IRLA

95

1R

1R

Inde

pend

ent R

eadi

ng L

evel

Ove

rvie

w

2.00

- 2.

49

Dec

ode

Regu

larl

y Sp

elle

d Th

ree-

Sylla

ble

Wor

ds

1R L

earn

ing

Focu

sD

ecod

e Th

ree-

Sylla

ble

Wor

ds

1R re

ader

s ar

e ab

le to

sit

for 3

0 m

inut

es a

nd e

njoy

one

long

pic

ture

boo

k. T

heir

focu

s is

not

on

deco

ding

, but

on

the

cont

ent o

f the

boo

k. T

hey

are

enjo

ying

tr

aditi

onal

tale

s, si

lly s

torie

s, po

etry

, and

info

rmat

iona

l tex

t. T

hey

shou

ld b

e gi

ven

the

oppo

rtun

ity to

read

pic

ture

boo

ks th

at c

ome

in s

erie

s (e

.g.,

Cliff

ord,

A

rthu

r, A

mel

ia B

edel

ia, B

eren

stai

n Be

ars)

. Pi

ctur

e bo

oks

with

the

sam

e ch

arac

ters

and

sim

ilar p

lot e

lem

ents

pre

pare

1R

read

ers

for t

he m

ove

into

ch

apte

r boo

ks a

t 2R.

As

deco

ding

1R

text

bec

omes

eas

ier,

sile

nt re

adin

g w

ill

beco

me

the

pref

erre

d m

ode.

Allo

w s

tude

nts

to s

pend

eno

ugh

time

enjo

ying

an

d en

gagi

ng a

t the

1R

leve

l bef

ore

mov

ing

them

into

the

long

er a

nd m

ore

com

plic

ated

boo

ks a

t the

2R

leve

l.

Key

Com

mon

Cor

e St

ate

Stan

dard

s

CCSS

F.2

.3b

Kno

w s

pelli

ng-s

ound

cor

resp

onde

nces

for a

dditi

onal

co

mm

on v

owel

team

s.

CCSS

F.2

.3d

Dec

ode

wor

ds w

ith c

omm

on p

refix

es a

nd s

uffixe

s.

Entr

y Re

quir

emen

tsM

ust b

e in

pla

ce b

efor

e ea

rnin

g 1R

des

igna

tion.

Phon

ics

CCSS

F.2

.3•

Know

and

app

ly g

rade

-leve

l pho

nics

and

wor

d an

alys

is s

kills

in d

ecod

ing

wor

ds.

Wor

d Re

cogn

itio

n CC

SS F

.2.3

f•

Reco

gniz

e an

d re

ad g

rade

-app

ropr

iate

irre

gula

rly s

pelle

d w

ords

.Co

mpr

ehen

sion

CCS

S F.

2.4/

RL/

I.2.1

• Re

ad w

ith s

uffici

ent a

ccur

acy

and

fluen

cy to

sup

port

com

preh

ensi

on.

• A

sk a

nd a

nsw

er s

uch

ques

tions

as

who

, wha

t, w

here

, whe

n, w

hy, a

nd h

ow to

de

mon

stra

te u

nder

stan

ding

of k

ey d

etai

ls in

a te

xt.

Exit

Req

uire

men

tsM

ust b

e in

pla

ce b

efor

e ea

rnin

g 2R

des

igna

tion.

Phon

ics

CCSS

F.2

.3e

• Id

entif

y w

ords

with

inco

nsis

tent

but

com

mon

spe

lling

-sou

nd

corr

espo

nden

ces.

Com

preh

ensi

on C

CSS

F.2.

4/ R

L/I.2

.1•

Read

with

suffi

cien

t acc

urac

y an

d flu

ency

to s

uppo

rt c

ompr

ehen

sion

.•

Ask

and

ans

wer

suc

h qu

estio

ns a

s w

ho, w

hat,

whe

re, w

hen,

why

, and

how

to

dem

onst

rate

und

erst

andi

ng o

f key

det

ails

in a

text

.

®

251

IRLA

96

1R

1R E

ntry

Req

uire

men

ts

1R

Inde

pend

ent R

eadi

ng L

evel

Ass

essm

ent

2.00

- 2.

49

Entr

y Re

quir

emen

ts: C

umul

ativ

e Re

cord

Stud

ent

____

____

____

____

____

____

____

____

____

____

Te

ache

r __

____

____

____

____

____

____

_ Ro

om

____

___

Dat

e St

arte

d __

____

__

®

Evid

ence

/Dat

eD

ate

Com

plet

ed

Phon

ics

CCSS

F.2

.3

Dec

ode

Mos

t Reg

ular

3-S

ylla

ble

Wor

ds

Dec

ode

mos

t 3-s

ylla

ble

wor

ds th

at fo

llow

a

regu

lar v

owel

pat

tern

(won

derf

ul).

