The Independent Reading Level Assessment is the essential diagnostic and formative assessment tool that enables teachers to use the TEKS to establish a baseline reading level and outline a course of remediation, acceleration, or maintenance for each child and his/her family. The ENIL (Evaluación del nivel independiente de lectura) isalso available for Spanish Language Learners.

IRLA® Development Reading Taxonomy

IRLA Starter Kit(30 Students)

EnglishGrades K-5 $1,800 Grades 6-12 $1,900

SpanishGrades K-5 $1,800

1 day of PD is included with the purchase of 5 or more modules.

IRLA STARTER KITDifferentiated Support to Assess, Teach, and Accelerate Reading Levels

American Reading Company offers a complete reading assessment and instruction system all organized around the IRLA/ENIL.

5 Baskets at a Range of Reading Levels (150 Leveled Literatry and Informational Titles)

Rotating TEKS leveled classroom libraries put authentic trade books, color-coded to each IRLA/ENIL level, at the fingertips of teachers and students, giving each student instant access to just-right text for independent practice, coaching, and conferencing.

This five-basket set provides an initial start to independent practice in IRLA/ENIL leveled texts. Due to the limited level range and quantity of titles in a fi ve-basket library, most classrooms will need at least twice this many books to support independent reading across a school year.

Reading Acquisition Take-Home Skills CardsSkills cards serve as family-friendly versions of each IRLA/ENIL level, outlining the skills, standards, and habits students need to master at that level.

Leveled Classroom Libraries

Additional Reading Assessment and Instruction Supports

100 Book Challenge®

ENIL:Developmental Reading Taxonomy® Built on Texas Essential Knowledge and Skills

®®

5 6 7 8 9 &10 11& 12

LAM 1Az 2Az Ne An Pú 1Br Pl Or2Br

®

Estructura para la Evaluación del nivel independiente de lectura

AMERICANREADING COMPANY

Registrando el progreso del/la estudianteen preparación para la universidad y la vida profesional

2019

Built on Texas Essential Knowledge and Skills

4

Ne

en preparación para la universidad y la vida profesionalPreK 1 2 3 4 5 6 7 8 9 &10 11& 12Kindergarten

RTM 1G 2G 1B 2B 1R 2R Wt Bk Or Pu 1Br Si Gl2Br1-3Y

®

Tracking Student Progress

Toward College and Career Readiness

Developmental Reading Taxonomy® Built on Texas Essential Knowledge and Skills

AMERICANREADING COMPANY

2019

IRLA:Independent ReadingLevel Assessment® Framework®®

IRLA® /ENIL® $150

Performance-Management System Home & School Reading Small-Group Instruction

IRLA and Foundational Skills Toolkits

RTM 1B 2B Bk Pu

®

Tracking Student Progress

Toward College and Career Readiness

Developmental Reading Taxonomy® Built on Texas Essential Knowledge and Skills

AMERICANREADING COMPANY

2019

IRLA:Independent ReadingLevel Assessment® Framework®

Built on Texas Essential Knowledge and Skills

RLA:Independent ReadingLevel Assessment® Framework

2 3 4 5 6 7

2B 1R 2R Wt Bk Or Pu 1Br

Toward College and Career ReadinessToward College and Career Readiness

Developmental Reading Taxonomy® Built on Texas Essential Knowledge and Skills

RLA:Level Assessment® Framework

Toward College and Career ReadinessToward College and Career ReadinessToward College and Career ReadinessToward College and Career Readiness

9 &10 11& 12

Si Gl

®

Tracking Tracking Student Progress Student Progress

Toward College and Career ReadinessToward College and Career Readiness

8

2Br

Student Progress Toward College and Career ReadinessToward College and Career Readiness

