Instructional Reading Level
Only approximately 1 in 10 words will be difficult when reading a selection from the Student Edition for students who are at grade level. (A typical third-grader reads approximately 105–120 words correct per minute.)
- Students reading at grade level should read regularly from the Student Edition and On-Level Leveled Readers, with teacher support as suggested in the Teacher's Editions.
- Students reading below grade level can read the Strategic Intervention Leveled Readers. Instructional plans can be found in the Teacher's Edition and the Leveled Reader Teaching Guide.
- Students who are reading above grade level can read the Advanced Leveled Readers. Instructional plans can be found in the Teacher's Edition and the Leveled Reader Teaching Guide.
Independent Reading Level
Students should read regularly in independent-level texts in which no more than approximately 1 in 20 words is difficult for the reader. Other factors that make a book easy to read include the student's interest in the topic, the amount of text on a page, how well illustrations support meaning, and the complexity and familiarity of the concepts. Suggested books for self-selected reading are provided for each lesson on
p. TR14 in this Teacher's Edition.
Guide students in learning how to self-select books at their independent reading level. As you talk about a book with students, discuss the challenging concepts in it, list new words students find in sampling the book, and ask students about their familiarity with the topic. A blackline master to help students evaluate books for independent reading is provided on p. DI•58.
Self-Selected/Independent Reading
While oral reading allows you to assess students' reading level and fluency, independent reading is of crucial importance to students' futures as readers and learners. Students need to develop their ability to read independently for increasing amounts of time.
- Schedule a regular time for sustained independent reading in your classroom. During the year, gradually increase the amount of time devoted to independent reading.
- Encourage students to track the amount of time they read independently and the number of pages they read in a given amount of time. Tracking will help motivate them to gradually increase their duration and speed. Blackline masters for tracking independent reading are provided on pp. DI•58 and TR15.
Taking a Running Record
A running record is an assessment of a student's oral reading accuracy and oral reading fluency. Reading accuracy is based on the number of words read correctly. Reading fluency is based on the reading rate (the number of words correct per minute) and the degree to which a student reads with a "natural flow."
How to Measure Reading Accuracy
- Choose a grade-level text of about 80 to 120 words that is unfamiliar to the student.
- Make a copy of the text for yourself. Make a copy for the student or have the student read aloud from a book.
- Give the student the text and have the student read aloud. (You may wish to record the student's reading for later evaluation.)
- On your copy of the text, mark any miscues or errors the student makes while reading. See the running record sample on page TR20, which shows how to identify and mark miscues.
- Count the total number of words in the text and the total number of errors made by the student. Note: If a student makes the same error more than once, such as mispronouncing the same word multiple times, count it as one error. Self-corrections do not count as actual errors. Use the following formula to calculate the percentage score, or accuracy rate:
Interpreting the Results
- A student who reads 95–100% of the words correctly is reading at an independent level and may need more challenging text.
- A student who reads 90–94% of the words correctly is reading at an instructional level and will likely benefit from guided instruction.
- A student who reads 89% or fewer of the words correctly is reading at a frustrational level and may benefit most from targeted instruction with lower-level texts and intervention.
How to Measure Reading Rate (WCPM)
- Follow Steps 1–3 above.
- Note the exact times when the student begins and finishes reading.
- Use the following formula to calculate the number of words correct per minute (WCPM):
Interpreting the Results
An appropriate reading rate for a third-grader is 105–120 (WCPM).
