reading level system что это
Таблица уровней английского языка
Согласно общеевропейской компетенции владения иностранным языком (Common European Framework of Reference, CEFR), которая была разработана в конце 20-го века, владение иностранным языком принято делить на 6 уровней. В 2001 году Совет Европы принял решение использовать CEFR для оценивания языковой компетенции в любом языке, который изучается в качестве иностранного. Согласно системе CEFR, знания иностранного языка учащихся разделяют на 3 группы, каждая из которых в свою очередь делится на 2 группы. Так выглядят уровни владения английским языком по шкале CEFR:
В этой таблице вы сможете ознакомиться со всеми аспектами английского языка, которые изучаются на различных ступенях обучения. По вертикали расположены столбцы с видами речевой деятельности (Аудирование, Говорение, Чтение, Письмо), два крайних столбца отображают, какой грамматический материал и вокабуляр изучается на каждом этапе. По горизонтали приведены уровни обучения, от Beginner до Proficiency. На пересечении строки и столбца вы сможете найти описание того, какие навыки и умения формируются и развиваются на каждом этапе.
С помощью таблицы вы сможете определить уровень своих знаний и узнать, что вы будете изучать на каждой ступени обучения.
Щелкните по изображению, чтобы посмотреть таблицу уровней английского языка на русском, или скачайте полное изображение на компьютер.
Leveled Reading Systems, Explained
Understanding the differences between leveled reading systems and choosing a system to use, plus how to make a leveled book list and what to do if a book isn’t leveled
With many lettered and numbered leveled reading systems, it’s hard to know which one to choose and when to use it. Let’s cut through the confusion.
What Are the Differences Between Leveled Reading Systems?
Grade Level Equivalent
Guided Reading Level
Developed by Irene Fountas and Gay Su Pinnell, the guided reading level system gives a more precise reading level for books. This detailed, alphabetic system has several levels within each grade level. For example, grade 2 is equivalent to guided reading levels J through M. This allows you to tailor your reading program more accurately to a wide range of reading abilities.
Each book is carefully evaluated prior to being leveled, and teacher input is taken into consideration in the leveling process. The Fountas and Pinnell Leveled Books website for subscribers includes a database of 18,000 leveled books, as well as suggestions for reading instruction, supporting materials, and teacher tips.
The Lexile FrameworkВ® for Reading
The Lexile Framework, an even finer numerical filter, assesses a book’s difficulty and helps match reader ability and text difficulty based on the numeric Lexile scale. This system from educational measurement company MetaMetrics targets books on the right reading level for the child’s ability. It is based on an algorithm that simultaneously measures vocabulary and sentence length.
The Lexile database includes prose only. Poems, plays, and songs are rated simply Non-Prose, or NP. If a book is best shared as a read-aloud, it is in the Adult Directed, or AD, category. A book is a Nonconforming Text, or NC, if its vocabulary and sentence length are complex compared to the subject matter. An NC book is one that is suitable for advanced readers who need age-appropriate material. Beginning Readers, or BR, are those books at a Lexile measure of zero or below.
The Lexile framework includes formative assessments, as opposed to summative assessments like chapter, unit, or statewide tests. Formative assessments are tests you give as you teach new material. The test results help you amplify your teaching, re-teach, and provide additional practice to solidify concepts and skills. There is a free database at Lexile.com.
Developmental Reading Assessment (DRA) is a reading assessment tool intended to identify the independent reading level for students in grades K–8. Using the DRA numerical scale, you can measure reading accuracy, fluency, and comprehension. Students are said to be near, at, or above grade level, below grade level, or significantly below grade level. Once you know the student’s DRA score, then you can match that score with books in the appropriate level.
Interest level indicates that students in these grades are the most likely to be engaged by the book’s content and approach.
Sorting books by grade level is the most basic, understandable system. If you use a basal series to teach reading, you probably use this system. If you’re searching for science or social studies books for a unit of study, a grade level search is precise enough.
