Guide to Leveled Readers...

Transcription

1 Guide to Leveled Readers... Raising a Reader... Listen to your child read. Discuss books with your child. Encourage your child to question before, after and during reading. Invite your child to be involved in choosing what he/she will read. Visit libraries or bookstores to choose new books. Make reading a priority by scheduling it daily. Work with your child s teacher to find books that are right for his/her level. Have conversations with your child about his/her goals in reading. Give your child the privilege of seeing you read. Read to your child! Providing an exemplary education for all learners

2 Characteristics of Levels A-D (DRA 1-3) Text is often in the same place on each page Familiar objects and actions encourage fluency Pictures are easily recognized Pictures and text strongly match Sentences are short Over sized print Rhyme, rhythm, and repetition encourage fluency Sentences are very similar (have a pattern) and are often memorized by readers Basic sight words are included (e.g. the, is, am, and) Texts focus on one idea Punctuation includes periods, questions marks, commas and exclamation marks Includes a setting but seldom a plot Approximately eight pages in length Some opportunities for decoding Encourage your child to name the parts of the book. Have your child use a finger to touch the words as he/she reads. Encourage him/her to use word length, pictures and letters to figure out unknown words. Re-read stories several times. Make reading intimate, read with your child on your lap. Talk about books after reading. Ask questions like, Did you like the story? Why? Have your child retell the story once he/she knows it well. Characteristics of Levels D-F (DRA 4-10) Has a more complicated pattern Sentences vary in structure and length Text replicates the way people speak Objects and actions are familiar Pictures match the text High frequency words act as anchors throughout the text Pronouns are more frequent Vary in length from ten to thirty pages Font size and word placement vary, but layout is easy to follow Increased word endings, compound words and multi-syllable words Punctuation may include ellipses and dashes More characters are introduced but rarely are developed 2 Guide to Leveled Readers

3 Begin to have your child to use his/her eyes rather than his/her fingers to track the print. Allow your child to attempt solving the word in several ways before offering to help. Encourage your child to choose a variety of genres including both fiction and non-fiction. Ask your child to retell what he/she has read. Invite your child to read faster and with expression especially on his/her repeated readings. Point out tables, maps, time-lines etc, in texts and discuss how they help you as a reader. Help your child to figure out the meaning of unknown words from the context of the story. Characteristics of Levels G-H (DRA 12-14) Little to no text pattern Larger number of decodable words with irregular patterns Multiple characters and several events in one story Specialized vocabulary is often introduced Pictures extend meaning but do not directly match text Size, color and font of texts vary Multiple genres are presented Speech bubbles are occasionally present in illustrations Readers have to remember information across more pages Similes, metaphors and plays on words (e.g. fork in the road) are introduced. Encourage your child to only rely on eyes to track print. Model using different voices and speeds when you come to dialogue or punctuation. Prompt and give help when your child is retelling what he/she has read but avoid question/answer sessions. Your child should still be reading out loud. Discuss your child s reading with him/her to make sure he/she understands what is read. Encourage your child to try all the problem-solving strategies he/she knows before soliciting help. Ask your child to reread individual sentences if an error is made and not corrected independently. Guide to Leveled Readers 3

4 Characteristics of Levels I-J (16-18) More complex story lines including extended or implied setting and character descriptions Illustrations enhance text by showing characters and/or setting but offer less support Increased number of words on a page Similes are more exaggerated Texts does not always sound the way that people speak Size of print is decreased Increased number of words on a page Chapter book format is introduced Can be as many as fifty pages Large amounts of dialogue Many three and four syllable words At times, ask your child to read orally, while encouraging him/her to also read silently. Continue to discuss reading to verify comprehension. Encourage reading with expression including attending to punctuation. Assist your child in connecting texts to their personal lives and the world around them. Model using reference materials like the internet to get background information while reading. Guide your child to choose books like books he/she has previously enjoyed especially books in a series. Ask your child to read in phrases not word by word. Characteristics of Levels K, L, M (1DRA 20-28) Storyline is carried through multiple short chapters Book title and the blurb on the back of the book support the story s main plot line Character traits are often consistent throughout the book and central to the problem and/or the solution Books tend to be a part of a larger series with a similar plot and the same characters More difficult vocabulary, more challenging content and more complex themes Lots of dialogue and the name of the speaker is not always assigned Texts are often up to 100 pages in length Events in chapters build on each other and the reader needs to recall and keep track of information A full range of genres, including biography Vocabulary is often used to create tension and mood 4 Writer s style can be identified Guide to Leveled Readers