See

Phon

ics

Surv

ey

on p

age

97. M

inim

um

scor

e of

20.

Scor

esD

ates

539/

16

Wor

d Re

cogn

ition

CCSS

F.2

.3f

Read

1R

Tric

ky W

ords

Reco

gniz

e an

d re

ad 1

R irr

egul

arly

spe

lled

wor

ds.

See

Tric

ky W

ords

on

page

98.

Min

imum

sc

ore

of 3

0.

Scor

esD

ates

619/

16

Com

preh

ensi

onCC

SS F

.2.4

CCSS

RL/

I.2.1

Read

and

Com

preh

end

Unf

amili

ar 1

R Te

xtA

pply

Fou

ndat

iona

l Ski

lls (W

ord-

Solv

ing)

U

se a

com

bina

tion

of d

ecod

ing

skill

s, si

ght

wor

ds, a

nd c

onte

xt c

lues

to re

ad 1

R te

xt

with

98-

100%

acc

urac

y. S

top

and

try

agai

n if

som

ethi

ng d

oesn

’t lo

ok ri

ght,

soun

d rig

ht,

or m

ake

sens

e.

App

ly R

eadi

ng S

tand

ards

(C

ompr

ehen

sion

) D

eter

min

e w

hat a

1R

text

says

exp

licitl

y an

d m

akes

logi

cal i

nfer

ence

s fr

om it

.

See

Cold

Rea

d Re

cord

on

pag

e 99

. Min

imum

sc

ore

of 6

on

one

Cold

Re

ad Te

xt.

Scor

esTi

tles

Dat

es

7Soc

cer S

am

9/16

A re

ader

who

is p

rofic

ient

at a

ll of

the

abov

e en

ters

1R

wit

h 2.

00 p

oint

s.

2.0

0

Alexa

nder C

arl

Volpe

230

9/16

252

IRLA

97

1R

Nam

e A

lexa

nder

Car

l D

ate

Scor

e

Thre

e-Le

tter

Ble

nds

and

Dig

raph

sEn

ding

s/ S

uffixe

s V

owel

Team

sTw

o-Sy

llabl

e

Long

Vow

els

Thre

e-Sy

llabl

eRe

gula

r

strin

gst

ringy

haun

ted

pape

rba

ttery

rem

embe

rsp

lash

spla

shes

tour

baki

ngre

laxi

ngdi

vide

dsc

ream

scre

amed

grou

ndfe

mal

eaf

tern

oon

cont

inen

tsp

rout

spro

utin

gsm

ooth

even

pow

erfu

lpr

obab

lysq

uirt

squi

rrel

hook

edni

cest

inve

nted

unde

rsta

ndth

row

bo

ttle

anno

ying

shin

yfa

vorit

esu

gges

ted

shrie

kitc

hysp

oile

dTo

nyen

terta

inde

cide

dea

rthitc

hier

obey

hopi

ngcr

ocod

ileex

ampl

ebu

rst

itchi

est

wei

ght

Ruby

argu

men

tex

pect

edsc

ratc

hth

umpe

rch

ewie

rtu

baW

ashi

ngto

nhi

bern

ate

Entr

y Le

vel:

20

Wor

ds

Com

mon

Cor

e St

ate

Stan

dard

Fou

ndat

iona

l Ski

lls 3

b: K

now

spel

ling-

soun

d co

rres

pond

ence

s for

add

ition

al c

omm

on v

owel

team

s.Co

mm

on C

ore

Stat

e St

anda

rd F

ound

atio

nal S

kills

3c:

Dec

ode

regu

larly

spel

led

two-

sylla

ble

wor

ds w

ith lo

ng v

owel

s.Co

mm

on C

ore

Stat

e St

anda

rd F

ound

atio

nal S

kills

3d:

Dec

ode

wor

ds w

ith c

omm

on p

refix

es a

nd su

ffixe

s.

1R

Ent

ry R

equi

rem

ents

: Pho

nics

Sur

vey

®

V V V V V V V V V V

X V V V V V X X X V

V V

groa

nSC V V V V

splot

ted

TP* V V

che

wer

V

barking

V

V V V

V V

conta

ct

SC V

9/16

53

Knew

“bake,” bu

t didn’t

rec

ogniz

e with “e” d

ropp

ed

*Told

him to loo

k for a

word

he knew

. Found “oil” an

d self-

corrected.