Reading Recovery is an intensive one-on-one remediation program designed to supplement reading instruction for students in grades K–2 who are slow to read. You can compare Reading Recovery and guided reading levels; Reading Recovery levels by themselves have limited usefulness.
Which Leveled Reading System Should I Use?
Now that you understand several commonly-used systems, which leveling system should you use? The answer is, it depends on:
A leveling system is not meaningful to young readers and may threaten older readers. I don’t mention levels to my second graders, although their reading books are all labeled. If I stress a student’s level, I’ll affect his or her self-esteem.
At any one time, I have students reading on four to six different levels. I teach them to choose just-right books carefully, and to meet their needs, I pre-select books across a range of levels.
Your reading methods and materials may suggest an appropriate leveling system. Because I teach guided reading, I use Fountas and Pinnell guided reading levels. When I download printable books from Reading A-Z, I convert their levels to the Fountas and Pinnell system when the two don’t match.
If I used a Lexile scale assessment program, I would use Lexile measures. If I taught reading using a basal series, I’d use grade levels. When I assess students with DRA, I use DRA levels. Our Reading Recovery teacher uses Reading Recovery levels.
To be consistent, my colleagues and I all use guided reading levels. This fosters positive, open communication. We all speak the same language.
Parents may remember grade leveled reading when they were kids. While I’m aware of each child’s precise level, parents may compare their child to other classmates, so I’m deliberately vague. The terms above grade level, on grade level, and below grade level inform parents without overwhelming them with information.
How Can I Make a Leveled Book List?
Scholastic’s Book Wizard allows teachers to search for books by level, but not all books are leveled for each leveling system.
If you want to create a leveled book list with books that are measured according to different systems, it helps to have a Reading Level Conversion Chart. This chart is only an approximate guide. DRA and guided reading are exactly equivalent, and the conversion chart is perfect for them. But a book’s Lexile measure does not always correspond neatly with its guided reading level. In fact, there can be wide variations. You’ll need to use judgment and read the books yourself before giving them to students.
What Can I Do if a Book Is Not Leveled?
If you can’t find a level for a book, compare it to similar leveled books. Keep in mind that you will need to assess whether or not a book is developmentally appropriate for a given student or group. For example, just because a young student can read a book about the Holocaust does not mean the subject is appropriate for that student. Another example is a book written in dialect may be difficult for students to comprehend.
As you compare books, consider the following:
How Much Do Reading Levels Matter?
Students will read beyond their level when they’re motivated by a topic, like dinosaurs or insects. Let it happen. That’s one way readers grow. My second graders read the entire Iditarod website because they were excited about the Iditarod sled dog race. On the other hand, sixth graders can be encouraged to read nonfiction picture books that are informative and accessible to older students.
Remember, Leveling Systems Are Guides
Observe your unique students, the subject matter, your colleagues, and parents. Be flexible and trust your judgment. A well-informed teacher who understands leveling systems and knows her students will make wise choices about books.
