • What was this text mainly about (the topic)? • What were three of the most important things the author told us about this topic? • What was the topic of this paragraph?

.02

2R

IRLA 125

CCR

3

RL.2.3 Describe how characters in a story respond to major events and challenges. • What challenge or major events did the main character face? • How did he or she respond to this challenge? • Did he or she grow or change in response to this challenge? • Describe a challenge/major event that a character in this story faced and explain how he or she responded to it. Include how the character learned or grew as a result, if appropriate.

.02

RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. • What were the major events, ideas, or steps in this text? • Based on what you just read, how are these historical events (___, ___, and ___) related to each other? • Based on what you just read, how are these two scientific ideas (__ and __) related to each other? • Based on what you just read, explain the steps in making a ____ and how they are connected.

.02


CCR

4

CCR

5

RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. • Define and give an example of: regular beats, alliteration, rhyme, repeated lines. • What do we mean by “rhythm” in a poem, song, or story? • How do the words in this poem, song, or story supply rhythm? • How does that rhythm add to the meaning of the poem, song, or story? • What do you think this word means? Why do you think the author chose this word instead of (synonym)? How does this word add to the meaning of the story/poem/song?

.02

RI.2.4 Determine the meaning of words and phrases in a text relevant to a 2R topic or subject area. • What does ____mean? What does it have to do with this topic or subject area?

.02

RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. • Describe the beginning of the story and how it sets up the action or the problem of the story. • Tell major events that occur and how they contribute to the overall structure of the story (rising action, climax, falling action). • Describe the ending and how it concludes the action or resolves the problem.

.02

RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. • Ask student to show you the above features, where appropriate in his text. • Where in this book would you look to find information about____(what tigers eat, what makes a seed grow)? How do you know?

.02

2R

IRLA 126

CCR

6

RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. • Ask student to read dialogue aloud, taking different voices for different characters. • Ask student to explain the differences between the characters’ points of view on what is happening.

.02

RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. • Why do you think the author wrote this book? What did he/she want to answer, explain, or describe? What did he/she want us to know? Why? What evidence do you have for your answer?

.02


CCR

7 CCR

8

CCR

9

RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. • What does this illustration teach you about ___ (character, setting, or plot)?

.02

RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. • How does this diagram teach us about ____ (the life cycle of a bee; the water cycle; what wolves eat)?

.02

RI.2.8 Describe how reasons support specific points the author makes in a text. • The author is telling us that __________. What reasons does he give to convince us?

.02

RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. Give student two books that tell the same story/legend. • How is this story the same in both books? How is the story different? • Which do you like better and why?

.02

RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. Give student two books on the same topic. • What does the author most want us to remember from this first book? • What does the author most want us to remember from this second book? • How are they alike? How are they different? • Which do you like better and why?

.02

2R Comprehension Total

2R

.20 IRLA 127

®

2R Foundational Skills


Evidence/Date

Points

Engagement and Independence Read regularly and independently, sustaining engagement, in 2R-level materials for at least 30 minutes every day in the classroom.

.01

Chapter Book Habit Regularly finish 2R chapter books, at least one a week.

.03

Home Reading Have established a home reading habit and read for at least 30 minutes every night without prompting.

.01

Genres Enjoy informational text, prose, and poetry at 2R level. CCSS RL/I.2.10

.01


.06

Phonics: Multisyllable and Irregularly Spelled Words Decode Multisyllable and Irregularly Spelled Words Decode multisyllable words. CCSS F.3.3c Cover parts of unfamiliar words with finger and look for familiar chunks inside.



Use rules of syllabication to approximate the pronunciation of a word, including difficult names. • Every syllable must have a vowel. • Closed syllables: End in consonant. Vowel is short (in-sect). • Open syllables: End in vowel. Vowel is long (ve-to).

.01

Decode any word familiar from speech, including irregularly spelled words, diphthongs (two vowel sounds in the same syllable: boy), special vowel spellings, common endings, and multisyllabic words.

.02

Flexibility with letter sounds. Try different sounds for the letters/chunks in an unfamiliar word until the word is recognized from everyday speech. Identify words with inconsistent but common spelling-sound correspondences. CCSS F.2.3e Try different sounds for the vowels, e.g., short/long i

i says long e

i says long i

i is short

y says long e

y says long i

spin/spine

radio

reminder

holiday

envy

apply

2R

.02

IRLA 128

2R Foundational Skills Cont’d Try splitting the vowels. create

museum

.02

graduate

Try different sounds for consonants or consonant/vowel combinations, e.g., ch=k

si=sh/zh

s=sh

ti=sh

t=tch

ci=sh

c=s

school

decision

sure

initial

future

official

certain

.01

Try making a letter silent, e.g., gn

pn

gh

wh

mb

sign

pneumonia

sigh

white

thumb

.01

.09

Phonics Total

Word Recognition and Vocabulary Outlaws Recognize and read grade-appropriate irregularly spelled words. (70 of the 2R Outlaws) CCSS F.2.3f

.01

Supply words represented by common abbreviations (e.g., Mr., St., Dec., Mon.). Mr.

Ms.

Mrs.

Dr.