V V V V V V V

V

invited

SC V V V V V

no attempt

V V V V V V V

253

IRLA

98

1R

Nam

e D

ates

Tota

l

been

Vcl

othe

sV

front

Vm

achi

neV

ques

tion

Vw

eigh

V

belie

veV

clot

hing

Vgl

ove

Vm

agic

Vro

ofV

wei

ght

V

bicy

cle

Vco

untry

Vhe

avy

Vm

inut

eV

seco

ndV

whi

sper

V

boar

dV

dolla

rV

idea

Vm

oon

Vse

cret

xw

hist

lex

botto

mV

done

VIn

dian

Vm

ove

Vsh

all

Vw

ifeV

brou

ght

Vea

rlyV

key

Vo’

cloc

kV

shov

elV

wild

V

brea

dV

engi

neV

kind

Vpi

ece

Vsig

nV

win

dV

brea

kfas

t V

feat

her

Vkn

ewV

pond

Vso

rryV

wol

fV

build

ing

Vfie

ldV

knoc

kx

poor

Vst

ood

V

city

Vflo

orV

libra

ryV

pres

ent

Vst

raig

htx

clim

bV

frigh

ten

xlif

eV

prin

cess

Vw

arm

V

Entr

y Le

vel:

30

Wor

ds

Com

mon

Cor

e St

ate

Stan

dard

Fou

ndat

iona

l Ski

lls 3

f: Re

cogn

ize

and

read

gra

de-a

ppro

pria

te ir

regu

larly

spel

led

wor

ds.

1R

Ent

ry R

equi

rem

ents

: Tri

cky

Wor

ds

Mus

t R

ecog

nize

On

Sigh

t®

Alexa

nder C

arl

9/16

61

254

IRLA

99

1R

1R

Ent

ry R

equi

rem

ents

: Col

d Re

ad R

ecor

d®

App

ly F

ound

atio

nal S

kills

CCSS

F.2

.4

Read

with

suffi

cien

t acc

urac

y an

d flu

ency

to s

uppo

rt c

ompr

ehen

sion

.

Act

ive

Read

ing

Stra

tegi

esYe

s or

No

Read

with

98

- 100

% w

ord

accu

racy

. St

uden

t mak

es n

o m

ore

than

2 u

ncor

rect

ed e

rror

s.Ye

s

Stop

and

try

agai

n if

som

ethi

ng d

oesn

’t lo

ok ri

ght,

soun

d rig

ht, o

r mak

e se

nse.

Sel

f-co

rrec

t ALL

err

ors

that

inte

rfer

e w

ith m

eani

ng.

Yes

Read

flue

ntly

and

with

exp

ress

ion,

usi

ng p

unct

uatio

n.Ye

s

If th

e an

swer

to a

ny o

f the

abo

ve q

uest

ions

is N

o, S

TOP

and

mov

e st

uden

t to

an e

asie

r lev

el.

If th

e an

swer

s to

all

are

Yes,

con

tinu

e on

to R

eadi

ng S

tand

ards

. (Se

e sp

ecifi

c qu

esti

ons

on C

old

Read

Tex

t Pag

es.)

App

ly R

eadi

ng S

tand

ards

Com

preh

end

1R te

xtSe

e sp

ecifi

c qu

esti

ons

on C

old

Read

Tex

t Pag

esSt

uden

t Res

pons

eSc

ore

Wea

k....

.....S

tron

g

CCSS

RL/

I.2.1

As

k an

d an

swer

suc

h qu

estio

ns a

s w

ho, w

hat,

whe

re, w

hen,

why

, and

ho

w to

dem

onst

rate

und

erst

andi

ng

of k

ey d

etai

ls in

a te

xt.

Basi

c U

nder

stan

ding

1

2

3

4

Mak

ing

Infe

renc

es1

2

3

4

Tota

l Poi

nts (

A m

inim

um sc

ore

of 6

is re

quire

d in

ord

er to

ent

er 1

R.)

Giv

en a

n un

fam

iliar

1R

text

(Col

d Re

ad),

and

NO

hel

p of

any

kin

d:

Runn

ing

Reco

rdRe

cord

all

erro

rs a

s th

e st

uden

t rea

ds th

e pa

ssag

e. In

dica

te s

elf-

corr

ectio

ns.

Erro

r/M

iscu

e A

naly

sis

Nee

ds w

ork

on th

is

Phon

ics

Patt

ern

Nee

ds to

lear

n th

is T

ricky

Wor

dN

ot in

bac

kgro

und

know

ledg

e

V V

V V

V V

V

V V

V V

V

V V

V V

V V

V

V

V V

V V

V V

V V

V V

V V

V V

V V

V V

V V

V V

V V

V V

V V

V V

VV

V V

V V

V V

V V

V V

Suffi

xes

(-ly)

Title

: ___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

D

ate:

____

____

____

____

____

____

____

____

____

_

Soc

cer S

am

(Cold

Rea

d T

ext A)

9/16

huge

hugged

*SC

slow

slow

ly

soft

softly

“Sam’s

cousin came to visit h

im f

rom M

exico.

