Hello! Welcome! Ware taking a fresh look at Reading Levels tonight. We are glad you're here to be part of the discussion. I wonder what do you think of when you think of levels? #G2Great@brennanamy@DrMaryHoward@franmcveigh
If it’s Thursday it’s #G2Great night and we couldn’t be happier about that. We are so excited to talk about this topic because it sorely needs to be re-envisioned We’re so grateful you’re here to help us do that. @franmcveigh@brennanamy@hayhurst3
Hello everyone! Roman from Ontario, Canada. HS Teacher/Student Success Leader/Agent of Transformation. Happy to be with the brilliant minds of #g2great tonight!
John from STL MO... 3rd grade teacher... The student saying, "I'm an ___ (insert letter)" unfortunately comes to mind when thinking of levels (unless we're talking Seinfeld... then levels makes me think of Kramer) "Levels Jerry!" #g2great
Hello everyone! Roman from Ontario, Canada. HS Teacher/Student Success Leader/Agent of Transformation. Happy to be with the brilliant minds of #g2great tonight!
#g2great Hello G2Great friends! Such an important topic that deserves close re-examination and reflection. Kasey, Literacy Coach, supporting KellerISD jumping in!
John from STL MO... 3rd grade teacher... The student saying, "I'm an ___ (insert letter)" unfortunately comes to mind when thinking of levels (unless we're talking Seinfeld... then levels makes me think of Kramer) "Levels Jerry!" #g2great
Hi! I'm Jeremiah from Seattle :). I teach third grade. Excited about this talk tonight. I have some unapologetic opinions and research about levels, but I will be very professional! #g2great
A1 we need reading to be a successful task for students, so being mindful of a level can insure we are keeping that in mind. In what ways is this book going to help my student gain what they need for their cutting edge of learning? #g2great
A1 In the Primary Reading Workshop book (k-2),
page 100 it says this.
I can't speak to what others have heard/ said.
Many staff developers do NOT say a #. There is NO number in this text. KIds need to be able to access books. LOVE organizing by bands!
#TCRWP#G2Great
A1 it’s important for us to take a closer look at ALL we do. Reading levels have been around for a long time and so we must continue to fine-tune our understandings. #G2Great
A1. Reading levels are approximations and do not consider the Ss interest or passion for the subject. Levels should NOT be used as a gatekeeper. (Thou shall not read these.)
#G2Great
#G2great Technical difficulties for me! Been trying to say hello for a few minutes! Kathleen from NY. Tomorrow is my last day of school! Cheers to summer. Love tonight's topic!
A1) I would ask how does knowing the reading level helping me support this reader? Levels are a way to categorize increasing skills/strategies needed to read increasingly complex text - I'd rather focus on skills/strategies than levels themselves. #G2Great
A1 Tell me about your readers? If the answer begins with a level I know it's not being used as intended. A level is an instructional tool to examine books and development not a surname. #G2Great@brennanamy@DrMaryHoward@franmcveigh
Accountability is supposed to be to self, student, parent, etc., as part of the assessment cycle. Sadly, to often accountability is mostly to an administrator or worse to a computer program. #g2great
A1 My one question would be: How is the current system of reading levels implement with young kids helping not only kids read better, but helping them love reading and learning. The key is, if the answer is, it is not...than that needs to change. Period. Do it, for kids. #g2great
A1 - I do not think “accountability” would be the correct answer here. To a student, Reading is reading. For grouping, sure. Accountability to whom??Accountability to parents, maybe. To admin, maybe. Waiting to hear others’ thoughts. #G2Great
A1: I think we need to look at the purpose of the level...once we know the letter/number, how will we use that information? What is the connection instruction? #G2Great
#G2great Technical difficulties for me! Been trying to say hello for a few minutes! Kathleen from NY. Tomorrow is my last day of school! Cheers to summer. Love tonight's topic!
Q1. #G2Great
Q1 Why is it important for educators to take a closer look at reading levels? If you were to ask one question to initiate this reflective process, what question would you ask?
A1: Our focus on reading levels is and should be a needed tool to provide the appropriate reading support for each individual Ss.
Ask: is my focus on the letter or on the student?!? 🤔
#G2Great
#g2great A1 In what way does a reading level in and of itself teach you about HOW the reader interacts and processes text in order to establish goals and plan instruction?
A1: What is the instructional purpose for finding S levels (if there is one)?
Are we doing this to inform our instruction and help Ss improve... or to check a box? #g2great
A1. How are you certain this reading level doesn’t shift based on a student’s background knowledge, experience with genre or text structure, or motivation? #g2great
#G2great A1 My question would be "Are levels an authentic way readers select books? Is it a real world practice" Spoiler alert- it's not. I hate seeing classroom libraries that are mostly baskets with letters on them. Who shops in the M bin in real life?
A1: Our question: What ways do reading levels help us meet student instructional goals and develop each student’s reading identity and in what days do reading levels impede our abilities to meet student instructional goals and develop each student’s reading identity? #g2great
HI Kathy. Welcome and how amazing this is your first visit We hope it won’t be the last - we meet EVERY Thursday night 8:30 EST and we’d love to make you a regular ❤️ #G2Great
New friend girls! @franmcveigh@brennanamy@hayhurst3
A1: It is important to talk about them, because they were originally designed as a teacher's tool. However, they are being inappropriately misused (labeling students, restricting access, etc) I would ask "Where in the world outside of school do you see reading levels?" #g2great
A1 Reading levels have morphed into something never intended so we MUST take a step back and view them in light of what we now know/believe. Rich questions will help us re-evaluate! #G2Great
#g2great A1: The question I ask when I think about levels is “How do levels help me as a teacher?” There are times when I do think a/b the level of a text, such as when I am planning inst. or when I was making the move from middle school to 3rd grade and needed to recalibrate.
I would ask what is the purpose of knowing a student's level? As Fountas and Pinnell have said, levels are for teachers not for students and parents. #g2great
#G2great A1 My question would be "Are levels an authentic way readers select books? Is it a real world practice" Spoiler alert- it's not. I hate seeing classroom libraries that are mostly baskets with letters on them. Who shops in the M bin in real life?
A1- It's important we know where Ss are as readers. My question is why are we more focused on one specific level instead of a band of text or a range of possibilities and how to move readers through successfully? #G2Great
#g2great A1 How does a reading level capture a multidimensional individual's background, experiences, interests, strengths, weaknesses, misconceptions, goals....?
A1:since levels are tools to help teachers select appropriate text to move students forward, I would ask how did you arrive at this level for instruction? What features does this text, at this level provide based on S need?#g2great
Reading levels are a tool to match students with appropriate books. I would ask to people newer to leveling what patterns do you see in the levels? #G2Great
A1. I would ask "What grade do you teach?" Levels began as a way to provide readable text to emergent readers. They have morphed into something else. #G2Great
#g2great A1 How does a reading level capture a multidimensional individual's background, experiences, interests, strengths, weaknesses, misconceptions, goals....?
#G2great A1 My question would be "Are levels an authentic way readers select books? Is it a real world practice" Spoiler alert- it's not. I hate seeing classroom libraries that are mostly baskets with letters on them. Who shops in the M bin in real life?
