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Formative Assessment:IRLA Starter Kit

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Formative Assessment: IRLA Starter Kit


Effective Formative Assessment to Align all Stakeholders Around and to Support Student Achievement

Do You Know Enough About Me to Teach Me? —Stephen Peters

The IRLA Formative Assessment tool from American Reading Company (ARC) will equip teachers with the tools they need to ensure that every student is moving toward grade-level mastery of the Common Core State Standards. Regular use of the IRLA ensures that teachers know the highest level of text complexity each student is currently able to read and understand independently, as well as what percentage of the Common Core State Standards the student can apply to his or her current highest level of text complexity.

Use of the IRLA ensures that the CCSS are the focus of instruction in every class, at every grade level, and in every school. Additionally, the clear, consistent, user-friendly format engages parents and community volunteers to participate in the dialogue around their students’ achievement.

CCSS Formative Assessment

Executive Summary


p_____

pl____

Word Attack Strategies

Tips for Tricky WordsWord Attack Strategies


Reader:

planman

planplan

a e i o u

p_____

anan

pl____

Word Attack Strategies



Copyright © 2010 by American Reading Company®

Active Reading

What are you thinking?

I make predictions

I make connections

I visualize

Reader:

Active Reading

What are you thinking?

I make predictions

I make connections

I visualize

Literature Vocabulary Card

Figurative Language

Language that doesn’t mean what it literally says, but is written to create a

special effect or feeling

personification:

simile: Comparison of two things using “like” or “as.”

Float like a butterfly. Sting like a bee.

metaphor: Comparison of two things without using “like” or “as.”

John was a walking encyclopedia.

imagery: Descriptive language designed to create vivid mental pictures.

The buttery-yellow paint was smeared deliciously on the canvas.

hyperbole: Exaggeration used for effect.

My mom makes the best pancakes in the world.

Sound Techniques

Sound effects created by spoken words

rhyme: Words that end in the same morpheme.

replace, disgrace, the Ace

rhythm: The meter, or beat, of a series of words or sounds.

alliteration:She sells sea shells down at the sea shore.

meter: The repetition of stressed and unstressed syllables in a line of

poetry.

iambic pentameter:

pattern.

What’s mine is yours and what’s yours is mine.

onomatopoeia:

spoken.

The old door squeaked and screeched and whined.

Identify the following literary elements and use them to analyze and

evaluate the effectiveness of a literary text.

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 2Kindergarten

RTM 1G 2G 1B 2B 1R 2R Bk Pu1- 3Y

®

2014

Literature Vocabulary Card

Figurative Language

Language that doesn’t mean what it literally says, but is written to create a

special effect or feeling

Giving human qualities to an object, idea, or animal.

Comparison of two things using “like” or “as.”

Float like a butterfly. Sting like a bee.

Comparison of two things without using “like” or “as.”

John was a walking encyclopedia.

Descriptive language designed to create vivid mental pictures.

The buttery-yellow paint was smeared deliciously on the canvas.

Exaggeration used for effect.

My mom makes the best pancakes in the world.

Sound Techniques

Sound effects created by spoken words

Words that end in the same morpheme.

replace, disgrace, the Ace

The meter, or beat, of a series of words or sounds.

Series of words that begin with the same sound.

She sells sea shells down at the sea shore.

The repetition of stressed and unstressed syllables in a line of

iambic pentameter:

pattern.

What’s mine is yours and what’s yours is mine.

onomatopoeia: Words that make the sound they represent when

spoken.

The old door squeaked and screeched and whined.

Identify the following literary elements and use them to analyze and

evaluate the effectiveness of a literary text.

Story Map

Main Characters1.

2.

3.

4.

Narrative Elements

SettingTime:

Problem or Conflict

Action Sequence

1.2.3.4.

Solution

Theme

Author’s Purpose

Reader:

Book Title:

Genre:


Story Map


Creative Reading: A Transformative Education ApproachAlma Flor Ada & F. Isabel Campoywww.isabelcampoy.com www.almaflorada.com www.delsolbook.com


Effective ReadingA Transformative Education Approach


Effective Reading

Description

Personal Interpretation

Critical/Multicultural/

Anti-Bias Analysis

Creative/ Transformation

Reading is more than a source of information and entertainment.

Creative Reading: A Transformative Education ApproachAlma Flor Ada & F. Isabel Campoywww.isabelcampoy.com www.almaflorada.com www.delsolbook.com




Effective Reading

When I read, I ask:

What is the author telling me?

What? When? Where? Who? Why?

How do I feel about this?

Have I had experiences similar or different to these ones?

Is what happened right (fair, kind, moral, appropriate)?

Who benefits (suffers) in a situation like this?

Has anyone been excluded from this text?

Who is left out? Why?

Does this text allow for human diversity?

What will I take away from this experience?

What might I do in a situation like the one in the text?

How can I improve my life/conditions/relations?

Reading is more than a source of information and entertainment. It is an empowering act.

2B:Active Reading Habits1. Figure out two-syllable words built from basic chunks.2. Read compound words (something, everybody).3. Read words with these endings (-ed, -er, -ing, -es, -y, -le,

-est).4. Use double consonant rule (hoping/hopping).5. Stop and try again when something doesn’t look right, sound

right, or make sense.6. Use what I know to figure out what I don’t know.7. Read with just my lips moving or in a whisper voice.8. Read for 15 minutes without getting tired.9. Read at home for at least 30 minutes every night.10. Read fiction, nonfiction, and poetry.

Comprehension: Support all answers with evidence from the text.1. Is this fiction or informational? How do you know?2. Answer why, how, and 3. What connections can you make to your own life?4. Do you think this is a good book? Why or why not?

Reader:

Literature5. Retell the story in correct

sequence.6. Tell 3 things about

the main character. Compare him/her to other characters.

7. What is the problem and how is it solved?

8. What is the setting, time and place?

9. What is the most important part of the story? Why?

10. Do you think this is a good story? Why or why not?

Skills CardFigure out two-syllable words built from basic chunks.Read compound words (something, everybody).Read words with these endings (-ed, -er, -ing, -es, -y, -le,

Use double consonant rule (hoping/hopping).Stop and try again when something doesn’t look right, sound right, or make sense.Use what I know to figure out what I don’t know.Read with just my lips moving or in a whisper voice.Read for 15 minutes without getting tired.Read at home for at least 30 minutes every night.

10. Read fiction, nonfiction, and poetry.

Comprehension: Support all answers with evidence from the text.Is this fiction or informational? How do you know?

and what if What connections can you make to your own life?Do you think this is a good book? Why or why not?