Sam tried

to ta

lk to h

im, bu

t his

cousin didn’t

say

anything.”

“The

problem

migh

t be

tha

t Sam c

ould think h

is c

ousin doesn’t

like him b

ecause he

won’t

talk

to h

im.”

o o

V V

V

V V

V V

V V

V

V V

V

V V

V V

V V

V V

V

V V

V V

V V

V V

V V

V V

V V

V

V V

V V

V V

V

V V

V V

V V

V V

V V

V V

V V

V

V V

255

IRLA

104

1R

Profi

cien

cy in

the

stan

dard

s bel

ow m

ust b

e de

mon

stra

ted

whi

le re

adin

g in

depe

nden

tly in

1R

leve

l tex

t. In

ord

er to

adv

ance

to 2

R, st

uden

ts m

ust e

arn

.20

Com

preh

ensio

n Po

ints

. D

o no

t sco

re st

uden

ts h

ighe

r tha

n .2

0 fo

r Com

preh

ensio

n. S

tude

nts w

ork

on th

e sa

me

com

preh

ensio

n st

anda

rds i

n 1R

and

2R

so w

hate

ver s

tand

ard

they

hav

e no

t mas

tere

d in

1R

shou

ld b

e co

mpl

eted

in 2

R.

Key

Idea

s an

d D

etai

ls: U

sing

Text

Evi

denc

e to

Sup

port

Con

clus

ions

Und

erst

and,

thin

k ab

out,

and

disc

uss w

hat t

he a

utho

r sai

d.Ev

iden

ce/D

ate

Poin

ts

Read

act

ivel

y an

d de

mon

stra

te a

n ob

viou

s und

erst

andi

ng o

f the

text

(lau

gh a

t th

e fu

nny

part

s, co

mm

ent o

n th

e m

ater

ial,

mak

e pe

rson

al c

onne

ctio

ns) w

ithou

t pr

ompt

ing.

CCR 1

RL/I.

2.1

Ask

and

answ

er su

ch q

uest

ions

as w

ho, w

hat,

whe

re, w

hen,

why

, and

how

to

dem

onst

rate

und

erst

andi

ng o

f key

det

ails

in a

text

. •

Who

, wha

t, w

hen,

whe

re, w

hy, h

ow…

.?

• Sh

ow m

e in

the

text

whe

re y

ou g

ot y

our a

nsw

er.

• N

ow y

ou a

sk m

e a

ques

tion

abou

t som

ethi

ng in

the

text

.

9/18 W

itch=

good

responses

to a

ll the “w” questions with evi-

dence from

text (needed

prompting to provide evidence)

V

CCR 2

RL.2

.2 R

ecou

nt st

orie

s, in

clud

ing

fabl

es a

nd fo

lkta

les f

rom

div

erse

cul

ture

s, an

d de

term

ine

thei

r cen

tral

mes

sage

, les

son,

or m

oral

. •

Rete

ll th

e st

ory

to m

e. In

clud

e: ti

tle, m

ain

char

acte

r, th

e pr

oble

m, a

nd th

e so

lutio

n.•

Wha

t is a

fabl

e? G

ive

me

an e

xam

ple

of o

ne.

• W

hat i

s a fo

lkta

le?

Giv

e m

e an

exa

mpl

e of

one

.•

Wha

t is a

mor

al?

Giv

e m

e an

exa

mpl

e of

one

.•

Rete

ll a

fabl

e or

folk

tale

, inc

ludi

ng:

• Ti

tle a

nd m

ain

char

acte

r •

Prob

lem

and

solu

tion

• Ce

ntra

l mes

sage

, les

son,

or m

oral

.02

RI.2

.2 Id

entif

y th

e m

ain

topi

c of

a m

ulti-

para

grap

h te

xt a

s wel

l as t

he fo

cus o

f spe

cific

pa

ragr

aphs

with

in th

e te

xt.

• W

hat w

as th

is te

xt m

ainl

y ab

out (

the

topi

c)?

• W

hat w

ere

thre

e of

the

mos

t im

port

ant t

hing

s the

aut

hor t

old

us a

bout

this

topi

c?•

Wha

t was

the

topi

c of t

his p

arag

raph

?

9/23

Fire

flies = M

ain topic is “W

hat fireflies loo

k like” (Pro-

vided

specific d

etails

as w

ell.)