A1: How do levels help teachers tailor their instruction? What characteristics do books at certain levels have? How can this help us help readers navigate tricky parts or dig deeper? #G2Great
A1. What does a reading level tell us about a reader? Are there more effective ways to gather information about our readers? Are we using reading levels at shortcuts to doing the real work of getting to know our students’ strengths and areas for growth? #g2great
A1:since levels are tools to help teachers select appropriate text to move students forward, I would ask how did you arrive at this level for instruction? What features does this text, at this level provide based on S need?#g2great
A1- I would ask, "Let's say we take levels off the table. How would you assess your Ss reading? Which tools are available? How would you help them select books? So is it possible to just go ahead and do that?" #g2great
A1 How often do we truly pause to reflect on WHY we do WHAT we do? Reading levels are a perfect example of what happens when we don’t. Using them to reduce kids to labels is dangerous & unprofessional. #G2Great
A1 part two..as people become familiarity levels they can see not all levels are created equally and that there might be anticipated pitfalls such as syntax or vocab to be aware of.. #G2Great
A1: Our question: What ways do reading levels help us meet student instructional goals and develop each student’s reading identity and in what days do reading levels impede our abilities to meet student instructional goals and develop each student’s reading identity? #g2great
Love that point Kris. Running records are not one shot pictures so we take multiple so begin to se patterns emerge. Kids can be one level in one text and not in another so we need that bigger picture #G2Great
Reading levels are a tool to match students with appropriate books. I would ask to people newer to leveling what patterns do you see in the levels? #G2Great
A1- I would ask, "Let's say we take levels off the table. How would you assess your Ss reading? Which tools are available? How would you help them select books? So is it possible to just go ahead and do that?" #g2great
A1: Are you aware of levels and how they are designed? Also are you making use of the levels properly? I believe teachers have a surface awareness and need to dig deeper before using them effectively for teaching. #g2great
I agree, me knowing what levels my students are at can help me help all students IF I use that information with care and attention not just slapping a sticker on some books. #G2great
A1 How are students truly benefiting from educators using their reading levels for instruction? I personally believe many children are being overlooked due to their levels. Too limited, act as blinders #G2Great
A1 How often do we truly pause to reflect on WHY we do WHAT we do? Reading levels are a perfect example of what happens when we don’t. Using them to reduce kids to labels is dangerous & unprofessional. #G2Great
I love this thought... Yes! It is possible and it works really well when we truly try to know who our readers are! Consistent conferring is my favorite tool :) #G2Great
A1- I would ask, "Let's say we take levels off the table. How would you assess your Ss reading? Which tools are available? How would you help them select books? So is it possible to just go ahead and do that?" #g2great
So important to change the way we organize texts. When students help us organize texts in the classroom library, we can use this process as an opportunity to teach Ss what readers consider as they select texts. #g2great
#G2great A1 My question would be "Are levels an authentic way readers select books? Is it a real world practice" Spoiler alert- it's not. I hate seeing classroom libraries that are mostly baskets with letters on them. Who shops in the M bin in real life?
A1 How and why were levels created? F& P "Thinking across the gradient from A-Z provided a picture of the development of strategic actions over time, Ts use this picture to guide observation of precise reading behaviors and teaching that would lead each reader forward." #G2Great
A1: Focus on the sources of information the student privlidges when s/he reads rather a students' level. As @BurkinsandYaris write, can you draw your reader? Do they use meaning vs visual cues etc. #g2great
A2 my WHY is helping Ss gain their literacy identity. I choose to use levels as one piece to help inform instructional decisions that need to happen for each student on that path. #g2great
A1: how/ when did leveling a child's complex reading development morph into a "high, middle, low" labeling system that somehow translates into the child being labeled "high,middle or low"?? #g2great
A1: What tools do you have to help you understand characteristics of the levels? (It's not just about the levels, it's about the characteristics). #G2Great
A1 How often do we truly pause to reflect on WHY we do WHAT we do? Reading levels are a perfect example of what happens when we don’t. Using them to reduce kids to labels is dangerous & unprofessional. #G2Great
I think my Friday morning project will be to compile these questions in one place for use in my classes and work with teachers. Fantastic reflective questions to elicit rich conversation! #g2great
I think these are good points, I also think that many make assumptions that teachers who look at levels are taking those shortcuts rather than engaging in the conversation. #G2great
A1: Rdg levels have become a part of how we teach. However, those levels don't take into account the child's experiences, connections, life, etc. How are we using the information we get from rdg levels to make them the best readers they can be? #g2great
A2 My reading level WHY is to be an instructional informant. They are meant for teachers – NOT for kids/ parents. They’re a powerful tool ONLY if used in flexible & responsible ways. #G2Great
A2) Why are we using levels? To inform our practice should be the only answer. Then, I'd ask how- how does knowing the level inform my teaching? It should always go back to specific skills & strategy instruction- not just moving kiddos up a level. #G2Great
#G2great A1 My question would be "Are levels an authentic way readers select books? Is it a real world practice" Spoiler alert- it's not. I hate seeing classroom libraries that are mostly baskets with letters on them. Who shops in the M bin in real life?
A1 How often do we truly pause to reflect on WHY we do WHAT we do? Reading levels are a perfect example of what happens when we don’t. Using them to reduce kids to labels is dangerous & unprofessional. #G2Great
A2) Why are we using levels? To inform our practice should be the only answer. Then, I'd ask how- how does knowing the level inform my teaching? It should always go back to specific skills & strategy instruction- not just moving kiddos up a level. #G2Great
A1 Ts need to take a closer look at reading levels to gauge if they provide a closer look at their Ss. A level can tell us SOMETHING but it doesn't tell us EVERYTHING. Q: Do levels tell us more about our Ss or our curriculum? #g2great
A2 I use levels. Why? Inform my practice. They help to know books and readers. They're an important instructional tool not meant to rule or define that had nothing to do with their intention. Oversimplification is always a concern. #G2Great@brennanamy@DrMaryHoward@franmcveigh
A2. I use @donalynbooks Status of the Class sheet where, only when students finish reading in class, students jot down the page # and “I’m at the part where…” Students often come back and ask for sheets in subsequent years because it’s a useful way of tracking the plot. #g2great
A1 How often do we truly pause to reflect on WHY we do WHAT we do? Reading levels are a perfect example of what happens when we don’t. Using them to reduce kids to labels is dangerous & unprofessional. #G2Great
Yes! I know my students’ levels because of mandated benchmark assessments. My kids and their parents do not. I use the information to go into the F & P Continuum to help me plan instruction and conferring points, but my library is NOT leveled. Kids can read anything. #g2great
A2) Why are we using levels? To inform our practice should be the only answer. Then, I'd ask how- how does knowing the level inform my teaching? It should always go back to specific skills & strategy instruction- not just moving kiddos up a level. #G2Great
A2. I use leveled text with emergent readers because it’s important to provide readable texts to children learning to navigate print. Leveled text helps me provide interesting books to new readers #g2great
I think there’s a difference between looking at levels and labeling readers with levels. I think the former can be a useful tool, but the latter hurts readers and spirits. #g2great
A1 Am I viewing levels as ONE part of a bunch of tools available to me as a T to facilitate growth for readers? Levels guide my instruction and inform my observations of readers strategic moves. Missing gaps? I explicitly teach/model necessary behaviors for reading texts #G2Great
A2 Reading levels are ONE measure thant CAN serve as an indicator of possible strategies. Don't use them to label, to organise or make decisions for students. It can help guide me during conferences/conversations with students. It can help set up goals. Tread carefully. #g2great
Yes! I know my students’ levels because of mandated benchmark assessments. My kids and their parents do not. I use the information to go into the F & P Continuum to help me plan instruction and conferring points, but my library is NOT leveled. Kids can read anything. #g2great
A2: My why in encouraging knowledge of levels is teachers knowing the skills that align with each level, which does impact instruction. It's a place to start. #G2Great
A2- my "why" for using adaptive levels is to help my kids- one on one or in a small group setting. It gives us a starting place, knowing what to look for with our characters' development. #G2Great
Perfection: A level can tell us SOMETHING but it doesn't tell us EVERYTHING. The most important source of information is a knowledgable teacher - always and above all else! #G2Great
A1 Ts need to take a closer look at reading levels to gauge if they provide a closer look at their Ss. A level can tell us SOMETHING but it doesn't tell us EVERYTHING. Q: Do levels tell us more about our Ss or our curriculum? #g2great
A2 I believe levels have a place in choosing books for instructional purposes with the understanding that it’s not a perfect science. Responsible use means knowing kids from all sides. #G2Great
#G2great A2 At my school, we've done a lot of work around @JSerravallo Independent Reading Assessment & understanding how texts get more complex at each level. Still, I don't tell Ss their letter level. My WHY is to develop readers who choose to read when no one is forcing them.
A2 While levels can help provide us as educators with a guide to match readers and text within their ZPD, leveling does not match real world reading. How many of us know our levels? And if we did how much of what we read falls within that so called level? #g2great
A2 I guess I’d say why are we here? What’s this all about? I’d say it was to get kids to love reading as much as I do and to become selective, life long readers. #g2great
A2) We DRA test students in gr3-5 at my school. I don’t agree with this because it wastes instructional time that kids could use to read independently. They should be reading books they can and want to read, and T’s should be using small group time for strategy groups. #G2Great
A2: My “why” is why is this the only information about the reader that we report and record on data sheets? There is so much more to a reader’s identity that doesn’t fit on the data spreadsheet. #G2Great
A2-I have a hard time knowing WHY I need levels and WHY I need to know a DRA level.I know every single child as readers. I conference with them several times per week. I check progress toward meeting personal goals. I’d understand at he beginning and end of the year. #g2great
This is exactly why I don’t tell my students what the colored dot means on my leveled books. (Each color is correlated to a level but the students just think they get colored books!)
