The Independent Reading Level Assessment is the essential diagnostic and formative assessment tool that enables teachers to use the TEKS to establish a baseline reading level and outline a course of remediation, acceleration, or maintenance for each child and his/her family. The ENIL (Evaluación del nivel independiente de lectura) isalso available for Spanish Language Learners.
IRLA® Development Reading Taxonomy
IRLA Starter Kit(30 Students)
EnglishGrades K-5 $1,800 Grades 6-12 $1,900
SpanishGrades K-5 $1,800
1 day of PD is included with the purchase of 5 or more modules.
IRLA STARTER KITDifferentiated Support to Assess, Teach, and Accelerate Reading Levels
American Reading Company offers a complete reading assessment and instruction system all organized around the IRLA/ENIL.
5 Baskets at a Range of Reading Levels (150 Leveled Literatry and Informational Titles)
Rotating TEKS leveled classroom libraries put authentic trade books, color-coded to each IRLA/ENIL level, at the fingertips of teachers and students, giving each student instant access to just-right text for independent practice, coaching, and conferencing.
This five-basket set provides an initial start to independent practice in IRLA/ENIL leveled texts. Due to the limited level range and quantity of titles in a fi ve-basket library, most classrooms will need at least twice this many books to support independent reading across a school year.
Reading Acquisition Take-Home Skills CardsSkills cards serve as family-friendly versions of each IRLA/ENIL level, outlining the skills, standards, and habits students need to master at that level.
Leveled Classroom Libraries
Additional Reading Assessment and Instruction Supports
100 Book Challenge®
ENIL:Developmental Reading Taxonomy® Built on Texas Essential Knowledge and Skills
®®
5 6 7 8 9 &10 11& 12
LAM 1Az 2Az Ne An Pú 1Br Pl Or2Br
®
Estructura para la Evaluación del nivel independiente de lectura
AMERICANREADING COMPANY
Registrando el progreso del/la estudianteen preparación para la universidad y la vida profesional
2019
Built on Texas Essential Knowledge and Skills
4
Ne
en preparación para la universidad y la vida profesionalPreK 1 2 3 4 5 6 7 8 9 &10 11& 12Kindergarten
RTM 1G 2G 1B 2B 1R 2R Wt Bk Or Pu 1Br Si Gl2Br1-3Y
®
Tracking Student Progress
Toward College and Career Readiness
Developmental Reading Taxonomy® Built on Texas Essential Knowledge and Skills
AMERICANREADING COMPANY
2019
IRLA:Independent ReadingLevel Assessment® Framework®®
IRLA® /ENIL® $150
Performance-Management System Home & School Reading Small-Group Instruction
IRLA and Foundational Skills Toolkits
RTM 1B 2B Bk Pu
®
Tracking Student Progress
Toward College and Career Readiness
Developmental Reading Taxonomy® Built on Texas Essential Knowledge and Skills
AMERICANREADING COMPANY
2019
IRLA:Independent ReadingLevel Assessment® Framework®
Built on Texas Essential Knowledge and Skills
RLA:Independent ReadingLevel Assessment® Framework
2 3 4 5 6 7
2B 1R 2R Wt Bk Or Pu 1Br
Toward College and Career ReadinessToward College and Career Readiness
Developmental Reading Taxonomy® Built on Texas Essential Knowledge and Skills
RLA:Level Assessment® Framework
Toward College and Career ReadinessToward College and Career ReadinessToward College and Career ReadinessToward College and Career Readiness
9 &10 11& 12
Si Gl
®
Tracking Tracking Student Progress Student Progress
Toward College and Career ReadinessToward College and Career Readiness
8
2Br