.02

.02

1R

Com

preh

ensi

on

Read

ing

Stan

dard

s fo

r Lit

erat

ure

and

Info

rmat

iona

l Tex

t®

256

IRLA

105

1R

CCR

3

RL.2

.3 D

escr

ibe

how

cha

ract

ers

in a

sto

ry re

spon

d to

maj

or e

vent

s an

d ch

alle

nges

. •

Wha

t cha

lleng

e or

maj

or e

vent

s did

the

mai

n ch

arac

ter f

ace?

• H

ow d

id h

e or

she

resp

ond

to th

is c

halle

nge?

• D

id h

e or

she

grow

or c

hang

e in

resp

onse

to th

is c

halle

nge?

• D

escr

ibe a

chal

leng

e/m

ajor

even

t tha

t a ch

arac

ter i

n th

is st

ory f

aced

and

expl

ain

how

he o

r sh

e res

pond

ed to

it. In

clude

how

the c

hara

cter

lear

ned

or g

rew

as a

resu

lt, if

app

ropr

iate

.

9/18 W

itch

“The

kids are h

appy be

cause the witch

made

things f

un f

or the

m.”

.02

RI.2

.3 D

escr

ibe

the

conn

ectio

n be

twee

n a

serie

s of

his

toric

al e

vent

s, sc

ient

ific

idea

s or

con

cept

s, or

ste

ps in

tech

nica

l pro

cedu

res

in a

text

. •

Wha

t wer

e th

e m

ajor

eve

nts,

idea

s, or

step

s in

this

text

?•

Base

d on

wha

t you

just

read

, how

are

thes

e hist

orica

l eve

nts (

___,

___

, and

___

) rel

ated

to

each

oth

er?

• Ba

sed

on w

hat y

ou ju

st re

ad, h

ow a

re th

ese t

wo

scie

ntifi

c ide

as (_

_ an

d __

) rel

ated

to ea

ch o

ther

?•

Base

d on

wha

t you

just

read

, exp

lain

the s

teps

in m

akin

g a

____

and

how

they

are

conn

ecte

d.

.02

Craf

t and

Str

uctu

re: A

naly

zing

the

Effec

ts o

f Aut

hors

’ Cho

ices

Und

erst

and

and

disc

uss

the

way

(s) t

he a

utho

r(s)

sai

d w

hat w

as s

aid.

CCR 4

RL.2

.4 D

escr

ibe

how

wor

ds a

nd p

hras

es (e

.g.,

regu

lar b

eats

, alli

tera

tion,

rhym

es,

repe

ated

line

s) s

uppl

y rh

ythm

and

mea

ning

in a

sto

ry, p

oem

, or s

ong.

•

Defi

ne a

nd g

ive

an e

xam

ple

of: r

egul

ar b

eats

, alli

tera

tion,

rhym

e, re

peat

ed li

nes.

• W

hat d

o w

e m

ean

by “r

hyth

m” i

n a

poem

, son

g, o

r sto

ry?

• H

ow d

o th

e w

ords

in th

is po

em, s

ong,

or s

tory

supp

ly rh

ythm

? •

How

doe

s tha

t rhy

thm

add

to th

e m

eani

ng o

f the

poe

m, s

ong,

or s

tory

?•

Wha

t do

you

thin

k thi

s wor

d m

eans

? Why

do

you

thin

k the

aut

hor c

hose

this

wor

d in

stea

d of

(syn

onym

)? H

ow d

oes t

his w

ord

add

to th

e mea

ning

of t

he st

ory/

poem

/son

g?

.02

RI.2

.4 D

eter

min

e th

e m

eani

ng o

f wor

ds a

nd p

hras

es in

a te

xt re

leva

nt to

a 1

R to

pic

or

subj

ect a

rea.

•

Wha

t doe

s ___

_mea

n? W

hat d

oes i

t hav

e to

do

with

this

topi

c or

subj

ect a

rea?

.02

CCR 5

RL.2

.5 D

escr

ibe

the

over

all s

truc

ture

of a

stor

y, in

clud

ing

desc

ribin

g ho

w th

e be

ginn

ing

intr

oduc

es th

e st

ory

and

the

endi

ng c

oncl

udes

the

actio

n.

•

Des

crib

e the

beg

inni

ng o

f the

stor

y and

how

it se

ts u

p th

e act

ion

or th

e pro

blem

of t

he st

ory.

• Te

ll m

ajor

eve

nts t

hat o

ccur

and

how

they

cont

ribut

e to

the

over

all s

truc

ture

of t

he

stor

y (r

isin

g ac

tion,

clim

ax, f

allin

g ac

tion)

.•

Des

crib

e th

e en

ding

and

how

it co

nclu

des t

he a

ctio

n or

reso

lves

the

prob

lem

.

