A Look at Level Levels 7-8
In contrast to level 6, level 8 narratives move from a repeated series of episodes that repeat to text that has a definite beginning, middle and end. Sentence structure becomes more complex and may include clauses, prepositional phrases and adjectives, and language structure is less repititious. Dialogue becomes longer and a wider range of vocabulary is used in level 8 text.
Strategies Teachers are Looking for on a Level 8
-use meaning to solve new words
-self correct using illustrations, intial sounds, other words that look the same and personal experience
-makes predictions and reads to confirm predictions
-rereads to check, look at clues, and confirm
-makes connections to other text sources
Here are some prompts that may help you help your child practice reading:
"Check the picture"
"Does that make sense?"
"What do you think it might be?"
"Does that look right?"
"How did you know it was _____?"
"Does that match what is happening?"
"Look closer"
"Read it again and see if you are right"
Check with your child's teacher, she may use additional prompts or provide the same prompt with a variation in the language.
Moving from a level 8 to a level 10
We look for a variety of skills to be in place before moving students up in DRA Reading levels. We look for solid skills in Phonics, Vocabulary, Comprehension and Fluency. When ready to move from a level 8 to a level 10, students consistently read at 95% accuracy or higher and consistently read a variety of text while demonstrating the following skills:
Phonics-
longer word decoding
read compound words
read words with long vowel sounds, including vowel pairs (ay, ee, ea...)
Vocabulary-
use new vocabulary
increase reading of high frequency words
Comprehension-
predict and check
rely less on illustrations and more on words
reread to check for meaning
remember and retell
made connections between other text
Fluency-
begin to read in phrases
reading sounds more fluent
use finger pointing only on the more difficult words
Sometimes teachers will try students at a higher level to see how the student performs and determine readiness to move up. We are flexible and careful not to celebrate moving up a level because we want students to be okay with changing back down if they are not quite ready or if they come back from a break needing to relearn/solidify skills.
Friday, February 21, 2014
Monday, October 28, 2013
Reading Levels 4-6
A Look at Levels 4-6Students reading at levels 4-6 begin to move away from finger pointing and start to track words with their eyes. Students who are ready to move from a Reading level 3 to a 4 are recognizing high frequency sight words when in text without a repeated pattern or in isolation. Students use picture clues, initial sounds and ending sounds when reading unfamiliar words. They may also start to look for and/or notice words that look like other words they already know (example: he/we) or look for parts of words that they know (pond). You can expect students to begin sounding out and blending CVC (consonant-vowel-consonant) words like “cat”.
What to expect to see in text at Reading Levels 4-6
-familiar/easy topics (pets, school etc)
-pictures support the text
-repeated language patterns but with more complex patterns
-simple dialogue
-longer sentences (some may be questions)
-sentences may have prepositional phrases
-some words with common endings (-s, -ing, -ed)
-high frequency words are repeated in varying sentence structures
Some ways that you can help your student at homeStudents who practice reading every night at home make steady progress and here are some ways that you can help your student when they make an error or are “stuck” on a word.
“What letter does it start/end with?”
“If that word was _______, what would you expect the first/middle/last letter to be?”
“Do you know another word that looks like it?”
“Do you know a part in that word?”
“Read it again and see if it sounds right”
“Does it make sense?”
If you are looking for your child to read more fluently, you can model it for them the way it should sound and then have them try. And then they can try a little faster.
Remember to continue to have your student read their level 4, 5, or 6 book at least 2 times each night. Also, ask your student’s teacher what cues they are using in class that are similar to the suggestions above so that you can use them with your child at home.
Enjoy watching your child notice all the parts of words and begin to make connections.
What to expect to see in text at Reading Levels 4-6
-familiar/easy topics (pets, school etc)
-pictures support the text
-repeated language patterns but with more complex patterns
-simple dialogue
-longer sentences (some may be questions)
-sentences may have prepositional phrases
-some words with common endings (-s, -ing, -ed)
-high frequency words are repeated in varying sentence structures
Some ways that you can help your student at homeStudents who practice reading every night at home make steady progress and here are some ways that you can help your student when they make an error or are “stuck” on a word.
“What letter does it start/end with?”
“If that word was _______, what would you expect the first/middle/last letter to be?”
“Do you know another word that looks like it?”
“Do you know a part in that word?”
“Read it again and see if it sounds right”
“Does it make sense?”
If you are looking for your child to read more fluently, you can model it for them the way it should sound and then have them try. And then they can try a little faster.
Remember to continue to have your student read their level 4, 5, or 6 book at least 2 times each night. Also, ask your student’s teacher what cues they are using in class that are similar to the suggestions above so that you can use them with your child at home.