Retell the story in correct

Compare him/her to other

What is the problem and

What is the setting, time

What is the most important part of the story? Why?Do you think this is a good story? Why or why not? how you can use them.

1R: Skills CardActive Reading Habits1. Figure out three-syllable words built from basic chunks (won-der-

ful).2. Use three-letter blends (splash/catch).3. Figure out two-syllable words with long vowels (Ruby, even).4. Read words with these endings (-y, -ly, -ier, -iest)5. Use all vowel combinations to read new words (ew, oy, oi, ou).6. Stop and try again when something doesn’t look right, sound right, or make sense.7. Read comfortably and with expression, using punctuation.8. Read silently for 30 minutes without getting tired.9. Read at home for at least 30 minutes every night.10. Read fiction, nonfiction, poetry, fables, and folktales.

Comprehension: Support answers with evidence from the text.1. Is this fiction or informational? How do you know?2. Answer how, why, and what if 3. What connections can you make to your own life?4. What information do the pictures add to this book?5. What did the author do well in writing this book?

Reader:

Literature6. Retell the story in 3 sentences:

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

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

8. Describe the setting, whereand when the story takes place.

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

10. What is the lesson or moral ofthis story? How do you know?

Skills CardFigure out three-syllable words built from basic chunks (won-der-

Use three-letter blends (splash/catch).Figure out two-syllable words with long vowels (Ruby, even).Read words with these endings (-y, -ly, -ier, -iest)Use all vowel combinations to read new words (ew, oy, oi, ou).Stop and try again when something doesn’t look right, sound right,

Read comfortably and with expression, using punctuation.Read silently for 30 minutes without getting tired.Read at home for at least 30 minutes every night.Read fiction, nonfiction, poetry, fables, and folktales.

Comprehension: Support answers with evidence from the text.s this fiction or informational? How do you know?

questions.What connections can you make to your own life?What information do the pictures add to this book?What did the author do well in writing this book?

How do they react to events in

Informational Text11. Tell the main idea and details

that support it:••

12. What did you learn from yoreading?

13.14.

15.


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,

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 sentencesIn 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, wherewhen the story takes place.8. Read a good part out loudusing different voices for different characters.

9. What is the lesson or moral ostory? How do you know?

Reader:


Active Reading HabitsFigure out 3- and 4-syllable words familiar from everyday speech, including names.Try different sounds for the letters or chunks in a new word until you recognize the word.Use prefixes and suffixes to figure out words (un-, re-, mis-, -ful, -able, -tion, -ly, -ier, -iest).Stop and self-correct when something doesn’t look right, sound right, or make sense.Finish at least one 2R chapter book every week.Visualize as you read books with few or no illustrations.Read fluently and with expression, using punctuation.Read silently for at least 30 minutes without getting tired. Read at home for at least 30 minutes every night.Read fiction, nonfiction, poetry, plays, fables, and folktales.Comprehension: Support answers with evidence from the text.Is this fiction or informational? How do you know?why, how, and

What connections can you make to your own life?What did the author do well in writing this book?

Retell the story in 3 sentencesIn the beginning...

Describe the main characters.How do they react to events in Describe the setting, wherewhen the story takes place.Read a good part out loudusing different voices for different

What is the lesson or moral ostory? How do you know?

2R:


Reader:

Comprehension Provide specific information from the text for each of your answers.Literature1. Describe the setting (time and place) and compare it to other stories .2. Describe the characters and how their traits influence the unfolding of events in the story.

3. Retell the key events of the plot in chronological sequence.4. Identify the narrator. Is the story told in 1st or 3rd person?

5. Describe the central problem and explain how it is resolved. 6. What is the central message, lesson, or moral? How did the author convey it?7. How is your point of view on the theme or conflict different or the same as the narrator’s or the characters’?8. Find an example of figurative language and explain what it means.

Range of Reading and Level of Text Complexity1. Finish a chapter book every week.2. Read an hour a day, including 30 minutes at home.3. Read something you like from each of these genres:• Traditional tales (fables, folktales, myths)• Poetry and drama• Contemporary fiction and other stories• Informational text (science, history/social studies)

VocabularyFind a word you don’t know and would like to learn. Use the context to figure out

what it probably means. Think of a word or phrase that could take its place in the book

without changing the meaning. Check the meaning in a dictionary. Use the word in a

sentence. Learn it.


Wt: Skills Card

Comprehension Provide specific information from the text for each of your answers.Describe the setting (time and place) and compare it to other stories .

Describe the characters and how their traits influence the unfolding of events Retell the key events of the plot in chronological sequence.

Identify the narrator. Is the story told in 1st or 3rd person?Describe the central problem and explain how it is resolved.

What is the central message, lesson, or moral? How did the author convey it?How is your point of view on the theme or conflict different or the same as the narrator’s or the characters’?Find an example of figurative language and explain what it means.Range of Reading and Level of Text ComplexityFinish a chapter book every week.Read an hour a day, including 30 minutes at home.Read something you like from each of these genres:Traditional tales (fables, folktales, myths)Poetry and drama

Contemporary fiction and other storiesInformational text (science, history/social studies)

Find a word you don’t know and would like to learn. Use the context to figure out



sentence. Learn it.


Bk: Skills CardComprehensionProvide specific information from the text for each of your answers.

LiteratureInformational Text

1. Using specific details from the text, describe in depth:• a major character.• a minor character.• the narrator (1st or 3rd person).• the setting (time, place, historical era).

the setting (time, place, historical era).the setting (time, place,

• a key event.2. Retell the key events of the plot in chronological sequence.3. What is the theme of the text? How do you know?

4. What other things have you read with a similar theme? How does this compare?

5. Identify an example of figurative language (e.g., simile or metaphor). Describe its meaning and effect.6. What form (genre) of literature is this?

How do you know? Describe its basic structural elements.

7. Tell the author’s main idea in one sentence.8. List the key facts and ideas that support the author’s main idea.9. Summarize the information presented. Tell exactly what happened and why. Use specific information from the text.10. What do you think is your author’s

opinion or perspective on this material? How is it different from yours?11. How did the author organize the information (e.g., chronological order, compare/contrast, pro/con, cause/effect, problem/solution, exposition)?

12. Was this a firsthand or secondhand account? How do you know?13. Explain one of the graphic features

in the text (charts, graphs, diagrams, time lines, maps, tables) and describe how the information adds to the rest of the text.

VocabularyFind a word you don’t know and would like to learn. Use the context to figure out what it

probably means. Think of a word or phrase that could take its place in the book without

changing the meaning. Check the meaning in a dictionary. Use the word in a sentence.

