Guided reading lexile levels
Leveling Chart | Scholastic Guided Reading Program for the Classroom
Use the grid below to shop by Guided Reading, Developmental Reading Assessment (DRA), and Lexile® Levels. This chart includes Lexile level recommendations and may also be used as a general leveling guide.
Click on links to shop the Teacher Store!
| Grade | Scholastic Guided Reading Level | DRA Level | Lexile® Levels |
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| Grade | Scholastic Guided Reading Level | DRA Level | Lexile® Levels | ||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Kindergarten |
| Beginning Reader | |||||||||||||||||||
| 1 |
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| 190L-530L | ||||||||||||||||||
| 2 |
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| 420L-650L | ||||||||||||||||||
| 3 |
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| 520L-820L | ||||||||||||||||||
| 4 |
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| 740L-940L | ||||||||||||||||||
| 5 |
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| 830L-1010L | ||||||||||||||||||
| 6 |
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| 925L–1070L |
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Black History Month
Spotlighting an extrordinary Hero
In recognition of our Black Heroes this month, we would like to spotlight an extraordinary Hero to Parkrose students and families. Parkrose School Board Member Sonja McKenzie.
Sonja represents this community as President of the Oregon School Boards Association in addition to many other voluntary service roles we will list below. Sonja is logging countless hours traveling across the State and Nation to elevate the voices of our students and families and demand we receive the funding for the well rounded education all students deserve!
Last month at the National School Boards Association Advocacy Institute in Washington DC the Oregon School Boards Association delegation led by President McKenzie met with Senators Merkley and Wyden, Chuck Sams the Director of the National Park Service and Representative Val Hoyle. President McKenzie spoke about education policy and legislation, district funding and more.
- Board of Directors, Parkrose School District
- Board President, Oregon School Boards Association
- Pacific Region Chair, National School Boards Association
- Treasurer, National School Board Action Center
If you would like to read more about Sonja's accomplishments, follow this link: https://www.
parkrose.k12.or.us/index.php?id=777
In recognition of our Black Heroes this month, we would like to spotlight an extraordinary Hero to Parkrose students and families. Parkrose School Board Member Sonja McKenzie. Sonja represents this community as President of the Oregon School Boards Association in addition to many other voluntary service roles we will list below. Sonja is ...
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Sonja McKenzie
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Developing English vocabulary through reading Ray Bradbury's stories
Author : Zhamkova Ekaterina Kirillovna
Category : Philology, linguistics
Posted by V young scientist #25 (420) June 2022
Publication date : 23.06.2022 2022-06-23
Article viewed: 28 times
Download electronic version
Download Part 4 (pdf)
References:
Zhamkova, E.
K. Development of lexical skills of the English language through reading Ray Bradbury's stories / E. K. Zhamkova. - Text: direct // Young scientist. - 2022. - No. 25 (420). — S. 238-240. — URL: https://moluch.ru/archive/420/93469/ (date of access: 03/06/2023).
Literary texts are an excellent base for the development of students' lexical skills. Lexical skill, according to methodologist Shamov, is the basis for learning a foreign language [Vinogradov, 1997, p.37].
It is also important to note that lexical skill is an integral part of communicative competence as a whole. The development of lexical skills meets the requirements for the achievement of personal, meta-subject and subject results of education. The problem of teaching the lexical side of speech was dealt with by such methodologists as E. N. Solovova, E. I. Passov, S. F. Shatilov and others.
The lack of a person’s vocabulary hinders the understanding of the interlocutor and does not allow one to properly express one’s opinion.
The relevance of this article lies in the fact that it pays special attention to the development of lexical skills and provides a set of exercises based on the literary texts of R. Bradbury.
Obviously, well-developed lexical skills are the guarantor of successful communication in a foreign language. Lexical skills are the lexical side of speech and an integral part of speech skills, and also form the basis for ensuring the use of language as a means of communication.
Minyar-Beloruchev believed that there are 3 stages in the formation of lexical skills: familiarization, training and speech practice. All 3 stages are sequential and interconnected. [Minyar-Beloruchev, 223 s]
In the process of mastering a foreign culture, along with the need for communication, there is a need to read and understand various foreign texts. It is quite obvious that it is advisable to use literary texts in the learning process. Literary texts are distinguished by lexical and grammatical originality; they often contain recurring lexical units in new contexts and combinations, as well as already known grammatical structures that include new lexical units.
To read literary texts in a foreign language, it is not at all necessary to have a high level of training or knowledge in a certain area, since they are anthropocentric in nature.
Bradbury was not a writer of one genre, but rather experimented with many of them, then you can release this item (although, of course, this is a certain individual style). A characteristic feature of his language can be called a minimum of details, descriptions, details, actions. It does not matter with whom this or that event happened, what matters is what the hero felt, experienced.
