This document was designed to provide information about each reading level so that teachers can make informed decisions about what to teach their students and what to observe for and assess. You will also find suggested readinga-z.com texts that can be used to progress monitor students throughout the school year to determine if they are ready to move to the next level. Please keep in mind that some readinga-z.com levels do not exactly correlate to TRC/Fountas and Pinnell levels. There is a list of books that align to the TRC/Fountas and Pinnell levels for consistency and an included correlation chart for your reference. There is also graphic organizers for teacher to use when grouping students accordingly, guided reading lesson templates, sight words from Pre-K to 3rd grade and reading posters for students to use as a tool.
Observation and Assessment Tool: Teachers can use the checklists during guided reading lessons as a tool on which to record the behaviors each child is demonstrating. This helps teachers monitor student progress and provide more targeted instruction. During the lesson, the teacher should listen to as many students read as possible. While listening in, some teachers will choose to take informal running records while others may find it helpful to record their observations on these checklists.
Guided Reading Sessions: This is a graphic organize that can be used weekly. Teachers can place a check next to the group number you are meeting with that corresponds with the day you worked with them.
Grouping Students: Teachers should group no more than 6 students in a group. The smaller the groups, the more restricted the learning sessions becomes. Teachers should group students according to the reading levels. Example, A readers should be all together, C leveled readers should be together and so on and so forth. This will easily help you choose books that need to be worked on. Once you choose which students should be grouped together, you may then fill out these charts to help organize yourself. There are two different graphic organizers for teachers to use. Teachers can place each students name in the boxes and fill in their guided reading level of instruction. For the other sheet that has their independent level and instructional level, place their level next to their name. This will help teachers easily see the independent level students should be reading on their own and the instructional level, which should be read during their guided reading sessions.
Guiding Reading Lessons: These lesson templates are for teachers to use during guided reading groups. Teachers should fill out the templates as needed to keep record of the strategies being worked on with students. Teachers should fill out a template each time they work with a group of students.
Dolch Sight Words: These are high frequency words that students will see during their reading. Teacher should use these flashcards to help students build on their knowledge of words. These sight words are words students need to recognize because they do not follow any patterns to pronounce in order to sound out. Teachers should have students use these words before or after reading. Teachers will find dolch sight words for each grade that corresponds with specific reading levels. (Pages 34-90)
Reading Strategies (Flashcards): Students may use these flashcards during guided reading lessons in order to help them learn new strategies. Teachers should print these flashcards out and review them before reading according to which strategies you are working on.