Learn it.

Range of Reading1. Complete a chapter book each week.2. Get hooked on a series or author and go on a reading binge.3. Read for an hour a day, including 30 minutes at home without anyone reminding you.

4. Read biography, contemporary fiction, traditional tales, poetry, drama, science, and

history.Read biography, contemporary fiction, traditional tales, poetry, drama, science, and

history.Read biography, contemporary fiction, traditional tales, poetry, drama, science, and

5. Read silently, faster than you can talk, but with good understanding.

Reader:

Room:

*160062*

Developmental Reading Taxonomy

Independent ReadingLevel Assessment Framework®

IRLA 571B

1B Independent Reading Level Overview 1.30 -1.59 Decode Regularly Spelled 1-Syllable Words: Chunking 1B Learning FocusDecode Regularly Spelled 1-Syllable Words: Vowel Family Chunking1B readers take a huge jump forward in reading. Not only do they have a sight word bank of 200-300 high frequency words, they are now able to use these known words, and knowledge of regular vowel patterns, to figure out unknown words (e.g.,ride/pride). 1B readers have their fingers out, covering parts of unfamiliar words to find something they know inside them. Once they find a chunk that looks familiar, they have to recall what known word it is part of, take off the first letter of the known word in their mind, vocalize the isolated chunk, add the beginning sound of the new word to the chunk, and see if it works out to be a sensible word. If it doesn’t work out they have to start all over again. The phonological awareness skills required for this level are tremendous.

Key Common Core State Standards

Decode regularly spelled one-syllable words.

Know final -e and common vowel team conventions for representing long vowel sounds.

Recognize and read grade-appropriate irregularly

Entry Requirements Must be in place before earning 1B designation.Phonics CCSS F.K.2c/ F.1.3b• Blend and segment onsets and rimes of single-syllable spoken words.• Decode regularly spelled one-syllable words.Word Recognition CCSS F.1.3g• Recognize and read grade-appropriate irregularly spelled words.Comprehension CCSS F.1.4/ RL/I.1.1• Read with sufficient accuracy and fluency to support comprehension.• Ask and answer questions about key details in a text.

Must be in place before earning 2B designation.Phonics CCSS F.1.3ef• Decode two-syllable words following basic patterns by breaking the

words into syllables.• Read words with inflectional endings.Word Recognition CCSS F.1.3g• Recognize and read grade-appropriate irregularly spelled words.Comprehension CCSS F.1.4/ RL/I.1.1• Read with sufficient accuracy and fluency to support comprehension.• Ask and answer questions about key details in a text.

Independent Reading Level OverviewDecode Regularly Spelled 1-Syllable Words: Chunking

Decode Regularly Spelled 1-Syllable Words:

1B readers take a huge jump forward in reading. Not only do they have a sight word bank of 200-300 high frequency words, they are now able to use these known words, and knowledge of regular vowel patterns, to figure out unknown words (e.g.,

). 1B readers have their fingers out, covering parts of unfamiliar words to find something they know inside them. Once they find a chunk that looks familiar, they have to recall what known word it is part of, take off the first letter of the known word in their mind, vocalize the isolated chunk, add the beginning sound of the new word to the chunk, and see if it works out to be a sensible word. If it doesn’t work out they have to start all over again. The phonological awareness skills required for this level are tremendous.


CCSS F.1.3b Decode regularly spelled one-syllable words.

CCSS F.1.3c Know final -e and common vowel team conventions for representing long vowel sounds.

CCSS F.1.3g Recognize and read grade-appropriate irregularly spelled words.

Entry Requirements Must be in place before earning 1B designation.

Exit RequirementsMust be in place before earning 2B designation.Phonics CCSS F.1.3ef

Decode two-syllable words following basic patterns by breaking the






Entry Requirements Must be in place before earning 1B designation. Must be in place before earning 2B designation.

Phonics CCSS F.1.3efDecode two-syllable words following basic patterns by breaking the










Entry Requirements Must be in place before earning 1B designation. Must be in place before earning 2B designation.

Phonics CCSS F.1.3efDecode two-syllable words following basic patterns by breaking the





IRLA 571B

1B Independent Reading Level Overview 1.30 -1.59 Decode Regularly Spelled 1-Syllable Words: Chunking 1B Learning FocusDecode Regularly Spelled 1-Syllable Words: Vowel Family Chunking1B readers take a huge jump forward in reading. Not only do they have a sight word bank of 200-300 high frequency words, they are now able to use these known words, and knowledge of regular vowel patterns, to figure out unknown words (e.g., ride/pride). 1B readers have their fingers out, covering parts of unfamiliar words to find something they know inside them. Once they find a chunk that looks familiar, they have to recall what known word it is part of, take off the first letter of the known word in their mind, vocalize the isolated chunk, add the beginning sound of the new word to the chunk, and see if it works out to be a sensible word. If it doesn’t work out they have to start all over again. The phonological awareness skills required for this level are tremendous.



CCSS F.1.3c Know final -e and common vowel team conventions for representing long vowel sounds.


Entry Requirements Must be in place before earning 1B designation.Phonics CCSS F.K.2c/ F.1.3b• Blend and segment onsets and rimes of single-syllable spoken words.• Decode regularly spelled one-syllable words.Word Recognition CCSS F.1.3g• Recognize and read grade-appropriate irregularly spelled words.Comprehension CCSS F.1.4/ RL/I.1.1• Read with sufficient accuracy and fluency to support comprehension.• Ask and answer questions about key details in a text.

Exit RequirementsMust be in place before earning 2B designation.Phonics CCSS F.1.3ef• Decode two-syllable words following basic patterns by breaking the

words into syllables.• Read words with inflectional endings.Word Recognition CCSS F.1.3g• Recognize and read grade-appropriate irregularly spelled words.Comprehension CCSS F.1.4/ RL/I.1.1• Read with sufficient accuracy and fluency to support comprehension.• Ask and answer questions about key details in a text.

IRLA:Independent Reading Level Assessment Framework®


Toward College and Career Readiness2014

Developmental Reading Taxonomy™ Built on Common Core State Standards

Conference Conference Conference Conference Conference Conference Conference Conference Conference Conference Conference Conference Conference Conference Conference Conference Conference Conference NotebookNotebookNotebookNotebookNotebookNotebook


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

®

Independent Wide Reading Library: 5 Baskets at a Range of Reading Levels(150 Leveled Literary and Informational Titles)

Reading Acquisition Skills Cards Conference Notebook

IRLA®: Independent Reading Level Assessment

IRLA® Handbook

IRLA

AMERICANREADING COMPANY 2014

Independent Reading Level Assessment

Handbook



®®

®IRLA

AMERICANREADING COMPANY 2014

Independent Reading Level Assessment

Handbook



®

®


IRLA Starter Kit

Know Where Your Students Are and What They Need to Do Next

The IRLA is the essential diagnostic and formative assessment tool that enables teachers to use the Common Core to establish a baseline reading level and outline a course of remediation, acceleration, or maintenance for each child and his/her family.