Ray Bradbury's stories are extremely interesting resources of lexical units from the point of view of the formation of a lexical language: an unusual picture of the world, idiostyle, a variety of artistic means of language and symbols. Based on the requirements of the Federal State Educational Standard in English for high school and the principles of the formation of lexical skills, a system of exercises was developed based on Bradbury's stories “I Sing the Body Electric!” (“I sing the electric body!”) and “Dandelion wine” (“Dandelion wine”).
| Name of the exercise | Type and goal of the exercise | Example |
| 1.Create sentences using these words (Make sentences with these words) | non-communicative simulation exercise; (extension of the lexical unit and the ability to compose sentence phrases with a new word) | Create sentences using these words: brick-a-brackery, knacklehead, peer, rattle, rifle, blaze, fearsome. |
| 2.Fill the gaps. Use only one word for each space. (Fill in the blanks. | Non-communicative exercise (working out and memorizing new lexical units) | And we have sent 4___________ someone else. The three of us have called: grandma! You said you 5_________ come back when we had need. We are surprised 6__________ age, by time. We are old. |
| 3. Description of the hero | Speech Exercise: Description Exercise (Communication Skill Training) | What would you say about Tom? Write 100 words. (What would you say about Tom? Write 100 words.) |
| 4. Drawing up a dialogue. | Dialog exercise (creating a micro-dialogue using new words) | Imagine your family is going to buy this kind of electronic helper. (Imagine that your family is about to buy the same kind of electronic assistant. Make up a short dialogue with a partner, comment on the reasons why you should buy this assistant. |
| 5.Make the right form of the words (Form the correct forms of words) | Non-communicative exercise (working out and memorizing new lexical units) | 4. Father's equine stare, snort, stomp, and __________________________of skeleton. ASSEMBLE 5. The changes were ____________soft, small, and mysterious. MIRACLE |
| 6.Write an essay on any of these issues (Write an essay on any of these topics) | Speech exercise: an exercise in self-expression (training in communication skill-writing) | 1. 2. Friendship with a machine: progress or disaster. 3.Who is more brilliant: a machine or a human? |
Use only one word for each blank) 
Create a short dialog with your partner, comment on the reasons why you should buy it. 
Is it possible to say that we can see the ideal of a friendly and happy family? Thus, such tasks, created on the basis of fiction stories, provide better memorization of new words, ensure the use of new lexical units in other contexts, expand vocabulary, develop imagination and communication skills.
Literature:
- Vinogradov, V. V. Lexicology and lexicography [Text] / V. V. Vinogradov. –M.:1977. c.89
- Vinokur, G. O. On the language of fiction [Text] / G. O. Vinokur.– M.: Higher school, 1991., p.89
- Minyar-Beloruchev R.K. Methods of teaching French [Text]. –M.: Enlightenment, 1990–223 p.
Basic terms (automatically generated) : foreign language, skill, ASSEMBLE, MIRACLE, unit, memorization of new, non-communicative exercise, speech exercise, text.
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Effective methods and techniques for classroom and extracurricular activities.
Working with text in foreign language lessons Master class: “Effective methods and techniques for classroom and extracurricular activities.
Working with text in foreign language lessons.
Teacher-tutor of English, 1st qualification category
MOAU "Gymnasium No. 1 named after Romanenko Yu.V." Bireva A.R.
Text is the main language unit of content for teaching foreign languages. The context considers lexical and grammatical units consisting of phonetic and graphic units. The texts themselves serve as material for communicative tasks in teaching speaking and reading. It is on the basis of texts that the skills of listening and writing are formed. The text communicates extralinguistic information about the life and activities of the people - the native speaker of this language.
With the introduction of the Federal State Educational Standard, the system-activity approach, which is the basis of the new Standards, dictates the need to organize activities in the classroom in such a way that the student takes an active learning position.
Students master universal learning activities, through which the ability to learn is acquired, that is, the ability to independently acquire new competencies and apply knowledge in action is formed.
Reading literacy is considered today as one of the most important competencies that characterize readiness for life in modern society. Reading competence implies the formation of skills and abilities of students to operate with written information: search for the necessary texts, their selection and organization in accordance with a specific topic, their adequate reading and interpretation, oral and written representation of what they read. Thus, reading competence includes the concepts of "literacy" (skills in reading, writing, counting and working with documents), "minimal literacy" (the ability to read and write simple messages), as well as "functional literacy" (the ability of a person to use skills and reading and writing skills in terms of his interaction with society).
The choice of this or that exercise and the structure of the lesson depends on what type of reading is being trained: analytical, general reading, reading aloud and silently, reading in the classroom, home reading, individual reading, group reading, choral reading, guided reading, intensive, extensive, communicative, fluent, critical, pleasure reading.
Particular attention is paid to communicative reading. It includes the following types of reading: reading for the purpose of extracting information, with a general coverage of the content, with a complete reading comprehension.
Reading to extract information does not involve detailed reading, on the contrary, students learn to look with their eyes for exactly what they need to solve their problem.
General reading is the ability to understand the general content of a text. The student learns to cover the entire text with his eyes and choose the most important from it.