.02

RI.2

.5 K

now

and

use

var

ious

text

feat

ures

(e.g

., ca

ptio

ns, b

old

prin

t, su

bhea

ding

s, gl

ossa

ries,

inde

xes,

elec

tron

ic m

enus

, ico

ns) t

o lo

cate

key

fact

s or

info

rmat

ion

in a

te

xt e

ffici

ently

. •

Ask

stu

dent

to s

how

you

the

abov

e fe

atur

es, w

here

app

ropr

iate

, in

his

text

.•

Whe

re in

this

boo

k w

ould

you

look

to fi

nd in

form

atio

n ab

out_

___(

wha

t tig

ers e

at,

wha

t mak

es a

seed

gro

w)?

How

do

you

know

?

.02

257

IRLA

106

1R

CCR 6

RL.2

.6 A

ckno

wle

dge

diffe

renc

es in

the

poin

ts o

f vie

w o

f cha

ract

ers,

incl

udin

g by

sp

eaki

ng in

a d

iffer

ent v

oice

for e

ach

char

acte

r whe

n re

adin

g di

alog

ue a

loud

.

• A

sk s

tude

nt to

read

dia

logu

e al

oud,

taki

ng d

iffer

ent v

oice

s fo

r diff

eren

t cha

ract

ers.

• A

sk s

tude

nt to

exp

lain

the

diffe

renc

es b

etw

een

the

char

acte

rs’ p

oint

s of

vie

w o

n w

hat i

s ha

ppen

ing.

.02

RI.2

.6 Id

entif

y th

e m

ain

purp

ose

of a

text

, inc

ludi

ng w

hat t

he a

utho

r wan

ts to

ans

wer

, ex

plai

n, o

r des

crib

e.

• W

hy d

o yo

u th

ink

the

auth

or w

rote

this

boo

k? W

hat d

id h

e/sh

e w

ant t

o an

swer

, ex

plai

n, o

r des

crib

e? W

hat d

id h

e/sh

e w

ant u

s to

know

? W

hy?

Wha

t evi

denc

e do

you

ha

ve fo

r you

r ans

wer

?

9/23 F

ireflies

-teach

people a

bout f

ireflies

-that they ligh

t up

.02

.02

Inte

grat

ion

of K

now

ledg

e an

d Id

eas:

Com

pari

ng D

iffer

ent P

rese

ntat

ions

Dis

cuss

how

the

idea

s in

a b

ook

conn

ect t

o ea

ch o

ther

and

to th

e la

rger

wor

ld.

CCR

7

RL.2

.7 U

se in

form

atio

n ga

ined

from

the

illus

trat

ions

and

wor

ds in

a p

rint o

r dig

ital

text

to d

emon

stra

te u

nder

stan

ding

of i

ts c

hara

cter

s, se

ttin

g, o

r plo

t. •

Wha

t doe

s thi

s illu

stra

tion

teac

h yo

u ab

out _

__ (c

hara

cter

, set

ting,

or p

lot)?

.02

RI.2

.7 E

xpla

in h

ow s

peci

fic im

ages

(e.g

., a

diag

ram

sho

win

g ho

w a

mac

hine

wor

ks)

cont

ribut

e to

and

cla

rify

a te

xt.

• H

ow d

oes t

his d

iagr

am te

ach

us a

bout

___

_ (th

e lif

e cy

cle

of a

bee

; the

wat

er c

ycle

; w

hat w

olve

s eat

)?

.02

CCR

8RI

.2.8

Des

crib

e ho

w re

ason

s su

ppor

t spe

cific

poi

nts

the

auth

or m

akes

in a

text

.•

The

auth

or is

telli

ng u

s tha

t ___

____

___.

Wha

t rea

sons

doe

s he

give

to co

nvin

ce u

s?.0

2

CCR

9

RL.2

.9 C

ompa

re a

nd c

ontr

ast t

wo

or m

ore

vers

ions

of t

he s

ame

stor

y (e

.g.,

Cind

erel

la

stor

ies)

by

diffe

rent

aut

hors

or f

rom

diff

eren

t cul

ture

s.

Giv

e st

uden

t tw

o bo

oks

that

tell

the

sam

e st

ory/

lege

nd.

• H

ow is

this

stor

y th

e sa

me

in b

oth

book

s? H

ow is

the

stor

y di

ffere

nt?

• W

hich

do

you

like

bett

er a

nd w

hy?