St.

Rd.

Ave.

Mon.

Jan.



-ly

-ier

-iest

.01

Prefixes and Suffixes Decode words with common prefixes and suffixes. CCSS F.2.3d un-

re-

mis-

-ful

-able

Use adjectives and adverbs to describe. CCSS L.2.6

Word Recognition Total

2R

-tion

 .02 IRLA 129

2R Foundational Skills Cont’d Fluency and Self-Monitoring

Fluency Read on-level text with purpose and understanding. CCSS F.2.4a



Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. CCSS F.2.4b

.01

Read with sufficient accuracy and fluency to support comprehension. CCSS F.2.4

.01

Sustain engagement and comprehension in books with few or no illustrations.

.01

Self-Monitoring Use context to confirm or self-correct word recognition and understanding, rereading as necessary. CCSS F.2.4c



Fluency Total

.03

2R Foundational Skills Total

.20

2R

IRLA 130

2R Outlaws ®

Must Recognize On Sight

Student Practice Page Name

Dates

Total

among

certain

courage

except

meadow

scene

beauty

certainly

cousin

famous

meant

sigh

blood

chief

curtain

fault

mirror

smooth

blossom

chocolate

danger

forward

mischief

study

borrow

choose

daughter

garage

necklace

swallow

bowl

closet

diamond

gather

neither

toward

breath

cloth

Dr.

grease

ocean

vegetable

breathe

coffee

drawer

island

often

whole

calendar

comb

during

juice

pleasant

wisdom

calm

comfortable

earn

knife

police

worry

canoe

common

eighty

loose

practice

worse

captain

continue

either

lose

prove

carrot

copy

English

manage

rescue

cellar

cost

escape

marry

sandwich

2R

Common Core State Standard Foundational Skills 3f: Recognize and read grade-appropriate irregularly spelled words.

IRLA 131

®

2R Running Record

Student _____________________________

Teacher__________________________

Grade_______

Room_________

Title:_______________________________

Active Reading  Read fluently and with expression, using punctuation.

 Read actively: visualize, make predictions,

Comprehension

Date________________

Error/Miscue Analysis Needs work on this Phonics Pattern

Needs to learn this Tricky Word


Power Goal

 Determine what a text says explicitly. (What is this about so far? How do you know?)

make connections, and ask questions.

 Look for familiar parts of words inside unfamiliar words.

 Stop and try again when reading doesn’t make sense, match the letters, or sound right.

 Have control of the sight words used at this

 Support an interpretation or analysis. (Why...? What evidence from the text supports your answer?)

level.

 Have most of the words in the book in his or her speaking vocabulary.

 Successfully decode any word used in everyday speech, including names and irregular three- and four-syllable words.

2R

IRLA 132

®

Transition to Wt

2R Entry Points 2R Foundational Skills Points 2R Comprehension Points

2.50 .20 .20

Wt Transition Points. With NO help of any kind, student must demonstrate ability to: Vocabulary CCSS R.3.4

Phonics

CCSS F.3.3c

Comprehension CCSS RL/I.3.1

Range of Reading

CCSS RL/I.3.10

Notice and Define Academic and Technical Vocabulary See Vocabulary Check on Notice unfamiliar academic and domain-specific page 137. Minimum score vocabulary while reading and provide a word or phrase of 4. that could be substituted for the unfamiliar word while retaining the meaning of the sentence.


Dates

.02 Scores

Decode Every Word Encountered in Wt Text Use rules of syllabication to approximate the pronunciation of any word, including difficult names.

See Phonics Gap Locator on page 138. Minimum score of 30.

Read and Comprehend Unfamiliar Wt Text (Successfully Apply Reading Standards) Determine what a text says explicitly and make logical inferences from it. Interpret vocabulary and figurative language in context.


Demonstrate Ability to Finish a Wt Chapter Book Read and finish a Wt novel, demonstrating comprehension and a command of the vocabulary used in the text.

After reading a Wt chapter book, student is able to tell what problem the main character faced and how the problem was resolved.

Yes or No

Demonstrate Ability to Read and Comprehend Wt Informational Text Read a Wt informational text, demonstrating comprehension and a command of the vocabulary used in the text.

After reading a Wt informational text, student is able to tell what s/he learned and show where in the text s/he learned that information.

Yes or No

Dates

.01 Scores

Titles

Dates

.02 Titles

Dates

.02 Titles

Wt Transition Points GRAND TOTAL: Student should transition to Wt with 2.99 points and demonstrated proficiency at Wt prerequisites.