Just like when scanning, students should not delve into the details of the text, because they can get bogged down in the text and fail to catch the general idea, because they concentrate too much on the details. The choice of one of these types of work depends on what type of text the student is reading.
Reading with full understanding of the text is much slower, and attention is drawn to the details of the text or language points. This is a completely different type of reading from the previous two, because. requires concentration on the little things that are in the text.
Technology of working with text in English lessons
In the course of reading and working with texts, Universal Learning Actions are formed: cognitive, communicative, personal, regulatory.
There are three stages of working with text:
1. Pre-reading (Pre-reading)
2. Text (While-reading)
3. Post-reading (Post-reading)
Goals of the pre-text stage:
90 formulate a speech task for the first reading.
- to create the necessary level of motivation among students.
- reduce language and speech difficulties as much as possible.
Possible exercises:
1. Based on the title, you can ask students to determine:
- the subject of the text;
- list of issues raised in it;
- keywords and expressions, associations.
2. Formulate suggestions about the subject of the text based on the available illustrations, or video fragments or even musical excerpts.
3. Determine the main idea of the text according to the given words, what associations these words cause. Words with translation or words with definitions can be given.
4. Review the text/first paragraph and determine what the text is about.
5. Read the questions/statements in the text and identify its topics and issues.
6. Try to answer the suggested questions before reading the text.
Goals of the text stage:
- To control the degree of formation of various language skills and speech skills.
- Continue developing relevant skills and abilities.
Possible exercises:
1. Find answers to the given questions.
2. Confirm the correctness or falsity of the statements, or reveal that this is not mentioned in the text.
3. Make sentences in order
4. Find matches.
5. Complete the multiple choice task
6. Choose a suitable heading for each of the paragraphs.
7. Insert a suitable word or sentence missing in the text.
8. Choose sentences with the following words/grammatical phenomena/idiomatic expressions and so on.
9. Read the description of the appearance, the place of the event, the illustration, the relationship of someone to something.
10. Guess the meaning of a word or words from the context, which of the proposed translations of the word most accurately reflects its meaning in this context.
11. Suggest how events will develop in the second chapter / next part of the text.
12. Read the passage and retell it.
13. Fill in the missing information.
Goals of the post-text stage:
- Use the situation of the text as a linguistic, speech, content support for the development of skills in oral and written speech.
Possible exercises:
Identify new things from the read text, express your opinion about what you have read.
Refute or agree with statements.
Prove or characterize something
Say which of the following statements most accurately conveys the main idea of the text. Justify your answer.
Make a plan of the text, highlighting its main ideas.
Retell / summarize the content of the text, possibly in writing
Tell the text on behalf of the protagonist, possibly in writing
Invent what could happen if ... Invent a new end of the text, possibly in writing.
Come up with a new name.
Dramatization of the whole text or its fragments
The following is an example of possible options for tasks for different stages of working with the text "Tea" at an English lesson in grade 4 (EMC Spotlight).
Pre-reading tasks
Answer the questions:
Do you like tea?
Is tea hot or cold?
When do you/your parents/friends drink tea?
What do you/your parents/friends usually drink tea with?
What kinds of tea do you know?
Vocabulary:
Match the Words with Definitions:
| 1.People | a. we drink tea from it (not a cup) b. a yellow fruit c. children, men, women d. drinking of tea e. to give a name |
While-reading tasks
Answer the questions:
1. Who likes tea?
2. How many cups of tea do English families have?
3.Do English people drink tea from glasses?
4. What tea is “Russian tea”?
Choose the right variant:
1.
English people drink tea from...
| a)glasses | b)cups | c)bottles |
2.They like to have tea with...
| 0191 3.They call tea with lemon...
Say true or false: 1.English people don't drink tea. 2. They have tea for breakfast, lunch, dinner, supper. 3.English people drink tea from cups. 4.They call tea with lemon “English tea”. Complete the Sentences:
.rhn 2.They have ________for breakfast. 3.Some families have two cups of tea at _________. 4. English people don’t drink tea from _______. 5. They like to have tea with milk, not with ________. 6.They ______it “Russian tea”. post-text 9000 2. What is new for you about tea? /What do you think is interesting about tea? 3. Retell the text
Answer the questions in written form: Do you like tea? Is tea hot or cold? When do you/your parents/friends drink tea? What do you/your parents/friends usually drink tea with? What kinds of tea do you know?
TEA Russian people like tea. English people drink tea from cups, not from glasses. English people like to have tea with milk, not with lemon. They call tea with lemon "Russian tea". Do you like it with milk or with lemon? Do you like "English tea" or "Russian tea"?
Conclusion speech skills. In addition, one cannot deny the educational nature of reading: reading improves a person's culture, forcing him to think about various problems and aspects of our life. References: 1. Galperin IR Text as an object of linguistic research. - M.: AST, 2005. 2. Kolker Ya. M. et al. Practical methods of teaching a foreign language. 
|
English people like tea, too. They drink a lot of tea. They have tea for breakfast. They have tea for lunch, dinner and supper. Some English families have two or three cups of tea at tea time. 