Rotating Common Core-leveled classroom libraries put authentic trade books, color-coded to each IRLA level, at the fingertips of teachers and students, giving each student instant access to just-right text for independent practice, coaching, and conferencing. The IRLA Starter Kit includes 5 baskets per classroom (150 unique titles).

Reading Acquisition Skills Cards serve as family-friendly versions of each IRLA level, outlining the skills, standards, and habits students need to master at that level.


IRLA 412G

2G Independent Reading Level Overview 1.00 - 1.29 Accumulating 120 Power Words, Initial Blends & Digraphs2G Learning FocusPower Words, Initial Blends & DigraphsPower Words: 2G readers will know and use 120 very high-frequency Power Wordsas a reliable and familiar support framework when reading. They will be able to read these words in books they have never seen before and out of context (lists, flash cards, etc.) at Flash Speed. Power Words provide “islands of certainty” from which emergent readers can navigate the unknown. The combined Power Words in 1G and 2G make up 50% of all adult and student writing.

Initial Blends & Digraphs: When students come to a word they don’t know, they will successfully use initial blends and digraphs as clues.



CCSS F.1.3a Know the spelling-sound correspondences for common consonant digraphs.

Entry RequirementsMust be in place before earning 2G designation.Word Recognition CCSS F.1.3g• Recognize and read grade-appropriate irregularly spelled words.Phonics CCSS F.1.3a• Know the spelling-sound correspondences for common consonant digraphs.Comprehension CCSS F.1.4/ RL/I.1.1• Read with sufficient accuracy and fluency to support comprehension.• Ask and answer questions about key details in a text.

Must be in place before earning 1B designation.

Blend and segment onsets and rimes of single-syllable spoken words.• Decode regularly spelled one-syllable words.Word Recognition CCSS F.1.3g• Recognize and read grade-appropriate irregularly spelled words.Comprehension CCSS F.1.4/ RL/I.1.1• Read with sufficient accuracy and fluency to support comprehension.• Ask and answer questions about key details in a text.

Accumulating®

emergent readers can navigate the unknown. The combined Power Words in 1G and

When students come to a word they don’t know, they

Exit RequirementsMust be in place before earning 1B designation.Phonics CCSS F.K.2c/ F.1.3b

Blend and segment onsets and rimes of single-syllable spoken words.Decode regularly spelled one-syllable words.

Word Recognition CCSSRecognize and read grade-appropriate irregularly spelled words.




• Blend and segment onsets and rimes of single-syllable spoken words.Decode regularly spelled one-syllable words.





• Blend and segment onsets and rimes of single-syllable spoken words.Decode regularly spelled one-syllable words.


2G Independent ReadingAccumulating 120 Power

Entry Requirements Must be in place before earning 1B designation.Phonics CCSS F.K.2c/ F.1.3b• Blend and segment onsets and rimes of single-

syllable spoken words.• Decode regularly spelled one-syllable words.Word Recognition CCSS F.1.3g• Recognize and read grade-appropriate irregularly

spelled words.Comprehension CCSS F.1.4/ RL/I.1.1• Read with su� cient accuracy and � uency to

support comprehension.• Ask and answer questions about key details in a

text.

Exit RequirementsMust be in place before earning 1B designation.Phonics CCSS F.K.2c/F.1.3b• Blend and segment onsets and rimes of single-syllable spoken

words.• Decode regularly spelled one-syllable words.Word Recognition CCSS F.1.3g• Recognize and read grade-appropriate irregularly spelled

words.Comprehension CCSS F.1.4/RL/I.1.1• Read with su� cient accuracy and � uency to support

comprehension.• Ask and answer questions about key details in a text.


Towards College and Career Readiness

Developmental Reading Taxonomy Built on Common Core State Standards


IRLA:Independent Reading Level Assessment Framework®®


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

®

2013


CCSS-Based Formative Assessment Tool

CCSS Student Growth Model: Independent Reading Level Assessment (IRLA)

The IRLA® is a Common Core State Standards-based formative assessment tool that can be used for student assessment, text leveling, and instructional planning. It outlines both the Foundational Skills Standards and Reading Comprehension Standards required at each grade level, K–12. The IRLA includes assessment pieces to evaluate student proficiency with each standard.

The IRLA enables educators to:

• Ensure that Grade-Level Instruction in reading is appropriately rigorous;

• Provide diff erentiated support that eff ectively meets the needs of all learners, including special education, second language, and gifted and talented students;

• Determine a student’s current level of reading profi ciency, diagnose areas of strength and weakness, formulate an Action Plan for next steps, and track progress;

• Become an expert in reading instruction and the Common Core State Standards.


® IRLA:Independent Reading Level Assessment Framework®

Formative Assessment Framework for Reading, Writing, and Thinking Built on Common Core State Standards


Towards College and Career Readiness2013

Conference Conference Conference Conference Conference Conference Conference Conference Conference Conference Conference Conference Conference Conference Conference Conference Conference Conference NotebookNotebookNotebookNotebookNotebookNotebook




®


American Reading Company offers additional tools to support teacher conferencing, including the IRLA Conference Notebook and the IRLA Conference Tablets.

The IRLA Conference Notebook includes blackline masters of each IRLA level for easy photocopying.

The IRLA Conference Tablets include all the copies a classroom teacher would need for a full year of conferencing on easy-to-use tear-off tablets.

IRLA® Conference Notebook or IRLA® Conference Tablets

Conferencing Resources


Reader: Wt: Skills Card

Comprehension

Provide specific information from the text for each of your answers.

Vocabulary




sentence. Learn it.

Skills Card




Bk: Skills Card

Comprehension


Literature

1. Using specific details from the text,

describe in depth:

• a major character.

• a minor character.

• the narrator (1st or 3rd person).

• the setting (time, place,

historical era).the setting (time, place,

historical era).the setting (time, place,

a key event.

Retell the key events of the plot in

Reader:

Skills Card


Using specific details from the text,

the narrator (1st or 3rd person).


ComprehensionProvide specific information from the text for each of your answers.

Literature1. From what genre is this text? What

else have you read in this genre or by this author? How does this compare? Describe how the narrator’s or speaker’s point of view influences how events are described.

