Tracking Student Progress

Towards College and Career Readiness

Developmental Reading Taxonomy™ Built on Texas Essential Knowledge and Skills

AMERICANREADING COMPANY

PreK 1 2 3 4 5 6 7 8 9 &10 11& 12Kindergarten

RTM 1G 2G 1B 2B 1R 2R Wt Bk Or Pu 1Br Si Gl2Br1- 3Y

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2014

IRLA:Independent Reading Level Assessment Framework®®®

IRLA Grade Level Equivalencies

IRLA Level Standards-Based Grade Level Expectation

Grade Level Equivalency

Stages of Reading Acquisition

Read to Me PreK –Active Reading Strategies

1-3-Yellow Kindergarten, First Half .01–.59

1-Green Kindergarten, Second Half .60–.99Sight Words

2-Green 1st Grade, First �ird 1.00–1.29

1-Blue 1st Grade, Middle �ird 1.30–1.59 Word FamiliesVowel PatternsSyllabi�cation

2-Blue 1st Grade, Final �ird 1.60–1.99

1-Red 2nd Grade, First Half 2.00–2.49

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 5.00–5.99Genre Expansion

Purple 6th Grade 6.00–6.99

1-Bronze 7th Grade 7.00–7.99 Authors’ Cra� Authors’ Perspectives, Bias, Agendas2-Bronze 8th Grade 8.00–8.99

Silver 9th & 10th Grade 9.00–10.99 Literary Analysis

Gold 11th & 12th Grade 11.00–12.99 Writing as Art/Rhetoric

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�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.

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.

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.

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

Formative Assessment Framework for Teaching and Learning PreK–12Built on Texas Essential Knowledge and Skills for ReadingBeginning Reading Skills• Print Awareness• Phonological Awareness• Phonics• Strategies

Fluency

Vocabulary Development

Comprehension Skills

Independent Reading and Comprehension Across Genres

• Level of Text Complexity• Engagement and Independence• Home Reading Routines• Literary Text• Informational Text

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- 866- 810- B O O K I SB N : 1- 61406- 0 1 1- 8

05152013

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Texas Essential Knowledge and Skills for Reading

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.

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

Beginning Reading SkillsPrint 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.

FluencyStudents read grade level text with fluency and comprehension.

Vocabulary DevelopmentStudents understand new vocabulary and use it when reading and writing.

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

Comprehension SkillsStudents 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 self-directed, critical readers.

College and Career Readiness Anchor Standards for Reading & Writing ®

Texas Essential Knowledge and Skills for ReadingThe Reading section of the ELAR TEKS is structured to re�ect the major topic areas of the National Reading Panel Report.

Comprehension of Literary TextTheme 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 TextCulture 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. www. tea.state.tx.us. August 22, 2011. Texas Education Agency. December 4, 2013.

Table of ContentsRTM 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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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 1B 2B 1R 2Ram am ham hammer hammering Samuelan an man candle candlelight piano

and and sand sandy understand handicappedat at bat battle scratchy attentionow down frown howling Mrs. Dowerdy touchdownet get met wetter stretch McGettiganin in skin Kevin invited skinnierit it pit quitter splitting situation

up up pup puppies upsetting Tupperwareas as ask basket basketball Alaskaor or for force forgotten original

aw saw draw drawing strawberry Mr. Awbrightenee see seed sweeping screen McKeesportill will Bill chilly Hillary Williamall all tall tallest Dr. Wallington altogetherig big wig ignore ignorant figures

ame came blame blaming shameful Mrs. Amesworthyay day clay player playfully payable

ake make bake taking mistaken shakeableoo too moo tooth toothache foolishly

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.

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Academic Vocabulary Infrastructure for Leveling

�is locator provides information about a reader’s academic vocabulary acquisition. �e locator is intended to be used as a supplement when determining a reader’s level. �ese lists are neither comprehensive nor su�cient, but as long as the student hasn’t practiced them, they will give you an idea of whether his or her working vocabulary is su�cient to 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 give copies of this page to students. DO NOT teach or drill these words out of context.

To con�rm a reader’s level: Have the student select 3 words from a column, providing a synonym or short de�nition for each word. Repeat with 3 words selected by the teacher.