2R

Points

Dates

.02

.09 2.99 IRLA 133


*160060*

celebration


refrigeration lovable

acceptable beautiful

thoughtful

renew unripe

mismatch remodel unequal

misbehave

multiplication predictable graceful repay untangle

mistreat

separation

fascination breakable

dependable careful

colorful misspell unable

misjudge reread

recycle

uncover

-ation -able -ful misreun-

headache medicine pleasure appreciate permission

Be able to read words with prefixes or suffixes. Tell how they change the meaning of the word.

stomach

capture

character

Pacific racial conclusion

treasure

nature

introduce official explosion

measure

fracture

schools

scholarship certain

future

decision

sure artificial

commercial

television

sugar

creature

celebrate

ch says k s says sh/zh ci says sh si says sh

excitement appreciation

graduate

divided

museum biography

diagram

t says tch

c says s (soft c)

multiply nationality

identify

apply envy

personality

notify

simplify celebrity

y says i y says e

democracy piano

appreciate

10. Tell the main idea and details that support it. 11. What text features does your book have for finding information quickly? Show how you can use them. 12. What did you learn from your reading? 13. What was fact and what was opinion? How do you know? 14. What questions do you have?

experience

5. Retell the story in 3 sentences: In the beginning... In the middle... In the end... 6. Describe the main characters. How do they react to events in the story? 7. Describe the setting, where and when the story takes place. 8. Read a good part out loud, using different voices for different characters. 9. What is the lesson or moral of this story? How do you know?

create

Informational Text

scientist

Literature

reminder

Is this fiction or informational? How do you know? Answer why, how, and what if questions. What connections can you make to your own life? What did the author do well in writing this book?

radio

1. 2. 3. 4.

stadium

Comprehension: Support answers with evidence from the text.

Vowels split

10. Read fiction, nonfiction, poetry, plays, fables, and folktales.

i says i

9. Read at home for at least 30 minutes every night.

i says e

8. Read silently for at least 30 minutes without getting tired.

Be flexible with letter sounds. Try one, try another, until you recognize the word.

6. Visualize as you read books with few or no illustrations. 7. Read fluently and with expression, using punctuation.

2R readers can figure out any word they know from everyday speech.

1. Figure out 3- and 4-syllable words familiar from everyday speech, including names. 2. Try different sounds for the letters or chunks in a new word until you recognize the word. 3. Use prefixes and suffixes to figure out words (un-, re-, mis-, -ful, -able, -tion, -ly, -ier, -iest). 4. Stop and self-correct when something doesn’t look right, sound right, or make sense. 5. Finish at least one 2R chapter book every week.

2R: Flexible Phonics

Active Reading Habits

Tricky Vowels

Reader: Room:

Tricky Consonants

2R: Skills Card

Prefixes and Suffixes

®

REPRESENTATIVE SAMPLE For Fifth Grade

Or Independent Reading Level Overview

5.00-5.99 Proficiency Proficiency and Comfort in New Genres ®

Or Learning Focus

Key Common Core State Proficiency and Comfort in New Genres (Historical Fiction, Realistic Fiction, Standards Biography, Poetry, etc.)

Or readers should demonstrate proficiency in at least five very different kinds of text. Encourage students to expand their reading experience through literacy circles, read-aloud, book clubs, sharing time, modeling, book talks and having enough of the right books in these genres. Or readers are learning to analyze how different texts in the same series or genre approach similar themes. Proficient Or-level readers are comfortable in realistic/contemporary fiction, poetry, plays, informational writing, a variety of traditional tales, historical fiction, and biography.

CCSS RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. CCSS RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

In Or text, the vocabulary demands are increasing, with 6–10 words and/or phrases on a typical chapter book page not familiar from everyday speech. Or-level readers already know all but 1 or 2 of these academic words from their extensive reading at the earlier levels. Students who have not read widely will not know CCSS RL.5.9 Compare and contrast stories in most of the words and will have comprehension difficulty because of the academic vocabulary load. These students must go back to the color level where they can define all (or almost all) of the words used and read the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes from there, or they may develop the habit of “reading” without comprehension. Or-level readers should finish an Or chapter book, or its equivalent, each week.

and topics.

Entry Requirements

Exit Requirements

Academic Vocabulary in Current Schema CCSS L.5.6


Must be in place before earning Or designation.

Must be in place before earning Pu designation.

• Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.

• Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.



• Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

• Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Range of Reading CCSS RL/I.5.10


• By the end of the year, read and comprehend literature, including stories, dramas, and poetry, and informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

• By the end of the year, read and comprehend literature, including stories, dramas, and poems, and literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Or

IRLA 177

Or Independent Reading Level Assessment

5.00 - 5.99



Or Entry Requirements Academic Vocabulary in Current Schema CCSS L.5.6



Demonstrate Command of an Academic Vocabulary of Approximately 3,000 Words Have approximately 3,000 academic vocabulary words in reading vocabulary available for comprehending Or level text.

Scores

Dates

See Academic Vocabulary in Current Schema on page 179. Minimum score of 5.

Scores

Titles

Dates

Yes or No

Titles

Dates

Yes or No

Titles

Dates

After finishing an Or biography, Yes or No historical fiction, or science Demonstrate Ability to Read in a New Genre fiction book, student is able to Read an Or Biography, Historical Fiction, or tell what the main character Science Fiction text. faced and how the problem was resolved.

Titles

Dates

Read and Comprehend Unfamiliar Or Text Determine what a text says explicitly and make logical inferences from it.


Demonstrate Ability to Finish an Or Chapter Book Read and finish an Or novel, including demonstrating comprehension and a command of the vocabulary used in the text.

After reading an Or chapter book, student is able to tell what problem the main character faced and how the problem was resolved.

