irla: next generation formative assessment

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Develop an Action Plan to Ensure Reading Proficiency for Every Student The IRLA will help you show students where they are, where they should be, and what skills and behaviors lie in between. Through 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 Toward Goal The IRLA allows you to track progress in real time. Each standard has been assigned a point value relative to the amount of time it should take a student to acquire that skill or concept. In each formative assessment conference, teachers score students on any standards they have mastered, allowing teachers and schools to track rate of reading growth for every student. American Reading Company’s Leveling System maps out the reading field for both books and readers, integrating Common Core Standards for reading acquisition with a deep knowledge of the demands of literature and informational text for students, Grades K through 12. The Leveling System has been successfully field-tested in more than 1,800 schools across the country with hundreds of thousands of readers, making it possible for students to easily find books they can enjoy and read successfully—books that allow them to improve their reading through reading. IRLA 125 Proficiency in the standards below must be demonstrated while reading independently Points. Do not score students higher than .20 for Comprehension as students work on Key Ideas and Details: Using Text Evidence to Support Conclusions Understand, think about, and discuss what the author said. Read actively and demonstrate an obvious understanding of the funny parts, comment on the material, make personal connec CCR 1 RL/I.2.1 Ask and answer such questions as who, what, w demonstrate understanding of key details in a text. Who, what, when, where, why, how….? Show me in the text where you got your answer. Now you ask me a question about something .02 2R Comprehension Reading Standards for Literature and In CCR 1 RL/I.2.1 Ask and answer such questions as who, what, demonstrate understanding of key details in a text. Who, what, when, where, why, how….? Show me in the text where you got your answer. Now you ask me a question about something in the tex CCR 2 RL.2.1 Recount stories, including fables and folktales fr determine their central message, lesson, or moral. Retell the story to me. Include: title, main character, the What is a fable? Give me an example of one. What is a folktale? Give me an example of one. What is a moral? Give me an example of one. Retell a fable or folktale, including: Title and main character Problem and solution Central message, lesson, or moral RI.2.2 Identify the main topic of a multi-paragraph text paragraphs within the text. Tracking Student Progress Toward College and Career Readiness Developmental Reading Taxonomy Built on Common Core State Standards AMERICAN READING COMPANY IRLA : Independent Reading Level Assessment® Framework RTM 1B 2B 1R 2R Bk Pu ® 2014 Our own field work and that of our users across the country serve as ongoing feedback loops through which materials are revised and refined regularly. Next Generation Formative Assessment IRLA : “The IRLA is a tool that takes all the best research about reading and consolidates it in one place.” —Becky Chenaille Principal and Director of Instruction Mount Morris Central School District, NY P: 1-866-810-2665 | F: 610-992-4156 [email protected] www.americanreading.com/leveling

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Page 1: IRLA: Next Generation Formative Assessment

Develop an Action Plan to Ensure Reading Profi ciency for Every Student

The IRLA will help you show students where they are, where they should be, and what skills and behaviors lie in between. Through 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 Toward Goal

The IRLA allows you to track progress in real time. Each standard has been assigned a point value relative to the amount of time it should take a student to acquire that skill or concept. In each formative assessment conference, teachers score students on any standards they have mastered, allowing teachers and schools to track rate of reading growth for every student.

American Reading Company’s Leveling System maps out the reading fi eld for both books and readers, integrating Common Core Standards for reading acquisition with a deep knowledge of the demands of literature and informational text for students, Grades K through 12.

The Leveling System has been successfully fi eld-tested in more than 1,800 schools across the country with hundreds of thousands of readers, making it possible for students to easily fi nd books they can enjoy and read successfully—books that allow them to improve their reading through reading.

IRLA 125

Proficiency in the standards below must be demonstrated while reading independently in 2R-level text. In order to advance to Wt, students must earn .20 Comprehension Points. Do not score students higher than .20 for Comprehension as students work on the same comprehension standards in 1R and 2R.

Key Ideas and Details: Using Text Evidence to Support ConclusionsUnderstand, think about, and discuss what the author said.

Read actively and demonstrate an obvious understanding of the text (laugh at the funny parts, comment on the material, make personal connections) without prompting.

CCR

1

RL/I.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. • Who, what, when, where, why, how….? • Show me in the text where you got your answer. • Now you ask me a question about something in the text.

. 0 2

2R ComprehensionReading Standards for Literature and Informational Text

Proficiency in the standards below must be demonstrated while reading independently in 2R-level text. In order to advance to Wt, students must earn .20 Comprehension Points. Do not score students higher than .20 for Comprehension as students work on the same comprehension standards in 1R and 2R.

Read actively and demonstrate an obvious understanding of the text (laugh at the funny parts, comment on the material, make personal connections) without prompting.

Ask and answer such questions as who, what, where, when, why, and how to

Show me in the text where you got your answer. Now you ask me a question about something in the text.

Reading Standards for Literature and Informational Text

Proficiency in the standards below must be demonstrated while reading independently in 2R-level text. In order to advance to Wt, students must earn .20 Comprehension Points. Do not score students higher than .20 for Comprehension as students work on the same comprehension standards in 1R and 2R.

