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I'm curious about their level of accuracy.

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Managing this task might pose a challenge in a larger class, considering the need for sufficient time to meticulously and accurately record and execute the records.

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I observe that the leveling notes are comprehensive and offer crucial background information about the student.

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I see that the tracker is individualized for each student. It makes the program catered towards individual needs, which allows for growth at own pace.

I think it seems time consuming to spend such individualized time with each student.

I wonder how comfortable students need to be in working independently so tracking students can be done effectively and accurately.

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I wonder what happens after you identify a student's independent reading levels

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I think it is challenging to know where each student's reading level falls on using the targets by level and leveling record.

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I see there are Leveling protocols for students reading at Level Y, 1G, and above.

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I wonder how to support and encourage students who have little or not literacy in L1 but are resistant to doing the work because they deem all activities to be "baby-ish." There is a wide range of literacy levels in our class and the lower level students are well aware of the differences. I wish that we could have students with extremely different needs in a separate class for stand alone so they do not feel as embarrassed by the texts they are working on.

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I think leveling the students is critical to meet them where they are and help them learn most efficiently.

I think including the students in discussions about their goals and progress is helpful in motivating students.

I think it will be challenging to complete these with a larger class size and with students coming in throughout the year.

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I see that there is a leveling protocol as well as progress monitoring.

I see that students are asked to self evaluate to be part of the discussion of their progress.

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I am wondering how a student who enrolls in March participates in the same way as students who have been participating in the centers since September. I wonder if it is socially obvious when one student is at a Y and another is at 2B, and if that can play on moral.

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I'm thinking that the texts have so far seemed very nonfiction--probably because less inferences need to be made.

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I'm seeing that there is opportunity for a glow and grow feedback procedure.

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I wonder how much longer grasping the new literacy will take, considering they are unable to read/decode in their native language.

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I think the student will gain confidence in their literacy skills, and will be more apt to taking on more challenging readings.

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I see that that the levels progress in a comfortable and safe way for students.

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I wonder how to build the self-assessment capability.  It is something I strive for but rarely attain to its fullest.

I wonder how long each assessment takes.

I wonder how accurate they are.

I wonder how to find time to do this multiple times in a school year.

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I think the mix of foundational and comprehension is just right.

I think it might be difficult to administer this if you do not speak the student's HL since you elicit responses in their native language.

When I had to administer F & P tests, I remember how time-consuming it was and how difficult it was to make sure the rest of the class was occupied while administering these assessments.

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I notice that the leveling notes are quite thorough and provide some very important background information on the student.

I see that there are two levels - Y (beginner) and 1G (higher).

I see that the student can write in their native language, which provides a general sense of literacy.

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I wonder what next steps are if they don't improve in their reading after a certain time. How long do we continue?

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I think that this aspect of assessment, which seems necessary, is a bit time consuming

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I see that their is a distinction between, Entering students and low readers.

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I think the tools are a great visual to have students reach their goals.

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I liked how the next steps targets are set up.

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I wonder where we can find the sheets to to record student answers.

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I think that the leveling tool is useful for teachers to know what students need to learn.

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I see that the ENL targets are written in a student friendly manner that students can understand.

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I see the Stand Alone Targets by level resource is helpful in creating specific goals for each student based on level. I like that it has both foundational and writing targets.

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I think the leveling and progress monitoring materials are so clear and easy to implement. I these resources set students up for success and set clear manageable goals.

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I wonder if we can get the activity packets for some of the guided reading books that we do not currently have such as: Caterpillars, Sunflowers Grow, Birds, Polar Babies and some of the 2B leveled guided reading books

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I think the one pager "ENL Targets by Level" is a great tool to have for each student and it seems like a very simple checklist.

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I am wondering if this leveling document is going to replace or be in addition to the current document we are using?

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I wonder if I am supposed to keep a running record in order to identify how many words they are able to decode for each book?

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Are there additional recommendations for books for students to read at the independent reading center.

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I think that the more specific targets will help my students with setting goals.
I think having students apply the learning target helps them further determine if they are meeting a specific goal.

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I notice that there are more detailed notes that we can record on the teacher notes.
I noticed that there are targets by level that are student friendly.

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I think the stand-alone targets will make it easier to identify next steps for each student.

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1. How is the referenced Progress Monitoring Record different from the Student Progress Log?

2. Are we identifying instructional reading levels (vs. independent)? Do students read different level books during the Independent Reading center than during the guided reading group?

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1. I see two different protocols for leveling.

2. I see a phonics screener for 1G and up.

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I'm glad I will be able to work with such small groups.

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I wonder how I will be able to keep my teenage students engaged with such low books. I wonder how I can teach the skills they need without insulting their age and maturity levels. 

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I wonder how I will be able to keep my teenage students engaged with such low books. I wonder how I can teach the skills they need without insulting their age and maturity levels. 

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I think being able to work with small groups will help my students to level up to the next level.

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I see that students have a log that they need to complete each day. This is a way to hold them accountable for their reading

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I wonder how many books we should have to effectively start this program.
I wonder how my older students will react to the books.

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I think I am lucky that my district designed this program to have small class sizes so that I have the time to meet with each student and complete the monitoring.
I think this would be very difficult to do in a class of 10 or more students.

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I see that students have the opportunity to write their targets in their native language and that they self-monitor their progress in reaching these goals.
I see that the Y level books have a repetitive pattern while the 1G books have text that is more complex and may not follow a pattern on every page.

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I am wondering if some assessments in the student's home language would be beneficial. I am also wondering about the phonics screener information... Is there a program online that could help with leveling and highlighting what students are ready for next?