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

WT BK OR PU 1BR 2BR SI GL1 amateur abandoned barrier abruptly abolish adjacent alluvial aberration2 betray absorbed bellowed abundant audible affirmative amnesty agrarian 3 brilliant astonish beneficial annual chaos ambiguous archaic apocalyptic4 capture burrow circulate aroma concede civilian autonomy banal5 disbelief central concealed bewildered civilly commerce blatantly capitulate6 erupt century decrease contemplate culture concede condescending charlatan7 exclaim confided defiantly decade dialect controversial crescendo disconcerted8 glared corridor departed elevated economy currency deplete idiosyncrasy9 gazing destination diminish emerge edible dissent enmity incredulous10 glimmer dim estimate equivalent humility domesticated gaunt infrastructure11 muttered dwelling extend flee instinctively federation heresy languid12 pleaded enviously frequently frail irregular finite heterogeneous nebulous13 prey fragments glimpse gesture kinship inaugurated ironic ostentatious14 probe glanced horizon hastily legendary intermittent martyr ostracize15 protested hesitate inhabit horizontal monotony ominous monotheism propitious16 provide humiliated marine massive mutely precedent paradox queue17 quiver images mythical native perpendicular premeditated peripheral reiterate18 recently inquired partially perpetual parallel raucous reconcile rudimentary19 scowled peered previous propaganda perilous skeptical subtle venerable20 shallow rarely vast vicinity vague sparse synthesis vicissitudes

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

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

REPRESENTATIVE SAMPLEFor Second Grade

IRLA 1172R

2R Independent Reading Level Overview 2.50 - 2.99 Finish One Chapter Book Each Week 2R Learning FocusFinish One Chapter Book Each Week2R 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 reading habit, where they must engage and understand without the aid of illustrations. Students should not leave 2R until they are successfully reading (and �nishing) at least one chapter book a week.

Decode All Multisyllabic and Irregularly Spelled Words Familiar From Everyday Speech2R 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 di�erent possible pronunciations, they recognize one. Expect 2R readers to be able to approximate pronunciation of di�cult names.

Key Texas Essential Knowledge and Skills ELAR TEKS 2.4(A): Read aloud 2R text with �uency (rate, accuracy, expression, appropriate phrasing) and comprehension.

ELAR TEKS 2.2(A): Decode multisyllabic words in context and independent of context by applying common letter-sound correspondences.

Entry RequirementsMust be in place before earning 2R designation.Phonics ELAR TEKS 2.2(A)• Decode (most) multisyllabic words in context and independent of

context by applying common letter-sound correspondences.Comprehension ELAR TEKS 2.4 and 2(E/D)• Read 2R text with �uency and comprehension. • Retell important events in stories in logical order.• Make inferences about text using textual evidence to support

understanding.

Exit RequirementsMust be in place before earning Wt designation.Academic Vocabulary ELAR TEKS 3.4(B)• Use context to determine the relevant meaning of unfamiliar words or distinguish among

multiple-meaning words and homographs.Phonics ELAR TEKS 3.1(A)• Decode (any) multisyllabic words in context and independent of context by applying

common spelling patterns.Comprehension ELAR TEKS 3(E/D)• 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.

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IRLA 1182R

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

Student ________________________________________ Teacher ___________________________ Room _______ Date Started ________

2R Entry Requirements Evidence/Date Date Completed

PhonicsELAR TEKS 2.2(A)

Decode Almost Any Word Familiar From Everyday SpeechDecode almost any word familiar from speech, including multisyllabic and irregularly spelled words, diphthongs, special vowel spellings, common pre�xes and su�xes, plurals, and names.

See Tricky Phonics Check on page 119. Minimum score of 20.

Scores Dates

ComprehensionELAR TEKS 2.4

ELAR TEKS 2(E/D)

Read and Comprehend Unfamiliar 2R TextApply Word-Solving Skills Use a combination of decoding skills, sight words, and context clues to read 2R text with 98-100% accuracy. Stop and try again if something doesn’t look right, sound right, or make sense.

Apply Comprehension Standards Determine what a 2R text says explicitly and make logical inferences from it.

See Cold Read Record on page 120. Minimum score of 6 on one Cold Read Text.

