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Reading Levels Overview
Key Characteristics of Reading
Levels
Session Outcomes
Teachers will be able to:
Describe qualitative dimensions of text complexity
Describe the key characteristics of reading level bands
Why?
Assessment
Action Planning Analysis
In order to meet the needs of each individual reader, we need rich and precise data. This data will allow us to plan for targeted small group reading instruction that will, in turn, increase each
student’s reading proficiency.
Challenge
With your team, look through the
two books on your table.
Which book is the higher level?
How do you know?
N O P Q
August 23, 2013 5
What do the CCSS say about levels?
Qualitative
Reader and Task
Consideration
Quantitative
• Fountas & Pinnell • Alphabetic levels A-Z • Leveled by a person
• Lexile • Numeric levels • Leveled by a computer
Teacher knows best!
Reading levels represent points on a gradient of reading difficulty.
Each point represents a small but significant increase in difficulty
over the previous level.
A Word about Reading Levels
Qualitative Dimensions
Meaning (Lit) Purpose (Info)
Single meaning multiple (themes, interpretations) Explicit purpose (headings, topic sentences) implicit purpose (dense, minimal features)
Structure
Explicit (picture on top, predictable) implicit (longer, denser) Chronological out of chronological order Simple, supportive graphics sophisticated, essential graphics
Language
Literal figurative/ironic Clear ambiguous/purposefully misleading Conversational academic or domain-specific
Knowledge Demands
Simple, single theme multiple, sophisticated themes Common experiences distinctly different experiences Everyday knowledge cultural & literary language
Why do we need reading levels?
• Reading levels determine what a child can
decode AND comprehend independently.
• Knowing the characteristics of the level just
above a child’s independent level tells us what
to teach him next.
• Knowing what a child can read independently
helps us make sure we are meeting the rigor
of the Common Core standards.
July 26, 2013 9
Books at similar levels have similar characteristics. We call
these bands of difficulty.
ABCD | EFG | HIJ | KLM | NOPQ | RST | UVW | XYZ
Readers often have to make big decoding, comprehension
and/or stamina “jumps” when moving to a new band – these
are often sticky levels.
Introducing… “BANDS”
ABCD | EFG | HIJ | KLM | NOPQ | RST | UVW | XYZ
Reading Level “Bands”
August 23, 2013 11
Level Band A-E
Level B
Level C
Level E
Reading Level “Bands”
12
Level Band F-H
Level F
Level G
Level H
Reading Level “Bands”
August 23, 2013 13
Levels I and J
Level I
Level J
Reading Level “Bands”
August 23, 2013 14
Levels K-M
Reading Level “Bands”
August 23, 2013 15
Levels N-Q
Reading Level “Bands”
August 23, 2013 16
Levels R-T
Reading Level “Bands”
August 23, 2013 17
Levels U - W
Reading Level “Bands”
August 23, 2013 18
► There are a few key ways that non-fiction texts
become more complicated.
Nonfiction Levels
August 23, 2013 19
Technical, or domain vocabulary goes from being
explicitly defined to undefined in context.
Nonfiction Levels
August 23, 2013 20
► Main idea goes from being explicitly stated to wholly
inferred.
Nonfiction Levels
August 23, 2013 21
► The amount of detail increases; begins to require
reader to determine importance.
Nonfiction Levels
Reflect
Looking at the range of benchmark levels
in your grade, what might be some of the
biggest roadblocks for your readers?
Reading Level FAQs
How fast can students move from one level to another?
How do we level books in our classroom libraries?
How can teachers get to know levels?
Remember…
Reading level assessments
provide critical information
about readers, but…
students are readers, not levels!
Recap
Now we know…
• Ways to deliver whole group teaching points
• How to administer a TC running record assessment
• How to analyze a running record to determine next steps
• Differences between reading levels and how they help us teach
Preview
Tomorrow we will…
• Use our knowledge of assessment,
analysis, and reading levels to plan for
targeted small group reading
instruction
• Tighten routines and systems to maximize
learning time