Enjoy watching your child notice all the parts of words and begin to make connections.
Wednesday, October 2, 2013
A Look at Levels 1-3 (Developmental Reading Assessment Levels)
Grade Level Equivalency
Levels 1-3 are considered Kindergarten level text. Level 1 is beginning of Kindergarten, Level 2 is the middle and level 3 is the end. We look for students to end Kindergarten on at least a level 3 so that they are ready for First Grade Reading skills acquisition.
Level 1 Books-
Have a repeated pattern on each page with one word that varies from page to page. Readers use the pictures to help determine the word that varies. “Picture walks” of the book prior to reading help set the stage for determining unfamiliar words. Students are working on pointing to each word while he/she is reading that corresponding word. This builds visual tracking and sight word learning. More difficult level 1 books have return sweeps, when the text continues onto a second line.
Level 2 Books-
They are still text with patterns, with the exception of the last page, where one or two words may be different. Also, more than one word may be different from page to page, may include a preposition change as well as another change.
Level 3 Books-A more complex version (a little more variation between pages) of a level 2.
Look for students to know their sight words from levels 1-3 in isolation before they are ready to move to a level 4. Level 4 books will no longer have a repeated pattern.
How to Help Your Child Read-
When students bring a leveled reader home for practice, they have read it at least twice with their teacher. They should read their book at least two more times at home (while pointing to the words) and will then read it one more time in class the next day. When you are listening to your child read, you can wait for them to finish a page before correcting errors. Some of the things you can say are; “Does that make sense?” or “ That word does match the picture and in this book they use the word ________” or, “Look at the first sound” or “Get your mouth ready with the first sound”. You can also ask your child’s teacher about visual or verbal cues she uses. Once your child has fixed the error, have him/her go back and reread the sentence.
Students reading a level 1-3 are still not sounding out words, but may be ready to begin using initial consonant sounds along with the pictures to read unfamiliar words.
Read only on the days you eat!
Thursday, September 26, 2013
istation Reading Assessment and Intervention
I would like to let you know about a new Reading assessment tool being used by the district. Parents of 4th and 5th Grade students may have heard about istation last school year, as all 3rd-5th Graders participated in the assessment and some participated in the interventions offered. All students in Grades Kindergarten through 5th Grade will be participating this school year. HISD has chosen the assessment tool within the istation program to assess students in K-2nd and this will replace the Texas Primary Reading Inventory (TPRI) starting this school year. Third through 5th Graders in the district will continue to participate. In fact, all the students at Roberts have completed the on line assessment over the past 3 weeks.
The assessment and interventions are being used by the district to identify and target students who are struggling to acquire critical Reading skills. All students are monitored for continued progress throughout the year with a beginning(BOY), Middle (MOY), and End (EOY)assessment. Students indicating a need for intervention will be assessed at least once a month.
The areas of Reading that are assessed varies based on grade level. Kindergarteners and some 1st Graders are also learning to work with a touch pad on the laptops and working to negotiate the test. Teachers are working with students to best observe and assess that Reading skills are being determined and sorting out the computer skills from academic skills.
Teachers will evaluate to determine instructional goals for students and use the data to plan for future instruction.
If your child has been targeted for intervention after taking the istation assessment, a letter will be sent home in this coming week's Tuesday Folder. If you have further questions and/or concerns, you can contact your child's teacher or myself.
Happy Reading,
Carol Rivers
The assessment and interventions are being used by the district to identify and target students who are struggling to acquire critical Reading skills. All students are monitored for continued progress throughout the year with a beginning(BOY), Middle (MOY), and End (EOY)assessment. Students indicating a need for intervention will be assessed at least once a month.
The areas of Reading that are assessed varies based on grade level. Kindergarteners and some 1st Graders are also learning to work with a touch pad on the laptops and working to negotiate the test. Teachers are working with students to best observe and assess that Reading skills are being determined and sorting out the computer skills from academic skills.
Teachers will evaluate to determine instructional goals for students and use the data to plan for future instruction.
If your child has been targeted for intervention after taking the istation assessment, a letter will be sent home in this coming week's Tuesday Folder. If you have further questions and/or concerns, you can contact your child's teacher or myself.
Happy Reading,
Carol Rivers
Wednesday, September 18, 2013
Setting Student Reading Goals
In an effort to ensure each and every student continues to make progress, Reading Teachers across the district set student goals each year. Roberts Teachers are meeting with individual students over the next week or two(if they have not done so already) and are setting Reading goals for the current school year. The amount of student input varies based on age and/or grade of students. In determining functional Reading Goals for individual student, the teachers have first evaluated for current reading level.