Demonstrate Ability to Read and Comprehend Or Informational Text Read an Or informational text, including demonstrating comprehension and a command of the vocabulary used in the text.

After reading an Or informational text, student is able to tell what s/he learned and show where in the text s/he learned that information.

A reader who is proficient at all of the above enters Or with 5.00 points.

Or

Date Completed

Evidence/Date

5.00 IRLA 178

Or Entry Requirements: ®

Academic Vocabulary in Current Schema

This page is for the teacher to use as a test of the vocabulary a student has already incorporated into his/her schema. In order to understand Or level text, students must already have acquired an academic vocabulary of at least 3,000 words. DO NOT give copies of this page to students. DO NOT teach or drill these words out of context. Pick a column. Student should be able to define 5 of the words to enter Or and 12 of the words to exit. This list is neither comprehensive nor sufficient, but as long as the student hasn’t practiced this list, it will give you an idea of whether his/her working vocabulary is sufficient to comprehend text at the Or level. Pick a different column each time. Each column is used as a separate test. 5 words correct in any column = Or Entry. 12 words correct in any column = Or Exit.

Test A

Test B

Test C

Test D

Test E

Test F

Test G

(Date) adapt

alter

altitude

angle

annual

apprentice

arch

arctic

armor

astonishment

astound

atmosphere

balcony

bin

blunder

bog

boulder

brisk

bud

burden

captive

casual

central

century

chamber

chaos

chemical

cinder

cloak

cluster

coarse

cocoon

coil

colonial

colonist

column

compact

condense

congress

crater

crest

cycle

daily

deafen

declaration

decree

dense

descend

device

drought

dune

establish

export

ferry

flee

flexible

fling

foster

furnish

fury

gale

galleon

gape

garment

grant

gravity

grim

gruff

harbor

hasty

hover

increase

inhabitant

interval

irrigate

junction

jut

keen

kernel

lair

magnify

manufacture

marvel

mass

meek

merchant

miser

muffle

parallel

patrol

peasant

peer

perch

peril

perish

physical

plume

pouch

profit

ransom

refuge

revolution

sibling

summit

unidentified

(Total)

Common Core State Standard Language 6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.

Or

IRLA 179

Or Entry Requirements: Cold Read Record ®

Student ________________________________________ Teacher ___________________________ Room _______ Date ______

Title:______________________ Given an unfamiliar Or text (Cold Read), and NO help of any kind: Fluently Decode Or text

Evidence/Student Response

CCSS F.5.4 Read with sufficient accuracy and fluency to support comprehension.

Score

• 99-100% word accuracy

Yes or No

• Appropriate rate and expression

Yes or No

• Stop and try again when something doesn’t look right, sound right, or make sense

Yes or No

If answer to any of the above questions is No, STOP TEST and move student to an easier level. Any student having trouble with decoding is most likely working at or below 2R. Comprehend Or text See specific questions on Cold Read Text Pages

Score

Evidence/Student Response

Weak...........Strong

Basic Understanding

1

2

3

4

Making Inferences

1

2

3

4

Using Comprehension to Infer Reasonable Word Meanings

1

2

3

4

CCSS RL/I.5.1

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from a text.

Cold Read Proficiency Total: A minimum score of 9 points on ONE Cold Read Text is required in order to enter Or.

Or

Total Points IRLA 180

Or Entry Requirements: Cold Read Text A ®

Bud, Not Buddy by Christopher Paul Curtis Random House

Basic Comprehension Using details from the text, what is happening so far in this story? Making Inferences How does Bud feel about going to a new foster family? Use evidence from the CCSS text to support your RL.5.1 answer. Inferring Reasonable Word Meaning What is the meaning of the phrase “sounding like little firecrackers going off”? Use evidence from the text to support your answer.

Or

IRLA 181

Or Entry Requirements: Cold Read Text B ®

Excerpt from “Blackmail” from Local News by Gary Soto. Copyright © 1993 by Gary Soto. Reprinted by permission of Harcourt Children’s Books, an imprint of Houghton Mifflin Harcourt Publishing Company.

Basic Comprehension Using details from the text, what is happening so far in this story? Making Inferences How does Angel feel about his brother? Use evidence from the text CCSS to support your answer. RL.5.1 Inferring Reasonable Word Meaning What word could you substitute for “hordes” without changing the meaning of this text? Use evidence from the text to support your answer.

Or

IRLA 182

Or Entry Requirements: Cold Read Text C ®

Great White Shark by Sandra Markle Lerner

Basic Comprehension Using details from the text, tell me three things the text says about sharks. Making Inferences How are sharks designed to be “at the top CCSS of the food chain”? Use RI.5.1 evidence from the text to support your answer. Inferring Reasonable Word Meaning What are the meanings of the words predator and prey? Use evidence from the text to support your answer.

Or

IRLA 183

Or Comprehension Reading Standards for Literature and Informational Text Reading ®

Proficiency in the standards below must be demonstrated while reading independently in Or level text. In order to advance to Pu, students must earn .48 Comprehension Points.