5 While your child may mostly be reading silently, still encourage him/her to read sections aloud. Continue to read aloud to your child, modeling speed and expression. Frequently pause and discuss the reading with your child. Encourage your child to write questions while he/she is reading so that the two of you can discuss them later. Ask your child his/her opinion of events in the book and have him/her defend it with reasons. Encourage the use of technology and context to figure out unknown words or to build background knowledge (i.e. when reading a book set in pioneer times do some research on what life was like during that time period). Characteristics of Levels N, O, P, Q (DRA 30-40) Problems are multi-dimensional Readers follow a main storyline but often sub-plots arise Characters are complex and readers have to infer how they feel Increased amount of figurative language Topics go well beyond a reader s prior knowledge and personal experience Books often have about 200 pages Few illustrations, sometimes some black and white sketches, embedded in the text Highly complex sentence structures and a wide range of punctuation Require sustaining interest over several days Settings are very detailed Vocabulary words from other language Characters are often concerned with issues of growing up and family relationships Have a notebook where the two of you write to each other about what you are reading. Read aloud a chapter of a book your child is already reading each night. He/she will move through the book faster and it will keep you reading together. Read the same book at the same time and use the opportunity to promote discussion. Discuss how books evoke emotion. Call, write or a relative and have your child tell them about a book he/she just read. Make a reading date. Go to the coffee shop and read together. Guide to Leveled Readers 5

6 Characteristics of Levels R, S, T (DRA 40-50) Fiction and non-fiction represent a wide range of history Literary devices and technical aspects of writing make the work challenging Texts require rapid reading to hold onto meaning Settings are distant from students own experiences Texts are filled with multi-syllabic words that need to be analyzed for both literal and connotative meanings Variety of text structures and genres Long chapter with few illustrations Symbolism is recognizable Themes include growing up, prejudice and experiencing hardships Readers must connect concepts and themes to larger political, historical or environmental issues Minor characters and their subordinate plots are critical to the story Readers predictions influence their interpretation of the story Readers not only have to follow an evolving plot but an evolving setting as well An understanding of the historical time period, aides in comprehending the major events Explore or tell your child about the historical time period about which he/she is reading. Discuss or research something in-depth as a family (e.g. a travel destination, animal). Have your child illustrate parts of the book for clarification, if when they are describing what happens it seems uncertain. Ask your child what is the central problem of the story and how they know. Start reading a new series, pre-order the upcoming title and anticipate it s arrival. Characteristics of Levels U, V, W (DRA 60-70) Characters face more than one problem All conflicts are not resolved at the end of the story Characters are unreliable and are often affected by events from long ago Sometimes the reader infers ahead of the character, gathering clues before the character does Character motivations challenge the reader Many pages often span between events Symbolism and themes become more abstract Creative text formats are used Full appreciation of the text requires recognition of the author s craft 6 Guide to Leveled Readers

7 Novels may be pages long Themes explore the human condition Texts are written in small print Readers must have an awareness of social and political issues to comprehend texts Informational texts may present complex graphic information and require a range of content knowledge and an understanding of text structures Biographies include many details and prompt readers to make inferences about what motivated the subject s achievements Ask your children to tell you how a particular character has changed throughout the story. Read a book before your child and then recommend it to him/her. Then have him/her do the same for you. Join a book club together or encourage your child to start his/her own book club. Continue to make family trips to the library and bookstore. Continue to have conversation with your child about his/her reading. Characteristics of Levels X,Y,Z+ (DRA 70+) Characters are increasing complex and often influenced by social issues outside of their control Characters are often shaped by their environments, family circumstances and internal flaws Writers expect that readers will have some cultural and historical knowledge of the time period and pepper the text with allegorical and historical references Science Fiction at this level incorporates technical knowledge, quests and complicated struggles between good and evil Readers are required to go beyond the literal meaning of the text to construct meaning implied by the writer s use of symbolism Themes are subtle and plots are multi-dimensional Readers are required to discern underlying lessons and analyze texts for traditional elements Informational texts deal with controversial social topics and political issues or technical information on complex topics Some texts present graphic details of hardship and/or violence Read a biography and encourage your child to read a biography on the same person, talk about your reading. Help your child find blogs and web-sites that offer suggested reading. Designate a tech free time where everyone in the family reads. Ask your child to tell you about his/her reading. Guide to Leveled Readers 7

8 District Vision Statement Lake Orion Community Schools ensures the continuous advancement of student performance to meet the challenges of our changing world. We believe that: Mission Statement The mission of Lake Orion Community Schools is to provide an exemplary education for all learners. Belief Statement Education is the shared responsibility of students, family, school and community All students can learn All learners deserve equity and opportunity in their education High expectations promote success Exemplary education is the result of professional growth and continuous school improvement All learners are entitled to a safe learning environment Education promotes a healthy sense of self and encourages personal achievement Learning is lifelong v v v v Lake Orion Community Schools does not discriminate on the basis of race, color, religion, sex, national origin, disability, marital status, height, weight or age. Board of Education policy forbids acts of illegal discrimination in all matters. August 2012