IRLA:Independent Reading Level Assessment Framework®

Independent Reading ® IRLA:Level Assessment Framework®

Developmental Reading Taxonomy™ 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

Tracking AMERICAN Student Progress READING COMPANY Towards College and Career Readiness 2014 ® IRLA Grade Level Equivalencies

Standards-Based Grade Grade Level Stages of Reading IRLA Level Level Expectation Equivalency Acquisition Read to Me PreK – Active Reading Strategies 1-3-Yellow Kindergarten, First Half .01–.59 1-Green Kindergarten, Second Half .60–.99 Sight Words 2-Green 1st Grade, First ird 1.00–1.29

1-Blue 1st Grade, Middle ird 1.30–1.59 Word Families 2-Blue 1st Grade, Final ird 1.60–1.99 Vowel Patterns 1-Red 2nd Grade, First Half 2.00–2.49 Syllabication 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 Genre Expansion Purple 6th Grade 6.00–6.99

1-Bronze 7th Grade 7.00–7.99 Authors’ Cra 2-Bronze 8th Grade 8.00–8.99 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 Formative Assessment Framework for Teaching and Learning PreK–12 e Independent Reading Level Assessment (IRLA) is a unied, standards-based framework for student assessment, text leveling, and Built on Texas Essential Knowledge and Skills curriculum and instruction. e IRLA includes every Texas Essential Knowledge and Skills (TEKS) standard for Reading for students in for Reading grades PreK through 12. Beginning Reading Skills

Establish Baseline Reading Level for Every Student • Print Awareness e IRLA will help you establish a baseline prociency level for each • Phonological Awareness of your students. e baseline level is the highest level at which a • Phonics student can demonstrate prociency without teacher help. is is the • Strategies level at which you can expect the student to perform at prociency on high-stakes testing. Fluency Develop an Action Plan to Ensure Reading Pro ciency for Every Student Vocabulary Development e IRLA will help you show students where they are, where they should be, and what skills and behaviors lie in between. rough Comprehension Skills regular conferences, you will be able to outline and track a course of correction, acceleration, or maintenance, for each student and his or Independent Reading and Comprehension Across Genres her family. • Level of Text Complexity • Engagement and Independence Monitor Progress Towards Goal e IRLA allows you to track progress in real-time. Each • Home Reading Routines standard has been assigned a points value relative to the amount of • Literary Text time it should take a student to acquire that skill or concept. In each • Informational Text 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 e Evaluación del nivel independiente de lectura (ENIL) parallels the IRLA while reecting the dierent developmental stages of learning to read in Spanish. ritten by Jane Hileman and ina or i Cline Coyr iht by American Readin C oma ny All riht s resere d Published in the nited States by American Readin C oma ny a mericanreadinc om S 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 Vocabulary Development Print Awareness: Students understand how English is Students understand new vocabulary and use it when written and printed. reading and writing. Phonological Awareness: Students display phonological awareness. Independent Reading Phonics: Students use the relationships between letters and sounds, spelling patterns, and morphological Students read independently for sustained periods of analysis to decode written English. (Grades 1,2) time and provide evidence of their reading. Students will continue to apply earlier standards with greater depth in increasingly complex text. Comprehension Skills Strategies: Students comprehend a variety of texts drawing on useful strategies as needed. Students use a ﬂexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will Fluency continue to apply earlier standards with greater depth in increasingly more complex texts as they become self- Students read grade level text with ﬂuency and directed, critical readers. comprehension.