Scores Titles Dates

A reader who is pro�cient at all of the above enters 2R with 2.50 points. 2 . 5 0

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IRLA 1192R

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 o�cial except temperature education treasure division

schedule electrician announce furniture combination pleasure conclusion

ache magician innocent mixture abbreviation ensure explosion

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

ELAR TEKS 2.2(A): Decode multisyllabic words in context and independent of context by applying common letter-sound correspondences.

2R Entry Requirements: Tricky Phonics Check®®

IRLA 1202R

2R Entry Requirements: Cold Read Record

Read grade-level text with �uency and comprehension. ELAR TEKS 2.4

Fluency

Active Reading Strategies Yes or NoRead with 98 - 100% word accuracy. In a text of approximately 100 words, student makes no more than 2 uncorrected errors.

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.)

Comprehension

Student Response ScoreWeak.........Strong

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.)

Given an unfamiliar 2R text (Cold Read), and NO help of any kind...

Running RecordRecord all errors as the student reads the passage. Indicate self-corrections.

Error/Miscue AnalysisNeeds work on this Phonics Pattern

Needs to learn this Tricky Word

Not in background knowledge

Title:_______________________________________________________________________________________________ Date:____________________________________

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IRLA 1212R

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

2R Entry Requirements: Cold Read Text A

ELAR TEKS 2(E/D)

Basic ComprehensionWhat is happen-ing so far in this story?

Making InferencesWhy wouldn’t Marvin want his friends to pretend to be him? Use evidence from the text to support your answer.

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IRLA 1222R

2R Entry Requirements: Cold Read Text B

Julian, Dream Doctorby Ann Cameron Random House

Basic ComprehensionWhat is happen-ing so far in this story?

Making InferencesDescribe how Julian’s thoughts about the bowling ball change. Use evidence from the text to support your answer.

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ELA

R TE

KS 2

(E/D

)

IRLA 1232R

Monster Bugsby Lucille Recht PennerRandom House

2R Entry Requirements: Cold Read Text C

ELAR TEKS 2(E/D)

Basic ComprehensionTell me three things the text says about tarantulas.

Making InferencesWhich is more dangerous to a tarantula: a coyote or a tarantula hawk? Use evidence from the text to support your answer.

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IRLA 1242R

The Titanic: Lost...and Found by Judy DonnellyRandom House

2R Entry Requirements: Cold Read Text D

ELAR TEKS 2(E/D)

Basic ComprehensionTell me three things the text says about the Titanic.

Making InferencesWhat makes the grinding noise? Use evidence from the text to support your answer.

Basic UnderstandingTEKS 110.14.B Locate the facts that are clearly stated in the text.

Making InferencesTEKS 110.13.D Make inferences about text using textual evidence to support understanding.

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IRLA 1252R

2R Beginning Reading Skills®®

2.1 Print Awareness Understand how English is written and printed. Evidence/Date Points

Distinguish features of a sentence (e.g., capitalization of �rst word, ending punctuation, commas, quotation marks). ELAR TEKS 2.1

Print Awareness Total . 0 0

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)• Open syllables: End in vowel. Vowel is long (ti-ger). ELAR TEKS 2.2(B)(ii)

. 0 2

Decode any word familiar from speech, including irregularly spelled words, special vowel spellings, common endings, and multisyllabic words. . 0 3

Flexibility with letter sounds. Try di�erent 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 di�erent sounds for the vowels; for example: . 0 2

Try splitting the vowels.. 0 2create museum graduate

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

IRLA 1262R

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-MonitoringEstablish 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. . 0 2

Strategies Total . 0 2

2R Beginning Reading Skills Total . 1 5

2R Beginning Reading Skills Cont’dTry di�erent sounds for consonants or consonant/vowel combinations; for example:

. 0 1

Try making a letter silent; for example:

. 0 1

Pre�xes and Su�xesRead words with common pre�xes (e.g., un-, dis-) and su�xes (e.g., -ly, -less, -ful). ELAR TEKS 2.2(D)

. 0 1

Identify and read abbreviations (e.g., Mr., Ave.). ELAR TEKS 2.2(E)

OutlawsIdentify and read at least 300 high-frequency words from a commonly used list (70 of the 2R Outlaws in addition to high-frequency words from previous levels). ELAR TEKS 2.2(G )