CCR

1

CCR

2

Evidence/Date

Points

Demonstrate background knowledge of an Or-level reader, familiar with 90-100% of the vocabulary and enough of the world knowledge found in Or-level books to ensure basic comprehension (e.g., 5th-grade level math, science, and social studies concepts).



RL/I.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. • Explain what this text says explicitly. • What does the author suggest without saying it explicitly? • Find a quote from the text that supports your answer(s). • Show me how you would write down a quote and acknowledge your source. • What does it mean to “make an inference?” (To use clues in the text to make a prediction about something that the author implies, but does not state directly.) • Give me an example of an inference you made while reading this text. Explain what in the text (use a quote) and what in your own background knowledge made you think this. • Read me a quote from this text that you like. Explain what this quote says explicitly and what you can infer that is not explicitly said.



RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. • What do we mean by theme? (Theme is a lesson, message, or author’s position on a topic in text.) • What challenge or conflict did the main character face? How did s/he respond to this challenge? How was this conflict resolved? What lesson did the character learn? What theme can you infer from this? • What was a theme of this story, drama, or poem? What details in the text support your theme? • What is a summary? • Summarize this story or drama, including: • Title, setting, main character, central conflict • Theme (author’s central message, lesson, or position) • 3 key details that convey the theme • What is the topic of this poem? Who is the speaker? How does s/he reflect on the topic? What is a theme of this poem? What details from the text support your theme?

.03

Or

IRLA 185

Or Comprehension Cont’d

CCR

2

CCR

3

RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. • What do we mean by main idea? (Main idea is either the author’s informational summary statement or opinion/position.) • What is a main idea of this text? What is another main idea of this text? • What key details does the author use to support each of her main ideas? • Summarize this text, including: • Title, author, topic • Two main ideas • 3 key details the author used to support each main idea

.03

RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). • Compare and contrast two characters in this story or drama using specific details from the text. Include 3 ways they are alike and 3 ways that they are different. Include their traits, motivations, interactions, and feelings. Use specific details from the character’s thoughts, words, and interactions to support your description. • Compare and contrast two settings in this story or drama. Include 3 ways they are alike and 3 ways that they are different. Use specific details from the text as evidence to support your description. • Compare and contrast two events in this story or drama. Include 3 ways they are alike and 3 ways that they are different. (Include where each event falls in the plot structure.) Use specific details from the text as evidence to support your description.

.03

RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. • Time/Sequence: Using the words “first, second, third,” describe the sequence of events (or steps) in the text. Explain why this order matters. OR • Concept/Scientific Ideas/Cause and Effect: Using the words “because, since, as a result,” explain how two ideas in the text are related. Explain why this relationship matters.

.03


CCR

4

RL.5.4 Determine and explain the meaning and effects of words and phrases as they are used in a text, including figurative language such as metaphors and similes. • Find a word you never use in your speech, or that you never saw before. • What do you think it probably means? Why? • Read the sentence again, but this time, put a word or phrase in place of the new word, without changing the meaning of the sentence. • Find a word or phrase that doesn’t mean what it literally says (e.g., He was as tall as a mountain. What does it mean?). • Find a metaphor or simile. Which one is it and how do you know? What does it mean?

.03

RI.5.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a Grade 5 topic or subject area. (Same as above.)

.03

Or

IRLA 186

Or Comprehension Cont’d

CCR

5

CCR

6

RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. • What are the major differences between poetry, prose (stories), and drama (plays)? How can you tell one form from the others? • Is this text a poem, drama/play, or story/prose? How do you know? • Define and show an example of: chapter, scene, stanza. • How is this chapter/scene/stanza dependent on what came before it in the text? How does it set up what happens next? • Which three scenes (chapters, stanzas) do you think were the most important to this story/ drama/poem? Why? How do they connect to each other? • How do the scenes contribute to the overall structure (Introduction, rise in action, climax, fall in action/resolution)?

.03

RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/ effect, problem/solution, pro/con, logical order) of events, ideas, concepts, or information in two or more texts. • What are some different ways authors organize their ideas? Define them: compare/contrast, cause/effect, chronological/sequential order, problem/solution, etc. • How does this author organize the events, ideas, or information in this text? • How does this organization compare to the way this other text is organized? • Compare and contrast the overall structure of events, ideas, or information in two texts. Include 3 ways the organization of these texts are the same and 3 ways they are different. Use specific details from the text as evidence to support your description.

.03

Distinguish among common forms of literature (e.g., poetry, novel, short story, biography, autobiography, drama, mysteries, science fiction, adventures, historical fiction, fables, myths) using knowledge of their structural elements. • Is this book fiction or informational? How can you tell? • What kind of literature is this? How can you tell?

.03

Create graphic organizers to categorize and analyze information and ideas from reading. (T-chart, Venn diagram, matrix chart, timeline, graphs, maps, etc.)

.03

RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described. • Who is the narrator or speaker in this text? • What is his/her point of view (perspective, position, bias) on the events? • How do you think that his/her point of view influences how the events are described? • How might the story be different if someone else were telling it?