Texas Administrative Code (TAC), Title 19, Part II, Chapter 110: Texas Essential Knowledge and Skills for Language Arts and Reading. www. tea.state.tx.us. August 22, 2011. Texas Education Agency. December 4, 2013. College and Career Readiness r Texas Essential Knowledge and Skills for Reading tandards fo Reading & ® Anchor S Writing 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 Comprehension of Informational Text Theme and Genre: Students analyze, make inferences Culture and History: Students analyze, make inferences and draw conclusions about theme and genre in different and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and cultural, historical, and contemporary contexts and provide evidence from the text to support understanding. provide evidence from the text to support understanding. Identify the topic and explain the author’s purpose in Poetry: Students understand, make inferences and draw writing the text. conclusions about the structure and elements of poetry and provide evidence from text to support understanding. Expository Text: Students analyze, make inferences and Describe how rhyme, rhythm, and repetition interact to draw conclusions about and understand expository text create images in poetry. and provide evidence from text to support understanding. Drama: Students understand, make inferences and draw Procedural Text: Students understand how to glean and conclusions about the structure and elements of drama use information in procedural texts and documents. and provide evidence from text to support understanding. Identify the elements of dialogue and use them in informal Media Literacy: Students use comprehension skills to plays. analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students Fiction: Students understand, make inferences and draw will continue to apply earlier standards with greater depth conclusions about the structure and elements of fiction in increasingly more complex texts. 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.

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 Phonics Infrastructure for Leveling Have the reader: is locator provides information about a 1. Read across a few rows until it becomes clear which column contains words the student is reader’s control of phonics. e locator is unable to handle independently. Do not provide any help of any kind. ® intended to be used as a supplement when 2. Back up to the highest column the student has been able to read independently and have determining a reader’s level. e most him or her read down that column. important indicator of a student’s reading e highest level at which the student can read at least 70–80% (14–16) of the words is his or level should always be his or her ability to her phonics level. is is not necessarily his or her reading level, because you haven’t checked comprehension in actual text. understand the meaning of the text. 1G/2G 1B 2B 1R 2R am am ham hammer hammering Samuel an an man candle candlelight piano and and sand sandy understand handicapped at at bat battle scratchy attention ow down frown howling Mrs. Dowerdy touchdown et get met wetter stretch McGettigan in in skin Kevin invited skinnier it it pit quitter splitting situation up up pup puppies upsetting Tupperware as as ask basket basketball Alaska or or for force forgotten original aw saw draw drawing strawberry Mr. Awbrighten ee see seed sweeping screen McKeesport ill will Bill chilly Hillary William all all tall tallest Dr. Wallington altogether ig big wig ignore ignorant figures ame came blame blaming shameful Mrs. Amesworthy ay day clay player playfully payable ake make bake taking mistaken shakeable oo too moo tooth toothache foolishly Academic Vocabulary Infrastructure for Leveling To conrm 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 denition for ® lists are neither comprehensive nor sucient, 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 sucient to teacher. comprehend text at each level. e most important indicator of a student’s reading level DO NOT allow students to use the word in a should always be his or her ability to understand the meaning of the text. sentence in lieu of providing a denition. DO NOT give copies of this page to students. DO NOT teach or drill these words out of context. WT BK OR PU 1BR 2BR SI GL 1 amateur abandoned barrier abruptly abolish adjacent alluvial 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 To enter a color level, a student should correctly de ne 5-6 words. Requirements: Vocabulary Check). REPRESENTATIVE SAMPLE For Second Grade 2R Independent Reading Level Overview 2.50 - 2.99 ® Finish One Chapter Book Each Week 2R Learning Focus Key Texas Essential Knowledge Finish One Chapter Book Each Week and Skills 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 nally, the chapter book ELAR TEKS 2.4(A): Read aloud 2R text with uency reading habit, where they must engage and understand without the aid of illustrations. Students (rate, accuracy, expression, appropriate phrasing) should not leave 2R until they are successfully reading (and nishing) at least one chapter book a and comprehension. week. ELAR TEKS 2.2(A): Decode multisyllabic words in context and independent of context by applying Decode All Multisyllabic and Irregularly Spelled Words Familiar common letter-sound correspondences. From Everyday Speech 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 2R readers to get close enough to the pronunciation of any word so that as they try dierent possible pronunciations, they recognize one. Expect 2R readers to be able to approximate pronunciation of dicult names. Entry Requirements Exit Requirements Must be in place before earning 2R designation. Must be in place before earning Wt designation. Phonics ELAR TEKS 2.2(A) Academic Vocabulary ELAR TEKS 3.4(B) • Decode (most) multisyllabic words in context and independent of • Use context to determine the relevant meaning of unfamiliar words or distinguish among context by applying common letter-sound correspondences. multiple-meaning words and homographs. Comprehension ELAR TEKS 2.4 and 2(E/D) Phonics ELAR TEKS 3.1(A) • Read 2R text with uency and comprehension. • Decode (any) multisyllabic words in context and independent of context by applying • Retell important events in stories in logical order. common spelling patterns. • Make inferences about text using textual evidence to support Comprehension ELAR TEKS 3(E/D) understanding. • Summarize information in text, maintaining meaning and logical order. • Make inferences about text and use textual evidence to support understanding. Range of Reading ELAR TEKS 3.3 • Read aloud Wt text, both literary and informational, with uency and comprehension.