Student Progress Toward College and Career ReadinessToward College and Career Readiness
IRLAIRLA
PreK 1Kindergarten
RTM 1G 2G 1B1-3Y
Developmental Reading Taxonomy
IRLA®
AMERICANREADING COMPANYFOUNDATIONAL SKILLS
TOOLKITIRLA: Developmental Reading Taxonomy
AMERICANREADING COMPANY
PreK 1 2 3 4 5 6 7 8 9 &10 11& 12Kindergarten
RTM 1G 2G 1B 2B 1R 2R Wt Bk Or Pu 1Br Si Gl2Br1-3Y
®PreK 1 2 3 4 5 6 7 8 9 &10 11& 12Kindergarten
RTM 1G 2G 1B 2B 1R 2R Wt Bk Or Pu 1Br Si Gl2Br1-3Y
®PreK 1 2 3 4 5 6 7 8 9 &10 11& 12Kindergarten
RTM 1G 2G 1B 2B 1R 2R Wt Bk Or Pu 1Br Si Gl2Br1-3Y
®1
1B
Harry Truman Elementary School Dashboard Feb/2012
Average Reading Profi ciency Growth
Reading Growth by Classroom
Mrs. Peters
Classroom Reading Profi ciency Growth
Room: 122 Grade: K
Mr. Smith
Mr. Flynn
Mrs. Jones
Mrs. Lucas
Room: 234 Grade: 2
Room: 112 Grade: 1
Room: 120 Grade: 1
Room: 121 Grade: 3
1.1 Years
Mrs. RodriguezRoom: 122 Grade: 6
Mr. Richards
Mrs. Ray
Mrs. Landis
Room: 112 Grade: 5
Room: 120 Grade: K
Room: 121 Grade: K
0.1 Years
0.3 Years
0.9 Years
0.4 Years
0.8 Years
0.8 Years
0.6 Years
0.6 Years
Harry Truman Elementary School Dashboard Feb
Average Reading Profi ciency Growth
Reading Growth by Classroom
Room: 122 Grade: 6
Average Reading Profi ciency Growth
Mrs. Peters
Classroom
Room: 122 Grade: K
Mr. Smith
Mr. Flynn
Mrs. Jones
Mrs. Lucas
Room: 234 Grade: 2
Room: 112 Grade: 1
Room: 120 Grade: 1
Room: 121 Grade: 3
Mrs. RodriguezRoom: 122 Grade: 6
Mr. Richards
Mrs. Ray
Mrs. Landis
Room: 112 Grade: 5
Room: 120 Grade: K
Room: 121 Grade: K
Also available in Spanish. Learn more at americanreading.com/teks
IRLA 167Bk
Bk Independent Reading Level Overview 4.00 - 4.99Acquire a Series Reading Habit and Robust Word Schema
Bk Learning FocusAcquire a Series Reading HabitBk-level readers really get hooked on reading. This is when silent reading takes off and readers will sit and read for long periods of time, reluctant to stop because they want to find out what happens next. Bk is the level where good readers binge on junky series books (e.g., Christopher’s sports fiction). This should be encouraged because it builds fluency, silent reading speed, endurance, and the habit of reading. Literary taste will come with experience. Require Bk-level readers to demonstrate their proficiency in both fiction and nonfiction, but otherwise let them indulge their passions. The levels that follow require students to broaden their reading into new genres. Take advantage of page-turners to have students master the narrative form: characters, settings, dialogue, point of view, theme, etc., in both reading and writing.
Robust Word SchemaBk is the first level where students must have already acquired an academic vocabulary of at least 1,500 words. In Bk text, the vocabulary demands are increasing both in density and sophistication, with 3–5 words and/or phrases on a typical chapter book page not familiar from everyday speech. Be sure readers can define those words either from past reading experience or through the use of their word schema (context clues, word parts, analogy, etc.). Bk-level readers should finish a Bk chapter book, or its equivalent, each week.
• Make inferences and use evidence to support understanding.Range of Reading ELAR TEKS 4.5 • Self-select [Bk literary and informational] text and read independently for a
sustained period of time. Academic Vocabulary in Current Schema ELAR TEKS 4.3(C)• Determine the meaning of and use words with affixes such as mis-, sub-, -ment,
and -ity/ty and roots such as auto, graph, and meter.