IRLAIRLA

PreK 1Kindergarten

RTM 1G 2G 1B1-3Y

Developmental Reading Taxonomy

IRLA®

AMERICANREADING COMPANYFOUNDATIONAL SKILLS

TOOLKITIRLA: Developmental Reading Taxonomy

AMERICANREADING COMPANY

PreK 1 2 3 4 5 6 7 8 9 &10 11& 12Kindergarten

RTM 1G 2G 1B 2B 1R 2R Wt Bk Or Pu 1Br Si Gl2Br1-3Y

®PreK 1 2 3 4 5 6 7 8 9 &10 11& 12Kindergarten

RTM 1G 2G 1B 2B 1R 2R Wt Bk Or Pu 1Br Si Gl2Br1-3Y

®PreK 1 2 3 4 5 6 7 8 9 &10 11& 12Kindergarten

RTM 1G 2G 1B 2B 1R 2R Wt Bk Or Pu 1Br Si Gl2Br1-3Y

®1

1B

Harry Truman Elementary School Dashboard Feb/2012

Average Reading Profi ciency Growth

Reading Growth by Classroom

Mrs. Peters

Classroom Reading Profi ciency Growth

Room: 122 Grade: K

Mr. Smith

Mr. Flynn

Mrs. Jones

Mrs. Lucas

Room: 234 Grade: 2

Room: 112 Grade: 1

Room: 120 Grade: 1

Room: 121 Grade: 3

1.1 Years

Mrs. RodriguezRoom: 122 Grade: 6

Mr. Richards

Mrs. Ray

Mrs. Landis

Room: 112 Grade: 5

Room: 120 Grade: K

Room: 121 Grade: K

0.1 Years

0.3 Years

0.9 Years

0.4 Years

0.8 Years

0.8 Years

0.6 Years

0.6 Years

Harry Truman Elementary School Dashboard Feb

Average Reading Profi ciency Growth

Reading Growth by Classroom

Room: 122 Grade: 6

Average Reading Profi ciency Growth

Mrs. Peters

Classroom

Room: 122 Grade: K

Mr. Smith

Mr. Flynn

Mrs. Jones

Mrs. Lucas

Room: 234 Grade: 2

Room: 112 Grade: 1

Room: 120 Grade: 1

Room: 121 Grade: 3

Mrs. RodriguezRoom: 122 Grade: 6

Mr. Richards

Mrs. Ray

Mrs. Landis

Room: 112 Grade: 5

Room: 120 Grade: K

Room: 121 Grade: K

Also available in Spanish. Learn more at americanreading.com/teks

IRLA 167Bk

Bk Independent Reading Level Overview 4.00 - 4.99Acquire a Series Reading Habit and Robust Word Schema

Bk Learning FocusAcquire a Series Reading HabitBk-level readers really get hooked on reading. This is when silent reading takes off and readers will sit and read for long periods of time, reluctant to stop because they want to find out what happens next. Bk is the level where good readers binge on junky series books (e.g., Christopher’s sports fiction). This should be encouraged because it builds fluency, silent reading speed, endurance, and the habit of reading. Literary taste will come with experience. Require Bk-level readers to demonstrate their proficiency in both fiction and nonfiction, but otherwise let them indulge their passions. The levels that follow require students to broaden their reading into new genres. Take advantage of page-turners to have students master the narrative form: characters, settings, dialogue, point of view, theme, etc., in both reading and writing.

Robust Word SchemaBk is the first level where students must have already acquired an academic vocabulary of at least 1,500 words. In Bk text, the vocabulary demands are increasing both in density and sophistication, with 3–5 words and/or phrases on a typical chapter book page not familiar from everyday speech. Be sure readers can define those words either from past reading experience or through the use of their word schema (context clues, word parts, analogy, etc.). Bk-level readers should finish a Bk chapter book, or its equivalent, each week.

• Make inferences and use evidence to support understanding.Range of Reading ELAR TEKS 4.5 • Self-select [Bk literary and informational] text and read independently for a

sustained period of time. Academic Vocabulary in Current Schema ELAR TEKS 4.3(C)• Determine the meaning of and use words with affixes such as mis-, sub-, -ment,

and -ity/ty and roots such as auto, graph, and meter.