2R IRLA 117 2R Independent Reading Level Assessment 2.50 - 2.99 ® Entry Requirements: Cumulative Record

Student ______Teacher ______Room ______Date Started ______

Date 2R Entry Requirements Evidence/Date Completed Scores Dates

Decode Almost Any Word Familiar From Everyday Speech See Tricky Phonics Decode almost any word familiar from Phonics Check on page 119. speech, including multisyllabic and irregularly ELAR TEKS 2.2(A) Minimum score of spelled words, diphthongs, special vowel 20. spellings, common pre xes and suxes, plurals, and names.

Scores Titles Dates

Read and Comprehend Unfamiliar 2R Text Apply Word-Solving Skills Use a combination of decoding skills, sight words, and context clues to read 2R text See Cold Read Comprehension with 98-100% accuracy. Stop and try again if Record on page ELAR TEKS 2.4 something doesn’t look right, sound right, or 120. Minimum score ELAR TEKS 2(E/D) make sense. of 6 on one Cold Read Text. Apply Comprehension Standards Determine what a 2R text says explicitly and make logical inferences from it.

A reader who is pro cient at all of the above enters 2R with 2.50 points. 2.50 2R 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 ocial except temperature education treasure division schedule electrician announce furniture combination pleasure conclusion ache magician innocent mixture abbreviation ensure explosion

ELAR TEKS 2.2(A): Decode multisyllabic words in context and independent of context by applying common letter-sound correspondences. 2R IRLA 119 Entry Requirements: Cold Read Record ® 2R

Title:______Date:______Given an unfamiliar 2R text (Cold Read), and NO help of any kind... Running Record Error/Miscue Analysis Record all errors as the student reads the passage. Indicate self-corrections. Needs work on this Needs to learn Not in background Phonics Pattern this Tricky Word knowledge

Read grade-level text with uency and comprehension. ELAR TEKS 2.4 Active Reading Strategies Yes or No Read with 98 - 100% word accuracy. In a text of approximately 100 words, student makes no more than 2 uncorrected errors. Fluency Stop and try again if something doesn’t look right, sound right, or make sense. Self-correct ALL errors that interfere with meaning. Read uently 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 speci c questions on Cold Read Text Pages.)

Student Response Score Weak...... Strong

Comprehension Basic Understanding ELAR TEKS 2.E 1 2 3 4

Making Inferences ELAR TEKS 2.D 1 2 3 4

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

2R IRLA 120 Entry Requirements: Cold Read Text A ® 2R

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

Basic Comprehension What is happen- ing so far in this story?

ELAR Making TEKS Inferences (E/D) Why wouldn’t Marvin want his friends to pretend to be him? Use evidence from the text to support your answer.

2R IRLA 121 Entry Requirements: Cold Read Text B ® 2R

Julian, Dream Doctor by Ann Cameron Random House

Basic Comprehension What is happen- ing so far in this story?

Making Inferences Describe how Julian’s thoughts about the bowling ELAR TEKS (E/D) ball change. Use evidence from the text to support your answer.