Retell, paraphrase, or summarize texts in ways that maintain meaning and
Make inferences and use evidence to support understanding.Range of Reading ELAR TEKS 5.5 • Self-select [Or literary and informational] text and read independently for a
sustained period of time. Academic Vocabulary in Current Schema ELAR TEKS 5.3(C)• Identify the meaning of and use words with affixes such as trans-, super-, -ive,
and -logy and roots such as geo and photo.
®®
Independent Reading Level Overview 4.00 - 4.99Acquire a Series Reading Habit and Robust Word Schema
Acquire a Series Reading HabitBk-level readers really get hooked on reading. This is when silent reading takes off and readers will sit and read for long periods of time, reluctant to stop because they want to find out what happens next. Bk is the level where good readers binge on junky series books (e.g., Goosebumps, Diary of a Wimpy Kid, Matt Christopher’s sports fiction). This should be encouraged because it builds fluency, silent reading speed, endurance, and the habit of reading. Literary taste will come with experience. Require Bk-level readers to demonstrate their proficiency in both fiction and nonfiction, but otherwise let them indulge their passions. The levels that follow require students to broaden their reading into new genres. Take advantage of page-turners to have students master the narrative form: characters, settings, dialogue, point of view, theme, etc., in both reading and writing.
Robust Word SchemaBk is the first level where students must have already acquired an academic vocabulary of at least 1,500 words. In Bk text, the vocabulary demands are increasing both in density and sophistication, with 3–5 words and/or phrases on a typical chapter book page not familiar from everyday speech. Be sure readers can define those words either from past reading experience or through the use of their word schema (context clues, word parts, analogy, etc.). Bk-level readers should finish a Bk chapter book, or its equivalent, each week.
Key Texas Essential Knowledge and SkillsELAR TEKS 4.5 Self-select [Bk chapter books/series] and read independently for a sustained period of time.
ELAR TEKS 4.3(C) Determine the meaning of and use words with affixes such as mis-, sub-, -ment, and -ity/ty and roots such as auto, graph, and meter.
ELAR TEKS 4.10(D) Describe how the author’s use of imagery, literal and figurative language such as simile and metaphor, and sound devices such as alliteration and assonance achieves specific purposes.
Entry RequirementsMust be in place before earning Bk designation.Comprehension ELAR TEKS 4.7(D)/4.6(F)• Retell, paraphrase, or summarize texts in ways that maintain meaning and
logical order. Make inferences and use evidence to support understanding.
Range of Reading ELAR TEKS 4.5 Self-select [Bk literary and informational] text and read independently for a sustained period of time.
Academic Vocabulary in Current Schema ELAR TEKS 4.3(C)Determine the meaning of and use words with affixes such as mis-, sub-, -ment,
Exit RequirementsMust be in place before earning Or designation.Comprehension ELAR TEKS 5.7(D)/5.6(F)• Retell, paraphrase, or summarize texts in ways that maintain meaning and
logical order. • Make inferences and use evidence to support understanding.Range of Reading ELAR TEKS 5.5
Academic Vocabulary in Current Schema ELAR TEKS 4.3(C)Determine the meaning of and use words with affixes such as mis-, sub-, -ment,
Retell, paraphrase, or summarize texts in ways that maintain meaning and
Make inferences and use evidence to support understanding.Range of Reading ELAR TEKS 5.5 • Self-select [Or literary and informational] text and read independently for a
Independent Reading Level OverviewAcquire a Series Reading Habit and Robust Word Schema
Acquire a Series Reading HabitBk-level readers really get hooked on reading. This is when silent reading takes off and readers will sit and read for long periods of time, reluctant to stop because they want to find out what happens next. Bk is the level where good readers binge on junky series books (e.g., Christopher’s sports fiction). This should be encouraged because it builds fluency, silent reading speed, endurance, and the habit of reading. Literary taste will come with experience. Require Bk-level readers to demonstrate their proficiency in both fiction and nonfiction, but otherwise let them indulge their passions. The levels that follow require students to broaden their reading into new genres. Take advantage of page-turners to have students master the narrative form: characters, settings, dialogue, point of view, theme, etc., in both reading and writing.