Yes! The level is the starting point. The most important gauge is the evidence we get from the conversation with students. What do they know and not know? #G2Great
Perfection: A level can tell us SOMETHING but it doesn't tell us EVERYTHING. The most important source of information is a knowledgable teacher - always and above all else! #G2Great
A1 Ts need to take a closer look at reading levels to gauge if they provide a closer look at their Ss. A level can tell us SOMETHING but it doesn't tell us EVERYTHING. Q: Do levels tell us more about our Ss or our curriculum? #g2great
I agree. Learning about reading levels was a great first step in startign a teacher conversation about matching texts to readers. They were never intended to serve as labels. No students should say, "I am a L"#g2great
A2 I ask that they read something every evening for 20 min, but I do not require logs. We do the 40 book challenge & I do give time in class to engage in reading. If Ss find engaging text, they will do it outside of school #g2great
WOW amazing discussion about reading levels and what they can and cannot do. I’m so inspired by all of you and grateful that you are lending a voice of reason to this topic #G2Great
#g2great A2: My WHY: district mandates benchmark assessments. I use the information as ONE piece of a larger puzzle of my students’ reg lives. I can turn to the F & P Continuum to help me see the wider range of reading behaviors one might see in a child who reads at a part. level
#g2great A2 We have the responsibility to know the "whole child," reducing a student to a number removes the name and the story of the individual thus ill equipping us to meet the very needs of the student we are here to serve.
A2: This year I went full choice and levels were not a part of my practice. In the past they were. I will be going back a bit next year. I found my practice more focused and my ability to help students greater. Before any anti level zealots come at me read my blog 😁 #g2great
We couldn't agree more - The level means very little without looking at the data behind the "letter." We must watch and notice students' reading behaviors #g2great
A2: Yes I use a leveling measure as one piece of information to help get to know my readers. I don’t discuss with students or parents because it doesn’t help them grow as readers. I don’t read books at one specified level so I don’t ask kids too #G2Great
A2 I’m very much against leveling classroom libraries as it hinders more than helps. We must teach kids how to know themselves as readers & choose books accordingly. #G2Great
A2: Reading levels should serve a purpose for the teacher. It'll help guide instruction and decisions in regards to how to reach that student. #g2great
Parents don't know/understand what those levels are. To be honest, kids don't really understand either. What's with all the pressure to get to letter M or letter P? We need to know our kids as readers. Period. #g2great
A2. How would you feel as a teacher if someone said to you, "well, I know you would love to read that @HeinemannPub book but I am so sorry you have only two years experience teaching, you'll have to wait until you have more years under your belt!" #g2Great
A2: Because I want the experience my students have in school to mirror the world outside school! Reading levels don't exist outside education. I want my students to walk into any book store or library and know "This is a place for ME because I am a READER!" #g2great
#G2great A2 At my school, we've done a lot of work around @JSerravallo Independent Reading Assessment & understanding how texts get more complex at each level. Still, I don't tell Ss their letter level. My WHY is to develop readers who choose to read when no one is forcing them.
A2 I’m very much against leveling classroom libraries as it hinders more than helps. We must teach kids how to know themselves as readers & choose books accordingly. #G2Great
#g2great A2: p2 Knowing that there is a WIDE range of reading behaviors seen at each level helps me think about planning and how to move a student FORWARD to grow as a reader, not just to skip to a new level.
A2:as I make the move from 2nd to K, I’ve been reflecting a lot on how different my library is going to look. I had a great grasp on fitting kids w/ books and now I’m back to square 1. This is a good question I’m not sure I’ve an answer for, yet. Time to reflect! #g2great
A2:my why would be to help me better support my readers when engaging with any text. Allington: interest trumps level every time. so important to 1st build relationships,trust, support and guide choice,&,above all- know your books & know your readers. #g2great
#g2great What are your thoughts on Ss needing to read many books at a certain level before going to the next? Also having to write about each book read? If you have a level N reader, and he is choosing any book, how do you know when he's ready for O?
A2 I am willing to sacrifice reading level for greater representation. I'd much rather a S have a richer, more personal reading experience--seeing themselves and their communities on the pages--than for them to be reading a higher-level text where that isn't the case #g2great
Yes! I know my students’ levels because of mandated benchmark assessments. My kids and their parents do not. I use the information to go into the F & P Continuum to help me plan instruction and conferring points, but my library is NOT leveled. Kids can read anything. #g2great
Absolutely! @FountasPinnell have said over and over again that levels are a tool for trained professionals to use to make instructional decisions- they are not student or parent facing. #G2Great
Parents don't know/understand what those levels are. To be honest, kids don't really understand either. What's with all the pressure to get to letter M or letter P? We need to know our kids as readers. Period. #g2great
A3 I like to reflect on my lessons each day so that I can ensure I am giving the Ss what they need, when they need it. I love to conference and meet with parents so I can learn more about my Ss lives outside of the 4 walls of my school. #g2great
A3. I now encourage teachers to look at text bands not single levels for books for students. Levels are not on front cover or spine. They are only ONE source of information. Most books are sorted by topics; often Ss choose the categories!
#G2Great
A2: Because I want the experience my students have in school to mirror the world outside school! Reading levels don't exist outside education. I want my students to walk into any book store or library and know "This is a place for ME because I am a READER!" #g2great
It’s almost like I read books written by Fountas and Pinnell when my district started using the assessments so that I would know how to use the assessment information! I wasn’t going to give an assessment just to give it. #g2great
A3) For me, it's all about continually conferring with my students so I truly get to know them as readers. I share conference insights with students, parents, and colleagues alike. Levels themselves actually don't play much of a role in the day-to-day reading classroom #G2Great
A3 We have honest hard conversations about why we do what we do. W/o honest introspection, we’re simply blindly forging ahead. That’s never a good thing. #G2Great
The Next Step in Guided Reading @DrJanrichardson is a great text to reference. Learning about emergent and early bands rather than transitional. #G2Great
Yes me, too! When I introduce the classroom library, I spread ALL the books out on the carpet and let’s students (in groups) sort them. And then we agree on how to label the bins. It builds excitement, investment, and makes it feel like OUR library for the year. #G2Great
Agreed— as a HS teacher, I prioritize finding books that students WANT to read— they will have an easier time if they are engaged vs read a less-interesting book that may be considered their level #G2great#READ5305
So true! I see interest paramount with my own 6-year-old. He'll pick up a third-grade text on dinosaurs and be able to navigate it decently because interest is high. #G2Great
A2:my why would be to help me better support my readers when engaging with any text. Allington: interest trumps level every time. so important to 1st build relationships,trust, support and guide choice,&,above all- know your books & know your readers. #g2great
We agree with you, Mary. When the label our baskets with reading levels, students identify as a level. We can use levels as an instructional tool and foster a love of reading by having the classroom library become the hub of literacy learning in the classroom. #g2great
A2 I’m very much against leveling classroom libraries as it hinders more than helps. We must teach kids how to know themselves as readers & choose books accordingly. #G2Great
I don’t use logs. Instead, students share their reading lives through writing and in small group and whole-class conversations. We need to create a reading community within our classrooms. #G2Great
Mollie, I think you’re entering the grade where levels are extremely useful. As long as we don’t talk about levels to kids, levels are an incredible help. There is a fine gradient btw levels at that stage. We can move them along..... #g2great
A2:as I make the move from 2nd to K, I’ve been reflecting a lot on how different my library is going to look. I had a great grasp on fitting kids w/ books and now I’m back to square 1. This is a good question I’m not sure I’ve an answer for, yet. Time to reflect! #g2great
Love this comment, Kathleen. Let me just say this: Reading levels were not a thing in the 1960s and 70s when I was a kid in school. They are a recent construct designed to profit off kids and teachers. #g2great P.S. I’m hijacking the chat! 😁
A3 I understand the role of leveling texts.This is the purview of the T. Families, TA's volunteers s/focus on building a love of reading by being readers themselves. It's not a race, it's not a letter grade, it's a complex tool. #G2Great@brennanamy@DrMaryHoward@franmcveigh
A3: Let students take part in organizing their classroom library! When we asked kids how they wanted to label bins, all 5 classrooms that were part of our classroom library makeover project said, "No levels"! As a result, the teachers revised their thinking. #g2great
A3 One Word. Or is it two? Workshop! The workshop model is an authentic way of knowing my students and communicating what I know directly with parents with Authentic information. #G2great
A3-My Ss only homework was to READ! During our Parent Night, we explained that while we are sending home a reading log for students to record their thoughts about what they are reading nightly using book-brain-heart responses, it's more important they are READING. #g2great
#g2great A3 pt. 1 Unfortunately the misuse of levels has permeated our parent communities causing a competition to race up the text ladder! Perhaps even more sad...most teachers, administrators, and parents really have no idea what in fact that level represents.
