IRLA Independent Reading - American Reading

[Pages:29]IRLA:Independent Reading

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Level Assessment Framework?

Developmental Reading TaxonomyTM Built on Texas Essential Knowledge and Skills

PreK Kindergarten

1

2

3

4

5

6

7

8

9 & 10 11& 12 ?

RTM 1- 3Y 1G 2G 1B 2B 1R 2R Wt Bk Or Pu 1Br 2Br Si

Gl

AMERICAN

READING COMPANY

2014

Tracking Student Progress Towards College and Career Readiness

IRLA Grade Level Equivalencies

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IRLA Level

Standards-Based Grade Level Expectation

Read to Me PreK

1-3-Yellow Kindergarten, First Half

1-Green

Kindergarten, Second Half

2-Green

1st Grade, First ird

1-Blue

1st Grade, Middle ird

2-Blue 1-Red 2-Red

1st Grade, Final ird 2nd Grade, First Half 2nd Grade, Second Half

White

3rd Grade

Black

4th Grade

Orange

5th Grade

Purple

6th Grade

1-Bronze 7th Grade

2-Bronze 8th Grade

Silver

9th & 10th Grade

Gold

11th & 12th Grade

Grade Level Equivalency

? .01?.59 .60?.99 1.00?1.29 1.30?1.59 1.60?1.99 2.00?2.49 2.50?2.99 3.00?3.99 4.00?4.99 5.00?5.99 6.00?6.99 7.00?7.99 8.00?8.99 9.00?10.99 11.00?12.99

Stages of Reading Acquisition

Active Reading Strategies

Sight Words

Word Families Vowel Patterns Syllabi cation Chapter Books Academic Vocabulary Stamina. High Speed Silent Reading

Genre Expansion

Authors' Cra Authors' Perspectives, Bias, Agendas

Literary Analysis Writing as Art/Rhetoric

Formative Assessment Framework for Teaching and Learning PreK?12

e Independent Reading Level Assessment (IRLA) is a uni ed, standards-based framework for student assessment, text leveling, and curriculum and instruction. e IRLA includes every Texas Essential Knowledge and Skills (TEKS) standard for Reading for students in grades PreK through 12.

Built on Texas Essential Knowledge and Skills for Reading

Beginning Reading Skills

Establish Baseline Reading Level for Every Student

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

? Print Awareness ? Phonological Awareness ? Phonics ? Strategies

Fluency

Develop an Action Plan to Ensure Reading Pro ciency for Every Student

e IRLA will help you show students where they are, where they should be, and what skills and behaviors lie in between. rough 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.

Vocabulary Development Comprehension Skills Independent Reading and Comprehension Across Genres ? Level of Text Complexity

Monitor Progress Towards Goal e 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.

? Engagement and Independence ? Home Reading Routines ? Literary Text ? Informational Text

Spanish e Evaluaci?n del nivel independiente de lectura (ENIL) parallels the

IRLA while re ecting the di erent developmental stages of learning to read in Spanish.

W ritten by Jane Hileman and G ina Z orz i Cline

Copyr ight ? 2014 by American Reading C ompa ny? All right s reserve d.

Published in the U nited States by American Reading C ompa ny.

w w w .a mericanreading.c om 1- 86- 810- B O O K I SB N : 1- 6140-

0 1 1- 8

05123

Texas Essential Knowledge and Skills for Reading

?The Reading section of the ELAR TEKS is structured to re ect the major topic areas of the National Reading Panel Report.

Beginning Reading Skills

Print Awareness: Students understand how English is written and printed.

Phonological Awareness: Students display phonological awareness.

Phonics: Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. (Grades 1,2) Students will continue to apply earlier standards with greater depth in increasingly complex text.

Strategies: Students comprehend a variety of texts drawing on useful strategies as needed.

Fluency

Students read grade level text with fluency and comprehension.

Vocabulary Development

Students understand new vocabulary and use it when reading and writing.

Independent Reading

Students read independently for sustained periods of time and provide evidence of their reading.

Comprehension Skills

Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author's message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become selfdirected, critical readers.

Texas Administrative Code (TAC), Title 19, Part II, Chapter 110: Texas Essential Knowledge and Skills for Language Arts and Reading. tea.state.tx.us. August 22, 2011. Texas Education Agency. December 4, 2013.

Texas Essential Knowledge and Skills for Reading

?The Reading section of the ELAR TEKS is structured to re ect the major topic areas of the National Reading Panel Report.

Comprehension of Literary Text

Theme and Genre: Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support understanding.

Poetry: Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support understanding. Describe how rhyme, rhythm, and repetition interact to create images in poetry.

Drama: Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support understanding. Identify the elements of dialogue and use them in informal plays.

Fiction: Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support understanding.

Literary Nonfiction: Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Distinguish between fiction and nonfiction.

Sensory Language: Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding.

Comprehension of Informational Text

Culture and History: Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support understanding. Identify the topic and explain the author's purpose in writing the text.

Expository Text: Students analyze, make inferences and draw conclusions about and understand expository text and provide evidence from text to support understanding.