. 0 1

Phonics Total . 1 3

Mr. Ms. Mrs. Dr. St. Rd. Ave. Mon. Jan.

un- re- mis- -ful -able -tion -ly -ier -iest

ch=k si=sh/zh s=sh ti=sh t=tch ci=sh c=s

school decision sure initial future o�cial certain

gn pn gh wh mb

sign pneumonia sigh white thumb

IRLA 1272R

2R Fluency ®®

2.4 FluencyRead 2R text with �uency and comprehension. Evidence/Date Points

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

2R Fluency Total . 0 0

2.5 Vocabulary Development Understand new vocabulary and use it when reading and writing. Evidence/Date Points

Use pre�xes and su�xes to determine the meaning of words (e.g., allow/disallow). ELAR TEKS 2.5(A) . 0 1

Use context to determine the relevant meaning of unfamiliar words or multiple-meaning words. ELAR TEKS 2.5(B) . 0 1

Identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning. ELAR TEKS 2.5(C) . 0 1

Alphabetize a series of words and use a dictionary or a glossary to �nd words. ELAR TEKS 2.5(D)

. 0 1

2R Vocabulary Development Total . 0 4

2R Vocabulary Development®®

IRLA 1282R

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

A Establish purposes for reading selected texts based upon content to enhance comprehension. . 0 1

B Ask literal questions of text. . 0 1

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

. 0 1

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

E Retell important events in stories in logical order.

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

. 0 1

2R Comprehension Skills Total . 0 4

2R Comprehension Skills®®

IRLA 1292R

2R Independent Reading and Comprehension Across Genres®®

2.12 Independent Reading Read independently for a sustained period of time and produce evidence of reading. Evidence/Date Points

Engagement and IndependenceRead independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning (2R-level materials for at least 30 minutes every day in the classroom). ELAR TEKS 2.12

. 0 1

Chapter Book HabitRegularly �nish 2R chapter books, at least one a week.

. 0 6

Home ReadingHave established a home reading habit and read for at least 30 minutes every night without prompting.

. 0 1

Independent Reading Total . 0 8

Comprehension Across GenresPro�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

Theme andGenre

ELAR TEKS 2.6

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.• Retell a fable, legend, myth, or other story including:

• Title and main character • Problem and solution • Moral lesson

. 0 1

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

versions?

. 0 1

IRLA 1302R

2R Independent Reading and Comprehension Across Genres Cont’d

PoetryELAR TEKS

2.7

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:

• rhythm? • 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?

. 0 1

DramaELAR TEKS

2.8

A Identify the elements of dialogue and use them in informal plays.• Show me an example of dialogue in the text. How do you know it is dialogue?• Ask student to read dialogue aloud, taking di�erent voices for di�erent

characters.

. 0 1

FictionELAR TEKS

2.9

A Describe similarities and di�erences in the plots and settings of several works by the same author.

. 0 1

B Describe main characters in works of �ction, including their traits, motivations, 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?• 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.

. 0 1

Literary Non�ctionELAR TEKS

2.10

A Distinguish between �ction and non�ction.• Is this book �ction (literature) or non�ction (informational)? How can you tell?

. 0 1

Sensory Language

ELAR TEKS 2.11

A Recognize that some words and phrases have literal and non-literal meanings (e.g., take steps).• Find a word or phrase in the text that means something di�erent than its literal

meaning. What do you think this word or phrase means?

. 0 1

Plot

Author: __________ Setting Characters Problem/Con�ict Solution

Title 1: ___________

Title 2: ___________

Title 3: ___________

IRLA 1312R

2.13-2.15 Comprehension of Informational Text

Culture & History

ELAR TEKS 2.13

Identify the topic and explain the author’s purpose in writing the text.• What was this text mainly about (the topic)? • Why do you think the author wrote this text? What did he/she want to answer, explain, or describe?

. 0 1

Expository Text

ELAR TEKS 2.14

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.)• What is the topic of this text? What is the author’s main idea?

. 0 1

B Locate the facts that are clearly stated in a text. . 0 1

C Describe the order of events or ideas in a text.• Retell the important events in this story using �rst ___, second ___, third ___ (or �rst, then later).