A3 When I started teaching 3rd, I used a log. It didn't feel right to me. Over time, I've adapted to a reading record & using digital reading walls to share our reading lives. Use logs sparingly for a limited time with Ss who are struggling with stamina or engagement #G2great
A3: A great way to examine own practices is by reading PD books — learn from the experts!
Then provide a survey to students and parents to make sure everyone’s voice is being heard
#G2Great
I don't believe any student has to write about EVERY book.
NO!
But I do believe that students need to read a variety of books to demonstrate that they have mastered the skills . . . that can easily come out in book clubs!
#G2Great@MrsSokolowski
#g2great What are your thoughts on Ss needing to read many books at a certain level before going to the next? Also having to write about each book read? If you have a level N reader, and he is choosing any book, how do you know when he's ready for O?
I agree, Melissa. Plus I found that a signature does not necessarily mean that meaningful reading occurred. I much prefer to have conversations about the books my students are reading both in and and out of the classroom. We moved to more of a book talk/sharing model. #g2great
We agree with you, Mary. When the label our baskets with reading levels, students identify as a level. We can use levels as an instructional tool and foster a love of reading by having the classroom library become the hub of literacy learning in the classroom. #g2great
A2 I’m very much against leveling classroom libraries as it hinders more than helps. We must teach kids how to know themselves as readers & choose books accordingly. #G2Great
A3: An example is when I discovered Donalyn Miller's work, and the Daily 5 / CAFE model. That was about two years ago. Both shaped me as the teacher I am today #g2great
A2 Why do I use F&P GRLs? I get a picture of how Ss problem solve when rdng increasingly more difficult texts. I use leveled books to inform read aloud choice, shared reading instruction, guided reading lesson planning. WDTW by @BurkinsandYaris posits integrated approach #G2Great
A3: When we ask our Ss, “Why did you choose this book we get so much information?” Did they choose it because of the text level? Did they choose it because it is funny, scary, a favorite author, a well-loved book, etc.. When we listen, we learn. #g2great
A3 Putting kids above levels at all times & asking how our viewpoints help or hurt kids (both are possible). Above all, we stop DOING w/o benefit of thinking! #G2Great
A3: my classroom library used to be labeled level bins. For the last few years I’ve had students help organize and decide on labels for the bins and make the library their own. They can pick from any bin depending on interest. #G2Great
A3: Last year I had a student tell me “I can’t read these novels I am only an N” Why they had to know that before coming to me I don’t know. So we didn’t mention them again. We just found books at his level and built skills. #g2great p.1
A2 I’m very much against leveling classroom libraries as it hinders more than helps. We must teach kids how to know themselves as readers & choose books accordingly. #G2Great
A3: Last year I had a student tell me “I can’t read these novels I am only an N” Why they had to know that before coming to me I don’t know. So we didn’t mention them again. We just found books at his level and built skills. #g2great p.1
A2 I’m very much against leveling classroom libraries as it hinders more than helps. We must teach kids how to know themselves as readers & choose books accordingly. #G2Great
I’ve seen levels go from a discreet tool for teachers of emergent readers to a publicized label on grade cards of intermediate kids — and now the inevitable backlash. #g2great
A3: I let Ss borrow books regardless of level. I’m amazed how many Ss come back & day a text was not a good fit. We need to trust our Ss to know their comfort zone #G2Great
A2: Helping my students become confident readers who crave reading is my why. I have to do running records and find their reading level because administrators tell me I have to. However, what I choose to do with that is up to me as the teacher. #g2great
A3 I use a variety for texts for different purposes, book clubs, student choice is important as it assists with motivation & supports interest. I listen to podcasts & participate in chats & read to keep myself up to par on current trends #g2great
A3 p.2 The student asked his level at the end of the year and he was instructional X. He was excited but more excited he read his first novel l. #g2Great
A3: my classroom library used to be labeled level bins. For the last few years I’ve had students help organize and decide on labels for the bins and make the library their own. They can pick from any bin depending on interest. #G2Great
A3 Levels were never meant to report to kids/parents. We can evolve this practice by actually talking @ kids as readers not levels. There’s a BIG difference. #G2Great
Agreed— as a HS teacher, I prioritize finding books that students WANT to read— they will have an easier time if they are engaged vs read a less-interesting book that may be considered their level #G2great#READ5305
#g2great A3 pt. If we are going to use levels then we darn sure better make sure we have the knowledge of what those text characteristics and complexities include. Furthermore, we'd better be well equipped in our practices to grow readers who are accurate, fluent, and comprehend
A2 #G2Great Can we agree that looking at what is inside a certain level helps guide our instruction and we know what to teach into? We just need to keep the emphasis on the reader
yes @mwallauerteach ... interest rules. and the trusting relationship + guiding choices IF we really know our Ss and the books they may love = winning moment
#g2great
A2:my why would be to help me better support my readers when engaging with any text. Allington: interest trumps level every time. so important to 1st build relationships,trust, support and guide choice,&,above all- know your books & know your readers. #g2great
A3:I second conferring!The detailed, personal notes guide minute to minute decisions & help readers set/reach goals-looking back to see growth and having daily conversations that let your readers know you care and are invested. +you always know what they love2 read most! #g2great
A3: Knowing the characteristics of text bands are helpful to scaffold readers towards deeper thinking of complex texts. But background knowledge and interest level can all influence the “level” readers can read with success. The level doesn’t matter without engagement #G2Great
A3 To be completely honest, in the past, I didn’t do so regularly. This practice has changed. Conferring with students and reaching out to parents regularly will help guide my practice. I plan on using Voxer with my parents to keep building on partnerships/conversations #g2great
I’ve seen levels go from a discreet tool for teachers of emergent readers to a publicized label on grade cards of intermediate kids — and now the inevitable backlash. #g2great
I’ve seen levels go from a discreet tool for teachers of emergent readers to a publicized label on grade cards of intermediate kids — and now the inevitable backlash. #g2great
I would be inclined to say pick two or three and be ready to tell me about how they have impacted you as a reader. . .
It's reading!
More reading!
Reading!
#G2Great
A3: Instruction and learning evolves much deeper with conferences with students. If you're using that to guide your instruction, then levels are likely being used appropriately. #G2Great
I’ve seen levels go from a discreet tool for teachers of emergent readers to a publicized label on grade cards of intermediate kids — and now the inevitable backlash. #g2great
A4. Text levels make it easier to match up texts with students for the sake of developing fluency or automaticity, but they are not the only source of information.
Accountability?
You read ONLY books on your level and see how you like it? LOL
#G2Great
A4 A better mode of accountability would be running records. Take a look at what the T and S is doing during the reading of a book. When coded and analyzed these can give a clear window into what the S is doing as well as what the T may be doing or not doing. #g2great
A4: Early and emergent readers need more support choosing books than our transitional & developing readers. Scaffolds are temporary and should be removed as readers grow.Levels were never meant to be a scaffold for students. They are an instructional tool for teachers. #g2great
Don’t quite agree with this. Levels were used very effectively with emergent readers as we moved from basals to engaging books back in the 1980s. Reading Recovery taught us to use them well with early readers. #g2great
Love this comment, Kathleen. Let me just say this: Reading levels were not a thing in the 1960s and 70s when I was a kid in school. They are a recent construct designed to profit off kids and teachers. #g2great P.S. I’m hijacking the chat! 😁
A4 It should go without saying but I’ll say it anyway. If I had it my way I’d rip down every leveling chart displayed in every classroom. Universal labeling is educational malpractice at its worst #G2Great
A4) Accountability? If more focus is spent on creating a nurturing reading community where readers get to know themselves, each other, and a wide variety of books, they will want to read and will grow as readers. I don't believe accountability plays a role. #G2Great
Always mind-boggling that districts would mandate something like AR. I often wonder who would have that kind of power. Disturbing to say the least! #G2Great
#g2great Staying current in what’s happening in ed research is one of the most important things I do as a teacher. I wish this had been part of my pre-service classes (way back in the late 80s/early 90s)!
A3: Having conversations with students about the books they're reading is quite insightful. It's good to let kids choose a book- for whatever their reason- give them the benefit... they may just surprise you. Don't neglect Ss interest in rdg. #g2great
#g2great A3 Levels are a TEACHER'S TOOL, simple as that! So if you don't know how to use the tool in compilation with other literacy tools to grow independent proficient readers who love reading then please don't use them because they are doing more harm than good!