2. Identify and describe the following literary elements in the text:

• Plot (conflict and resolution)• Setting (time of day or year,

historical era, place, situation)Setting (time of day or year, historical era, place, situation)Setting (time of day or year,

Characters (traits, roles, similarities,

Or:Skills CardReader:


Informational Text7. From what field of study is this text?

What did you already know about this subject?

8. What are two or more main ideas in the text? State each of them in one sentence.

9. What reasons and evidence does the author give to support each of these main ideas?

10. How does the author organize the information (e.g., compare/contrast, pro/con, cause/effect, chronological

Skills Card Room:

Comprehension: Provide specific information from the text for each of your answers.Literature1.

What other books have you read in this genre, or by the same author?2. Describe how the plot unfolds in a series of episodes towards a resolution. Include how the characters change along the way.

Pu: Skills CardReader: Comprehension: Provide specific information from the text for each of your answers.Literature

Identify the genre of this text. What are the key elements of this genre? What other books have you read in this genre, or by the same author?Describe how the plot unfolds in a series of episodes towards a resolution. Include how the characters change along the way.Determine the theme or central idea

Pu: Skills CardReader:

Literature

Informational Text

1. Identify the genre of this text.

Compare this book to other books in

the same genre. Is the author’s use of

the key elements of the genre typical or

Determine two central ideas and

explain how the author develops

them over the course of the text.Do individuals shape ideas

and events, or do ideas and

1Br:Skills CardComprehensionProvide specific information from the text for each of your answers.

Reader: Room:

Comprehension


Literature

1. Describe the setting (time and place)

and compare it to other stories .

2. Describe the characters and how their

traits influence the unfolding of events

in the story.

sentence. Learn it.

2G: Skills Card

Active Reading Habits

1. Read 2G Power Words at Flash Speed.

2. When you come to a word you don’t know, use its first tw

o

letter sounds as a clue.

3. Use the pictures for clues.

4. Stop and try again if something doesn’t look right, sound

right, or make sense.

5. Reread when stuck.

6. Tell someone what the book was about: main topic and

key details.

7. Retell a story someone reads to you.

8. Say words that rhyme, some with blends (fat/fla

t).

9. Read by myself for 15 minutes without getting tired.

10. Read at home for at least 30 minutes every night.

Use the first two letters to start a word.

brtr

Reader:





• a key event.

2. Retell the key events of the plot in

chronological sequence.

3. What is the theme of the text? How

do you know?


What is the theme of the text? How


Describe the setting (time and place)

and compare it to other stories .

Describe the characters and how their

traits influence the unfolding of events

Skills Card


Read 2G Power Words at Flash Speed.

When you come to a word you don’t know, use its first tw

o

letter sounds as a clue.

Use the pictures for clues.

Stop and try again if something doesn’t look right, sound

right, or make sense.

Reread when stuck.

Tell someone what the book was about: main topic and

key details.

Retell a story someone reads to you.

Say words that rhyme, some with blends (fat/fla

t).

Read by myself for 15 minutes without getting tired.

Read at home for at least 30 minutes every night.


brtrplplsp


1. Cover parts of one-syllable words to find chunks you know.

2. Think2. Think2. Think of a word that looks

is”am”, then h∙a∙m is “ham.”)

3. Use final “e” rule

to figure

4. Use longvowel te

ams

toe, glue).

5. Use “r” chunks to

figure

6. Use blends at the end of words (de

7. Stop and try again

sound right, ormake

8. When I get stuck,

fill in the tricky word.

9. Retell the important events in a story in the correct order.

10. Tell what the book was about: main topic and key details.

11. Read by myself

whisper voice.

12. Read at home

1B: Skills Card

Reader:


• Characters (traits, roles, similarities, major and minor)

pro/con, cause/effect, chronological sequence)? 3. Determine the theme or central idea

characters change along the way.Determine the theme or central idea of the text. Use details from the text


What is the theme of the text? How

Cover parts of one-syllable words to find chunks you know.

looks“ham.”)

figure

teams to

figure

Use blends at the end of words (de

when

make sense.

I say

fill in the tricky word.

Retell the important events in a story in the correct order.

Tell what the book was about: main topic and key details.

myself for

home for

Skills Card

2B: Skills CardActive Reading Habits

1. Figure out two-syllable words built from basic chunks.

2. Read compound words (something, everybody).

3. Read words with these endings (-ed, -er, -ing, -es, -y, -le, -est).

4. Use double consonant rule (hoping/hopping).

5. Stop and try again when something doesn’t look right, sound right, or make sense.

6. Use what I know to figure out what I don’t know.

7. Read with just my lips moving or in a whisper voice.

8. Read for 15 minutes without getting tired.



Comprehension: Support all answers with evidence from the text.

1. Is this fiction or informational? How do you know?2. Answer why, how, and what if 3. What connections can you make to your own life?

4. Do you think this is a good book? Why or why not?

Reader:

Literature5. Retell the story in correct

sequence.6. Tell 3 things about

of the text. Use details from the text to support your thinking. How does

Informational Text

Identify the genre of this text.

Compare this book to other books in

the same genre. Is the author’s use of

the key elements of the genre typical or

atypical? Why?2. Determine the theme. Discuss how the

7. Determine two central ideas and

explain how the author develops

them over the course of the text.

8. Do individuals shape ideas


Provide specific information from the text for each of your answers.of the text. Use details from the text to support your thinking. How does Skills Card

Figure out two-syllable words built from basic chunks.

Read compound words (something, everybody).

Read words with these endings (-ed, -er, -ing, -es, -y, -le,

Use double consonant rule (hoping/hopping).

Stop and try again when something doesn’t look right, sound

Use what I know to figure out what I don’t know.

Read with just my lips moving or in a whisper voice.

Read for 15 minutes without getting tired.



Comprehension: Support all answers with evidence from the text.Is this fiction or informational? How do you know?

what if questions.What connections can you make to your own life?Do you think this is a good book? Why or why not?

Informational Text11. Tell the main idea and

12. Give one fact you learned

1R: Skills CardActive Reading Habits1.

2. Use three-letter blends (splash/catch).3. Figure out two-syllable words with long vowels (Ruby, even).

4. Read words with these endings (-y, -ly, -ier, -iest)5. Use all vowel combinations to read new words (ew, oy, oi, ou).

6. Stop and try again when something doesn’t look right, sound right,

or make sense.7. Read comfortably and with expression, using punctuation.

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

Comprehension: Support answers with evidence from the text.

