IRLA Independent Reading

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

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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

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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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