A4 It should go without saying but I’ll say it anyway. If I had it my way I’d rip down every leveling chart displayed in every classroom. Universal labeling is educational malpractice at its worst #G2Great
A4: Early and emergent readers need more support choosing books than our transitional & developing readers. Scaffolds are temporary and should be removed as readers grow.Levels were never meant to be a scaffold for students. They are an instructional tool for teachers. #g2great
#G2Great I did this, too, when I had my own classroom- the children loved the exercise and then owned the library- also built a community around loving books and reading!
Yes me, too! When I introduce the classroom library, I spread ALL the books out on the carpet and let’s students (in groups) sort them. And then we agree on how to label the bins. It builds excitement, investment, and makes it feel like OUR library for the year. #G2Great
I agree! We must also be careful of 'diversity' books labels. Just as levels become labels this promote bias & othering. Lets expose Ss to a variety of text including complexity, genres, topics, characters, settings etc. to create inclusive library for inclusive society. #G2Great
A4 I just look back at my running records. I try to hold myself accountable. That way I know I checked in looked at strengths and teaching points. #g2great
A4 Reading journals, using flip grid to respond, using notice & note, physical conferencing. There are so many different ways to see if Ss are making progress besides doing a reading log or looking for a signature #g2great
A3. I strive to be learner centered and know the whole child. I focus on what the Reading Recovery S can do and analyze the book to be certain that the book is the right fit to move the child forward.#G2Great
0 replies 0 retweets 0 likes
I agree & there are so many ways we can do that w/o levels. We teach kids what it feels like to read a book that 'fits'- enough practice and they will find them in any bin. Let's give them strategies for the long-term that don't divide or demean #g2great
A2 Yes, @shkrajewski. i've seen many successful classroom libraries set up by topic & not level. The interest so motivates. Again, I will ask my favorite question to #g2great: Do you have a library in your classroom, or is your classroom inside your library? Reflect on the why!
A4 It should go without saying but I’ll say it anyway. If I had it my way I’d rip down every leveling chart displayed in every classroom. Universal labeling is educational malpractice at its worst #G2Great
A4 Talk with your students. Nothing helps people be accountable, engaged, passionate more than talking about it. Show them interest. Be attentive. Invest your time. CONFER!!! #G2Great
A3: Last year I had a student tell me “I can’t read these novels I am only an N” Why they had to know that before coming to me I don’t know. So we didn’t mention them again. We just found books at his level and built skills. #g2great p.1
A3 Supporting developing rdrs is a complex process. One tiny part is info I get from Ss rdng leveled books. Listening to S thinking during read aloud, watching S choose bks, conferring during ind rdg, observing their book discussions/writing is the bulk of data I collect #G2Great
A4 It should go without saying but I’ll say it anyway. If I had it my way I’d rip down every leveling chart displayed in every classroom. Universal labeling is educational malpractice at its worst #G2Great
My HS students like using @donalynbooks’s STATUS OF THE CLASS sheet. We only use it when we finish in class reading, and they find the “I’m at the part where…” prompt a great map back into a text. They often ask for them when they move on to other classes bc USEFUL. #g2great
A4 Levels make TS accountable to support thoughtful choices about books for small group instruction & ensure accelerated progress. BUT it’s only one piece of the decision-making puzzle. #G2Great
A3: Having conversations with students about the books they're reading is quite insightful. It's good to let kids choose a book- for whatever their reason- give them the benefit... they may just surprise you. Don't neglect Ss interest in rdg. #g2great
A4- TALK TO THE KIDS! Conferring is the BEST way to keep kids accountable! In my experience, these kids aren’t trying to let me down. When they are struggling, we struggle together and get through it! #perseverance#G2Great
A3. Through listening to experts and colleaguesmoved from Ss using levels to set/track goals to me only using them to target strategies and small groups #G2Great
A3 Somehow lost the thread of parent involvement. Just as I worry about heavy reliance of levels themselves I think parents supporting a home reading life that meets their needs not imposed is important #g2great
I take your point. I don’t teach elementary. Reading levels are not really a thing in high school English classes. Many of us learned to read w/ out levels, and certainly forcing kids into a level is detrimental to desire to read. #G2Great
A4: Just save yourself and students from logging minutes and/or pages read!
Have students write a recommendation for the book and stick it in the book for the next student. 📚📖💕
#G2Great
A4: Teachers taking notes after reading conferencing. Showing what they are doing to help the student grow. It is more work and why levelling has taken in the form it has. #g2Great
My HS students like using @donalynbooks’s STATUS OF THE CLASS sheet. We only use it when we finish in class reading, and they find the “I’m at the part where…” prompt a great map back into a text. They often ask for them when they move on to other classes bc USEFUL. #g2great
A4: I have found that my teachers that regularly confer with students don't need anything for accountability beyond that. Kids love conferences and they want to read! #G2great
A2 Yes, @shkrajewski. i've seen many successful classroom libraries set up by topic & not level. The interest so motivates. Again, I will ask my favorite question to #g2great: Do you have a library in your classroom, or is your classroom inside your library? Reflect on the why!
A4 The danger of using accountability is that we relinquish prof responsibility that's a problem. Levels are about text complexity and growth. #G2Great@franmcveigh@brennanamy@DrMaryHoward
We use conferences and “reading letters” where they reflect on what they read every two weeks to help them with their learning, and we do a lot of @pennykittle style prompts in class to go back into texts for independent reading. #g2great
Some see levels as making book choice easier for kids. Teach students how to select books that excite and engage them. By doing so, you are giving children a true gift: the opportunity to identify as readers by doing the work that real readers do! #g2great
A4: Who is being held accountable by the level. The student or the teacher? My Ss can’t tell you their letter, but they can tell you about themselves as a reader. Conversations are critical, but often don’t count b/c they can’t convert to a data point. #G2Great
Nothing wrong with that Michelle. We’re moving awfully fast so sometimes I just have to take the slow turtle view and soak in the wonder of it all #G2Great
A4: I have found that my teachers that regularly confer with students don't need anything for accountability beyond that. Kids love conferences and they want to read! #G2great
A4 levels sometimes pigeonhole readers to certain books. They get stuck in a reading rut and lose their love of reading. Providing support to help readers read the books that interest them and make them want to read is most important #g2great
A4 Levels aren’t a perfect science so “level” is a myth. It depends on interest, level of support, text, background knowledge etc. We MUST take the human factor into account. #G2Great
A4: students should be accountable for developing a reading identity and finding books they love, not for reading books within a designated level. If I do my job of creating a community of readers, accountability is just a buzzword #G2Great
Our conversations with kids do count. When we merge the information we glean from formal assessments with our day to day observations, we get to truly understand our students. #g2great
A4: Who is being held accountable by the level. The student or the teacher? My Ss can’t tell you their letter, but they can tell you about themselves as a reader. Conversations are critical, but often don’t count b/c they can’t convert to a data point. #G2Great
A5. Expectancy as shared by @KatherineBomer today at #tcrwp would have us know that all students are capable of great growth and learning! We need to celebrate our "differentness" and not be afraid of it!