. 0 1

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

grow)? How do you know?. 0 1

Procedural Text

ELAR TEKS 2.15

A Follow written multi-step directions. . 0 1

B Use common graphic features to assist in the interpretation of text (e.g., captions, illustrations).• What does this caption/illustration/diagram teach us about ____ (the life cycle of a bee; the water cycle)?

. 0 1

2.16 Media Literacy

ELAR TEKS 2.16

A Understand how communication changes when moving from one genre of media to another. B Explain how various design techniques used in media in�uence the message (e.g., shape, color, sound). 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 . 1 0

2R Independent Reading and Comprehension Across Genres Total . 1 8

2R Independent Reading and Comprehension Across Genres Cont’d

IRLA 1322R

Name Dates Total

among certain courage except meadow scenebeauty certainly cousin famous meant sighblood chief curtain fault mirror smoothblossom chocolate danger forward mischief studyborrow choose daughter garage necklace swallowbowl closet diamond gather neither towardbreath cloth Dr. grease ocean vegetablebreathe coffee drawer island often wholecalendar comb during juice pleasant wisdomcalm comfortable earn knife police worrycanoe common eighty loose practice worsecaptain continue either lose provecarrot copy English manage rescuecellar cost escape marry sandwich

ELAR TEKS 2.2(G): Identify and read at least 300 high-frequency words from a commonly used list.

Student Practice Page

2R Outlaws Must Recognize On Sight®®

IRLA 1332R

Active ReadingRead �uently and with expression, using

punctuation.Read actively: visualize, make predictions,

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 right.

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.

Power GoalComprehension

Determine what a text says explicitly. (What is this about so far? How do you know?)

Support an interpretation or analysis. (Why...? What evidence from the text supports your answer?)

2R Running RecordStudent _____________________________ Teacher__________________________ Grade_______ Room_________ Date________________

Title:_______________________________Error/Miscue Analysis

Needs work on this Phonics Pattern

Needs to learn this Tricky Word

Not in background knowledge

®®

IRLA 1342R

Transition to Wt

2R Entry Points 2 . 5 02R Beginning Reading Skills Points . 1 52R Fluency Points . 0 02R Vocabulary Development Points . 0 42R Comprehension Skills Points . 0 42R Independent Reading and Comprehension Across Genres Points . 1 8

Wt Transition Points. With NO help of any kind, student must demonstrate ability to: Evidence/Date Points

Vocabulary ELAR TEKS 3.4(B)

Notice and De�ne Academic and Technical VocabularyNotice unfamiliar academic and domain-speci�c vocabulary while reading and provide a word or phrase that could be substituted for the unfamiliar word while retaining the meaning of the sentence.

See Vocabulary Check on page 137. Minimum score of 4.

Scores Dates

.02

PhonicsELAR TEKS 3.1(A)

Decode Every Word Encountered in Wt Text Use rules of syllabication to approximate the pronunciation of any word, including di�cult names.

See Phonics Gap Locator on page 138. Minimum score of 30.

Scores Dates

.01

ComprehensionELAR TEKS 3(E/D)

Read and Comprehend Unfamiliar Wt Text(Successfully Apply Reading Standards)Determine what a text says explicitly and make logical inferences from it. Interpret vocabulary and �gurative language in context.

See Cold Read Record on page 139. Minimum score of 9 on one Cold Read Text.

Scores Titles Dates

.02

Range of Reading

ELAR TEKS 3.3(A)

Demonstrate Ability to Finish a Wt Chapter BookRead and �nish a Wt novel, demonstrating comprehension and a command of the vocabulary used in the text.

After reading a Wt chapter book, student is able to tell what problem the main character faced and how the problem was resolved.

Yes or No Titles Dates

.02

Demonstrate Ability to Read and Comprehend Wt Informational TextRead a Wt informational text, demonstrating comprehension and a command of the vocabulary used in the text.

After reading a Wt informational text, student is able to tell what s/he learned and show where in the text s/he learned that information.