Retell, paraphrase, or summarize texts in ways that maintain meaning and

Make inferences and use evidence to support understanding.Range of Reading ELAR TEKS 5.5 • Self-select [Or literary and informational] text and read independently for a

sustained period of time. Academic Vocabulary in Current Schema ELAR TEKS 5.3(C)• Identify the meaning of and use words with affixes such as trans-, super-, -ive,

and -logy and roots such as geo and photo.

®®

Independent Reading Level Overview 4.00 - 4.99Acquire a Series Reading Habit and Robust Word Schema

Acquire a Series Reading HabitBk-level readers really get hooked on reading. This is when silent reading takes off and readers will sit and read for long periods of time, reluctant to stop because they want to find out what happens next. Bk is the level where good readers binge on junky series books (e.g., Goosebumps, Diary of a Wimpy Kid, Matt Christopher’s sports fiction). This should be encouraged because it builds fluency, silent reading speed, endurance, and the habit of reading. Literary taste will come with experience. Require Bk-level readers to demonstrate their proficiency in both fiction and nonfiction, but otherwise let them indulge their passions. The levels that follow require students to broaden their reading into new genres. Take advantage of page-turners to have students master the narrative form: characters, settings, dialogue, point of view, theme, etc., in both reading and writing.

Robust Word SchemaBk is the first level where students must have already acquired an academic vocabulary of at least 1,500 words. In Bk text, the vocabulary demands are increasing both in density and sophistication, with 3–5 words and/or phrases on a typical chapter book page not familiar from everyday speech. Be sure readers can define those words either from past reading experience or through the use of their word schema (context clues, word parts, analogy, etc.). Bk-level readers should finish a Bk chapter book, or its equivalent, each week.

Key Texas Essential Knowledge and SkillsELAR TEKS 4.5 Self-select [Bk chapter books/series] and read independently for a sustained period of time.

ELAR TEKS 4.3(C) Determine the meaning of and use words with affixes such as mis-, sub-, -ment, and -ity/ty and roots such as auto, graph, and meter.

ELAR TEKS 4.10(D) Describe how the author’s use of imagery, literal and figurative language such as simile and metaphor, and sound devices such as alliteration and assonance achieves specific purposes.

Entry RequirementsMust be in place before earning Bk designation.Comprehension ELAR TEKS 4.7(D)/4.6(F)• Retell, paraphrase, or summarize texts in ways that maintain meaning and

logical order. Make inferences and use evidence to support understanding.

Range of Reading ELAR TEKS 4.5 Self-select [Bk literary and informational] text and read independently for a sustained period of time.

Academic Vocabulary in Current Schema ELAR TEKS 4.3(C)Determine the meaning of and use words with affixes such as mis-, sub-, -ment,

Exit RequirementsMust be in place before earning Or designation.Comprehension ELAR TEKS 5.7(D)/5.6(F)• Retell, paraphrase, or summarize texts in ways that maintain meaning and

logical order. • Make inferences and use evidence to support understanding.Range of Reading ELAR TEKS 5.5

Academic Vocabulary in Current Schema ELAR TEKS 4.3(C)Determine the meaning of and use words with affixes such as mis-, sub-, -ment,

Retell, paraphrase, or summarize texts in ways that maintain meaning and

Make inferences and use evidence to support understanding.Range of Reading ELAR TEKS 5.5 • Self-select [Or literary and informational] text and read independently for a

Independent Reading Level OverviewAcquire a Series Reading Habit and Robust Word Schema

Acquire a Series Reading HabitBk-level readers really get hooked on reading. This is when silent reading takes off and readers will sit and read for long periods of time, reluctant to stop because they want to find out what happens next. Bk is the level where good readers binge on junky series books (e.g., Christopher’s sports fiction). This should be encouraged because it builds fluency, silent reading speed, endurance, and the habit of reading. Literary taste will come with experience. Require Bk-level readers to demonstrate their proficiency in both fiction and nonfiction, but otherwise let them indulge their passions. The levels that follow require students to broaden their reading into new genres. Take advantage of page-turners to have students master the narrative form: characters, settings, dialogue, point of view, theme, etc., in both reading and writing.

