IRLA Training Session

1. IRLA
Overview
SMES

2. IRLA Resources
• Subscribe to the IRLA Canvas course:
course #: 5537
• Go to the American Reading Company site and
look through their resources
• Bookmark SchoolPace.com on your computer

3. Leveling your
class for the
first time!

4. Step 1: Have students check their own
levels

5. Step 2: Choose Entry Requirements

6. Screen First? Your Choice!
• One option can be to screen your whole class
first and categorize them so that you can level
like students on the same day.
• You can also screen the students as you go.

7. Step 3: Must Meet Entry Requirements
• Phonics (1G-2R)
• Vocabulary (White and up)
• Accuracy & Fluency
• Comprehension

8. Remember
Just because a student can master the entry
requirements, it does not necessarily mean you will
go onto the next level. Remember comprehension
is just as important as the foundational skills. Think
about- Can the student apply all the common core
reading standards to this text?
If the student cannot meet the entry requirements,
try the level below.

9. What do the colors
really mean?

10. Color Progression

11. What do the colors mean?
• Yellow: patterns and ability to reason
• Green: 1G- sight words
2G- sight words and initial blends and
diagraphs
• Blue: 1B: decoding and vowel teams
2B: Look for known word parts,
chunking

12. What do the colors mean?
• Red: 1R- 3 letter blends, 3 syllable words,
move away from decoding
2R- multi-syllabic words, sustained
reading, chapter book habit
• White: acquiring literary vocabulary,
developing silent reading fluency
• Black: reading books in a series

13. What do the colors mean?
• Orange: increased vocabulary demands, able
to read multiple genres
• Purple: complex sentence structure and
assumes background knowledge

14. Skill cards

15. How do I choose a
power goal?
• In 1G – 1R phonics are
the priority
• 90% of power goals
come from entry
requirements
• Skill cards

16. What to consider when choosing a
power goal
• Where should they be? (grade level target)
• What is the priority of this color level?
• What do they need based on the conference?

17. Example
Power Goal
Cards

18. Example Primary Power Goals

19. Example Power Goal Card

20. Example Power Goal Card

21. Example Power Goal Card

22. eIRLA

23. Conferences
Making a class schedule
Conference protocol routines

24. Things to Remember:
• Conferences should be 5-8 minutes.
• Allocate conference slots equitably, not equally
(emergency readers should be conferenced with
more frequently).
• Work with students reading on the same level on
the same day when possible. This will help you
develop your expertise in this level.
• Post your conference schedule so that you and
your students know who you will conference with
each day.

25. Plan for 2 weeks
On Level –At least 1x every 2 weeks
At Risk –At least 2x every 2 weeks
Emergency –At least 3x every 2 weeks
You should be able to have 2-4 conferences each
day in your 30 minutes. With an average of 3
conferences a day, you have about 30 spots in a
2 week school calendar.

26. Let’s Practice Making a Class Schedule
Scenario:
You are a 3rd grade teacher
It is the third week of school
Practice:
Using the class list and 2 week calendar, find a
partner and make a 2 week conference schedule
for the class

27. Conference Protocol

28. What do students need to know when
they leave a conference?
1.Their color
2.Their goal (in language they
can understand)
3.How they can practice their
goal. Model!

29. Dates to Know:
• Independent reading routines are
implemented: Friday, 9/4/15
• All students leveled and entered into School
Pace: Friday, 9/11/15
• Conference schedules are being used and are
posted in your classroom: 9/14/15
On Level –At least 1x every 2 weeks
At Risk –At least 2x every 2 weeks
Emergency –At least 3x every 2 weeks