Robust Word SchemaBk is the first level where students must have already acquired an academic vocabulary of at least 1,500 words. In Bk text, the vocabulary demands are increasing both in density and sophistication, with 3–5 words and/or phrases on a typical chapter book page not familiar from everyday speech. Be sure readers can define those words either from past reading experience or through the use of their word schema (context clues, word parts, analogy, etc.). Bk-level readers should finish a Bk chapter book, or its equivalent, each week.
Determine the meaning of and use words with affixes such as mis-, sub-, -ment,
Self-select [Bk literary and informational] text and read independently for a
Academic Vocabulary in Current Schema ELAR TEKS 4.3(C)Determine the meaning of and use words with affixes such as mis-, sub-, -ment,
Retell, paraphrase, or summarize texts in ways that maintain meaning and
Make inferences and use evidence to support understanding.Range of Reading ELAR TEKS 5.5
Self-select [Or literary and informational] text and read independently for a
Independent Reading Level OverviewAcquire a Series Reading Habit and Robust Word Schema
Acquire a Series Reading HabitBk-level readers really get hooked on reading. This is when silent reading takes off and readers will sit and read for long periods of time, reluctant to stop because they want to find out what happens next. Bk is the level where good readers binge on junky series books (e.g., Christopher’s sports fiction). This should be encouraged because it builds fluency, silent reading speed, endurance, and the habit of reading. Literary taste will come with experience. Require Bk-level readers to demonstrate their proficiency in both fiction and nonfiction, but otherwise let them indulge their passions. The levels that follow require students to broaden their reading into new genres. Take advantage of page-turners to have students master the narrative form: characters, settings, dialogue, point of view, theme, etc., in both reading and writing.
Robust Word SchemaBk is the first level where students must have already acquired an academic vocabulary of at least 1,500 words. In Bk text, the vocabulary demands are increasing both in density and sophistication, with 3–5 words and/or phrases on a typical chapter book page not familiar from everyday speech. Be sure readers can define those words either from past reading experience or through the use of their word schema (context clues, word parts, analogy, etc.). Bk-level readers should finish a Bk chapter book, or its equivalent, each week.
Entry Requirements
IRLA 167Bk
Bk Independent Reading Level Overview 4.00 - 4.99Acquire a Series Reading Habit and Robust Word Schema
Bk Learning FocusAcquire a Series Reading HabitBk-level readers really get hooked on reading. This is when silent reading takes off and readers will sit and read for long periods of time, reluctant to stop because they want to find out what happens next. Bk is the level where good readers binge on junky series books (e.g., Goosebumps, Diary of a Wimpy Kid, Matt Christopher’s sports fiction). This should be encouraged because it builds fluency, silent reading speed, endurance, and the habit of reading. Literary taste will come with experience. Require Bk-level readers to demonstrate their proficiency in both fiction and nonfiction, but otherwise let them indulge their passions. The levels that follow require students to broaden their reading into new genres. Take advantage of page-turners to have students master the narrative form: characters, settings, dialogue, point of view, theme, etc., in both reading and writing.
Robust Word SchemaBk is the first level where students must have already acquired an academic vocabulary of at least 1,500 words. In Bk text, the vocabulary demands are increasing both in density and sophistication, with 3–5 words and/or phrases on a typical chapter book page not familiar from everyday speech. Be sure readers can define those words either from past reading experience or through the use of their word schema (context clues, word parts, analogy, etc.). Bk-level readers should finish a Bk chapter book, or its equivalent, each week.
Key Texas Essential Knowledge and SkillsELAR TEKS 4.5 Self-select [Bk chapter books/series] and read independently for a sustained period of time.
ELAR TEKS 4.3(C) Determine the meaning of and use words with affixes such as mis-, sub-, -ment, and -ity/ty and roots such as auto, graph, and meter.