2R IRLA 122 Entry Requirements: Cold Read Text C ® 2R

ELAR TEKS (E/D) Basic Comprehension Making Inferences Tell me three things the text Which is more dangerous says about tarantulas. to a tarantula: a coyote or a Monster Bugs tarantula hawk? Use evidence by Lucille Recht Penner from the text to support your Random House answer. 2R IRLA 123 Entry Requirements: Cold Read Text D ® 2R

Basic Understanding TEKS 110.14.B Locate the facts that are clearly stated in the text. Making Inferences TEKS 110.13.D Make inferences about text using textual evidence to support understanding.

ELAR TEKS (E/D) Basic Comprehension Making Inferences Tell me three things the text What makes the grinding The Titanic: Lost...and Found says about the Titanic. noise? Use evidence from the by Judy Donnelly text to support your answer. Random House 2R IRLA 124 Beginning Reading Skills ® 2R

2.1 Print Awareness Evidence/Date Points Understand how English is written and printed. Distinguish features of a sentence (e.g., capitalization of rst word, ending punctuation, commas,  quotation marks). ELAR TEKS 2.1 Print Awareness Total .00

2.2 Phonics: Multisyllable and Irregularly Spelled Words Use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Continue to apply earlier standards with greater depth in increasingly complex texts. Decode Multisyllable and Irregularly Spelled Words Decode (most) multisyllabic words both in context and independent of context by applying common letter-sound correspondences. ELAR TEKS 2.2(A)  Monitor accuracy of decoding. TEKS 2.2(H) Cover parts of unfamiliar words with nger and look for familiar chunks inside.

Use common syllabication patterns to decode words. ELAR TEKS 2.2(B) • Closed syllables: End in consonant. Vowel is short (pic-nic, mon-ster). ELAR TEKS 2.2(B)(i) .02 • Open syllables: End in vowel. Vowel is long (ti-ger). ELAR TEKS 2.2(B)(ii)

Decode any word familiar from speech, including irregularly spelled words, special vowel spellings, common endings, and multisyllabic words. .03

Flexibility with letter sounds. Try dierent 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. Try dierent sounds for the vowels; for example: .02 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 Try splitting the vowels. create museum graduate .02

2R IRLA 125 2R Beginning Reading Skills Cont’d Try dierent sounds for consonants or consonant/vowel combinations; for example: ch=k si=sh/zh s=sh ti=sh t=tch ci=sh c=s .01 school decision sure initial future ocial certain

Try making a letter silent; for example: gn pn gh wh mb .01 sign pneumonia sigh white thumb

Pre xes and Suxes Read words with common pre xes (e.g., un-, dis-) and suxes (e.g., -ly, -less, -ful). ELAR TEKS 2.2(D) un- re- mis- -ful -able -tion -ly -ier -iest .01

Identify and read abbreviations (e.g., Mr., Ave.). ELAR TEKS 2.2(E) Mr. Ms. Mrs. Dr. St. Rd. Ave. Mon. Jan. 

Outlaws Identify and read at least 300 high-frequency words from a commonly used list (70 of the 2R .01 Outlaws in addition to high-frequency words from previous levels). ELAR TEKS 2.2(G ) Phonics Total .13 2.3 Strategies Comprehend a variety of texts, drawing on useful strategies as needed. Use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make  and con rm predictions. ELAR TEKS 2.3(A)

Ask relevant questions, seek clari cation, locate facts and details, and support answers with  evidence for the text. ELAR TEKS 2.3(B) Self-Monitoring Establish purpose for reading selected texts and monitor comprehension, making corrections  and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud). TEKS 2.3(C) Sustain engagement and comprehension in books with few or no illustrations. .02

Strategies Total .02

2R Beginning Reading Skills Total .15 2R IRLA 126 Fluency ® 2R

2.4 Fluency Evidence/Date Points Read 2R text with uency and comprehension.

Read aloud 2R text with uency (rate, accuracy, expression, appropriate phrasing) and  comprehension. ELAR TEKS 2.4 (A) 2R Fluency Total .00

