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 Prociency 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 stan- dards 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. W 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. w w w a mericanreadinc om 866- 810- B O O K S N : 61406- 0 1 1- 8 05152013 Texas Essential Knowledge and Skills for Reading ® The Reading section of the ELAR TEKS is structured to reect 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 reect 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. 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. ® 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.