Reading level
Contents
Reading level? [ edit ]
Has there been a discussion about the target reading level that we are aiming for? I see a wide range in the articles. I’ve watched many articles start out understandable by a layman but end up so qualified and academic that only a scholar already in the field can make sense of it. Rossami 21:51, 30 Jan 2004 (UTC)
And that’s going to be an ongoing problem for an encyclopedia that attempts to be all things to all people. IMO some method needs to be found for both type to exist side-by-side. Elde 00:16, 31 Jan 2004 (UTC) I’ve seen some discussion of it. My opinion is that all of Wikipedia should be understandable to college student who is a native speaker of English but is not knowledgable about the specific subject matter, and we should strive to make things accessible to a wider audience whenever we can. Ideally articles should have introductory sections with a simplified overview when the body of the article has to get more challenging. —Morven 00:29, 31 Jan 2004 (UTC) There’s no writing level either we have youngsters writing articles as well. It has a mix which is a good thing. I for one hope we never dumb down articles with an arbitary reading age. Archivist 01:19, Jan 31, 2004 (UTC) There’s a difference between dumbing down and making an article comprehensible to someone who is not an expert. The former involves simplifying the concepts, while the second involves simplifying the language used, and not just trying to impress people with your knowledge of confusing trivia. I find the trivia bit is especially what turns a readable text into a mess readable only by experts. ShaneKing 04:42, 4 Feb 2004 (UTC) For the record, I think the target audience should be your average person off the street. (Call be a pessemist, but) I think «College student» might be setting the bar a little too high. Middle-high school might be more appropriate. This applies not only to the language employed (grammatical and lexical complexity), but assumptions about how informed the reader is, as well. →Raul654 01:29, Jan 31, 2004 (UTC) No reason why it has to be either/or. An article could begin with a concise, pithy, section aimed at delivering «just the facts, ma’am» to a relatively less informed reader, and then move on to a deeper and more detailed level. Incidentally, if someone writes what seems to be an overly advanced article, that could be an opportunity for someone else to use it as the basis for adding a simpler, introductory section. Dpbsmith 01:54, 31 Jan 2004 (UTC) Your comment about the progression of difficulty in an article is very important. I do not think of myself as uneducated, but when I read some of the math articles I have doubts: I am often lost by the second paragraph. When I write my articles I try to start simple and gradually increase difficulty. By the midpoint of the article, and for the remainder of it, I write for an individual with an undergrad education in the topic under discussion. mydogategodshat 04:42, 31 Jan 2004 (UTC) Sometimes an article may simply have to require that the reader already have a grasp of basic concepts gained elsewhere. Sometimes it’s possible to progress by increasing the difficulty sometimes you may need links to pages with the more basic information. Elde 06:34, 31 Jan 2004 (UTC)
I’ll take this opportunity to make sure everyone knows about the Simple Wikipedia which attempts to use «simple English words and simple grammar» for purposes of wider audience and aiding translation. Also, most news organizations (in the United States) shoot for high school level reading, for what it’s worth. Fuzheado 02:23, 31 Jan 2004 (UTC)
This and probably many other similar articles just need expanding. Formulations of definitions and theorems clearly are not enough. Informal explanations are needed. And my opinion is that proofs are needed as well. Andres 11:52, 31 Jan 2004 (UTC) Great example. I made it three words in before coming unstuck. I think I understood the bit about landscape gardening at number 3 though. 😉 fabiform | talk 11:55, 31 Jan 2004 (UTC)
We probably shouldn’t pick on the math articles. When I mentioned the math articles I was just giving an example. The same criticsims can be made about articles in all subjects, articles that are so poorly written that they give no easily understood introduction, no context, and make no attempt to gradually ease the reader into the more difficult concepts. It might even include some articles that you and I have writen. mydogategodshat 12:35, 31 Jan 2004 (UTC)
What is college level being referred to here anyway? I have a university degree, in computer science. However, outside of my field, it’s really a matter of what I have a personal interest in as to my level of knowledge. So while I might have a reasonable knowledge of most of the sciences, and some spotty knowledge on topics like economics, law and philosophy, it’s mostly because I decided to gain that knowledge. Nothing in my course made me learn them. For subjects I couldn’t give a toss about, like most of the fine arts, I’m probably no better educated than a high school student (in fact I dare say there are many high school students who know significantly more than I do). So how can you say you’re aiming at a college student? To me, aiming at college student level is aiming at high school student level. They’re the same, except for a specialist in the field. ShaneKing 04:56, 4 Feb 2004 (UTC)
Is there now enough concensus that someone can distill this into a coherent «style» page? Rossami