.03

RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Give student multiple accounts of the same event. Compare these accounts on: • The way they tell about the event • The information they provide • The way they give their opinions about what happened

.03

Or

IRLA 187


CCR

7

CCR

8

RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). • What do we mean by “visual elements” or “multimedia elements”? • What visual or multimedia elements were used in this text? • How do these elements contribute to the meaning of the text? The beauty? • What is “tone?” • How do the visual or multimedia elements in this text contribute to the tone of the text?

.03

RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. • Show me the fastest way to find out ____(some detail related to the topic of the book they are reading).

.03

RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). • The author is telling us that _________ and _______. What reasons does he give to convince us of each point?

.03

RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. • Given 2 books in the same genre, create a T-chart comparing them. Similarities

Differences

.03

Characters

CCR

Setting

9

Plot Events Theme/Moral

RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. • Find at least two books on _____. See how much you can learn about _____. Become an expert.

Or Comprehension Total

Or

.03

.48 IRLA 188

Or Foundational Skills ®


Evidence/Date

Points

Engagement and Independence • Read regularly and independently, sustaining engagement, in Or-level materials for at least 30 minutes every day in the classroom. • Demonstrate the stamina to sustain reading for at least 45 minutes, as required for high-stakes tests.

.02

Home Reading Sustain a home reading habit and read in Or level for at least 30 minutes every night without prompting, or make up this additional 30 minutes during the school day.

.02

Chapter Book Habit Regularly finish Or chapter books, at least one a week.

.04

Genres CCSS RL/I.5.10 Read independently and comprehend informational text at the Or level, including: Evidence (List Titles Completed)

Date

History Social Studies

.02

Science

.02

Biography/Autobiography (Journal/Speech)

.02

Or

IRLA 189

Or Foundational Skills Cont’d Read independently and comprehend literary text at the Or level, including: Evidence (List Chapter Books Completed)

Date

Stories • Adventure • Contemporary/ Realistic Fiction • Horror • Traditional

.02

Drama

.01

Poetry

.01

Historical Fiction

.02

Science Fiction (or Fantasy)

.02


.22

Or

IRLA 190

Or Foundational Skills Cont’d Phonics and Word Recognition

Evidence/Date

Points

Decode Multisyllable Words Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to accurately read unfamiliar multisyllabic words, including names, in context and out of context, at the Or level. CCSS F.5.3a (Any student having trouble with this is working at the wrong level.)



Phonics and Word Recognition Total



Vocabulary and Language Academic and Technical Vocabulary Notice words that are not used in everyday speech and use context (e.g., cause/effect relationships and comparisons in text) to substitute a word or phrase that means the same thing. CCSS L.5.4a

.02

Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. CCSS L.5.4c Uses diacritical marks to help with pronunciation of unfamiliar words.

.01

Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words. CCSS L.5.5c

.02

Know and be able to use at least 3,000-6,000 words, not familiar from everyday speech, but common to Or-level text. CCSS L.5.6

.05

Affixes and Roots Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). CCSS L.5.4b

.02

Figurative Language Interpret figurative language, including similes and metaphors, in context. CCSS L.5.5a

.02

Recognize and explain the meaning of common idioms, adages, and proverbs. CCSS L.5.5b

.01

Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. CCSS L.5.3b

.01

Vocabulary and Language Total

.16

Or

IRLA 191

Or Foundational Skills Cont’d Fluency, Active Reading Strategies, and Self-Monitoring for Understanding Fluency • Read Or text comfortably, with expression, demonstrating an understanding of both content and punctuation. CCSS F.5.4a • Read Or books orally with 98-100% accuracy, appropriate rate, and expression. CCSS F.5.4ab • Silent reading is rapid and efficient.

.01

Active Reading Strategies Read actively: Activate prior knowledge, survey, make predictions and connections, visualize, reread, and ask clarifying questions.

.01

Automatically adjust reading strategies to suit text and purpose. • Demonstrate aggressive self-monitoring and active reading strategies when reading difficult material. • Skim and scan to locate specific information quickly. • Read silently and rapidly for pleasure.

.01

Self-Monitoring for Comprehension • Stop when comprehension breaks down, identify specific words or passages causing comprehension difficulty, and rework for clarification. • Use context to confirm or self-correct word recognition and understanding, rereading as necessary. CCSS F.5.4c

.01

Fluency, Active Reading Strategies, and Self Monitoring Total

.04

Or Foundational Skills Total

.42

Or

IRLA 192

Or Latin and Greek Roots in Academic Vocabulary ®

Math and Sciences

Most modern English words originated in other languages, especially Latin and Greek. Learning the meaning of these common Latin and Greek roots will help you with English academic vocabulary, especially in Math and Sciences. Use the back of this page to test yourself.