1. Is this fiction or informational? How do you know?

2. Answer 3. What connections can you make to your own life?

4. What information do the pictures add to this book?

5. What did the author do well in writing this book?

Reader:

Literature6. Retell the story in 3 sentences:

Do individuals shape ideas


events shape individuals? Use

the information in this text to

support your position.Analyze the structure the

author chose for organizing


events shape individuals? Use

the information in this text to

support your position.Analyze the structure the

author chose for organizing

1R: Skills CardActive Reading HabitsFigure out three-syllable words built from basic chunks (won-der-

ful).Use three-letter blends (splash/catch).Figure out two-syllable words with long vowels (Ruby, even).

Read words with these endings (-y, -ly, -ier, -iest)Use all vowel combinations to read new words (ew, oy, oi, ou).

Stop and try again when something doesn’t look right, sound right,

or make sense.Read comfortably and with expression, using punctuation.

Read silently for 30 minutes without getting tired.Read at home for at least 30 minutes every night.Read fiction, nonfiction, poetry, fables, and folktales.


s this fiction or informational? How do you know?Answer how, why, and what if What connections can you make to your own life?

What information do the pictures add to this book?What did the author do well in writing this book?

Reader:

etell the story in 3 sentences:

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.


10. Read fiction, nonfiction, poetry, plays, fables, and folktales.


1. Is this fiction or informational? How do you know?

2. Answer why, how, and What connections can you make to your own life?

Tell the main idea and

details that support it.What text features does

your book have for finding

information quickly? Show

how you can use them.What did you learn from

t

was opinion? How do you

2R: Skills CardReader:

Room:

Use words I know to figure

out new words.

my by

this miss

Contractions

Number

Words

Read by myself for 15 minutes without getting tired.



cr

trwr

plplspspch

Contractions

I can:Listen to 500 books.

Follow a story from page to page, left to right.

Listen to a book with a group.

Talk about what I see in the pictures.

Talk about things that happen in the book.

Make up my own story from the pictures.

Pretend read and retell the story.

Point to where the words are on the page.

Choose to sit and “read” a book during free time.

Read at home every day.

Sing the alphabet song.

I can talk about the pictures and the story:

• Make connections to my own life

“Oh, look! He looks just like my teacher!”

• Make predictions

“I know! She’s going to help the

puppy!”

• Ask Questions

“What do spiders eat?”

Reader:

Read To MeReading Readiness

x

6. Tell 3 things about the main character. Compare him/her to other

12. Give one fact you learned Retell the story in 3 sentences: In the beginning...

etell the story in 3 sentences: In the beginning...

2.3. What connections can you make to your own life?

4.



Listen to 500 books.

Follow a story from page to page, left to right.

Listen to a book with a group.

Talk about what I see in the pictures.

Talk about things that happen in the book.

Make up my own story from the pictures.

Pretend read and retell the story.

Point to where the words are on the page.

Choose to sit and “read” a book during free time.

Read at home every day.

Sing the alphabet song.

I can talk about the pictures and the story:

Make connections to my own life

“Oh, look! He looks just like my teacher!”

Make predictions

“I know! She’s going to help the

puppy!”

Ask Questions

“What do spiders eat?”

Read To MeReading Readiness


Reader:

Active Reading HabitsListen to books read aloud.

“Read” by myself.

Read at home every night.

Tell someone what the book was about.

1-3Y

I can get my mouth ready for:

bfj

mrv

1Y Listen to and remember the pattern in Yellow books. Use

the pattern and pictures to read the rest of the book.

2YPoint to each word as I read. Use the spaces to separate

words.

Try again if what I say doesn’t match the number of words.

3YMake the sound of the first letter of the new word on

the page, check the picture, then say something that

matches both.

Read fiction, nonfiction, poetry, plays, fables, and folktales.


Is this fiction or informational? How do you know?

why, how, and what if questions.

What connections can you make to your own life?

What did the author do well in writing this book?

Literature

Informational TextTell the main idea and

details that support it.What text features does

your book have for finding

information quickly? Show

how you can use them.What did you learn from What was fact and what

was opinion? How do you What questions do you

*160060*

*160114*

4. What did the author do well in writing this book?

Literature


Active Reading HabitsListen to books read aloud.

Read at home every night.

Tell someone what the book was about.

1-3Y: Skills Card

I can get my mouth ready for:

cg

Listen to and remember the pattern in Yellow books. Use

the pattern and pictures to read the rest of the book.

Point to each word as I read. Use the spaces to separate

Try again if what I say doesn’t match the number of words.

Make the sound of the first letter of the new word on

the page, check the picture, then say something that


1G: Skills CardActive Reading Habits1. Read 1G Power Words at Flash Speed.

2. When you come to a word you don’t know, make its

first letter sound. 3. Look at the pictures for clues. 4. Say one word for each written word.

5. Stop if something doesn’t look right, sound right, or

make sense, and try again.6. Reread when I’m stuck.

7. Tell someone what the book was about: main topic

and key details.8. Hear words that do and do not rhyme (cat/fat; cat/

dog).9. Read by myself for 15 minutes without getting tired.


Make the first letter sound for all consonants.b

cc*

df

gggg*

hjj

kl m

npp

qqr

st

vw

xyy

z* soft sound

Reader: Room:

*160055*


Tailored to the needs of students at each level of reading acquisition and color-coded to the leveling system, the Reading Acquisition Skills Cards help teachers and students identify a student’s level and teach the appropriate reading strategies for that level. The cards make explicit what each student must practice in order to move on to the next level. Comprehension questions are keyed to the higher-order thinking skills required by high-stakes tests.

Reading Acquisition Skills Cards




®

®


Over the past 15 years, American Reading Company (ARC) has compiled a comprehensive, state-of-the-art, 100,000-title database, working with more than 220 school and trade publishers in both the English and Spanish markets. Each year, ARC reviews thousands of new titles. We select from that the best 5,000 to level and add to our database. Using this database, our expert librarians have built classroom libraries and/or thematic text sets for more than 3,900 schools in more than 650 districts.

Classroom Libraries

Wide Reading Libraries

ARC books are organized into colorful bins by reading level. The school receives 5 bins (approximately 150 titles) for each classroom. The range of reading levels is significantly wider than that traditionally included in classroom libraries, ensuring the libraries support the reading abilities of ALL students in each classroom. Assuming four classrooms per grade in a K–5 elementary school, this would be 3,600 DIFFERENT titles.

This component system allows schools to choose to circulate the books among classrooms. Instead of one static collection of books that sits in one classroom all year, a river of books moves through the school and into children’s homes, providing access to new titles—at the right levels for every reader—each week.