ELAR TEKS 4.10(D) Describe how the author’s use of imagery, literal and figurative language such as simile and metaphor, and sound devices such as alliteration and assonance achieves specific purposes.
Entry RequirementsMust be in place before earning Bk designation.Comprehension ELAR TEKS 4.7(D)/4.6(F)• Retell, paraphrase, or summarize texts in ways that maintain meaning and
logical order. • Make inferences and use evidence to support understanding.Range of Reading ELAR TEKS 4.5 • Self-select [Bk literary and informational] text and read independently for a
sustained period of time. Academic Vocabulary in Current Schema ELAR TEKS 4.3(C)• Determine the meaning of and use words with affixes such as mis-, sub-, -ment,
and -ity/ty and roots such as auto, graph, and meter.
Exit RequirementsMust be in place before earning Or designation.Comprehension ELAR TEKS 5.7(D)/5.6(F)• Retell, paraphrase, or summarize texts in ways that maintain meaning and
logical order. • Make inferences and use evidence to support understanding.Range of Reading ELAR TEKS 5.5 • Self-select [Or literary and informational] text and read independently for a
sustained period of time. Academic Vocabulary in Current Schema ELAR TEKS 5.3(C)• Identify the meaning of and use words with affixes such as trans-, super-, -ive,
and -logy and roots such as geo and photo.
®
SchoolPace®/eIRLA® Annual SubscriptionRecommended purchase for student data
tracking. See reverse for more info.
®®®
TEKS EDITION
GRADES 2-3GRADES 2-3GRADES 2-3GRADES 2-3GRADES 2-3
INSTRUCTIONAL FRAMEWORK
100100100100100100100100100100100100100100100100100100100100100100100100100100100100100100100100100100100100100100100
CHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGEINSTRUCTIONAL FRAMEWORKINSTRUCTIONAL FRAMEWORKINSTRUCTIONAL FRAMEWORKCHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGE
PreK 1 2 3 4 5 6 7 8 9 &10 11& 12Kindergarten
RTM 1G 2G 1B 2B 1R 2R Wt Bk Or Pu 1Br Si Gl2Br1-3Y
®
Tracking Student Progress
Toward College and Career Readiness
Developmental Reading Taxonomy® Built on Texas Essential Knowledge and Skills
AMERICANREADING COMPANY
2019
IRLA:Independent ReadingLevel Assessment® Framework®®
Developmental Reading Taxonomy®Developmental Reading Taxonomy®Developmental Reading Taxonomy Built on Texas Essential Knowledge and SkillsDevelopmental Reading Taxonomy Built on Texas Essential Knowledge and Skills
Tracking Tracking Student Progress Student Progress
Toward College and Career ReadinessToward College and Career Readiness
Data That Changes Adult Behavior
PreK Kindergarten 1 2 3 4 5 6 7 8 9 & 10 11 & 12 Percentage of Students
Grade Date Students RTM 1Y 2Y 3Y 1G 2G 1B 2B 1R 2R Wt Bk Or Pu 1Br 2Br Si Gl Emergency At RiskProfi cient or
Above
KOct 1st 1112 776 133 199 4 69.7 12 18.3
1stOct 1st 1075 37 149 176 237 206 150 115 5 74.9 13.9 11.2
2ndOct 1st 906 1 5 1 1 98 126 241 212 203 14 3 1 75.7 22.4 1.9
3rdOct 1st 1001 11 15 37 130 132 171 223 274 3 3 2 71.9 27.4 0.7
4thOct 1st 991 2 12 75 24 37 211 295 261 60 12 2 66.2 26.3 7.5
5thOct 1st 755 8 9 10 16 45 65 189 181 196 30 5 1 45.3 24 30.7
6thOct 1st 462 1 1 1 1 7 22 61 89 147 115 15 1 1 39.6 31.8 28.6
7thOct 1st 302 1 4 20 13 30 49 100 59 18 8 38.8 33.1 28.1