Commom Root

Meaning

Origin

Examples

cent

hundred

Latin

centimeter, century, centenary, percentile, centennial

eco

house

Greek

ecology, ecosystem, ecological, economy, economical, economic

equi

equal

Latin

equal, equality, equivalent, equidistant, equilateral, equilibrium, equilibrate, equinox

form

shape

Latin

formation, deformed, deformity, reform, conform, formal, format, inform, information

fract, frag

break

Latin

fraction, fracture, fragment, fragmentate, infraction, refraction

gen

kind, birth

Greek

gen, genetic, genetics, genocide, homogeneous, heterogeneous, gender, genre,

geo

earth

Greek

geography, geographic, geology, geologic, geothermal, geocenter, geometer

grad

step

Latin

grade, gradual, gradient, degrade, graduate, graduation

log

word, thought

Greek

logic, logical, logistics, monologue, dialogue, biology, geology, astrology

long

long

Latin

longitude, longitudinal, longevity, elongate, elongation

macro

large

Greek

macrocomputer, macreoconomy, macroscopic, macrostructure, macrobiotic, macrocosm

micro

small

Greek

microchip, microscopic, microbe, microfiber, microcosm, microeconomics, microwave, microcomputer

opt

eye

Greek

optic, optical, optometry, optometrist, optician

phys

nature

Greek

physical, physics, physician, physiology, physiotherapy, physiotherapist

pon, posit

put

Latin

position, component, composition, postpone

psych

mind, soul

Greek

psychology, psychologist, psyche, psychopath, psychiatrist

schem

plan

Greek

scheme, schematic, schemata

scop

look at, observe

Greek

telescope, microscope, microscopic, stethoscope, kaleidoscope, horoscope

sci

know

Latin

science, scientific, scientist, omniscient

semi

half

Latin

semicircle, semicircular, semisphere, semicolon, semibold, semiconductor

Common Core State Standard Language 6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.

Or

IRLA 193

Or Latin and Greek Roots: Practice Page ®

Math and Sciences

Use this page to test yourself on your knowledge of the common Latin and Greek roots listed on the previous page. They will help you develop your English academic vocabulary, especially in Math and Science.

Common Root Meaning

Origin

Examples

cent eco equi form fract, frag gen geo grad log long macro micro opt phys pon, posit psych schem scop sci semi Common Core State Standard Language 6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.

Or

IRLA 194

Transition Transition to Pu ®

Or Entry Points Or Foundational Skills Points Or Comprehension Points Pu Transition Points. With NO help of any kind, student must demonstrate ability to:

5.00 .42 .48

Evidence/Date


Demonstrate Command of an Academic Vocabulary of Approximately 4,500 Words Have approximately 4,500 academic vocabulary words in reading vocabulary available for comprehending Pu level text.


Read and Comprehend Unfamiliar Pu Text Determine what a text says explicitly and make logical inferences from it. Interpret vocabulary and figurative language in context.


Demonstrate Ability to Finish a Pu Chapter Book Read and finish a Pu novel, including demonstrating comprehension and a command of the vocabulary used in the text.

After reading a Pu chapter book, student is able to tell what the main character faced and how the problem was resolved.

Demonstrate Ability to Read and Comprehend Pu Informational Text Read a Pu informational text, including demonstrating comprehension and a command of the vocabulary used in the text.

After reading a Pu informational text, student is able to tell what s/he learned and show where in the text s/ he learned that information.

Demonstrate Ability to Read in a New Genre Reads a Pu Fantasy, Autobiography, Biography, Historical Fiction, or Science Fiction text.

After finishing a Pu fantasy, Yes or No Titles autobiography, biography, historical fiction or science fiction book, student is able to tell what problem the main character faced and how the problem was resolved.


See Academic Vocabulary in Current Schema on page 199. Minimum score of 5.

Scores

Dates

.02 Scores

Titles

Dates

.02

Yes or No Titles

Dates

.02 Yes or No Titles

Pu Transition Points GRAND TOTAL: Student should transition to Pu with 5.99 points and demonstrated proficiency at Pu prerequisites.

Or

Points

Dates

. 02

Dates

.01

.09

5.99 IRLA 195

®

Or: Skills Card

Reader:

What do you do when someone asks you to…?

Room:

Comprehension

Provide specific information from the text for each of your answers.

Literature 1.

2.

3. 4.

5. 6.

From what genre is this text? What else have you read in this genre or by this author? How does this compare? Describe how the narrator’s or speaker’s point of view influences how events are described. Identify and describe the following literary elements in the text:

• Plot (conflict and resolution) • Setting (time of day or year, historical era, place, situation) • Characters (traits, roles, similarities, major and minor) • Narrator (1st/3rd) Compare each of the above with those of another text. What is the theme (meaning, message, moral, lesson, view, or comment on life) of the text? Use details from the text to support your conclusion. • Which 3 scenes were most important and how do they connect to each other? Select two characters or events. Compare and contrast them. Use specific details from the text. Identify an example of figurative language (e.g., metaphor, simile, personification, idiom, adage) and describe its effect.

Or: Academic Vocabulary

Informational Text

7.

From what field of study is this text? What did you already know about this subject?

8.

What are two or more main ideas in the text? State each of them in one sentence.

9.

What reasons and evidence does the author give to support each of these main ideas?

10. How does the author organize the information (e.g., compare/contrast, pro/con, cause/effect, chronological sequence)? 11. Compare the organizational structure above with another text. 12. What is the author’s opinion or point of view on the material? How does it differ from yours? 13. Select two individuals, events, ideas or concepts and explain how they are related. 14. Interpret one of the graphic features in the text (charts, maps, illustrations, diagrams, timelines, tables) and explain how the information adds to the rest of the text.