Yes or No Titles Dates

.02

Wt Transition Points . 0 9

GRAND TOTAL: Student should transition to Wt with 2.99 points and demonstrated pro�ciency at Wt prerequisites. 2 . 9 9

®®

IRLA 1352R

Copyright © 2010 by American Reading Company®

®®

Active Reading Habits1. Figure out 3- and 4-syllable words familiar from everyday speech,

including names.2. Try different sounds for the letters or chunks in a new word until you

recognize the word.3. Use prefixes and suffixes to figure out words (un-, re-, mis-, -ful,

-able, -tion, -ly, -ier, -iest).4. Stop and self-correct when something doesn’t look right, sound

right, or make sense.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.8. Read silently for at least 30 minutes without getting tired. 9. Read at home for at least 30 minutes every night.10. Read fiction, nonfiction, poetry, plays, fables, and folktales.

Comprehension: Support answers with evidence from the text.1. Is this fiction or informational? How do you know?2. Answer why, how, and what if questions.3. What connections can you make to your own life?4. What did the author do well in writing this book?

Literature5. Retell the story in 3 sentences:

In the beginning... In the middle... In the end...

6. Describe the main characters. How do they react to events in the story?

7. Describe the setting, where and when the story takes place.

8. Read a good part out loud, using different voices for different characters.

9. What is the lesson or moral of this story? How do you know?

Informational Text10. Tell the main idea and

details that support it.11. What text features does

your book have for finding information quickly? Show how you can use them.

12. What did you learn from your reading?

13. What was fact and what was opinion? How do you know?

14. What questions do you have?

2R: Skills CardReader: Room:

2R: F

lexi

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Phon

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flex

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with

lette

r sou

nds.

Try

one,

try

anot

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until

you

reco

gnize

the

wor

d.

Tricky Vowels

i say

s e

i say

s i

Vow

els

split

y sa

ys e

y sa

ys i

radio

scientist

crea

tece

lebrity

simplify

stad

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reminder

pian

odem

ocracy

notify

expe

rienc

ebiog

raph

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men

vyap

ply

apprec

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divided

diagram

person

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iden

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apprec

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excitemen

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nationa

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multip

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Tricky Consonants

si sa

ys s

hci

say

s sh

s sa

ys s

h/zh

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s tc

hc

says

s (s

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say

s k

televisio

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sure

future

celebrate

scho

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dec

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commercial

suga

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certa

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explosion

official

mea

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fracture

intro

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arac

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conc

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treasure

nature

Pacific

stom

ach

perm

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apprec

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plea

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capture

med

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head

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Be a

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to re

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with

pre

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hang

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Prefixes and Suffixes

un-

re-

mis-

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unco

ver

reread

misjud

geca

reful

dep

endab

lesepa

ration

unab

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misspe

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lorfu

lbrea

kable

fascination

untang

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grac

eful

pred

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multip

lication

uneq

ual

remod

elmism

atch

thou

ghtfu

llova

ble

refrige

ration

unripe

rene

wmisb

ehav

ebe

autiful

acce

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lebration

2R re

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out a

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ord

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Copy

right

© 2

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Rea

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Com

pany

®

® ®Correlations with Other Leveling Systems

K

1

2

3

4

5

6

7-8

9-10

11-12

IRLA©Grade

1-3Y (Yellow)

1G (1 Green)

2G (2 Green)

1B (1 Blue)

2B (2 Blue)

1R (1 Red)

2R (2 Red)

Wt (White)

Or (Orange)

Br (Bronze)

Si (Silver)

Pu (Purple)

Bk (Black)

Gl (Gold)

AMERICAN READING COMPANY

____

Current Lexile™

Band

450L - 725L

645L - 845L

960L - 1115L

1070L - 1220L

“Stretch” Lexile™ Band

____

420L - 820L

740L - 1010L

925L - 1185L

1050L - 1335L

1185L - 1385L

Guided Reading™

(Fountas and Pinnell)

____

____

J - M

M - P

P - S

S - V

V - Y

Y - Z

A - D

D - J

www.americanreading.com

Accelerated Reader™ (ATOS)

DRA®

(Joetta Beaver)

____

____

A - 2

18 - 28

30 - 38

40

50

60

70

3 - 16

ReadingRecovery®

A, B, 12, 3

____

____

17 - 20

21 - 24

25 - 26

27 - 28

29 - 30

31 - 44

4 - 16

2.75 - 5.14

4.97 - 7.03

7.00 - 9.98

9.67- 12.01

11.20 - 14.10

860L - 1010L

____

®® ®®