Based on what has been said, I think the concensus is clear. We should be writing for an audience with an elementary school education, a high school education, an undergrad college education, or an undergrad college education in the topic under discussion. (Did I miss anybody’s comments?) About the only thing we seem to be able to agree on is that the more advanced audience you target, the more cognizant you must be of those readers without the requisite skills. 152.163.245.191
If an article becomes ultra complex then it has defeated its own purpose. The purpose of an encyclopedia seems to be as a reference material for individuals who know little to nothing about a particular subject. If you knew alot about a subject then there is no point in consulting an encyclopedia, therefore, articles need to be aimed for an average high school level. The reason behind links to other articles indicates that the reader is assumed to not be knowledgeable about every aspect of a particular subject. When a WP contributor sets out to write an article about a subject which could potentially become ultra complex, then no links would have to be highlighted within that article because it would be assumed that the target audience would already know everything there is to know about the subject, and yet every single article either has or is supposed to have links to other articles. What I am trying to say is that the fact that links exist proves that WP’s target audience is not all-knowing. WP’s target audience is not elementary kids either. This is ruled out by the fact that Wp’s article base encompasses a massive wealth of topics that no elementary kid is expected to know. Jaberwocky6669 03:10, 29 Jun 2005 (UTC)
I think that if you want to discuss your target audience’s level of reading ability and/or education, then that’s what you should do. But many of the comments in this discussion seem to confuse the formal educational process that traditionally takes place during one’s youth (e.g., high school, college, etc.) with education. Education is not synonymous with sitting in a classroom.
What is a «college level» education? Undergraduate students are taught from text books that are available to anyone who has access to books. The importance of where the texts are read is not clear.201.147.208.118
Variable reading level [ edit ]
I believe every article should be aimed for the broadest audience possible. That is, if there are concepts understandable to children, include them first. Then include any concepts understandable by teens, college students, and finally include those concepts only understandable by those doing post-doctorate work in the field.
For example, a WikiPedia article on house cats could start with pictures and some basic care instruction for cats, aimed at children. Next a genealogy diagram of the various breeds could be included. Next the relationship of the species to the big cats could be included. Next the current evolutionary theory on the origin of cats could be included. At the end, we might end up with sections like «enzymatic reactions involving protease inhibitors in felis silvestris» (I made that one up). So, we have something for everyone.
We should all fight the tendency to say «this article is only intended for audience X, so all contributions aimed at other audiences will be rejected». (An exception exists where an article is broken up into multiple articles for different audiences.) StuRat 18:47, 1 November 2005 (UTC)
Blandness and Mediocrity? [ edit ]
Robust prose well presented can make nearly any topic accessible. Isaac Asimov has delighted ten-year-olds with advanced concepts from math and science. It requires a firm sense of narrative structure and flow.
Communicating information well is different from knowing information well. Articles that seem too advanced are often just poorly written. They wallow in the passive voice. They digress on minor issues. They use obscure concepts without explanation. They present information as disconnected facts.
Good articles are more than informative and accurate: they’re a good read. They inspire the reader to remark, «How interesting. So that’s how it works.» The best nonfiction writers make their readers feel smart.
I find that Wikipedia is becoming very elitist and is not an encyclopedia which is accessible to all people. I don’t personally care how intelligent someone is. If they have the willingess to try and learn things then that is a good thing. If you are talking over their heads then you are being discouraging. I’ve always thought that wikipedia should have reading level tabs for pupil, general, intermediate, academic for example. I know this means 4 articles for the same subject but I think it’s necessary. If you don’t do it another encyclopedia website will emmerge for all the frustrated people like myself who can’t learn anymore. Today I was reading about the drug «Xanax» because I’m interested in psychology. That article is a prime example of what’s going on all over the place.
From user: Somebody removed my account Nibinaear for no reason!
Wiki = For all [ edit ]
Listen everyone, isn’t the Wikipedia to be for everyone who can read fluently that language? So, the reading level should be at that of the youngest age on anyone that can contribute and read Wikipedia. We should use some interesting prose but only that understandable by a 9-10 year old, the youngest age of anyone that probably would use wikipedia. Now, most 9-10 year olds can read the newspaper semi-fluently, so.
