Materials for groups

Many of us attended guided reading sessions today.
If not, we are all going through Fountas and Pinnell Benchmark assessments - with the purpose of informing our instruction for small groups during reading.

So with some of my time this afternoon, I attempted to rally some leveled reading materials and resources.

Small groups can be guided and level based. They can be focused on a strategy that different levels of students need improvement. These groups might listen to an above level text read aloud, or independent level texts may be used to ensure easy decoding so the focus is on comprehension.


We have many leveled options available to us; however, it never seems like enough!

Here are some leveling options to play around with when planning for guided reading or strategy groups. Its difficult to find a correlation or conversion chart where Fountas and Pinnell levels match up exactly with Lexile or other leveling systems. Teacher judgement and testing texts out will most likely be needed when using some of the following resources.

Also, look at students' Lexile scores on myON and MAP! How exciting to have so much data to take into consideration when planning for the best interests of our students!

Ways to find levels
Lexile correlation to FnP levels - with Lexile in small increments.
Reading A-Z levels correlation to FnP and Lexile - Lexiles in increments ranging from 50 to 370

https://readability-score.com - I would focus on Flesch-Kincaid options and correlate to Lexile.

Book Wizard - Scholastic book search by guided reading (FnP) level or Lexile

Lexile book search

Leveled Text options

Fiction and Non-fiction leveled passage - by Lexile

Newsela.com - nonfiction texts by grade level and Lexile

Pearson leveled books - same log-in as Pearson Math - guided reading levels tend to be harder than RAZ or FnP levels

Don't forget about Komensky's BOOK ROOM in the back of the science/art room!!!
And of course myON's books are leveled my Lexile and guided reading levels!

digital reading

This is the last week of the myON reading contest! If you are encouraging your students to use myON during reading workshop, here are some things to think about.

We want students to be actively reading. That means keeping tracks of their thinking: sharing reactions, visualizations (mental movies), predictions, confusing parts, and "new" words.

We train our students to use sticky notes to track their thoughts while reading. This should continue when students are reading digital texts.


SET UP

In our classroom, my co-teacher and I had the students set up their reading notebooks (in their "Stop and Jot" section) as shown in the picture below. We walked around making sure students understood how to organize their notebooks, and conferred with them about their thinking, prompting them to write down their thoughts.
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We told students:

• they are reading for 30 minutes they should have 3 thoughts written down.
• if they finish one book, start the same routine with another book

CONTENT

Since our class has been practicing retelling, visualizing, predicting, reacting, etc., students have a choice of their 3 thoughts most days. However, some days I do specify the type of thinking I want them to focus on recording. For example, I might say: you need to stop at one part and write a prediction, and sketch a visualization at 2 other parts.

If students have a difficult time stopping and jotting down their thoughts, you may want them to choose a page number to stop at before they start reading