Procedural Text: Students understand how to glean and use information in procedural texts and documents.

Media Literacy: Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.

Texas Administrative Code (TAC), Title 19, Part II, Chapter 110: Texas Essential Knowledge and Skills for Language Arts and Reading. tea.state.tx.us. August 22, 2011. Texas Education Agency. December 4, 2013.

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Table of Contents

RTM

1

1Y

3

2Y

13

3Y

17

1G

25

2G

41

1B

57

2B

81

1R

99

2R

117

Wt

135

Bk

157

Or

177

Pu

197

1Br

215

2Br

231

Si

247

Gl

265

Texas Essential Knowledge and Skills for Reading, Writing & Research

283

Word Family Practice

315

Action Plans and Coaching Records

401

DSI and Genre Cards

445

Conference Record Form

457

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am an and at ow et in it up as or aw ee ill all ig ame ay ake oo

Phonics Infrastructure for Leveling

is locator provides information about a reader's control of phonics. e locator is intended to be used as a supplement when determining a reader's level. e most important indicator of a student's reading level should always be his or her ability to understand the meaning of the text.

1G/2G

am

1B

ham

an

man

and

sand

at

bat

down

frown

get

met

in

skin

it

pit

up

pup

as

ask

or

for

saw

draw

see

seed

will

Bill

all

tall

big

wig

came

blame

day

clay

make

bake

too

moo

Have the reader: 1. Read across a few rows until it becomes clear which column contains words the student is

unable to handle independently. Do not provide any help of any kind. 2. Back up to the highest column the student has been able to read independently and have

him or her read down that column. e highest level at which the student can read at least 70?80% (14?16) of the words is his or her phonics level. is is not necessarily his or her reading level, because you haven't checked comprehension in actual text.

2B

hammer candle sandy battle howling wetter Kevin quitter puppies basket force drawing sweeping

chilly tallest ignore blaming player taking tooth

1R

hammering candlelight understand

scratchy Mrs. Dowerdy

stretch invited splitting upsetting basketball forgotten strawberry screen Hillary Dr. Wallington ignorant shameful playfully mistaken toothache

2R

Samuel piano handicapped attention touchdown McGettigan skinnier situation Tupperware Alaska original Mr. Awbrighten McKeesport William altogether figures Mrs. Amesworthy payable shakeable foolishly

Academic Vocabulary Infrastructure for Leveling

To con rm a reader's level:

is locator provides information about a reader's academic vocabulary acquisition. e Have the student select 3 words from a column,

locator is intended to be used as a supplement when determining a reader's level. ese

providing a synonym or short de nition for

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lists are neither comprehensive nor su cient, but as long as the student hasn't practiced each word. Repeat with 3 words selected by the

them, they will give you an idea of whether his or her working vocabulary is su cient to teacher.

comprehend text at each level. e most important indicator of a student's reading level should always be his or her ability to understand the meaning of the text.

DO NOT allow students to use the word in a sentence in lieu of providing a de nition.

DO NOT give copies of this page to students.

DO NOT teach or drill these words out of context.

WT

BK

OR

PU

1BR

1 amateur abandoned barrier

abruptly

abolish

2BR adjacent

SI alluvial

GL aberration

2

betray

absorbed bellowed abundant

audible

affirmative

amnesty

agrarian

3

brilliant

astonish beneficial

annual

chaos

ambiguous

archaic

apocalyptic

4

capture

burrow

circulate

aroma

concede

civilian

autonomy

banal

5 disbelief

central concealed bewildered

civilly

commerce

blatantly

capitulate

6

erupt

century

decrease contemplate culture

concede condescending charlatan

7

exclaim

confided

defiantly

decade

dialect controversial crescendo disconcerted

8

glared

corridor

departed elevated

economy

currency

deplete

idiosyncrasy

9

gazing destination diminish

emerge

edible

dissent

enmity

incredulous

10 glimmer

dim

estimate equivalent

humility domesticated

gaunt

infrastructure

11 muttered dwelling

extend

flee

instinctively federation

heresy

languid

12 pleaded enviously frequently

frail

irregular

finite

heterogeneous nebulous

13

prey

fragments glimpse

gesture

kinship

inaugurated

ironic

ostentatious

14

probe

glanced

horizon

hastily

legendary intermittent

martyr

ostracize

15 protested hesitate

inhabit

horizontal monotony

ominous

monotheism propitious

16

provide

humiliated

marine

massive

mutely

precedent

paradox

queue

17

quiver

images

mythical

native perpendicular premeditated peripheral

reiterate

18 recently

inquired

partially

perpetual

parallel

raucous

reconcile rudimentary

19 scowled

peered

previous propaganda perilous

skeptical

subtle

venerable

20 shallow

rarely

vast

vicinity

vague

sparse

synthesis

vicissitudes

An entry-level Wt reader may not know these words, yet (see Wt Entry Requirements: Vocabulary Check).

To enter a color level, a student should correctly de ne 5-6 words.

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