Here's some information I use to find the right reading level for your child and to track their progress. Remember, every child is different and the important thing is to see growth.
Independent level – 95-100% words correctly identified. No more than 1 in 20 words are difficult for the reader. Reader also has 90% recall of information. (14-15 pts on retelling chart below for fiction/11-12 pts on nonfiction) This is what they do during Read to self time.
Instructional level – 90% – 94% words correctly identified. No more than 1 in 10 words are difficult for the reader. Student needs teacher support. Reader also has at least 75% recall of information. (11-13 pts on retelling chart below for fiction/9-10 pts for nonfiction) This is what they do during guided reading time.
Frustration level – 89% and less words correctly identified. MORE than 1 in 10 words are difficult. STOP READING THE TEXT.
Araujo, Judith E., M. Ed., CAGS. “Running Records.” Mrs. Judy Araujo, Reading Specialist. N.p., 7 Nov. 2012. Web. <http://www.mrsjudyaraujo.com/running-records/>.
Instructional level – 90% – 94% words correctly identified. No more than 1 in 10 words are difficult for the reader. Student needs teacher support. Reader also has at least 75% recall of information. (11-13 pts on retelling chart below for fiction/9-10 pts for nonfiction) This is what they do during guided reading time.
Frustration level – 89% and less words correctly identified. MORE than 1 in 10 words are difficult. STOP READING THE TEXT.
Araujo, Judith E., M. Ed., CAGS. “Running Records.” Mrs. Judy Araujo, Reading Specialist. N.p., 7 Nov. 2012. Web. <http://www.mrsjudyaraujo.com/running-records/>.
Reading Levels-
Even if your child is in 3rd, 4th, or even 5th grade you can still read at home with him/her! Alternate reading pages or paragraphs aloud to each other! Borrow books on tape or CD from the library and have your child follow along, too!
To Meet the Benchmark, 3rd grade students should be instructional (90-94%) at:
Level N in November (AR- 3.3) (independent M (95-100%) AR 3/3.2)
Level O in March (AR- 3.5/3.7) (independent N)
Level P by June (AR-3.9) (independent O)
AT LEVELS N-P:
A CHILD’S READING LEVEL IS DETERMINED BY:
• Is the child reading with accuracy? No more than 10 errors/100 words.
• The child is timed. Level N students should read at least 75 words per minute. Level O and P at least 80 words per minute.
• Is the child reading with expression that reflects the mood, pace, and tension of the text? OR, if the text is nonfiction, is the child emphasizing key phrases and words?
• Does the child read in longer phrases, and heed punctuation?
• After reading the first few paragraphs, can the child make 3 thoughtful predictions of what might happen in the text without peeking at the pictures ahead? OR, if the text is nonfiction, can the child use the title and table of contents page to think of 3 questions that may be answered in the book?
• After reading the first few paragraphs, can the child stop and describe each character using 3 specific details? OR, if the text is nonfiction, can the child interpret what certain nonfiction text features show?
• After reading, can the child write a summary, including important characters, events, and details, from the beginning, middle, end? OR, if the text is nonfiction, can the child write important facts from each heading?
• Does the child use the important language and vocabulary from the text?
• Can the child answer literal questions?
• The child has to interpret the meaning of the story and support it with details. (For example: What did the character learn? OR Why did the character feel____? OR Why did the character say ____?) OR, if the text is nonfiction, a “why do you think…” question is asked.
• The child must determine the most important event in the story and why, giving an opinion that reflects higher level thinking.
***When you read at home with your child, it is important to have your child figure out unknown words on his/her own by:
a. Look at the picture b. Sound it out c. Skip it, read on, go back
d. Look for familiar chunks in the word, for example in “wagon” there’s “ag” as in “bag” and the chunk “on” e. Always ask yourself “does that look right, sound right, make sense?”
What Does An ADVANCED 3rd Grader Look Like While Applying Strategies?