There are many evaluation instruments available to teachers to determine student reading levels. Here at Roberts, one of the most valuable tools is a Reading Running Record. This involves listening to a student read, recording errors, time, repetitions and self corrections. Once complete, the teacher and student discuss the student understanding and evaluate comprehension. This gives teachers critical information needed in order to determine current reading skills and level as well as make instructional decisions to be sure each student makes progress toward Reading performance goals.
When determining student reading levels, teachers must consider all aspects of a student's reading, including fluency, phrasing, accuracy and comprehension skills. This determines a student's independent reading level. The Instructional Reading Level will usually be one level higher than the Independent Reading Level. Teachers will plan for additional instruction in accuracy (sight word reading, phonemic processing and knowledge), fluency (speed and phrasing), and/or comprehension (inferencing, summarizing, recalling facts and details, vocabulary etc).
We use 2 instruments at Roberts for Reading Running Records: Fountas and Pinnell and Developmental Reading Assessment (DRA). We primarily use the DRA in grades K,1 and 2 and Fountas and Pinnell in grades 4 and 5. In 3rd Grade, we use one or the other depending on the individual's reading level.
As you can see from the information below, students make the most visible progress in the lower grades and there are more opportunities for skill specific development within a level at the higher grades. For example, If you are at a level U in 5th grade, you may not end the year on a W, but work on improving fluency or comprehension on a level U or V.
Please look for your student’s Reading Goal Sheet in the Tuesday folder sometime over the next couple of weeks and keep a copy at home. Discussing goals and implementing a plan will be a help you encourage your student to continue on the path to become a great reader.
There are many evaluation instruments available to teachers to determine student reading levels. Here at Roberts, one of the most valuable tools is a Reading Running Record. This involves listening to a student read, recording errors, time, repetitions and self corrections. Once complete, the teacher and student discuss the student understanding and evaluate comprehension. This gives teachers critical information needed in order to determine current reading skills and level as well as make instructional decisions to be sure each student makes progress toward Reading performance goals.
When determining student reading levels, teachers must consider all aspects of a student's reading, including fluency, phrasing, accuracy and comprehension skills. This determines a student's independent reading level. The Instructional Reading Level will usually be one level higher than the Independent Reading Level. Teachers will plan for additional instruction in accuracy (sight word reading, phonemic processing and knowledge), fluency (speed and phrasing), and/or comprehension (inferencing, summarizing, recalling facts and details, vocabulary etc).
We use 2 instruments at Roberts for Reading Running Records: Fountas and Pinnell and Developmental Reading Assessment (DRA). We primarily use the DRA in grades K,1 and 2 and Fountas and Pinnell in grades 4 and 5. In 3rd Grade, we use one or the other depending on the individual's reading level.
As you can see from the information below, students make the most visible progress in the lower grades and there are more opportunities for skill specific development within a level at the higher grades. For example, If you are at a level U in 5th grade, you may not end the year on a W, but work on improving fluency or comprehension on a level U or V.
Please look for your student’s Reading Goal Sheet in the Tuesday folder sometime over the next couple of weeks and keep a copy at home. Discussing goals and implementing a plan will be a help you encourage your student to continue on the path to become a great reader.
Thursday, January 31, 2013
Reading Assessments at Roberts
Reading Running Records and Your Student's Reading Level
There are many evaluation instruments available to teachers to determine student reading levels. Here at Roberts, one of the most valuable tools is a Reading Running Record. This involves listening to a student read, recording errors, time, repetitions and self corrections. Once complete, the teacher and student discuss the student understanding and evaluate comprehension. This gives teachers critical information needed in order to determine current reading skills and level as well as make instructional decisions to be sure each student makes progress toward Reading performance goals.
When determining student reading levels, teachers must consider all aspects of a student's reading, including fluency, phrasing, accuracy and comprehension skills. This determines a student's independent reading level. The Instructional Reading Level will usually be one level higher than the Independent Reading Level. Teachers will plan for additional instruction in accuracy (sight word reading, phonemic processing and knowledge), fluency (speed and phrasing), and/or comprehension (inferencing, summarizing, recalling facts and details, vocabulary etc).
We use 2 instruments at Roberts for Reading Running Records: Fountas and Pinnell and Developmental Reading Assessment (DRA). We primarily use the DRA in grades K,1 and 2 and Fountas and Pinnell in grades 4 and 5. In 3rd Grade, we use one or the other depending on the individual's reading level.
