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Understanding Leveling Systems
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- 2. Understanding Leveling Systems Presented by KateTodd ALSC Education Committee ALA Annual Conference June 29, 2013 http://levels.pbworks.com
- 3. Are you? •Library MediaSpecialist •Children’s librarian in public library •Other public library staff •College Librarian •Library School Faculty 3
- 4. Do your schoolsuse? •Accelerated Reader •Reading Counts •Lexiles •Fountas & Pinnell Guided Reading •Reading Recovery •Degrees of Reading Power (DRP) 4
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- 7. Predictors of textdifficulty •Semantic (word) complexity ▫ Word length (number of letters or number of syllables), or ▫ Vocabulary lists of words known to students in particular grades •Syntactic (sentence) difficulty ▫ Number of words per sentence 7
- 8. SMOG Readability Formula Gradelevel = + 3 Number of Polysyllabic words 8
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- 10. Flesch-Kincaid in MSWord Calculation: 0.39 x (average words per sentence) + 11.8 x (average syllables per word) – 15.9 _____________________ Grade Level 10
- 11. Accelerated Reader ATOSFormula Book (or grade) level = 1.95 x (AvgWords per sentence) + .46 x (AvgGrade of 100 most frequent words) + 1.74 x (AvgCharacters per word) -8.54 11
- 12. AR Book Finder IL InterestLevel BL Book or grade level AR Pts Quiz points available 12
- 13. 2nd Generation Quantitative 400L760L 1170L 13
- 14. Lexile: Find ABook 14
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- 17. Qualitative Leveling Components Format Languagestructure Text support 17
- 18. Qualitative Leveling Components Format 1.Amount of text 2. Size of text 3. Layout of text and images 4. Capitalization and punctuation Language structure 1. Vocabulary 2. Predictability 3. Repetition 4. Simple vs. complex sentences Text support 1. Pictures or illustrations 2. Contrast of text with background 3. Student familiarity or experience 4. Definitions or anecdotes 18
- 19. Scholastic Book Wizard LevelingSearches: Grade Level Guided Reading DRA Lexile Measure 19
- 20. 3 Types ofLeveling Systems 1.Traditional quantitative • SMOG, Fry, ATOS, Flesch-Kincaid 2.2nd generation quantitative • Lexile, Degrees of Reading Power 3.Qualitative • Fountas-Pinnell, Reading Recovery 20
- 21. Positive Aspects ofLeveling 1. Match students and books for instruction 2. Success motivates continued reading 3. Not too easy, not too hard reading results in progress 4. Identifying book levels assists with selection 21
- 22. Cautions about Leveling 1.Focus on reading level limits choice 2. Skewed vision of purpose of reading 3. Leveling not a precise science 4. These systems not appropriate for ELL, adults, teens or special populations 22
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- 25. The Five FingerMethod 25
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