Junior Basic ABQ 10/06/2005 David Keffer UOIT Student # Leveled Reading EDAC5100 Junior Basic ABQ David Keffer UOIT Student # nd June, 2005

Junior Basic ABQ 010/6/2005 David Keffer UOIT Student # What is Leveled Reading? 1 Leveled Reading is an aspect of Guided Reading which uses leveled readers Leveled readers are “developmentally appropriate books” intended for use at a particular level of reading ability They are typically used in small-group instruction, with 15 to 25 minute sessions Reading ability spans a wide range within any grade level, and the leveled reading approach recognizes this

Junior Basic ABQ 010/6/2005 David Keffer UOIT Student # Leveling Criteria Leveled readers for a particular ability level will have a number of common important characteristics, but not every book at each level will have all of the attributes Attributes include consistency of format, fonts, text location length of texts, and proximity to pictures number of sentences per page specialized, unusual or challenging vocabulary and many others

Junior Basic ABQ 010/6/2005 David Keffer UOIT Student # Leveling Criteria 2 The Reading A-Z web site provides this list of leveling criteria, which they use for their books

Junior Basic ABQ 010/6/2005 David Keffer UOIT Student # Guided Reading/Grade Levels 3 Emergent ReadersAKindergarten Early Emergent Readers / Early Readers B-CBeginning Grade 1 Early Readers / Transitional Readers D-GMiddle Grade 1 Transitional ReadersH-IEnd Grade 1 Transitional ReadersJBeginning Grade 2 Transitional ReadersK-LMiddle Grade 2

Junior Basic ABQ 010/6/2005 David Keffer UOIT Student # Guided Reading/Grade Levels 3 Extending ReadersMEnd Grade 2 Extending ReadersNBeginning Grade 3 Extending ReadersOMiddle Grade 3 Extending ReadersPEnd Grade 3 Extending ReadersQ-RGrade 4 Extending ReadersS-TGrade 5 Extending ReadersU-ZGrade 6

Junior Basic ABQ 010/6/2005 David Keffer UOIT Student # Stages of Development 2 The previously listed stages of development / grade conversions are from the Houghton Mifflin web site A more detailed description of the difference stages of development for each reading level, as described by Reading A-Z, can be seen at This site describes four basic developmental stages of early emergent readers (Levels aa-C) emergent readers (Levels D-J) early fluent readers (Levels K-P) fluent readers (Levels Q-Z)

Junior Basic ABQ 010/6/2005 David Keffer UOIT Student # Example – Level R

Junior Basic ABQ 010/6/2005 David Keffer UOIT Student # Example – Level T

Junior Basic ABQ 010/6/2005 David Keffer UOIT Student # Example – Level U

Junior Basic ABQ 010/6/2005 David Keffer UOIT Student # Successful Implementation The teacher must constantly observe students during reading activities, and selectively interact with them to select appropriate stories introduce the stories prompt the students reinforce ideas and concepts confirm student understanding demonstrate concepts highlight examples generally provide support

Junior Basic ABQ 010/6/2005 David Keffer UOIT Student # Revising the Levels The placement of readers at the different levels should always be reviewed, Is the book currently at the correct level? Is the book easier than it seems, perhaps because of supportive pictures or other assistance? Is the book harder than it seems? Is the book culturally specific, making it more difficult for some readers? Does the book contains some other bias which makes it easier or more difficult for some readers?

Junior Basic ABQ 010/6/2005 David Keffer UOIT Student # References 1.“Guided Reading – Good First Teaching for All Children,” Fountas, Irene C. and Pinell, Gay Su; Heinmann; © 1996; ISBN # “Guided Reading,” Reading A-Z: The Online Reading Program, z.com/guided/index.html; viewed 02/06/2005http:// z.com/guided/index.html 3.“Text Level/Grade Conversion Chart,” © 2003; Haughton Mifflin; /correlations/conversion.pdf; viewed 02/06/ /correlations/conversion.pdf