Reading

There are so many resources for reading please do a search on the wiki to aid in leading you to the correct page.

Reading chart that is month by month on the Fountas and Pinnell http://www.hcschools.org/literacy/Resources/Benchmark/ProgressMonitoring.pdf

http://www.hoagiesgifted.org/reading_levels.htm This has many resources listed on it that tells you how to level books.

http://www.starfall.com/ Beginner reading website.

http://www.bainbridgeclass.com/beanieposters.pdf reading with beanie babies.

http://www.readworks.org/ Free site you just need to register.

http://www.learnnc.org/lp/editions/readassess/982 How to determine reading levels Running Record calculator

[] How to assess levels

Finding the instructional level Texts selected for running records should challenge a student sufficiently that he or she makes some errors for the student to analyze, but not enough that he or she becomes frustrated. This level is called the instructional level. Each student has three levels of texts for reading: The determination of these levels is a bit flexible, though, as a teacher may use information such as the types of errors made, previous reading behaviors, and comprehension questions to make a decision about instructional level.
 * **Instructional.** A student’s reading level is determined to be instructional when an accuracy rate (as explained in the section on [|quantitative analysis] ) is between 90 and 94 percent. This is a text that the child can use to learn to extend cuing systems with guidance from the teacher.
 * **Independent.** A student’s independent (sometimes labeled easy) reading level corresponds to an accuracy rate is over 94 percent. This is a text the student is able to read by him or herself without teacher support.
 * **Frustration.** A child’s frustration (sometimes labeled hard) reading level is determined when a student’s accuracy rate is below 90 percent.

**FINDING THE READING LEVEL**

Most authorities define three reading levels. 1. **Independent Reading Level.** Easy reading. In oral reading, a child would have one or less word calling errors in 100 words of text, with 100 percent accuracy on comprehension questions about the story. A student could read it alone with ease. 2. **Instructional Reading Level.** This is the best level for learning new vocabulary. It requires the assistance of a teacher or tutor. The word error range allowed while reading orally to the teacher is from 2 to 5 word calling errors per 100 words of text (95% accuracy or better), with at least 80 percent comprehension on simple recall questions about the story. This is where the best progress is made in reading. Children who are forced or permitted to attempt reading beyond the 5-word error limit soon begin to feel frustration when in an instructional setting. 3. **Frustration Reading Level.** This is too hard for the reader. Word errors are over 5 per 100 words of text. Comprehension questions are below 70 percent accuracy. Unfortunately, teachers sometimes allow this to happen, especially when the words missed are basic vocabulary sight words, such as "was" for "saw" and "what/that." The practice of having young children work in frustration level reading materials is not professionally sound. It is, however, all too often observed in the classrooms of well-meaning teachers.

A question often asked by teachers who begin to use the reading system described here is: "How do you know when a child has made a word calling error?" Obvious errors are easy to record (yes, write them down). __Substitutions__ such as "where" for "there" are easy to put down on the student’s word list. __Words not__ known can be written by themselves, such as "enough," if the child cannot say it. __Words pronounced but not__ __comprehended__ are to be recorded, if the teacher is able to discover this. (In each class there may be a student who is a "good word caller," able to read aloud beautifully, but not very sure of what was read). Another type of word error is the __long pause__ word. Allow only up to 3 seconds for the reader to say each word. Record any word where the child waits--pauses—more than 3 seconds before saying it. That way, by recording it, the word may be analyzed phonetically and practiced at a later time. If a child uses phonics to sound out the word successfully, but takes more than 3 seconds, record the word as an error, but praise the child for the good effort and success, and explain that with practice the word will come through smoothly later; (in this case the child would be expected to have used applied phonics during silent or oral reading, or to have asked about the word, prior to this oral reading time, which is used here as an assessment by the teacher). This is the time to stop momentarily and decide with the child if the personal phonics chart was of help, or if a new element should be drawn in, and to stress the use of the chart as a tool to be used.


 * How to find reading levels **

http://diywithrti.wordpress.com/2013/11/13/assessing-reading-progress-setting-goals-and-monitoring-progress/

http://prakovic.edublogs.org/2015/01/27/determining-reading-levels-of-books-or-text-selections/ Blog on how to do this. DRA book level correlation chart.

http://www.mthclassroomadventures.org/pdf/mth-13-cross-curriculum-vacation-volcano.pdf