Describe in depth the…

Relate the specific…

Differentiate ______ from _____

Provide the general…

Distinguish ______ from ______

Explain in detail…

Determine the…

Refer to the…

Delineate the…

Identify the…

Demonstrate how…

Provide support for…

Recount the key events…

Critically evaluate the…

Retell the story.

Provide examples…

Summarize the…

Interpret the graphic features of…

Paraphrase the…

Discuss the specific aspects of…

Evaluate the…

Draw an inference from…

Describe the relationship between…

Speculate on…

Compare the literary elements in…

Describe the point of view of…

Describe the overall structure of…

Explain the logical connections between…

Draw on specific details from the…

Allude to specific sections of the…

Compare and contrast the…

Provide a direct quotation that…

What words do you know that come from these Greek and Latin prefixes and roots? anim life spirit

aqua, hydr

cycle

dic, dict

fin

forc, fort

grac, grat

grad, gress

graph

jud

langu, lingu

water

circle

speak

end

strong

thankful

step

write

judge

tongue

spec, scope

tele

therm

see

far off

heat

Vocabulary

Find a word you don’t know and would like to learn. Use the context to figure out what it probably means. Think of a word or phrase that could take its place in the book without changing the meaning. Check the meaning in a dictionary. Use the word in a sentence. Learn it.

Range of Reading 1.

Complete a chapter book each week.

2.

Discover a new genre and become an expert in it (science fiction, historical fiction, adventure/survival/biography)

3.

Read for an hour a day, including 30 minutes at home without anyone reminding you.


*160063*

lateral, latis

man

opt

ped

phon

photo

psych

side

hand

eye

foot

sound

light

mind

ques, quer, quis, quir ask


Common Core State Standard: Reading 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Grade

Literature

Informational

K

With prompting and support, ask and answer questions about key details in a text.

With prompting and support, ask and answer questions about key details in a text.

1



2

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

3

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

4

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

5

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

6

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

7

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

8

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

9-10

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

11-12

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS 283

®

Develop and Support an Interpretation Rubric Ace your state test.

Points Earned

State Test Practice Questions Character Traits

What is the most important character trait of the main character? What is the primary motivation of the main character? What is the most important way the main character changes from the beginning to the end?

Cause and Effect

Identify the most important example of cause and effect. What is the most important decision the main character makes?

2

Start your answer with key words from the question and state your interpretation/ opinion in one sentence.

Literary Elements

What is the climax? What is the primary conflict and why does it matter to the theme?

Literary Devices

1

Use specific evidence from the text to support your interpretation/opinion. (“In the text...” text...”)

Identify the best example of figurative language. Identify the example of figurative language that most affects the mood or tone. Identify the example of a sound technique that most affects the mood or tone.

Main Idea

What is the most important part? What is the main idea? What would be another good title?

1

4

Tell why this matters to the text or to the world.

Theme

(This was important to the story because...” OR “This teaches us something important about life because...” because...”)

Author’s Purpose

Explain the lesson or moral. What was the major theme? Why did the author write this? What was the purpose of the first paragraph? Why did the author describe the main character as…? How did the author try to influence the reader’s thinking?

Proficient

Common Core Standard Reading 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions from the text. Copyright © 2010 by American Reading Company®

*160069*

Common Core Standard Reading 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Copyright © 2010 by American Reading Company®

®

Correlations with Other Leveling Systems

Grade

IRLA©

K

1-3Y (Yellow)

“Stretch” Lexile™ Band

1G (1 Green) 2G (2 Green)

1

Current Lexile™ Band

____

Guided Reading™ (Fountas and Pinnell)

DRA® (Joetta Beaver)

Reading Recovery®

A-D

A-2

A, B, 1 2, 3

____

1B (1 Blue)

®

Accelerated Reader™ (ATOS)

____ D-J

3 - 16

4 - 16

J-M

18 - 28

17 - 20

2B (2 Blue)

2

1R (1 Red) 2R (2 Red)

450L - 725L

420L - 820L

2.75 - 5.14

3

Wt (White)

M-P

30 - 38

21 - 24

4

Bk (Black)

P-S

40

25 - 26

645L - 845L

740L - 1010L

4.97 - 7.03

5

Or (Orange)

S-V

50

27 - 28

6

Pu (Purple)

V-Y

60

29 - 30

860L - 1010L

7-8

Br (Bronze)

9-10

Si (Silver)

960L - 1115L

11-12

Gl (Gold)

1070L - 1220L

AMERICAN READING COMPANY

925L - 1185L

7.00 - 9.98 Y-Z

70

31 - 44

1050L - 1335L

____

____

____

9.67- 12.01

1185L - 1385L

____

____

____

11.20 - 14.10 www.americanreading.com

REPRESENTATIVE SAMPLE FOR BEGINNING AND INTERMEDIATE READERS

AMERICAN READING COMPANY • 201 S. Gulph Rd • King of Prussia, PA 19406 • www.americanreading.com • 1-866-810-2665

IRLA:Independent Reading Level Assessment Framework®

IRLA:Independent Reading Level Assessment Framework®

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