#G2Great
A5 I think reading levels are key for young readers, learning to read, and develop a self extending system. I like to pick up whatever and read it... regardless of the level, but for beginning readers we have to be cognizant of what they need. #g2great
A4 Kid watch! Notice if the student is laughing as she reads. Does she have a look of concern on her face as she reads a gripping scene. These are signs of true engagement! #g2great
A4 Ask students about if they're reading anything good. Ask them about new words they've come across. Ask students about books they want to read next… really just ask them about it! #G2Great
A5) One Healthy Habit of reading is for readers to have expectations for themselves- to create reading goals, reading lists, a time/place to read at school/home, to get into a regular habit- for them to do it for themselves, not for us. This helps build a lifelong habit. #G2Great
A5 The only way levels can play a role in instilling a lifelong love of learning is that it helps us flexibly ensure that instructional texts are not frustrating. #G2Great
A4 Levels allow me to see and track if students are continuing to grow as a reader. I also think if I am teaching specific skills through shared reading I want to see how students are applying what they learn. In a small group or during a conference I can check in. #G2Great
A3 We listen to our Ss interests so we can fill shelves w/books they'll read. We hear family concerns about their Ss rdg habits at home and we adjust our support. We match books to our learning community so we maximize inclusivity. #G2Great
A5: All readers do need to select texts they can read and we do want children to know that real reading means getting lost in a text. Matching books to readers & teaching students how to find books they love is our work as teachers. #g2great
A4:Conference, kidwatch, analyze a running record for MSV. So many times, in an RTI meeting, I’m asked by admin, what is the S level. Why such a focus on a number? Don’t you want to know what S is doing as a reader? #g2great
A5: I think beyond reading levels, a child or adult's ability to monitoring their understanding and use "fix-up strategies" impacts life-long reading. Those are the two strategies I use the most as a life-long reader. #G2Great
A4: One on one conferences help me personalize learning for my readers. I get to see what strategies they’re using and plan some next steps out. I try to hold myself accountable by planning a check-in date. #READ5305#G2Great
A5 Reading levels in themselves do not instill a love of learning. They are a tool for teachers to use to help guide their practice and decisions. No real life expectations. We need to reflect and use carefully. We are there for kids first & foremost. #g2great
a4:often hear that the logs create accountability,hold parents responsible.haven't seen a log do anything but frustrate/ penalize eager readers(& parents!) & kill the joy of reading.conferring isnt flashy. it takes time,commitment and understanding. it's beautiful work #g2great
A5 Levels are meant to ensure that we cast a wide net that we give Ss experiences w/ varied texts/genres so that they may discover what they enjoy reading. Levels + Purposeful Experiences = Joyful reading. #G2Great@franmcveigh@brennanamy@DrMaryHoward
I completely agree Glenda! I think leveling books for emergent reading 5-year-olds is a very different thing than levels used above even 2nd or 3rd grade! #g2great
I take your point. I don’t teach elementary. Reading levels are not really a thing in high school English classes. Many of us learned to read w/ out levels, and certainly forcing kids into a level is detrimental to desire to read. #G2Great
I think yes and no. I think younger grades will have more of a heavy hand in helping students pick out text, but I believe they can still read without knowing their own level. #G2Great
A5 I think reading levels are key for young readers, learning to read, and develop a self extending system. I like to pick up whatever and read it... regardless of the level, but for beginning readers we have to be cognizant of what they need. #g2great
I was motivated to read the SRA cards because another girl and I always raced to see who would be the first one to finish the box. Certainly not the intended objective! #g2great
Yes. A time and a place. It's an interesting thing to study in September when considering rdg identity, or when trying to pick up pace in the winter. #purpose matters! #G2Great
A1 How often do we truly pause to reflect on WHY we do WHAT we do? Reading levels are a perfect example of what happens when we don’t. Using them to reduce kids to labels is dangerous & unprofessional. #G2Great
A5: I know myself as a reader. I know what I can and cannot handle as a language learner.
A reading level doesn’t need to dictate what a student reads.
Ss need to learn to know themselves as readers! 📖📚🙌🏼
#G2Great
A4: Ummm... how about talking to the kids? Like I said, get to know the students as readers!! One aspect of workshop that I love... conferring! You'll learn a lot! #g2great
#g2great A4 "We access what we value." Stephanie Harvey & Annie Ward; What message are we sending students when we stamp a letter on a spreadsheet that then becomes the dictator of what the S has access to and the level of support they receive.
A5 Reading levels in themselves do not instill a love of learning. They are a tool for teachers to use to help guide their practice and decisions. No real life expectations. We need to reflect and use carefully. We are there for kids first & foremost. #g2great
A5 I believe that choice and time spent reading books kids love instill a love of reading. The only number that will help us do that is TIME glorious time! #G2Great
A5: I was quite the wild reader myself when I was younger. If I was restricted to a level I would have quit reading a long time ago. I am grateful if I ever had a level as a reader when I was younger, my teachers never told me.
So my answer is no, they do not. #g2great
A5- Anytime we start turning something joyful and magical into a task to be measured, dissected and evaluated- naturally, there will be less joy, less intrinsic motivation, less love. My most passionate readers never ask me about levels. My less joyful ones do. #g2great
When we create reading communities, readers become comfortable, and eventually more confident. Those trusted reading sources are so important. #G2Great
A5: Back to the original point of the evening. If reading levels are used as intended, for guided reading, for the Ts eyes only. Then it won't have any affect on the love of reading because students will be independently reading based off of interest and self-selection. #g2great
A5: Levels can help younger students make thoughtful book choices & more choices lead to eager readers. The lifelong love of reading comes when kids discover the right book at the right time. #G2Great
A5: Levels do not instill a love of learning. Helping students find texts that interest and inspire them and allowing them to discuss and question them do. Levels can help teachers guide students towards strategies to help them navigate texts with success #G2Great
A5 Our beliefs offer us an internal filtering system that will ensure that what we do fits with what we value. We always use that filter whenever we consider levels. #G2Great
What's nuts is that you had to prove yourself by reading the SRA in order to read a 'REAL' book??? Why do we do these things? #WellIntentionedFail#G2Great
In reply to
@JenAnsbach, @mindi_r, @chrisp16, @ssvincent
A5: The only way I see levels providing/improving life long readers is if they are used to help Ss discover a myriad of books they can access well which in turn gets them into more and more books #g2great
A5: I think this question, or a slight variation of it, should be posed at every staff meeting at the beginning of the year. What DOES instill life-long readers? Every teacher should reflect deeply on this. #G2Great
A5 We are making learning experiences authentic so, our reading expectations need to reflect that. Book clubs are wonderful for this Ss need to create norms & choose selections. You get a better “buy-in” #G2Great
#g2great A5 Realistically, we continue to look for the fast fix in education. Quick data doesn't equate quality data. Computer assessments, standardized tests, singular data can't capture what a knowledgeable, present teacher can in meaningful intentional interactions with Ss.
A5. I was wtg a graduation speech this morning and ndd to find out how diamonds are formed (as a metaphor for something). The lexile level was ok on the site I read, but my STEM knowledge was weak. Read it 6 times. It's about more than lexile! #G2Great
A5: sure. If a teacher structures their intervention properly using levels as a piece of instruction and helping with book choice for those not yet ready to make the best choice will lead to success and thus love in a perfect world. #g2great
A5. Expectations are exactly WHY this topic must be revisited often. What I think?
What I know?
What's my source?
Here's what #TCRWP says in K-2 Reading Workshop book, p. 100.
#G2Great
A5- Anytime we start turning something joyful and magical into a task to be measured, dissected and evaluated- naturally, there will be less joy, less intrinsic motivation, less love. My most passionate readers never ask me about levels. My less joyful ones do. #g2great
YES! We do not want students sitting in front of frustration level texts for days on end pretending to read. Meet with students, talk with them about the books they are reading so we know how they are accessing the text #g2great
A5 The only way levels can play a role in instilling a lifelong love of learning is that it helps us flexibly ensure that instructional texts are not frustrating. #G2Great
A5 I do not think levels are necessary once we see students have the problem solving strategies to work through texts, cross check and self monitor. However, we still need to continue teaching grade level standards. #G2Great
A5: Reading levels help us ensure our kiddos have accessible texts, but modeling, abundant reading, and thoughtful conversations around interesting texts make our kids lifelong readers. #G2Great#READ5305
While levels can be useful for gauging a students' growth, I think we have to be careful not to claim success unless that student loves reading. High levels alone are not enough to make a reader! #g2great
A6 in a perfect world there would be unlimited access to books on any interest level that are leveled when needed so virtually any reader could pick up any text they want and it is PERFECT for them in the moment. #g2great
A6. The texts in
PK, K, & 1st needs of Ss
vary so much. The support that is needed also varies. I would love to see "levels" buried inside a six digit code that repeats the level twice so it is less obvious
( BACDAE would be A)
Sneaky for Ts w/ less pressure. #G2Great
What's nuts is that you had to prove yourself by reading the SRA in order to read a 'REAL' book??? Why do we do these things? #WellIntentionedFail#G2Great
In reply to
@JenAnsbach, @mindi_r, @chrisp16, @ssvincent
A5- In real life, I can go to the library (or online) and pick whatever book I want! Then, it's up to me how to read it. As a reader, I've decided I like to jot notes in my books. I share these same ideas with my students. They have to determine what works for them. #g2great
A4 Gad all this accountability stuff sounds like compliance and big brother. Lack of trust. I till think we can let kids help figure this out for themselves. A class discussion how to proceed especially for older kids #g2great
A6 Any leveling design must be used selectively & flexibly as ONE source of information that informs instructional choices. It’s gotten WAY out of control. #G2Great
A5: Levels will NOT instill a love for learning or reading for that matter. They can be a great tool when used wisely. Keyword: TOOL it's not the end all be all! #g2great
The books we choose to read aloud matter. If we choose long, hard book then students want long hard books. We must read aloud and book talk all types of books. Show students options and we open doors. #g2great
A6: I would want teachers to think deeper than the level. I want them to know the skills that are aligned with each level and use that as a starting point. Then, the heavy hitter for PD would be conferring and formative assessment: What does the student know and not know?#G2Great
Honestly Tom, I was one of those parents bc in our house we read every night even weekends for an hour it was/is still part of our lives. At that point, the way the log was constructed, it felt like an intrusion. Plus the T didn't beleive him despite that he was a gifted reader.