Read actively and demonstrate an obvious understanding of the text (laugh at the funny parts, comment on the material, make personal connections) without prompting.

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Show me in the text where you got your answer. Now you ask me a question about something in the text.

Reading Standards for Literature and Informational Text

Proficiency in the standards below must be demonstrated while reading independently in 2R-level text. In order to advance to Wt, students must earn .20 Comprehension Points. Do not score students higher than .20 for Comprehension as students work on the same comprehension standards in 1R and 2R.

Read actively and demonstrate an obvious understanding of the text (laugh at the funny parts, comment on the material, make personal connections) without prompting.

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Show me in the text where you got your answer. Now you ask me a question about something in the text.

Reading Standards for Literature and Informational Text

IRLA 1252R

Proficiency in the standards below must be demonstrated while reading independently in 2R-level text. In order to advance to Wt, students must earn .20 Comprehension Points. Do not score students higher than .20 for Comprehension as students work on the same comprehension standards in 1R and 2R.

Key Ideas and Details: Using Text Evidence to Support ConclusionsUnderstand, think about, and discuss what the author said.

Evidence/Date Points

Read actively and demonstrate an obvious understanding of the text (laugh at the funny parts, comment on the material, make personal connections) without prompting.

CCR

1

RL/I.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. • Who, what, when, where, why, how….? • Show me in the text where you got your answer. • Now you ask me a question about something in the text.

CCR

2

RL.2.1 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. • Retell the story to me. Include: title, main character, the problem, and the solution.• What is a fable? Give me an example of one.• What is a folktale? Give me an example of one.• What is a moral? Give me an example of one.• Retell a fable or folktale, including:

• Title and main character • Problem and solution • Central message, lesson, or moral

. 0 2

RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. • What was this text mainly about (the topic)? • What were three of the most important things the author told us about this topic?• What was the topic of this paragraph?

. 0 2

2R Comprehension Reading Standards for Literature and Informational Text

2RL.2.1 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 2determine their central message, lesson, or moral. determine their central message, lesson, or moral. determine their central message, lesson, or moral. determine their central message, lesson, or moral. determine their central message, lesson, or moral. determine their central message, lesson, or moral. determine their central message, lesson, or moral. determine their central message, lesson, or moral. 2• Retell the story to me. Include: title, main character, the problem, and the solution.Retell the story to me. Include: title, main character, the problem, and the solution.Retell the story to me. Include: title, main character, the problem, and the solution.Retell the story to me. Include: title, main character, the problem, and the solution.

Tracking Student Progress

Toward College and Career Readiness

Developmental Reading Taxonomy™ Built on Common Core State Standards

AMERICANREADING COMPANY

IRLA:Independent Reading Level Assessment® Framework

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

®

2014

Our own fi eld work and that of our users across the country serve as ongoing feedback loops through which materials are revised and refi ned regularly.

Next GenerationFormative AssessmentIRLA:

“The IRLA is a tool that takes all the best research about reading and consolidates it in one place.”

—Becky ChenaillePrincipal and Director of Instruction

Mount Morris Central School District, NYP: 1-866-810-2665 | F: [email protected]/leveling

Page 2: IRLA: Next Generation Formative Assessment

Claims Proven by the 2014 Measurement Incorporated Study of ARC’s Independent Reading Level Assessment

1. Is built on the Common Core Standards for Reading.

2. Acclimates teachers to the Common Core.

3. Improves teachers’ instruction by facilitating the 3 Shifts in Common Core ELA.

4. Can be used to find a valid and reliable baseline reading level, PreK–12.

5. Provides diagnostic information on each student that is useful to students, parents, teachers, and administrators.

6. Organizes materials around a leveling system, ensuring all students can read and understand text on their own during independent reading practice.

7. Is a vehicle to track student reading growth in real time.

8. Makes teachers better teachers of reading.

9. Helps teachers get to know their students.

10. Serves as a low-stakes accountability system for schools or districts.

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What it is... What it is not...

• It is a formative assessment framework for teaching and learning built on the Common Core Standards.

• It is a map of the stages of reading acquisition expected at each grade level, PreK–12.

• It is a way to organize books to match them appropriately to students, allowing students to practice grade-level standards with books on their individual reading level.

• It is embedded professional learning that is a process, not an event.

• It is used to help teachers track student data in real time and use the data to make meaningful instructional decisions.

• It is used to support any existing reading program by better leveraging the materials you already have.

• It is not a program.

• It is not something that students or teachers “do.”

• It is not JUST another reading test.

• It is not a “one and done” assessment.

• It is not something that changes EVERYTHING about your existing reading program.

IRLA: Independent Reading Level Assessment®

Literacy leaders and teachers agree, the IRLA is a formative assessment framework that enhances teachers’ capacity to make informed instructional decisions on the spot.

In the study conducted by Measurement Incorporated, an industry leader in delivering research and evaluation services to educational institutions, experts and practitioners alike agree that the IRLA formative assessment framework offers a multitude of benefits for students, teachers, parents, and administrators.