If schools choose to use this circulation system, the bins are housed centrally, signed out by teachers, and never belong to any particular classroom. Providing a steady stream of the right books will help ensure that all children have the opportunity to get enough reading practice to get good at it.


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

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

®

®

Kindergarten

RTM 1G 1B 2B Bk Pu

®

RTM 1B 2B Bk Pu

®

Kindergarten

READING LEVEL IS DETERMINED BY:

• Quantitative Measures (where available)

• Qualitative Measures

• Reader and Task Considerations


Common Core State Standards-Based Leveling System

Every ARC book wears a brightly colored sticker indicating its reading grade level, or placement within the Common Core State Standards (CCSS) Bands of Text Complexity. In other words, each book has been “sized” along a grade-level continuum. Every title is hand-leveled by at least two independent levelers, each following the guidelines for text complexity analysis as described in Appendix A of the Common Core State Standards.

The sizing begins with a Lexile or other quantitative measure (where available), but also includes a careful evaluation of the skills and strategies (CCSS) a reader will need in order to read/understand that book. Rather than searching through a sea of spines for a book that “looks” good, students can immediately find titles that fit them. Leveled text sets ensure access to books at the reading level of each student, including students who are significantly behind or just learning to speak English.


®®®

®®®


American Reading Company has been on a mission since 1998 to find books that reflect the experiences of African Americans, Latino Americans, Asian Americans, and North American Indians. ARC supports small independent publishers and authors working on this mission. ARC libraries include virtually every good book in print for children, with a special focus on books about historically underrepresented people.

Every student will find him-/herself and his/her family represented in each of the baskets of books, to the extent they are available from American publishers. ARC regularly provides classroom libraries for reservation schools, the American Legacy Magazine African American History Mobile Truck Exhibit, Alma Flor Ada Latino Heritage Collections, Core Knowledge Curriculum Supplementary Collections, and Expeditionary Learning Core Materials, as well as text sets and classroom libraries for hundreds of districts of every kind across the country.

Multicultural Collections Provide Access, Equity, and Safe Learning Environments for All Students and Families


Classroom

Home


As if they had stopped at the bookstore on the way home from school with $15–$50 to spend, each student arrives home every afternoon with one, two, three, or more trade books, hot off the press, that are part of a system designed for their achievement. Daily practice at home engages parents in their child’s learning and ensures that every student adopts the independent reading routines of academically successful learners.

Home and School Partnerships


666666 Step 3: IRLA Independent Reading Level for Every Student

Writing1. Set Focus

In order to get to know each other, we’ll write about our favorite things this week. These are our opinions about different things we like. Do not insist that children write on your topic�

2. ModelReview with students how you want them to set up their Story Paper each day�their Story Paper each day�their Story Paper each day Make sure each paper is dated so you can watch student progress across time�

Have an enlarged Story Paper to model the process�

What is today’s date? A date stamp is helpful, or you can write the date for students until they can do it themselves�

Think aloud as you plan your writing.What will I write about today?

Example: Let me see; I could write about my favorite people like my family, or favorite places like the ocean, or favorite things like ice cream. I know—today I’m going to write about one of my favorite things to do: swimming. What do I think about swimming? I love to swim. Swimming is so fun.

Think aloud as you draw.Writing starts with drawing� Draw a simple picture while the students watch� Do not criticize your artistic ability�your artistic ability�your artistic ability Model confidence and self-acceptance�

Example: First I’ll draw the pool and the sunshine, and then I’ll draw me swimming in the pool.

College & Career Readiness Anchor Standard: Writing #1 Standard: Writing #1 Standard: Writing

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence�

K: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e�g�, My favorite book is��)�1st: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure�2nd: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e�g�, because, and, also) to connect opinion and reasons, and provide a concluding statement or section�

Writing Opinions Asking students to think, share, and write about opinions/preferences supports student’s ability to do CCSS W�ability to do CCSS W�ability to do CCSS W1�1�

Practicing giving opinions about what they know allows students to internalize the concept of an opinion and of giving reasons to support the opinion�

This is perhaps the single most important academic skill and should be practiced every day�day�day Soon students will write opinions about text, using details from the text to support their opinions�

DrawingChildren love to learn HOW to draw�Children love to learn HOW to draw�Children love to learn HOW to draw The more involved (and successful) they are with their illustrations, the more effort they are usually willing to put into their writing about it� If you have a child who is reluctant to write, help him learn how to draw first� Teach your students how to draw�your students how to draw�your students how to draw Make drawing technique a clear focus of Writers’ Workshop and you will find you have very engaged students�

Ed Emberley’s Drawing Books Ed Emberly uses basic shapes to help children learn to draw�Ed Emberly uses basic shapes to help children learn to draw�Ed Emberly uses basic shapes to help children learn to draw Take your students through these drawings together, adding one shape at a time while you model each step up front�

Daily Framework: Levels Checks/Establish Routines Morning Message Interactive Read-Aloud Reading Writing

5-10 min 10-20 min 30-60 min 30-60 min

PreK1

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

Kindergarten

RTM 1G 2G 1B 2B 1R 2R Wt Bk Or Pu 1Br Si Gl2Br

1-3Y®

ACTION 100InstructionalFramework

2015

Grades 2-3

10 111111& 12121212

GlGl

®

ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100

201520152015201520152015201520152015

Grades 2-3Grades 2-3Grades 2-3Grades 2-3Grades 2-3Grades 2-3Grades 2-3Grades 2-3Grades 2-3Grades 2-3

88 9 9 &101010

Si2Br

ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100InstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFramework

ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100Grade 1

RTM1B 2B

Bk Pu

ACTION 100InstructionalFramework

2015

2Br

ACTION 100ACTION 100ACTION 100ACTION 100InstructionalInstructionalInstructionalInstructionalInstructionalInstructionalFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFramework

2 333 444 555 666 771G 2G 1B

Bk Or Pu 1Br

1-3Y1-3Y

ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100InstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFramework

ACTION 100ACTION 100Grade 1Grade 1Grade 1Grade 1Grade 1Grade 1Grade 1Grade 1Grade 1Grade 1

ACTION 100Grade 1

ACTION 100Instructional

Grade 1InstructionalInstructionalGrade 1InstructionalInstructionalGrade 1InstructionalInstructionalGrade 1InstructionalInstructionalGrade 1InstructionalInstructionalGrade 1InstructionalInstructionalGrade 1InstructionalInstructionalGrade 1InstructionalInstructionalGrade 1InstructionalInstructionalGrade 1InstructionalInstructionalGrade 1InstructionalInstructionalGrade 1InstructionalFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFramework

ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100Grade 1

ACTION 100ACTION 100ACTION 100ACTION 100Grade 1

ACTION 100Grade 1

ACTION 100Grade 1

ACTION 100ACTION 100InstructionalInstructionalACTION 100InstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructional

Grade 1InstructionalInstructionalInstructionalGrade 1InstructionalInstructionalInstructionalGrade 1InstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalFramework

InstructionalFrameworkInstructionalFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFrameworkFramework

PreKPreK11 2 333 444 555 666 77 88 9 9 & 101010 111111& 121212

KindergartenKindergartenKindergartenKindergarten

RTMRTM 1G 2G 1B 2B 1R 2R Wt Bk Or Pu 1Br Si Gl2Br

1-3Y1-3Y

®

ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100ACTION 100InstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalPreKInstructionalPreKPreKInstructionalPreK

1Instructional11Instructional1

KindergartenInstructionalKindergartenKindergartenInstructionalKindergartenKindergartenInstructionalKindergartenKindergartenInstructionalKindergartenInstructionalRTMInstructionalRTMRTMInstructionalRTM 1GInstructional

1G1-3YInstructional1-3YInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalInstructionalPreKInstructionalPreK

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67Step 3: IRLA Independent Reading Level for Every Student

Think aloud as you write.As you write, reinforce:

• Representing thoughts with drawing and writing• Expressing a personally relevant message in print• “Writing” can take many forms, and anything is OK as you are learningExample: Now that I have my picture, I am going to put my writing down here on the lines: “I love to swim.” How am I going to show that I LOVE swimming in this picture? Maybe I’ll add a big smile to my face, or put a big heart around the pool. I know the word “I”; I’ll write that. “Love” starts with /l/. Can you get your mouth ready to say that sound? I’ll write an “l” and just draw a magic line for the rest of the word. Now I’ll write “to swim.” and I’ll put a period here to show where my story stopped. Read aloud, “I love to swim.” (Model writing�) I like that. Can you read my story with me? (Read togetherCan you read my story with me? (Read togetherCan you read my story with me? �)“I love to swim.”

Guided PracticeEach of you think about what you want to write about today. Are you ready? Tell the person beside you. Who is ready?

As soon as a student can tell you what they are going to write about, hand them a Story Paper (already dated) and a pencil and have them begin writing�

Do not insist that children write on your topic� If someone wants to write about something else, let it happen�

I l to swim.

October 17


The Instructional Framework is a guide to implementation of research-based best practices in literacy instruction and the Common Core State Standards. The framework includes model unit plans and lessons to scaffold teacher expertise and building-wide systems to ensure the Integrated Literacy Block results in academic success for all. All student and parent support materials are included in both English and Spanish.

Frameworks for Building Teacher ExpertiseAdditional Support: Frameworks for Building Teacher Expertise


Professional Development

ARC Coaches support district and school leaders as they learn to organize all stakeholders around critical evidence of student learning. Additionally, ARC Coaches work with teachers in their own classrooms as they learn to integrate the Common Core State Standards into their daily practice.

All ARC professional development is structured around a gradual release model, starting out with a workshop, moving into grade group meetings and/or “fishbowl” demonstration lessons, and finally into 1:1 support and Status Checks, as needed.

WorkshopWhole-group setting with hands-on learning experiences, simulations, and practical applications.

Status ChecksClassroom visits where ARC Executive Coach, Principal, and Leadership Team will observe and collect data on a specific Action Step metric for 15 minutes and then debrief and transition to next classroom.

FishbowlDemonstration lessons with teacher coaching and debriefing.

One-On-OneARC Executive Coach provides differentiated support to individual teachers.

Fishbowl (Out of Classroom)Elbow-to-elbow coaching sessions with one teacher and one child or one teacher and a small group working together with ARC Executive Coach while peer colleagues observe. This occurs outside of the classroom and follows with planning and discussion.

Grade Group MeetingsGrade Group Teams meet at Data Wall to monitor, plan, and edit student intervention plans and to track rate of progress for each Tier 2 and Tier 3 student and/or to focus on a specific Action Step as a grade group.

Fishbowl (Collaborative)Grade-level teams review levels in each others’ classrooms—can be organized by color-level studies, or Tier focus, or Rate of Progress focus.

Marking Period Levels ReviewLevels are reviewed for EVERY student—organized and conducted by school and district Leadership Teams.

Family Workshop for Parents and ChildrenParents will learn how they can help students read well, love reading, and use their increasing reading abilities to forge successful life pathways.

Types of Professional Development Sessions


“Reading gets you into college. Writing gets you out.” —Dr. Alfred Tatum


®

Cost Summary 2014-2015Proposal for IRLA Starter KitThe charts below will help you determine the total charges for all schools and classrooms.

Proposed Items Grade Quantity Price Per ($) Total

IRLA Starter Kit(For 30 Students)

Module Includes: Paper IRLA, IRLA Handbook, Teacher Conference Notebook, Reading Acquisition

Skills Cards, and 5-Basket Independent Wide Reading Library

K 1,750

1 1,750

2 1,750

3 1,750

4 1,750

5 1,750

6 1,750

7 1,750

8 1,750

9 1,750

10 1,750

11 1,750

12 1,750

SUBTOTAL $

IRLA Starter Kit

Proposed Items Grade Quantity Price Per ($) Total

Instructional Framework 75

SUBTOTAL $

Instructional Frameworks*

Proposed Items Quantity Price Per ($) Total

10-Day Professional Development Module 24,000

SUBTOTAL $

Professional Development**

TOTAL $

* Recommended with purchase of IRLA Starter Kit

** One day of professional development is included with purchase of 5 modules.


Approval

Execution of this contract becomes effective upon our receipt of this proposal, and/or your company purchase order, bearing the signature of an authorized purchasing agent. Thank you for selecting American Reading Company.

Returns

You may return new, unopened items (except custom products) sold and fulfi lled by American Reading Company within 30 days of delivery for an exchange. We’ll also pay the return shipping costs if the return is a result of our error (you received an incorrect or defective item, etc.).

If you need to exchange an item, please contact our Customer Concerns Department at [email protected] or 866-810-2665.

Professional Development

American Reading Company limits all workshops to a maximum of 25 participants (20 teachers and 5 support staff). If more than 25 people attend the workshop, your signature below indicates your agreement to pay $350 for each additional participant. Professional development training cannot be canceled or changed within 15 days of the event date. Customers that cancel professional development events within that timeframe will be billed for the canceled event.

Signature:

Title:

Date:

Approved Amount:

Please note: Prices are valid 60 days from date of proposal.

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