Really all I’m getting at is the fact that Wikipedia articles should not be compromised by technical terms that no one excepyt an expert in the field can understand. An example would be en:Prader-Willi Syndrome. Editorofthewiki 20:24, 5 January 2008 (UTC)
Reading Levels Explained
All of the different types of reading levels can be overwhelming.
If you are unsure of your child’s level, use the chart below to find out which letter or number corresponds to your child’s grade level. Scroll down to find more information about each of the leveling systems.
Grade Level Comparisons
GRL = gUIDED READING LEVEL
AR = ACCELERATED READER
DRA = DEVELOPMENTAL READING ASSESSMENT
lEXILE MEASUREMENT LEVELS
7th Grade: 925L +
Reading Assessment Resources
Guided Reading Levels (GRL):
Guided reading levels (GRL) provided by the Scholastic Book Wizard are said to be equivalent to Fountas and Pinnell levels. Although we have found that a couple levels do not match, they are close enough we will follow Scholastic’s guided reading levels. If Fountas and Pinnell running records are the assessment your school or district uses, you may use our guided reading levels (GRL) to help you to find Just Right Reads!
Accelerated Reader (AR) ATOS Level:
Student independent reading levels can be measured using the Renaissance’s computer adaptive test which means the test adjusts as your child responds to each question. If they answer a question correctly, the next question will be more advanced. If they answer a question incorrectly, the question that follows will be easier. If this assessment is your school or districts preference, your can find more information here.
Text Complexity, ATOS, and Lexile Measures
ATOS Conversion Chart
Developmental Reading Assessment (DRA):
Developmental Reading Assessment levels (DRA) come from the reading assessment tool measuring your child’s reading accuracy, fluency, and comprehension. The numbers jump by twos, fours, and tens. Example: 12, 20, 24, 28, 30
Lexile Measurement:
Another popular system used to measure a child’s reading ability and to level children’s books is the Lexile Framework. Lexile measures provide a child’s numbered reading level/ability, and when using the Lexile Framework which levels books on text complexity, we can “forecast reading comprehension”. This is what we would call a Just Right Book! Yo can find more information about the Lexile Framework here and here.
Learn About Leveled Reading
Leveled reading uses various assessment tools to determine how well your child reads, and then matches them to books that are challenging enough for them to make progress. Books are categorized into levels of difficulty, which is how a perfect match, based on ability, can be made.В
There are several leveled reading systems utilized in schools across the country. Three of the most common leveled reading methods include Guided Reading Level (GRL), Developmental Reading Assessment (DRA) and Lexile Measures.
At the beginning of the school year, your child will sit one-on-one with their teacher and read from a benchmark book (one considered standard for the grade). Kids may also be asked to answer questions about the text or retell the story. Their teacher may use a Reading Record to calculate any oral reading mistakes and to help determine a suitable guided reading level and books for your child. Under GRL, books run from A to Z, with A being easiest.
Throughout the year, your child’s teacher will gradually move your child step by step into more difficult text, providing guided instruction along the way. At home, you can support the reading in the classroom by providing books at the appropriate level for your child to read independently.
Here are great books for different Guided Reading Levels:
Read more about guided reading levels here.В
Similar to GRL, at the beginning of the school year your child will read a benchmark book to the teacher and then retell the story. The teacher then scores your child on a range of skills, such as accuracy of reading, comprehension, and fluency. This system starts with level A, for the easiest books, and then switches to numeric levels, running from 1 to 80.
Your child may receive a Lexile measure in one of two ways: by taking a school-administered Scholastic Reading Inventory (SRI) assessment, specifically designed to generate a Lexile measure of reading ability, or by taking a standardized leveled reading test that converts the results to a Lexile measure. Lexile also evaluates books for difficulty, with levels ranging from 200L to 1700L+ for advanced readers.
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