8thOct 1st 215 1 1 1 5 20 28 57 60 28 12 2 52.6 27.9 19.5
STUDENT GROWTH MODEL
Emergency At Risk Profi cient or Above
Date StudentsRTM 1Y 2Y 3Y 1G 2G 1B 2B 1R 2R Wt Bk Or Pu 1Br 2Br Si Gl Emergency At Risk
Profi cient or Above
Oct 1st 6819 814 287 387 260 363 492 52 4 441 593 591 605 514 434 304 139 48 20 3 55.4 24.1 20.5
School Total
1st
Date Students
Oct 1st
School TotalHarry Truman Elementary School Dashboard Feb/2012
Average Reading Profi ciency Growth
Reading Growth by Classroom
Mrs. Peters
Classroom Reading Profi ciency Growth
Room: 122 Grade: K
Mr. Smith
Mr. Flynn
Mrs. Jones
Mrs. Lucas
Room: 234 Grade: 2
Room: 112 Grade: 1
Room: 120 Grade: 1
Room: 121 Grade: 3
1.1 Years
Mrs. RodriguezRoom: 122 Grade: 6
Mr. Richards
Mrs. Ray
Mrs. Landis
Room: 112 Grade: 5
Room: 120 Grade: K
Room: 121 Grade: K
0.1 Years
0.3 Years
0.9 Years
0.4 Years
0.8 Years
0.8 Years
0.6 Years
0.6 Years
Performance ManagementUse Student Performance Data to Measure Adult Success in Real-Time
Mount Bradley School District Dashboard SchoolPace
Targets
Drivers
Progress
3,405 Students Can Apply CCSS to Grade-Level Text
8,190 Students Can Read Grade-Level Text With Basic Comprehension
25,470 Students on Target for Reading Practice
17,312 Students on Targetfor Teacher Conferencing
12.7%30.5%
96.2% 65.4%
Less Than 1 Year
%1.0–1.5 Years
%1.6–2.0 Years
%More Than
2 Years%
7,987 76.1% 2,316 22.1% 173 1.6% 21 0.2%
3,654 63.4% 1,349 23.4% 469 8.1% 293 5.1%
542 5.3% 671 6.6% 3,013 29.5% 5,988 58.6%
12,183 46.0% 4,336 16.4% 3,655 13.8% 6,302 23.8%
Average Gap of Students Not on Target 3.7 Steps Average Time Since Last Conference 15.7 Days
TotalStudents
%
Profi cient or AboveOn or Above Grade Level 10,497 39.6%
At-Risk.01–1.9 Years Below Grade Level 5,765 21.8%
Emergency2 or More Years Below Grade Level 10,214 38.6%
26,476
Students Trending Toward Each Tier of Reading Growth
Average Rate of Reading Growth
Students Can Read Grade-Level Text With Basic Comprehension
Date Generated: 10/19/2016
Text Level
Reading Practice
CCSS Application
Expert Coaching
Total Participating Students in Grades K–12: 26,476
Text Level
INDIVIDUAL STUDENT Reading Growth Over Time
Independent Reading Level of All Students DISTRICT WIDE
Average Rate of Reading Growth byDISTRICT, SCHOOL AND CLASSROOM
in Real Time
SchoolPace/eIRLA web-based data tracker provides daily monitoring of real-time actionable data to adjust interventions as needed for each student and classroom. With SchoolPace/eIRLA, educators will be able to:
• Track student progress, skill by skill, across the TEKS Standards.
• Conference with students using interactive, embedded assessments.
• Collaborate with multiple teachers.• Document evidence of student achievement.
SchoolPace/eIRLA$5,500 subscription
per school per school year.
ProgressProgress
25,470 Students on Target for Reading Practice
Average Gap of Students Not on Target
Profi cient or AboveOn or Above Grade Level
At-Risk.01–1.9 Years Below Grade Level
Emergency2 or More Years Below Grade Level
Students Can Read Grade-Level Text With Basic Comprehension
Date Generated: 10/19/2016
Text Level
For more information visit www.americanreading.com/teks