IRLA Independent Reading
[Pages:29]IRLA:Independent Reading
?
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
?
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
?
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
?
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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