Vocabulary Development ® 2R

2.5 Vocabulary Development Evidence/Date Points Understand new vocabulary and use it when reading and writing. Use pre xes and suxes to determine the meaning of words (e.g., allow/disallow). ELAR TEKS 2.5(A) .01 Use context to determine the relevant meaning of unfamiliar words or multiple-meaning words. ELAR TEKS 2.5(B) .01 Identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning. ELAR TEKS 2.5(C) .01 Alphabetize a series of words and use a dictionary or a glossary to nd words. .01 ELAR TEKS 2.5(D) 2R Vocabulary Development Total .04

2R IRLA 127 Comprehension Skills ® 2R

110.13 Comprehension Skills Use a exible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Continue to apply earlier standards with greater depth in increasingly complex texts. Evidence/Date Points

Establish purposes for reading selected texts based A upon content to enhance comprehension. .01

B Ask literal questions of text. .01

Monitor and adjust comprehension (e.g., using C background knowledge, creating sensory images, .01 re-reading a portion aloud, generating questions).

Make inferences about text using textual evidence to D  support understanding.

E Retell important events in stories in logical order. 

Make connections to own experiences, to ideas in other F texts, and to the larger community and discuss textual .01 evidence.

2R Comprehension Skills Total .04

2R IRLA 128 Independent Reading and Comprehension Across Genres ® 2R

2.12 Independent Reading Evidence/Date Points Read independently for a sustained period of time and produce evidence of reading. Engagement and Independence Read independently for a sustained period of time and paraphrase what the reading was about, .01 maintaining meaning (2R-level materials for at least 30 minutes every day in the classroom). ELAR TEKS 2.12 Chapter Book Habit .06 Regularly nish 2R chapter books, at least one a week. Home Reading Have established a home reading habit and read for at least 30 minutes every night without .01 prompting. Independent Reading Total .08

Comprehension Across Genres Pro ciency in the standards below must be demonstrated while reading independently in 2R-level text. In order to advance to Wt, students must earn .10 Comprehension Across Genres points. Do not score students higher than .10 for Comprehension Across Genres, as students work on the same standards in 1R and 2R. 2.6-2.11 Comprehension of Literary Text A Identify moral lessons as themes in well-known fables, legends, myths, or stories. • What is a fable? Give me an example of one. • What is a legend (or myth)? Give me an example of one. • What is a moral lesson? Give me an example of one. .01 • Retell a fable, legend, myth, or other story including: Theme and • Title and main character Genre • Problem and solution ELAR TEKS 2.6 • Moral lesson

B Compare dierent versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot. .01 • How are the characters, setting, or plot the same and di erent in these two versions?

2R IRLA 129 2R Independent Reading and Comprehension Across Genres Cont’d

A Describe how rhyme, rhythm, and repetition interact to create images in poetry. • What do we mean by “rhythm” in a poem? • How do the words in this poem supply: Poetry • rhythm? ELAR TEKS .01 2.7 • rhyme? • repetition? • What images does this poem create for you? How does the author’s choices in rhyme, rhythm, or repetition help create this image? A Identify the elements of dialogue and use them in informal plays. Drama • Show me an example of dialogue in the text. How do you know it is dialogue? ELAR TEKS .01 2.8 • Ask student to read dialogue aloud, taking dierent voices for dierent characters. A Describe similarities and dierences in the plots and settings of several works by the same author. Plot Author: ______Setting Characters Problem/Conict Solution .01 Title 1: ______Title 2: ______Title 3: ______Fiction B Describe main characters in works of ction, including their traits, motivations, ELAR TEKS 2.9 and feelings. • Who is the main character in this story? How do you know? • What is the main character like? Use 3 traits to describe him/her. What evidence from the text supports your answer? .01 • What is the main character’s motivation? How do you know? • How does the main character feel when ____? How can you tell? • Describe the main character in this story using at least 3 key details from the story to support your description.