Robust Word SchemaBk is the first level where students must have already acquired an academic vocabulary of at least 1,500 words. In Bk text, the vocabulary demands are increasing both in density and sophistication, with 3–5 words and/or phrases on a typical chapter book page not familiar from everyday speech. Be sure readers can define those words either from past reading experience or through the use of their word schema (context clues, word parts, analogy, etc.). Bk-level readers should finish a Bk chapter book, or its equivalent, each week.

Determine the meaning of and use words with affixes such as mis-, sub-, -ment,

Self-select [Bk literary and informational] text and read independently for a

Academic Vocabulary in Current Schema ELAR TEKS 4.3(C)Determine the meaning of and use words with affixes such as mis-, sub-, -ment,

Retell, paraphrase, or summarize texts in ways that maintain meaning and

Make inferences and use evidence to support understanding.Range of Reading ELAR TEKS 5.5

Self-select [Or literary and informational] text and read independently for a

Independent Reading Level OverviewAcquire a Series Reading Habit and Robust Word Schema

Acquire a Series Reading HabitBk-level readers really get hooked on reading. This is when silent reading takes off and readers will sit and read for long periods of time, reluctant to stop because they want to find out what happens next. Bk is the level where good readers binge on junky series books (e.g., Christopher’s sports fiction). This should be encouraged because it builds fluency, silent reading speed, endurance, and the habit of reading. Literary taste will come with experience. Require Bk-level readers to demonstrate their proficiency in both fiction and nonfiction, but otherwise let them indulge their passions. The levels that follow require students to broaden their reading into new genres. Take advantage of page-turners to have students master the narrative form: characters, settings, dialogue, point of view, theme, etc., in both reading and writing.

Robust Word SchemaBk is the first level where students must have already acquired an academic vocabulary of at least 1,500 words. In Bk text, the vocabulary demands are increasing both in density and sophistication, with 3–5 words and/or phrases on a typical chapter book page not familiar from everyday speech. Be sure readers can define those words either from past reading experience or through the use of their word schema (context clues, word parts, analogy, etc.). Bk-level readers should finish a Bk chapter book, or its equivalent, each week.

Entry Requirements

IRLA 167Bk

Bk Independent Reading Level Overview 4.00 - 4.99Acquire a Series Reading Habit and Robust Word Schema

Bk Learning FocusAcquire a Series Reading HabitBk-level readers really get hooked on reading. This is when silent reading takes off and readers will sit and read for long periods of time, reluctant to stop because they want to find out what happens next. Bk is the level where good readers binge on junky series books (e.g., Goosebumps, Diary of a Wimpy Kid, Matt Christopher’s sports fiction). This should be encouraged because it builds fluency, silent reading speed, endurance, and the habit of reading. Literary taste will come with experience. Require Bk-level readers to demonstrate their proficiency in both fiction and nonfiction, but otherwise let them indulge their passions. The levels that follow require students to broaden their reading into new genres. Take advantage of page-turners to have students master the narrative form: characters, settings, dialogue, point of view, theme, etc., in both reading and writing.

Robust Word SchemaBk is the first level where students must have already acquired an academic vocabulary of at least 1,500 words. In Bk text, the vocabulary demands are increasing both in density and sophistication, with 3–5 words and/or phrases on a typical chapter book page not familiar from everyday speech. Be sure readers can define those words either from past reading experience or through the use of their word schema (context clues, word parts, analogy, etc.). Bk-level readers should finish a Bk chapter book, or its equivalent, each week.

Key Texas Essential Knowledge and SkillsELAR TEKS 4.5 Self-select [Bk chapter books/series] and read independently for a sustained period of time.

ELAR TEKS 4.3(C) Determine the meaning of and use words with affixes such as mis-, sub-, -ment, and -ity/ty and roots such as auto, graph, and meter.

