Leveled Reader Collection at the Chelsea District Library With a - - PowerPoint PPT Presentation

Leveled Reader Collection at the Chelsea District Library

With a generous grant from MIS Cares, the library was able to purchase:

• 805 leveled books ranging from

beginning kindergarten through mid-second grade.

• Protective binders to organize

books into "kits".

• Laminated mentor instructions for

each of the 113 kits.

• Individual labels for each book to

help introduce the book to your child.

• Phonics CD's to help learn letter

sounds.

To find the right "level"

• Start by asking your child or your child's teacher.
• Choose a kit that is a couple levels below that level if
• possible. The "level" in school is taught by a skilled

teacher and often practiced several times.

• It's best if your child can be confident, mostly

independent, and fairly fluent the first time reading.

• If you see your child start to get frustrated, offer to get an

easier level or offer more support by reading to them, echo reading, or taking turns. Try to make it a positive experience!

Choosing a kit within a level

• Each level has several kits. There are fewer kits in the

higher levels, but the books are longer.

• Each kit is numbered by "sets" (ex. Level 1/A set 1, Level

1/A set 2, Level 1/A set 3, etc. Level 8/E set 4, Level 8/E set 5, Level 8/E set 6, etc.)

• Kits have a variety of books. Book titles are listed on the

inside cover of the binder.

• Kids don't have to read all the sets in a level before moving

to a different level. Moving up or down a level is not going to make a significant difference.

Kindergarten Levels: 1-4 or A-C

• Books are repetitive,

predictable, easy to memorize, and have lots of picture support

• Kits include sight word

readers to practice commonly used words in context

• Phonics CD's with level 4 kits

Beginning first grade levels: 5-8 or D-E

• Mentor instructions review

emergent reading skills and concepts about print in kindergarten levels (back side)

• Book introductions become

more important. Labels on the inside covers or back covers provide a brief description of the book. Also go through each page and discuss pictures and main ideas/ events.

• Mix of fiction and nonfiction

Mid to late first grade levels : 9-16 or F-I

• Vocabulary is more varied and

less "decodable"

• Picture support decreases,

making it important to work out difficult parts in the introduction.

• Mentor guides have

reproducible activities.

• Rescue Readers are

introduced.

"Rescue Readers" Used after level 9 to review and strengthen vowel skills.

• 21 titles in three kits.
• targeted vowel combination

practice with skill practice and stories about rescued dogs and cats.

• Detailed activities to review

and/or strengthen phonics skills.

• Mentor guides from levels

9,10, and 11 refer you to these kits.

Second grade levels: 17-24 or J-L

• Fewer books in each kit.
• Longer picture books and

chapter books

• Sets of Reader's Theater

books for fluency practice.

• Detailed "picture walk" is

usually not necessary, but still use the introduction provided.

• If fluent reading is not strong,

drop back to easier levels. *This is true for all levels.

Try to avoid telling your child to "sound it out" when they get stuck on a word.

*making each letter sound individually rarely sounds like a meaningful word. Also, most letters make multiple sounds.

When telling a child to “sound it out” while reading, you are asking them to make sounds for the letters in the word they are trying to figure out. Here are some examples of the many sounds that letters can

• make. If they only thing you

tell a child is to “sound it

• ut”, how are they going to

know which sound to make for each letter? (or when a letter doesn’t make a sound?)

A: apple, cape, again, saw, great, all B: ball, lamb C: cat, race, cheese, Chris D: dog, looked, bands E: leg, game, feed, they F: friend, of G: goat, giraffe, laugh H: happy, then, enough, hour I: middle, dive, rain J: jacket, Jose’ K: kite, know L: bell, walk N: new, song O: octopus, rope, book, soon, out, do P: stop, phone Q: quiet, S: sure, sat, wish, was T: told, thank, this, Thomas U: put, cup, tube, cause V: vase, have (ex. I have to) W: went, write, saw, down X: X-ray, xylophone Y: yellow, my, baby Z: zoo, pizza

Thank you for coming!