As you can see from the information below, students make the most visible progress in the lower grades and there are more opportunities for skill specific development within a level at the higher grades. For example, If you are at a level U in 5th grade, you may not end the year on a W, but work on improving fluency or comprehension on a level V.
Click here for a larger image
There are many evaluation instruments available to teachers to determine student reading levels. Here at Roberts, one of the most valuable tools is a Reading Running Record. This involves listening to a student read, recording errors, time, repetitions and self corrections. Once complete, the teacher and student discuss the student understanding and evaluate comprehension. This gives teachers critical information needed in order to determine current reading skills and level as well as make instructional decisions to be sure each student makes progress toward Reading performance goals.
When determining student reading levels, teachers must consider all aspects of a student's reading, including fluency, phrasing, accuracy and comprehension skills. This determines a student's independent reading level. The Instructional Reading Level will usually be one level higher than the Independent Reading Level. Teachers will plan for additional instruction in accuracy (sight word reading, phonemic processing and knowledge), fluency (speed and phrasing), and/or comprehension (inferencing, summarizing, recalling facts and details, vocabulary etc).
We use 2 instruments at Roberts for Reading Running Records: Fountas and Pinnell and Developmental Reading Assessment (DRA). We primarily use the DRA in grades K,1 and 2 and Fountas and Pinnell in grades 4 and 5. In 3rd Grade, we use one or the other depending on the individual's reading level.
As you can see from the information below, students make the most visible progress in the lower grades and there are more opportunities for skill specific development within a level at the higher grades. For example, If you are at a level U in 5th grade, you may not end the year on a W, but work on improving fluency or comprehension on a level V.
Click here for a larger image
Wednesday, November 7, 2012
Fluency
Sometimes parents wonder if it is okay for their child to re-read the same book/s. As parents, we sometimes feel like this may be a waste of time because the child has already read the book in question, they already know what it is about and know exactly what is going to happen.
It is quite common for students to benefit from re-reading books, especially if they are working on becoming increasingly fluent readers. It helps students remember facts and focus on higher levels of comprehension and understanding.
What is fluency?
Fluency is how fluidly someone reads. This includes speed, use of punctuation and ability to read with expression. In order for a student (or adult) to read with fluency, they need to read at an independent reading level or slightly lower. In other words, it is okay for your student to read an easier book.
Concerned about fluency?
As a parent, you can model the reading of a paragraph or a few sentences, the way it is meant to sound and have your student try it with the same text. It does not have to be speed reading, but purposeful and fluid.
How is fluency addressed in the classroom?
There are several strategies to increase fluency, including re-reading. You may also see teachers instruct students through automaticity with sight words, phrasing, reader's theatre, choral reading, paired reading, reading while listening to text, teaching students to recognize the parts of difficult words that they already know (including teaching of and automaticity with prefixes and suffixes), and other methods as well.
What is the expected rate of fluency for my student?
Fluency rates begin to increase in 2nd Grade and begins to take shape in 1st Grade.
Fall expectations:
Grade Average #-words per minute Above Average#-words per minute
2nd 40-50 80
3rd 55-70 100
4th 75-95 120
5th 90-110 140
Teachers assess fluency while completing Reading Running Records with students at the beginning, middle and end of the school year in most grade levels.
Enjoy watching your student read!
It is quite common for students to benefit from re-reading books, especially if they are working on becoming increasingly fluent readers. It helps students remember facts and focus on higher levels of comprehension and understanding.
What is fluency?
Fluency is how fluidly someone reads. This includes speed, use of punctuation and ability to read with expression. In order for a student (or adult) to read with fluency, they need to read at an independent reading level or slightly lower. In other words, it is okay for your student to read an easier book.
Concerned about fluency?
As a parent, you can model the reading of a paragraph or a few sentences, the way it is meant to sound and have your student try it with the same text. It does not have to be speed reading, but purposeful and fluid.
How is fluency addressed in the classroom?
There are several strategies to increase fluency, including re-reading. You may also see teachers instruct students through automaticity with sight words, phrasing, reader's theatre, choral reading, paired reading, reading while listening to text, teaching students to recognize the parts of difficult words that they already know (including teaching of and automaticity with prefixes and suffixes), and other methods as well.
What is the expected rate of fluency for my student?
Fluency rates begin to increase in 2nd Grade and begins to take shape in 1st Grade.
Fall expectations:
Grade Average #-words per minute Above Average#-words per minute
2nd 40-50 80
3rd 55-70 100
4th 75-95 120
5th 90-110 140
Teachers assess fluency while completing Reading Running Records with students at the beginning, middle and end of the school year in most grade levels.
Enjoy watching your student read!
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