ELAR TEKS 4.10(D) Describe how the author’s use of imagery, literal and figurative language such as simile and metaphor, and sound devices such as alliteration and assonance achieves specific purposes.

Entry RequirementsMust be in place before earning Bk designation.Comprehension ELAR TEKS 4.7(D)/4.6(F)• Retell, paraphrase, or summarize texts in ways that maintain meaning and

logical order. • Make inferences and use evidence to support understanding.Range of Reading ELAR TEKS 4.5 • Self-select [Bk literary and informational] text and read independently for a

sustained period of time. Academic Vocabulary in Current Schema ELAR TEKS 4.3(C)• Determine the meaning of and use words with affixes such as mis-, sub-, -ment,

and -ity/ty and roots such as auto, graph, and meter.

Exit RequirementsMust be in place before earning Or designation.Comprehension ELAR TEKS 5.7(D)/5.6(F)• Retell, paraphrase, or summarize texts in ways that maintain meaning and

logical order. • Make inferences and use evidence to support understanding.Range of Reading ELAR TEKS 5.5 • Self-select [Or literary and informational] text and read independently for a

sustained period of time. Academic Vocabulary in Current Schema ELAR TEKS 5.3(C)• Identify the meaning of and use words with affixes such as trans-, super-, -ive,

and -logy and roots such as geo and photo.

®

SchoolPace®/eIRLA® Annual SubscriptionRecommended purchase for student data

tracking. See reverse for more info.

®®®

TEKS EDITION

GRADES 2-3GRADES 2-3GRADES 2-3GRADES 2-3GRADES 2-3

INSTRUCTIONAL FRAMEWORK

100100100100100100100100100100100100100100100100100100100100100100100100100100100100100100100100100100100100100100100

CHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGEINSTRUCTIONAL FRAMEWORKINSTRUCTIONAL FRAMEWORKINSTRUCTIONAL FRAMEWORKCHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGECHALLENGE

PreK 1 2 3 4 5 6 7 8 9 &10 11& 12Kindergarten

RTM 1G 2G 1B 2B 1R 2R Wt Bk Or Pu 1Br Si Gl2Br1-3Y

®

Tracking Student Progress

Toward College and Career Readiness

Developmental Reading Taxonomy® Built on Texas Essential Knowledge and Skills

AMERICANREADING COMPANY

2019

IRLA:Independent ReadingLevel Assessment® Framework®®

Developmental Reading Taxonomy®Developmental Reading Taxonomy®Developmental Reading Taxonomy Built on Texas Essential Knowledge and SkillsDevelopmental Reading Taxonomy Built on Texas Essential Knowledge and Skills

Tracking Tracking Student Progress Student Progress

Toward College and Career ReadinessToward College and Career Readiness

Data That Changes Adult Behavior

PreK Kindergarten 1 2 3 4 5 6 7 8 9 & 10 11 & 12 Percentage of Students

Grade Date Students RTM 1Y 2Y 3Y 1G 2G 1B 2B 1R 2R Wt Bk Or Pu 1Br 2Br Si Gl Emergency At RiskProfi cient or

Above

KOct 1st 1112 776 133 199 4 69.7 12 18.3

1stOct 1st 1075 37 149 176 237 206 150 115 5 74.9 13.9 11.2

2ndOct 1st 906 1 5 1 1 98 126 241 212 203 14 3 1 75.7 22.4 1.9

3rdOct 1st 1001 11 15 37 130 132 171 223 274 3 3 2 71.9 27.4 0.7

4thOct 1st 991 2 12 75 24 37 211 295 261 60 12 2 66.2 26.3 7.5

5thOct 1st 755 8 9 10 16 45 65 189 181 196 30 5 1 45.3 24 30.7

6thOct 1st 462 1 1 1 1 7 22 61 89 147 115 15 1 1 39.6 31.8 28.6

7thOct 1st 302 1 4 20 13 30 49 100 59 18 8 38.8 33.1 28.1

8thOct 1st 215 1 1 1 5 20 28 57 60 28 12 2 52.6 27.9 19.5

STUDENT GROWTH MODEL

Emergency At Risk Profi cient or Above

Date StudentsRTM 1Y 2Y 3Y 1G 2G 1B 2B 1R 2R Wt Bk Or Pu 1Br 2Br Si Gl Emergency At Risk