Making Connections/Prior Knowledge- Links background knowledge and examples from the text to enhance comprehension and/or interpretation
Questioning- Asks and answers different types of questions; and finds evidence in the text to support questions and answers
Visualizing/Sensory Imagery- Demonstrates multi-sensory images that extend and enrich the text; demonstration may be through any modality or medium
Determining Importance- Identifies at least one key idea, theme, or concept linking it to the overall meaning of the text. Uses supporting details from the text to clearly explain why it is important
Monitoring Comprehension- Identifies difficulties , articulates need to solve the problem and identifies the appropriate strategy to solve the problem, such as using meaning, visual, or structural cues
Predicting/Inferring- Independently makes predictions, interpretations, and/or draws conclusions; and clearly explains connections using evidence from the text and personal knowledge, ideas, or beliefs
Retelling/Summarizing/Synthesizing- Retells elements of the text in logical sequence with some extension to overall theme, message, or background knowledge, refers to characters by specific name, and uses vocabulary from text
Page compiled by: Araujo, Judith E., M.Ed., CAGS. "Expectations By Grade Level." Mrs. Judy Araujo, Reading Specialist. N.p., 4 May 2012. Web. <http://www.mrsjudyaraujo.com/expectations-by-grade-level/>.
Even if your child is in 3rd, 4th, or even 5th grade you can still read at home with him/her! Alternate reading pages or paragraphs aloud to each other! Borrow books on tape or CD from the library and have your child follow along, too!
To Meet the Benchmark, 3rd grade students should be instructional (90-94%) at:
Level N in November (AR- 3.3) (independent M (95-100%) AR 3/3.2)
Level O in March (AR- 3.5/3.7) (independent N)
Level P by June (AR-3.9) (independent O)
AT LEVELS N-P:
A CHILD’S READING LEVEL IS DETERMINED BY:
• Is the child reading with accuracy? No more than 10 errors/100 words.
• The child is timed. Level N students should read at least 75 words per minute. Level O and P at least 80 words per minute.
• Is the child reading with expression that reflects the mood, pace, and tension of the text? OR, if the text is nonfiction, is the child emphasizing key phrases and words?
• Does the child read in longer phrases, and heed punctuation?
• After reading the first few paragraphs, can the child make 3 thoughtful predictions of what might happen in the text without peeking at the pictures ahead? OR, if the text is nonfiction, can the child use the title and table of contents page to think of 3 questions that may be answered in the book?
• After reading the first few paragraphs, can the child stop and describe each character using 3 specific details? OR, if the text is nonfiction, can the child interpret what certain nonfiction text features show?
• After reading, can the child write a summary, including important characters, events, and details, from the beginning, middle, end? OR, if the text is nonfiction, can the child write important facts from each heading?
• Does the child use the important language and vocabulary from the text?
• Can the child answer literal questions?
• The child has to interpret the meaning of the story and support it with details. (For example: What did the character learn? OR Why did the character feel____? OR Why did the character say ____?) OR, if the text is nonfiction, a “why do you think…” question is asked.
• The child must determine the most important event in the story and why, giving an opinion that reflects higher level thinking.
***When you read at home with your child, it is important to have your child figure out unknown words on his/her own by:
a. Look at the picture b. Sound it out c. Skip it, read on, go back
d. Look for familiar chunks in the word, for example in “wagon” there’s “ag” as in “bag” and the chunk “on” e. Always ask yourself “does that look right, sound right, make sense?”
What Does An ADVANCED 3rd Grader Look Like While Applying Strategies?
Making Connections/Prior Knowledge- Links background knowledge and examples from the text to enhance comprehension and/or interpretation
Questioning- Asks and answers different types of questions; and finds evidence in the text to support questions and answers
Visualizing/Sensory Imagery- Demonstrates multi-sensory images that extend and enrich the text; demonstration may be through any modality or medium
Determining Importance- Identifies at least one key idea, theme, or concept linking it to the overall meaning of the text. Uses supporting details from the text to clearly explain why it is important
Monitoring Comprehension- Identifies difficulties , articulates need to solve the problem and identifies the appropriate strategy to solve the problem, such as using meaning, visual, or structural cues
Predicting/Inferring- Independently makes predictions, interpretations, and/or draws conclusions; and clearly explains connections using evidence from the text and personal knowledge, ideas, or beliefs
Retelling/Summarizing/Synthesizing- Retells elements of the text in logical sequence with some extension to overall theme, message, or background knowledge, refers to characters by specific name, and uses vocabulary from text
Page compiled by: Araujo, Judith E., M.Ed., CAGS. "Expectations By Grade Level." Mrs. Judy Araujo, Reading Specialist. N.p., 4 May 2012. Web. <http://www.mrsjudyaraujo.com/expectations-by-grade-level/>.