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I think the tools and resources will be helpful for my students (and me).

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I see the different target levels and protocols that are beneficial for various learners. I also see Targets by Level which can be helpful as we try to move students.

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I wonder how often the leveling protocol should be done, and also how to organize everything. I am having trouble finding materials and getting started.

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I think the student log will help my students to acknowledge and take ownership of what they know and what they want to work on. I think this will support their language production.

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I see that the leveling protocol includes phonemic awareness activities and scaffolds, and that students are also responsible for thinking about and monitoring their progress.

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I wonder if/how I will be able to assess students that are not Spanish speakers effectively for comprehension.

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I think leveling is a great way to think about each student and their proficiency different areas of literacy.

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I see that each level adds on to the targets of the previous level. I see a focus on phonics and comprehension. I see that L1 is used to support English comprehension. I also see that the students self-assess their progress.

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I wonder how well this would work in a class with 20+ students.

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I think each scaffolded level is beneficial for each student depending on their literacy skills.

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I see that the students have room for growth with the progress logs. I also see that each level is scaffolded.

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I think that the children can read words that they do not know the meaning of. 

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I think that the children can read words that they do not know the meaning of. 

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I see that the leveling protocol is comprehension and word reading along with translation. 

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I see that the leveling protocol is comprehension and word reading along with translation. 

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I wonder how to organize my centers after the Start Up lessons are done.

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I think that students will feel more motivated to learn if they are working with their classmates.
I also think that leveling students allow them to reflect how much effort they have put into their learning.

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I noticed that there is a level Y designed for students that have low literacy skills in English. The rest of the levels are organized in groups (colors). Each color have similar targets.

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I wonder if other teachers feel stressed out about this like I am! HA

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I think some of my students will be at different levels. Also, I think having the progress logs will be beneficial for reflecting.

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I see Level Y is for beginners. I also see the I can statements for both reading and writing.

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I wonder if students have to master all 3 subsets of targets (reading, foundational skills, writing) before they advance to the next reading level. Is it possible for them to be focusing on different targets that branch across two reading levels?

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I think that providing students with a progress log will help keep them focused and motivated to achieve their personal goals. I think it's great that students are able to self-evaluate their own progress.

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I see that the Y leveling protocol is for beginner students with little to no English (or no HL literacy skills), while the other protocol is for students who have some English. I also see that each level has specific targets for reading, foundational skills, and writing.

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I wonder what to do about having only one student on a particular level since students work collaboratively in their peer group.

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I think students might become motivated to work hard if they noticed one of their friends on a higher level.

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I see that students have a progress log that is simple to use. I also noticed the each level has protocols for teachers to follow.

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I wonder what is the best organization skills that a teacher should have to keep everything organized. What the organization should look lile.

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I think with consistent (of course hard) due deligence the leveling record can be done while students are doing the application of lesson to get one or two students a day.

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I noticed the gradual release/scaffold in each level. Movement per level for reading and writing.

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I wonder how I assess my students to determine which of the 7 levels they are.
I wonder how I motivate the students that are in a different group than I am working with at that time.

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I think there are 7 different levels available for my students.
I think my students will be at multiple different levels even though they are in the same period class.

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I see that there are three responses to the "Can you do it?" question.

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I notice the progression of targets of what students should be able to do at each level.  

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I notice the progression of targets of what students should be able to do at each level.  

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Danielle

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I think that this could be challenging with a larger class, having the time to thoughtfully and precisely record and run the records.  

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I think that this could be challenging with a larger class, having the time to thoughtfully and precisely record and run the records.  

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Danielle

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I am wondering if we are able to use supplementary programs such as Renaissance Star for leveling? 

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I am wondering if we are able to use supplementary programs such as Renaissance Star for leveling? 

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Danielle

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I notice that for one of my students, she knows the vocabulary and can write simple sentences in English, but she has a difficult time processing the comphrehension questions in English.

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I notice that for one of my students, she knows the vocabulary and can write simple sentences in English, but she has a difficult time processing the comphrehension questions in English.

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I wonder of other teachers are feeling as overwhelmed as I am with all the protocals, stations, and keeping up with leveling.  

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I wonder of other teachers are feeling as overwhelmed as I am with all the protocals, stations, and keeping up with leveling.  

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I think that with a small group it may be possible to do all these steps.  However, with a larget group of students, I think it will be difficult to track and find the time for it.  

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I think that with a small group it may be possible to do all these steps.  However, with a larget group of students, I think it will be difficult to track and find the time for it.  

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I am thinking about how often the students do the self assessement

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how do we determine the next step targets?

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I see that the comprehension questions move from receptive to literal to inference

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1. How can teachers do this process successfully with other students in the room?

2. How often do we use this leveling process?

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1. I think that the Leveling Record is simple to follow, but that I might need help practicing the protocol a few times before I feel comfortable.

2. I think this may be challenging to find time to do during the school day.

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1. I notice that there is one leveling protocol for Y students and a slightly different protocol for 1G and up.

2. I see that there is a student log for each student to keep track of their own progress.

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Please post in this section what you WONDER about the leveling documents

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Please post in this section what you WONDER about the leveling documents

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Note: Please make the TITLE of the post your NAME.

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Please post in this section what you THINK about the leveling documents

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Please post in this section what you THINK about the leveling documents

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Note: Please make the TITLE of the post your NAME.

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Please post in this section what you SEE in the leveling documents.

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Please post in this section what you SEE in the leveling documents.

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Note: Please make the TITLE of the post your NAME.