.02

RI.2

.9 C

ompa

re a

nd c

ontr

ast t

he m

ost i

mpo

rtan

t poi

nts

pres

ente

d by

two

text

s on

th

e sa

me

topi

c.

Giv

e st

uden

t tw

o bo

oks

on th

e sa

me

topi

c.

• W

hat d

oes t

he a

utho

r mos

t wan

t us t

o re

mem

ber f

rom

this

firs

t boo

k?•

Wha

t doe

s the

aut

hor m

ost w

ant u

s to

rem

embe

r fro

m th

is se

cond

boo

k?•

How

are

they

alik

e? H

ow a

re th

ey d

iffer

ent?

•

Whi

ch d

o yo

u lik

e be

tter

and

why

?

.02

1R C

ompr

ehen

sion

Tot

al.2

0

258

IRLA

107

1R

Phon

olog

ical

Aw

aren

ess

Vow

el F

amili

es (C

hunk

s) in

Thr

ee-S

ylla

ble

Wor

ds (S

ee 1

R Ph

onic

s Su

rvey

)Co

ver p

arts

of u

nfam

iliar

wor

ds w

ith fi

nger

and

look

for f

amili

ar c

hunk

s in

side

.

V

Dec

ode

any

thre

e-sy

llabl

e w

ord

that

follo

ws

a re

gula

r vow

el p

atte

rn (W

ashi

ngto

n).

.04

Read

wor

ds w

ith c

omm

on s

uffixe

s. C

CSS

F.2.3

d9/

16 (*)Rea

ding words with

suff

ixes was identified

as Alex’s

Pow

er G

oal ba

sed on entry tests.

9/23 (V)P

ower G

oal mastered

!

.02

.01

Use

thre

e-le

tter

ble

nds

to fi

gure

out

unf

amili

ar w

ords

.

.02

Rang

e of

Rea

ding

and

Lev

el o

f Tex

t Com

plex

ity

Evid

ence

/Dat

ePo

ints

Enga

gem

ent a

nd In

depe

nden

ceRe

ad re

gula

rly a

nd in

depe

nden

tly, s

usta

inin

g en

gage

men

t, in

1R-

leve

l mat

eria

ls fo

r at

leas

t 30

min

utes

eve

ry d

ay in

the

clas

sroo

m (1

5 m

inut

es p

er s

essi

on).

.01

Hom

e Re

adin

gH

ave

esta

blis

hed

a ho

me

read

ing

habi

t and

read

for a

t lea

st 3

0 m

inut

es e

very

nig

ht

with

out p

rom

ptin

g..0

1

Gen

res

Enjo

y in

form

atio

nal t

ext,

pros

e, a

nd p

oetr

y at

1R

leve

l. C

CSS

RL/I.

2.10

.01

Rang

e of

Rea

ding

and

Lev

el o

f Tex

t Com

plex

ity

Tota

l.0

3

Sylla

bica

tion

Ora

lly s

egm

ent a

mul

tisyl

labl

e w

ord

into

its

sylla

bles

.

Phon

olog

ical

Aw

aren

ess T

otal

Phon

ics:

Thr

ee-S

ylla

ble

Wor

ds, T

hree

-Let

ter B

lend

s

-ed

-er

-ing

-es

-y-e

st-ly

-ier

-iest

* V

* V

V*

VV

VV

VV

str-

scr-

spl-

spr-

shr-

squ-

sch-

thr-

-tch

-rst

-rth

1R

Fou

ndat

iona

l Ski

lls®

259

IRLA

108

1R

Use

sile

nt c

onso

nant

s to

figu

re o

ut u

nfam

iliar

wor

ds.

.01

Know

spel

ling-

soun

d co

rres

pond

ence

s for

add

ition

al c

omm

on v

owel

team

s. CC

SS F.

2.3b

.01

Dec

ode

regu

larly

spe

lled

two-

sylla

ble

wor

ds w

ith lo

ng v

owel

s (e

.g.,

open

, Rub

y, b

ikin

g).

CCSS

F.2

.3c

.01

Dis

tingu

ish

long

and

sho

rt v

owel

s w

hen

read

ing

regu

larly

spe

lled

one-

sylla

ble

wor

ds.

CCSS

F.2

.3a

.01

Phon

ics T

otal

.12

kn-

gn-

wr-

-mb

-gh

auou

(you

)ou

(out

)oo

(too

)oo

(boo

k)oy

oiey

eiew

Wor

d Re

cogn

itio

nO

utla

ws

Reco

gniz

e an

d re

ad 1

R irr

egul

arly

spe

lled

wor

ds a

nd in

cons

iste

nt b

ut c

omm

on s

pelli

ng-

soun

d co

rres

pond

ence

s an

d irr

egul

arly

spe

lled

wor

ds.