Literary A Distinguish between ction and non ction. Non ction .01 ELAR TEKS • Is this book ction (literature) or nonction (informational)? How can you tell? 2.10

Sensory A Recognize that some words and phrases have literal and non-literal meanings (e.g., take steps). Language .01 ELAR TEKS • Find a word or phrase in the text that means something di erent than its literal 2.11 meaning. What do you think this word or phrase means? 2R IRLA 130 2R Independent Reading and Comprehension Across Genres Cont’d 2.13-2.15 Comprehension of Informational Text Culture & Identify the topic and explain the author’s purpose in writing the text. History • What was this text mainly about (the topic)? ELAR TEKS .01 2.13 • Why do you think the author wrote this text? What did he/she want to answer, explain, or describe? A Identify the main idea in a text and distinguish it from the topic. • What do we mean by main idea? (Main idea is not the same as the topic. The main idea is either the author’s informational summary statement or opinion/position on the topic.) .01 • What is the topic of this text? What is the author’s main idea?

B Locate the facts that are clearly stated in a text. .01 Expository Text ELAR TEKS 2.14 C Describe the order of events or ideas in a text. .01 • Retell the important events in this story using rst ___, second ___, third ___ (or rst, then later).

D Use text features (e.g., table of contents, index, headings) to locate speci c information in text. • Where in this book would you look to nd information about____(what tigers eat, what makes a seed .01 grow)? How do you know?

A Follow written multi-step directions. .01 Procedural Text ELAR TEKS 2.15 B Use common graphic features to assist in the interpretation of text (e.g., captions, illustrations). .01 • What does this caption/illustration/diagram teach us about ____ (the life cycle of a bee; the water cycle)?

2.16 Media Literacy

A Understand how communication changes when moving from one genre of media to another. ELAR TEKS B Explain how various design techniques used in media inuence the message (e.g., shape, color, sound). 2.16 C Compare various written conventions used for digital media (e.g., language in an informal e-mail vs. language in a web-based news article).

Comprehension Across Genres Total .10 2R Independent Reading and Comprehension Across Genres Total .18 2R IRLA 131 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 ELAR TEKS 2.2(G): Identify and read at least 300 high-frequency words from a commonly used list. IRLA 132 ® 2R Running Record

Student ______Teacher______Grade______Room______Date______Error/Miscue Analysis Title:______Needs work on this Needs to learn this Not in background Phonics Pattern Tricky Word knowledge

Active Reading Comprehension Power Goal  Read uently and with expression, using punctuation.  Determine what a text says explicitly. (What is this about so far? How do  Read actively: visualize, make predictions, 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  Support an interpretation or analysis. (Why...? What evidence from the right. text supports your answer?)  Have control of the sight words used at this 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 133 ® Transition to Wt

2R Entry Points 2.50 2R Beginning Reading Skills Points .15 2R Fluency Points .00 2R Vocabulary Development Points .04 2R Comprehension Skills Points .04 2R Independent Reading and Comprehension Across Genres Points .18 Wt Transition Points. With NO help of any kind, student must demonstrate ability to: Evidence/Date Points Notice and De ne Academic and Technical Vocabulary Scores Dates Notice unfamiliar academic and domain-speci c Vocabulary See Vocabulary Check on page vocabulary while reading and provide a word or phrase .02 ELAR TEKS 3.4(B) 137. Minimum score of 4. that could be substituted for the unfamiliar word while retaining the meaning of the sentence. Decode Every Word Encountered in Wt Text Scores Dates Phonics See Phonics Gap Locator on page Use rules of syllabication to approximate the .01 ELAR TEKS 3.1(A) 138. Minimum score of 30. pronunciation of any word, including dicult names. Read and Comprehend Unfamiliar Wt Text Scores Titles Dates (Successfully Apply Reading Standards) See Cold Read Record on page Comprehension Determine what a text says explicitly and make logical 139. Minimum score of 9 on one .02 ELAR TEKS 3(E/D) inferences from it. Interpret vocabulary and gurative Cold Read Text. language in context. After reading a Wt chapter book, Yes or No Titles Dates Demonstrate Ability to Finish a Wt Chapter Book student is able to tell what Read and nish a Wt novel, demonstrating comprehension problem the main character .02 Range of and a command of the vocabulary used in the text. faced and how the problem was Reading resolved. ELAR TEKS 3.3(A) Demonstrate Ability to Read and Comprehend Wt After reading a Wt informational Yes or No Titles Dates Informational Text text, student is able to tell what s/ .02 Read a Wt informational text, demonstrating comprehension he learned and show where in the and a command of the vocabulary used in the text. text s/he learned that information. Wt Transition Points .09 GRAND TOTAL: Student should transition to Wt with 2.99 points and demonstrated pro ciency at Wt prerequisites. 2.99 2R IRLA 134 ® 2R: Skills Card i -ation