A6 I believe in personalized models that differentiate based on every student. It isn't the easy model, but it is the one that kids deserve. Following, guiding, conferring with students helps them acheive the goals THEY have & need. #g2great
Yes, @DrMaryHoward - Ive been sharing that with Ts for probl 12 years... it's a "new" way of thinking about our classroom environment & it truly includes more topic-driven than level-driven. Any grade, any content area! #G2great
#g2great A5 We cannot allow compliance to numb us to what we as professionals know is best for students. If levels is required then gather the data with fidelity and use it intentionally but resist turning on autopilot and placing a check on a checklist. Make it meaningful!
A6 in a perfect world there would be unlimited access to books on any interest level that are leveled when needed so virtually any reader could pick up any text they want and it is PERFECT for them in the moment. #g2great
A6: I stopped using levels when I discovered the CAFE system from @thedailycafe. It allows me to confer with students and help them without using any levels. My student's success has never been greater. @lorilovesbooks#g2great
1st thing on our mind when we sit down to confer with readers is book choice. Does the text engage the reader? How did he or she find it? What strategies did they leverage? What additional strategies might be helpful for finding a steady stream of good-fit texts. #g2great
A6: Help students find books that work for them. Confer and coach do they can be successful reading the books they love. Meet the reader’s needs, not the level #G2Great
Judging from the comments Jenn I think most agree that levels have a place but have been grossly overestimated while other even more important sources of information is ignored. It’s a gathering of information that matters! #g2great
A6. Texts at levels have specific features. It's good to teach those features and skills, so gaps don't grow. But that's just a piece of good reading instruction, not all of it! #G2Great
A5- Anytime we start turning something joyful and magical into a task to be measured, dissected and evaluated- naturally, there will be less joy, less intrinsic motivation, less love. My most passionate readers never ask me about levels. My less joyful ones do. #g2great
Create reading communities within your school! Today, I did a “book giveaway” email and 8 teachers came up to my room that have never been there before. They left with books for their rooms after some great conversations about favorites and kids. 📚❤️ #g2great
#g2great A6 pt.1 the process needs to mimic authentic reading as much as possible, allow for choice, allow for tapping into background knowledge, make sure all genres are considered...
The books we choose to read aloud matter. If we choose long, hard book then students want long hard books. We must read aloud and book talk all types of books. Show students options and we open doors. #g2great
A6 I would ensure guided reading is viewed as one small piece of a much bigger picture. Levels have become the star of the show but that was never the goal. #G2Great
A6: Our students need: SO MANY CHOICES
Books that mirror their identity. Books that offer a window to others’ perspectives. Hard books. Easy books!
📚📚📚📚📚📚📚📚📚📚📚📚
I want to hear kids say: I am a reader, NOT I am a “letter”
#G2Great
A6: Get to know your students right away! Build community so that one student can say to another... "You will love this book becuase it is all about X." Beginning of the school year is all about interest inventories, interviews and community building activities! #g2great
A6: Our students need: SO MANY CHOICES
Books that mirror their identity. Books that offer a window to others’ perspectives. Hard books. Easy books!
📚📚📚📚📚📚📚📚📚📚📚📚
I want to hear kids say: I am a reader, NOT I am a “letter”
#G2Great
A6: I think just remembering that levels are but one cog on the reading wheel can help alter practices. So many other parts go into describing a reader...and into becoming a reader. Kids aren’t motivated to read b/c they aspire to be a K. #G2Great
A6: Our students need: SO MANY CHOICES
Books that mirror their identity. Books that offer a window to others’ perspectives. Hard books. Easy books!
📚📚📚📚📚📚📚📚📚📚📚📚
I want to hear kids say: I am a reader, NOT I am a “letter”
#G2Great
I would use levels discreetly with early readers, without talking to children about levels —- but by the time kids can read books typically found at the library, I’d want them learning to match themselves to text...no levels. #g2great
A6: Take time to talk with Ss after a formal assessment. Ask why questions - Listen and learn the why's behind their answers. Spend the rest of the time talking to them about their reading life. Help them choose books they want to read. #g2great
#g2great A6 pt. Above all take the time to capture and analyze the readers behaviors, process, and how they interact with texts in compilation with your other anecdotal info and kid watching to make informed decisions about a student's goal and path for growth, let them b a part
A6: I am looking at a workshop approach and working in more intervention time. I want to do guided reading in JH and HS to the degree that we can work on skills that I think are long neglected once we have kids leave Elem. #g2great p.1
#g2great My classroom library is the most important part of my room and takes up the most square footage. I had to completely redo when I moved from 7th to 3rd. It was great fun. Currently sitting at about 1500 books, but I can always find room for more!
A6. Allington has valid points about connection btwn rdg volume and success. Levels help gauge this. But once again, there's more to it than that. #G2Great
Of course! It is important to know research about what types of books kids like in general. And then it goes back to building relationships with students, knowing them and what they like! It all comes full circle! #G2Great
Create reading communities within your school! Today, I did a “book giveaway” email and 8 teachers came up to my room that have never been there before. They left with books for their rooms after some great conversations about favorites and kids. 📚❤️ #g2great
A6: Part 2 Part of that will be looking at levels but for me not them, for more guided book choice PART of the time. I want them to read what they want but I also need them to read what will help them build. THose are not always the same. #G2Great
It is a fabulous book with 50 strategies to support struggling readers. Tips are very easy to follow and are all research supported. It gave me new perspectives to some ideas I had about supporting my students
And that’s their real life school world. Those read alouds are the staple of a literacy program from the day they enter toddlers (way before kindergarten). As they get older the more complex the story even in picture books. #g2great
The books we choose to read aloud matter. If we choose long, hard book then students want long hard books. We must read aloud and book talk all types of books. Show students options and we open doors. #g2great
A6: I am looking at a workshop approach and working in more intervention time. I want to do guided reading in JH and HS to the degree that we can work on skills that I think are long neglected once we have kids leave Elem. #g2great p.1
A6: Leveled texts really help me put accessible books in my kids’ hands. However, I definitely believe that just because a book is leveled correctly doesn’t mean it’s a right fit for that student. Students’ interests should always be the first priority! #READ5305#G2Great
A6 FLEXIBILITY OF PURPOSE is the only leveling design that will support our efforts. It’s ONE informant of many & only helpful if we consider ALL we know @ kids. #G2Great
As we work to know readers, one of the 1st things we explore is how they are helping themselves find books and how their choices are working. Without conferring, it's nearly impossible to really understand the connection between readers and their choices. #g2great@ChristinaNosek
A6: Help students find books that work for them. Confer and coach do they can be successful reading the books they love. Meet the reader’s needs, not the level #G2Great
Kasey @LitercyCoachKS such a good point. I am joining very late tonight ....do what is "best for the students". Yes. WE are the "professionals". I wish parents trusted us more...
A6. the level wouldn't rule our Teaching or our Ss but carefully used as an instructional data point to help us when guiding those teachable moments that are meaningful, relevant, and S-centered, which always includes engagement, choice, & interest. #g2great
No problem. We started using this system a few years ago. I think there are other systems of course. #g2great is a wonderful place to grow and learn (I'm still getting my sea legs under me with all this stuff too in many ways).
