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Transforming School Cultures to Create Sustainable Academic Achievement Page 1
Formative Assessment:IRLA Starter Kit
American Reading CompanyToll-free: 866-810-2665
Fax: 610-992-4156www.americanreading.com
Formative Assessment: IRLA Starter KitPage 2
Transforming School Cultures to Create Sustainable Academic Achievement Page 3
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
Formative Assessment: IRLA Starter KitPage 4
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Word Attack Strategies
Tips for Tricky WordsWord Attack Strategies
Tips for Tricky WordsWord Attack Strategies
Reader:
planman
planplan
a e i o u
p_____
anan
pl____
Word Attack Strategies
Tips for Tricky WordsWord Attack Strategies
Tips for Tricky WordsWord 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:
Copyright © 2010 by American Reading Company®
Story Map
Copyright © 2010 by American Reading Company®
Creative Reading: A Transformative Education ApproachAlma Flor Ada & F. Isabel Campoywww.isabelcampoy.com www.almaflorada.com www.delsolbook.com
Copyright © 2012 by American Reading Company®
Effective ReadingA Transformative Education Approach
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
Copyright © 2012 by American Reading Company®
Effective ReadingA Transformative Education Approach
Effective ReadingA Transformative Education Approach
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.
Copyright © 2010 by American Reading Company®
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:
Copyright © 2010 by American Reading Company®
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:
Copyright © 2010 by American Reading Company®
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.
Copyright © 2010 by American Reading Company®
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
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.
Copyright © 2010 by American Reading Company®
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.
Key Common Core State Standards
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
Independent Reading Level OverviewDecode Regularly Spelled 1-Syllable Words: Chunking
Key Common Core State Standards
CCSS F.1.3b 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. Must be in place before earning 2B designation.
Phonics CCSS F.1.3efDecode two-syllable words following basic patterns by breaking the
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.
Independent Reading Level OverviewDecode Regularly Spelled 1-Syllable Words: Chunking
Key Common Core State Standards
CCSS F.1.3b 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. Must be in place before earning 2B designation.
Phonics CCSS F.1.3efDecode two-syllable words following basic patterns by breaking the
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.
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
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.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
Tracking Student Progress
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
AMERICANREADING COMPANY
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
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
®®
®
Transforming School Cultures to Create Sustainable Academic Achievement Page 5
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.
Formative Assessment: IRLA Starter KitPage 6
IRLA 412G
2G Independent Reading Level Overview 1.00 - 1.29Accumulating 120 Power Words, Initial Blends & Digraphs
2G Learning FocusPower Words, Initial Blends & Digraphs Power 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.
Key Common Core State Standards
CCSS F.1.3g Recognize and read grade-appropriate irregularly spelled words.
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.
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 CCSS F.1.3gRecognize and read grade-appropriate irregularly spelled words.
emergent readers can navigate the unknown. The combined Power Words in 1G and
When students come to a word they don’t know, they
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.1.3gRecognize and read grade-appropriate irregularly spelled words.
emergent readers can navigate the unknown. The combined Power Words in 1G and
When students come to a word they don’t know, they
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.1.3gRecognize and read grade-appropriate irregularly spelled 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.
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 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
®
2014
Transforming School Cultures to Create Sustainable Academic Achievement Page 7
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.
Formative Assessment: IRLA Starter KitPage 8
® IRLA:Independent Reading Level Assessment Framework®
Formative Assessment Framework for Reading, Writing, and Thinking Built on Common Core State Standards
Tracking Student Progress
Towards College and Career Readiness2013
Conference Conference Conference Conference Conference Conference Conference Conference Conference Conference Conference Conference Conference Conference Conference Conference Conference Conference NotebookNotebookNotebookNotebookNotebookNotebook
AMERICANREADING COMPANY
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
®
Transforming School Cultures to Create Sustainable Academic Achievement Page 9
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
Formative Assessment: IRLA Starter KitPage 10
Reader: Wt: Skills Card
Comprehension
Provide specific information from the text for each of your answers.
Vocabulary
Find 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.
Skills Card
Find 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
Bk: Skills Card
Comprehension
Provide specific information from the text for each of your answers.
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
Provide specific information from the text for each of your answers.
Using specific details from the text,
the narrator (1st or 3rd person).
Retell the key events of the plot in
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:
Provide specific information from the text for each of your answers.
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
Provide specific information from the text for each of your answers.
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:
Provide specific information from the text for each of your answers.
Find 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
• 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?
Retell the key events of the plot in
What is the theme of the text? How
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
Skills Card
Active Reading Habits
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.
Use the first two letters to start a word.
brtrplplsp
Active Reading Habits
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:
Retell the key events of the plot in
• 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
Retell the key events of the plot in
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.
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 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
and events, or do ideas and
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.
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?
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
and events, or do ideas and
events shape individuals? Use
the information in this text to
support your position.Analyze the structure the
author chose for organizing
and events, or do ideas and
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.
Comprehension: Support answers with evidence from the text.
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.
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, 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.
Read at home for at least 30 minutes every night.
Use the first two letters to start a word.
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.
Use words I know to figure
Use words I know to figure
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
Copyright © 2010 by American Reading Company®
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.
Comprehension: Support answers with evidence from the text.
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
Copyright © 2010 by American Reading Company®
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
Copyright © 2010 by American Reading Company®
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.
10. Read at home for at least 30 minutes every night.
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*
Transforming School Cultures to Create Sustainable Academic Achievement Page 11
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
Formative Assessment: IRLA Starter KitPage 12
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
®
®
Transforming School Cultures to Create Sustainable Academic Achievement Page 13
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, are 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.
Formative Assessment: IRLA Starter KitPage 14
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
Transforming School Cultures to Create Sustainable Academic Achievement Page 15
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.
Formative Assessment: IRLA Starter KitPage 16
®®®
®®®
Transforming School Cultures to Create Sustainable Academic Achievement Page 17
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
Formative Assessment: IRLA Starter KitPage 18
Classroom
Home
Transforming School Cultures to Create Sustainable Academic Achievement Page 19
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
Formative Assessment: IRLA Starter KitPage 20
Transforming School Cultures to Create Sustainable Academic Achievement Page 21
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
Formative Assessment: IRLA Starter KitPage 22
“Reading gets you into college. Writing gets you out.” —Dr. Alfred Tatum
Transforming School Cultures to Create Sustainable Academic Achievement Page 23
®
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 Quantity Price Per ($) Total
10-Day Professional Development Module 24,000
SUBTOTAL $
Professional Development*
TOTAL $
* One day of professional development is included with purchase of 5 modules.
Formative Assessment: IRLA Starter KitPage 24
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 customerconcerns@americanreading.com 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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