(60

1R O

utla

ws)

CCS

S F.2

.3ef

.0

1

Wor

d Re

cogn

itio

n To

tal

.01

Flue

ncy

and

Self-

Mon

itor

ing

Flue

ncy

Read

1R

text

com

fort

ably

, with

con

fiden

ce, p

urpo

se, a

nd u

nder

stan

ding

. CC

SS F

.2.4

a.0

1

Read

1R

text

ora

lly w

ith 9

8%-1

00%

acc

urac

y, ra

te, a

nd fl

uenc

y, u

sing

pun

ctua

tion

as a

gu

ide

to e

xpre

ssio

n. C

CSS

F.2.4

b .0

1

Read

sile

ntly

(with

sub

-voc

aliz

atio

n, if

nec

essa

ry) w

hile

mai

ntai

ning

com

preh

ensi

on.

.01

Self-

Mon

itor

ing

Use

con

text

to c

onfir

m o

r sel

f-co

rrec

t wor

d re

cogn

ition

and

und

erst

andi

ng, r

erea

ding

as

nece

ssar

y. C

CSS

F.2.4

c.0

1

Flue

ncy

Tota

l.0

4

1R F

ound

atio

nal S

kills

Tot

al.2

0

1R

Foun

datio

nal S

kills

Con

t’d

260

IRLA

110

1R

Act

ive

Read

ing

Stra

tegi

es

Succ

essf

ully

read

98-

100%

of w

ords

with

no

help

from

th

e te

ache

r.

Read

with

exp

ress

ion,

usi

ng p

unct

uatio

n.

Stop

and

try

agai

n w

hen

read

ing

does

n’t m

ake

sens

e,

mat

ch th

e le

tter

s, o

r sou

nd ri

ght.

Hav

e co

ntro

l of t

he s

ight

wor

ds u

sed

at th

is le

vel.

Hav

e m

ost o

f the

wor

ds in

the

book

in h

is o

r her

sp

eaki

ng v

ocab

ular

y.

Look

for f

amili

ar p

arts

of w

ords

insi

de u

nfam

iliar

wor

ds.

Use

two-

lett

er v

owel

com

bina

tions

to fi

gure

out

new

w

ords

.

Use

kno

wle

dge

of th

ree-

lett

er b

lend

s, v

owel

dig

raph

s,

and

rule

s of

syl

labi

catio

n to

figu

re o

ut re

gula

r thr

ee-

sylla

ble

wor

ds.

Com

preh

ensi

on

Det

erm

ine

wha

t a te

xt s

ays

expl

icitl

y. (W

hat i

s thi

s abo

ut

so fa

r? H

ow d

o yo

u kn

ow?)

Supp

ort a

n in

terp

reta

tion

or a

naly

sis.

(Why

...? W

hat

evid

ence

from

the

text

supp

orts

you

r ans

wer

?)

1R

Run

ning

Rec

ord

®

Pow

er G

oal

Titl

e:__

____

____

____

____

____

____

____

_Er

ror/

Mis

cue

Ana

lysi

sN

eeds

wor

k on

this

Ph

onic

s Pa

tter

nN

eeds

to le

arn

this

Tric

ky W

ord

Not

in b

ackg

roun

d kn

owle

dge

V V

V V

V V

V V

V

V V

V

V V

V V

V V

V

V V

V

V V

V V

V V

V V

V

V V

V V

V V

V V

V

V V

V V

V V

V V

V V

V V

V V

V V

V V

V

V V

V V

V V

V V

V V

V

V V

V V

V V

V

V V

V V

V V

*skip

ped h

eading

Stud

ent _

____

____

____

____

____

____

____

Te

ache

r___

____

____

____

____

____

___

G

rade

____

___

Room

____

____

_

Dat

e___

____

____

____

_Alexa

nder C

arl

Volpe

1 230

9/23

Fireflies (N

F)

dyed

diet *

TP

know

nneon

*TP

V V V V V V V V

V V“So fa

r, this b

ook is d

escribing f

ireflies’

bodies. I

t ta

lks a

bout the

antenna

here, the

hea

d h

ere, the

legs

here a

nd the

abd

omen h

ere. T

he a

uthor is telling us

why each

part is important.”

Which

body p

art d

o you think is the

most important?

“I think the

ligh

ts a

re important b

ecause they use

them

to attra

ct a m

ate.”

9/23 A

lexa

nder c

onsistently rea

d w

ords

with

suff

ixes correctly d

uring today

’s reading.

He will

now b

egin w

orking on 2

R

tricky w

ords,

spec

ifically those w

ith

vowel

splits.

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