A6. Allington has valid points about connection btwn rdg volume and success. Levels help gauge this. But once again, there's more to it than that. #G2Great
The books we choose to read aloud matter. If we choose long, hard book then students want long hard books. We must read aloud and book talk all types of books. Show students options and we open doors. #g2great
Of course! It is important to know research about what types of books kids like in general. And then it goes back to building relationships with students, knowing them and what they like! It all comes full circle! #G2Great
A7 I would like to take a look at using levels more deeply, to ensure that I am driven by what a student needs & wants, NOT just the next level. #g2great
A6. Allington has valid points about connection btwn rdg volume and success. Levels help gauge this. But once again, there's more to it than that. #G2Great
A6 I would develop a reading behavior/skill checklist and offer suggested text types and titles that would support skills at each bend. As text increased with complexity so would skills. Levels should be banded together to support skills within a developmental range #G2Great
A7 We MUST make leveling conversations a priority in our schools. There’s too much blind doing w/o understanding the role levels play. Lack of knowledge is a dangerous proposition. #G2Great
Right, the gradual release means playing with that tension that exists within bands of text. It's like an intellectual workout bc levels are about text complexity too. We tend to lean into the developmental parts but it's both. #G2Great
True and as with all students work, look at their strengths, feed those first, not the challenges or struggles. When we build on their strengths I feel they’re more confident in meeting and working on challenges. It’s were not there YET #g2great
A7: I need to be more intentional in understanding what skills and strategies are expected or needed at certain levels that show up often in my room in order to better design 1:1 and small group instruction (levels are part of the background that informs the foreground) #g2great
A6 Provide high quality instruction and give students an abundance of time to read and write for authentic reasons. Then give plenty of time to talk and you listen. #G2Great
This is a real problem! T ed programs don't deal with this bc of credit limitations in some states. There isn't time for more than 3-6 credits of literacy. #G2Great
Successful book choice happens at the intersection of INTEREST and READABILITY. But INTEREST has to come first and READABILITY is much broader than a level. #g2great@ChristinaNosek
A7: Kicking off the 18-19 school year with this question: How do we create life-long readers? This is our mission, beyond tests, beyond benchmarks, beyond everything. #G2Great
A7: Continue to ask teachers to tell us about their students as readers. When a teacher mentions a level, work together to look at the student work to help them identify learning goals to move beyond levels #g2great
I think the key to reading levels is teachers educating themselves about reading levels, what their students need, and how to use the rdg levels appropriately. As with anything (rdg, writing, and math) there must be a balance to your instruction.
Yes! I agree! The level of a text is only part of the equation. The relatable interest a book holds will determine how well students will engage. It’s an important aspect of teaching we shouldn’t forget! #g2great
A7 this year I’ve focused not on levels but developing skills. I’ve taught/ reinforced skills through book clubs and allowed ss to take more ownership of their reading lives. I’ve seen the most growth in 14 years. To get better at reading ss need to read books they love #G2Great
A6: I think that's why small group is so important. It gives the opportunity to work on the students and meet them where they are...we get to provide them with what they need. It should be Ss centered and of course you use your data. #g2great
A7: Real talk I learned I need to be less judgy which is not a word but I am using it anyway. On both sides of the aisle we have people with strong opinion and somewhere in the grey might be a balanced approach. Also I need to consider lvls more #g2great
A7 I designed a matrix of books for levels A through C in order to better ensure children learn HFW and progress smoothly through those beginning levels. #g2great
Love, love, love what you said. Conferring is a chance to say, "I'm here as a partner do some problem solving with you. Let's make a plan together. " #g2great@ChristinaNosek
A7 It's a conversation worth having, a fight worth fighting. I was in a school recently where kids could only check a book out from the library if it was their level. I felt incensed but said nothing. #g2great
A6:is there a measure of a joyful,life long reader at any age?Look 4Enthusiastic readers w/i a classroom community w/a culture of literacy,studentcentered,w/choice,access &inclusivity-teacher who confers &facilitates deep thinking,provides opportunity through read aloud #g2great
Successful book choice happens at the intersection of INTEREST and READABILITY. But INTEREST has to come first and READABILITY is much broader than a level. #g2great@ChristinaNosek
A7: Continue to ask teachers about each student's reading habits and dispositions. The more we talk about what engages a student the more we help move beyond text levels. #g2great
A7: Kicking off the 18-19 school year with this question: How do we create life-long readers? This is our mission, beyond tests, beyond benchmarks, beyond everything. #G2Great
A7 Too many schools MANDATE guided reading w/o even understanding what it is. Sadly, thoughtless mandates will ALWAYS go awry - & so they have! #G2Great
A7- bringing my coworkers into the conversation! We all use "reading levels", and it's time we have a true understanding of how they should/shouldn't be used in our classrooms. #helpingkids#G2Great
A7: Each week this chat reminds me to keep asking “why” and to change my thinking/practices if I don’t have an answer that goes beyond “because we’ve always done it that way”. Purposely levels is no exception. #G2Great
A7 I wish our Ss were not motivated by their “level” but instead were focused on just engaging with text, having fun & learning. I want that to be more of a focus in my classroom. (too bad assessment interfere w/ that.) #G2Great
#g2great A6 Keep advocating for kids and best practices, don't become complacent, when we know better, we have to do better! Honestly, much of it begins with a pause to reflect and ask why and be willing to learn if we don't have a good answer for that why.
So happy to have Tammy Mulligan and Clare Landrigan here toinght. Their wonderful book It’s All about the Books can help us address the leveling issue in classroom libraries. Here’s Frans #G2Great post about it @franmcveigh@ClareandTammyhttps://t.co/P1DVVS96Ca
A7: Kicking off the 18-19 school year with this question: How do we create life-long readers? This is our mission, beyond tests, beyond benchmarks, beyond everything. #G2Great
I am thinking about placing the value of conferring at the center of the leveling conversation. Conferring gives teachers so much authentic and meaningful information than assessing students' level. #g2great
A6: I think when kids know what their purpose for reading a book/text is, they should be able to gauge whether or not they can read/access it. We, as teachers, need to help them recognize when a book will or won’t meet their needs. #g2great
A7. At one school, grade 1 children gained control of reading as they learned HFW. This stopped retention. At beginning levels, reading levels actually make sense. #G2Great
"the 'interestingness' of a text is THIRTY TIMES more powerful than the
readability of text when it comes to comprehension and recall" - Johnson and Blair #G2Great
Successful book choice happens at the intersection of INTEREST and READABILITY. But INTEREST has to come first and READABILITY is much broader than a level. #g2great@ChristinaNosek
We might not be able to control the assessments we give, but we do control how we talk to students about their learning. We can change the conversation away from levels and towards developing meaningful goals and a strong reading identity. #g2great
A7 Our beliefs and our actions cannot be at cross purposes. I think we need to start with our beliefs and THEN use that as the guide for our actions. They must be aligned. #G2Great
We started a conversation board in some schools w essential Qs about levels. Ts responded w post-its that they later sorted and discussed. Helped shape our practice. #G2Great#littogether
A7 Have reading levels as a tool in my professional bag to help guide practice and reflection. Never use it as a forced measure. Advicate for kids first. Do what is good for them. #g2great
A6 Provide high quality instruction and give students an abundance of time to read and write for authentic reasons. Then give plenty of time to talk and you listen. #G2Great
#g2great This is why I talk with my kids about “stretch books”. A book can stretch a reader in many ways: ideas, vocabulary, complexity, genre, format, etc. Any book that stretches us in some way helps us to become better readers.
We might not be able to control the assessments we give, but we do control how we talk to students about their learning. We can change the conversation away from levels and towards developing meaningful goals and a strong reading identity. #g2great
A7: When working with teachers and their classroom libraries... the question WHY will be asked. I think asking will provide a lot of insight and reflection. #g2great
A7: I teach LLI so sometimes when talking with the classroom teacher, we discuss level BUT I realize I need to remind that levels are for us teachers - not the student and parents. ‘Putting it out there’ can’t happen too often! #G2Great
YAY!!! @cclark421! How fortunate your Ss have been this year! Lifelong readers is one of our big goals and it sounds like you've provided those opportunities for your Ss! #g2great
A7 this year I’ve focused not on levels but developing skills. I’ve taught/ reinforced skills through book clubs and allowed ss to take more ownership of their reading lives. I’ve seen the most growth in 14 years. To get better at reading ss need to read books they love #G2Great
Doing and understanding are two different things Alex. Yes I agree that we can’t say here you go and leave it at that. And yet it seems to be a THING! #G2Great
Next week #G2Great puts topic #3 in our series under the spotlight: PUSH IN vs. PULL OUT. This should be a lively discussion a we’ve gone awry on this one! Please lend your voice to this important topic friends! @franmcveigh@hayhurst3@brennanamy
Alert: https://t.co/hQ4tKbu6Er
Every week #g2great provides me with things to think about and learn from. Listen-Learn-Be Open to change. We expect that of our students. When did teachers stop thinking like students? Thanks #G2Great@DrMaryHoward@brennanamy@hayhurst3@franmcveigh as always you inspire.
We appreciate you all joining us tonight. There's always a lot learn with #G2Great's brilliant PLN. We make this a great place to be and I thank you thank you for your dedication to Ss and making our profession stronger. #G2Great@franmcveigh@brennanamy@DrMaryHoward