Profi cient or Above

Oct 1st 6819 814 287 387 260 363 492 52 4 441 593 591 605 514 434 304 139 48 20 3 55.4 24.1 20.5

School Total

1st

Date Students

Oct 1st

School TotalHarry Truman Elementary School Dashboard Feb/2012

Average Reading Profi ciency Growth

Reading Growth by Classroom

Mrs. Peters

Classroom Reading Profi ciency Growth

Room: 122 Grade: K

Mr. Smith

Mr. Flynn

Mrs. Jones

Mrs. Lucas

Room: 234 Grade: 2

Room: 112 Grade: 1

Room: 120 Grade: 1

Room: 121 Grade: 3

1.1 Years

Mrs. RodriguezRoom: 122 Grade: 6

Mr. Richards

Mrs. Ray

Mrs. Landis

Room: 112 Grade: 5

Room: 120 Grade: K

Room: 121 Grade: K

0.1 Years

0.3 Years

0.9 Years

0.4 Years

0.8 Years

0.8 Years

0.6 Years

0.6 Years

Performance ManagementUse Student Performance Data to Measure Adult Success in Real-Time

Mount Bradley School District Dashboard SchoolPace

Targets

Drivers

Progress

3,405 Students Can Apply CCSS to Grade-Level Text

8,190 Students Can Read Grade-Level Text With Basic Comprehension

25,470 Students on Target for Reading Practice

17,312 Students on Targetfor Teacher Conferencing

12.7%30.5%

96.2% 65.4%

Less Than 1 Year

%1.0–1.5 Years

%1.6–2.0 Years

%More Than

2 Years%

7,987 76.1% 2,316 22.1% 173 1.6% 21 0.2%

3,654 63.4% 1,349 23.4% 469 8.1% 293 5.1%

542 5.3% 671 6.6% 3,013 29.5% 5,988 58.6%

12,183 46.0% 4,336 16.4% 3,655 13.8% 6,302 23.8%

Average Gap of Students Not on Target 3.7 Steps Average Time Since Last Conference 15.7 Days

TotalStudents

%

Profi cient or AboveOn or Above Grade Level 10,497 39.6%

At-Risk.01–1.9 Years Below Grade Level 5,765 21.8%

Emergency2 or More Years Below Grade Level 10,214 38.6%

26,476

Students Trending Toward Each Tier of Reading Growth

Average Rate of Reading Growth

Students Can Read Grade-Level Text With Basic Comprehension

Date Generated: 10/19/2016

Text Level

Reading Practice

CCSS Application

Expert Coaching

Total Participating Students in Grades K–12: 26,476

Text Level

INDIVIDUAL STUDENT Reading Growth Over Time

Independent Reading Level of All Students DISTRICT WIDE

Average Rate of Reading Growth byDISTRICT, SCHOOL AND CLASSROOM

in Real Time

SchoolPace/eIRLA web-based data tracker provides daily monitoring of real-time actionable data to adjust interventions as needed for each student and classroom. With SchoolPace/eIRLA, educators will be able to:

• Track student progress, skill by skill, across the TEKS Standards.

• Conference with students using interactive, embedded assessments.

• Collaborate with multiple teachers.• Document evidence of student achievement.

SchoolPace/eIRLA$5,500 subscription

per school per school year.

ProgressProgress

25,470 Students on Target for Reading Practice

Average Gap of Students Not on Target

Profi cient or AboveOn or Above Grade Level

At-Risk.01–1.9 Years Below Grade Level

Emergency2 or More Years Below Grade Level

Students Can Read Grade-Level Text With Basic Comprehension

Date Generated: 10/19/2016

Text Level

For more information visit www.americanreading.com/teks