On the Use of Leveled Text

Recently, there’s been a lot of discussion going around reading circles about the use of leveled text. The argument centers on the question: “Should students read grade-level complex text, or should they read text at their instructional or independent levels?”

Dr. Timothy Shanahan strongly supports the use of complex text for the following reasons:

1.     Easier text is not more motivating.

2.     Not all texts need to be at an instructional level.

3.     Text level is not the only feature of the learning situation that can be varied.

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Reading Fluency: Don't Just Weigh the Pig

Reading Fluency: Don’t Just Weigh the Pig Imagine that you are a pig farmer. Before you take your pig to market for sale, you want the fattest pig possible. However, weighing the pig everyday will not make the pig fatter. In order for the pig to gain weight, you have to feed the pig a healthy and appropriate diet. The same is true for reading fluency.

Inflection or Inflection?

Inflection or Inflection?

Typically, when most teachers hear or read the word inflection, they think of the change in pitch or loudness of the voice in speech. But when the word inflection is used in the Common Core State Standards, this meaning doesn’t make sense. Let’s look at Kindergarten Language standard 4b:

L.K.4b: Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-. –ful. –less) as a clue to the meaning of an unknown word.

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