Reader: Room: schools says stomach ch says k notify apply character headache simplify scholarship

y identify multiply Active Reading Habits 1. Figure out 3- and 4-syllable words familiar from everyday speech,

3. Use prefixes and suffixes to figure out words (un-, re-, mis-, -ful, -able e Pacific certain lovable refrigeration medicine introduce celebrate -able, -tion, -ly, -ier, -iest). breakable fascination envy

4. Stop and self-correct when something doesn’t look right, sound says

y celebrity nationality right, or make sense. personality democracy 5. Finish at least one 2R chapter book every week. 6. Visualize as you read books with few or no illustrations.

7. Read fluently and with expression, using punctuation. -ful future nature careful dependable separation colorful fracture capture graceful predictable multiplication 8. Read silently for at least 30 minutes without getting tired. creature 9. Read at home for at least 30 minutes every night. 10. Read fiction, nonfiction, poetry, plays, fables, and folktales. piano create museum diagram graduate Comprehension: Support answers with evidence from the text. Vowels split 1. Is this fiction or informational? How do you know? sure mis- sugar misspell mistreat

2. Answer why, how, and what if questions. treasure measure misjudge 3. What connections can you make to your own life? misbehave beautiful acceptable celebration 4. What did the author do well in writing this book?

i 2R readers can figure out any word they know from everyday speec h.

Literature Informational Text says i divided scientist reminder biography

5. Retell the story in 3 sentences: 10. Tell the main idea and excitement re-

In the beginning... details that support it. racial repay renew official reread recycle artificial In the middle... 11. What text features does remodel mismatch thoughtful In the end... your book have for finding

6. Describe the main characters. information quickly? Show Be flexible with letter sounds. Try one, try another, until you recognize the word. How do they react to events in how you can use them. the story? 12. What did you learn from e

7. Describe the setting, where and your reading? Be able to read words with prefixes or suffixes. Tell how they ch ange the meaning of word. radio says

when the story takes place. i un- stadium 13. What was fact and what says sh ci says sh s says sh/zh t says tch c says s (soft unripe unable appreciate experience decision commercial uncover unequal si untangle television explosion appreciation

8. Read a good part out loud, permission appreciate pleasure was opinion? How do you conclusion using different voices for different know?

characters.

14. What questions do you Consonants Tricky Tricky Vowels Tricky

9. What is the lesson or moral of this have? Suffixes and Prefixes

2R IRLA 135 ® ® ® Correlations with Other Leveling Systems ®

Grade IRLA© Current Lexile™ “Stretch” Guided Reading™ DRA® Reading Accelerated Band Lexile™ Band (Fountas and Pinnell) (Joetta Beaver) Recovery® Reader™ (ATOS) 1-3Y (Yellow) K A - D A - 2 A, B, 1 1G (1 Green) 2, 3 2G (2 Green) ______1 1B (1 Blue) D - J 3 - 16 4 - 16 2B (2 Blue) 1R (1 Red) J - M 18 - 28 17 - 20 2 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 925L - 1185L 7.00 - 9.98 7-8 Br (Bronze) Y - Z 70 31 - 44

______9-10 Si (Silver) 960L - 1115L 1050L - 1335L 9.67- 12.01

11-12 Gl (Gold) 1070L - 1220L 1185L - 1385L ______11.20 - 14.10

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