# data[].attributes.body
Reading should be fun. The teacher is the driver and the students are the passengers. If children are presented with a type of text that is too complex for them, the way it is presented can help change the way they feel about it.

# data[].attributes.headline
A Level is a Teacher's Tool, NOT a Child's Label and Considering Reading with the End in Mind

# data[].attributes.subject
A Level is a Teacher's Tool, NOT a Child's Label and Considering Reading with the End in Mind

# data[].attributes.body
I love the idea that reading levels should not be primary concern of parents or students.  We should use them as educators to guide instruction, however that should not be the only thing a student is worried about when choosing a book.  We should teach kids to enjoy reading and how to get lost in a story by allowing them read books that interest them.

I agree that we need to continually reevaluate and adjust our scaffolding and support of students, but when and how do we do this? How do we close the learning gap for students instead of just preventing it from getting wider? Also, it seems like we were taught to "scaffold, scaffold, scaffold" in school and not how to draw it back- what if we are over scaffolding and preventing students from taking ownership of their learning?

# data[].attributes.headline
Reading Instruction with the End in Mind/Teaching with Complex Text

# data[].attributes.subject
Reading Instruction with the End in Mind/Teaching with Complex Text

# data[].attributes.body
These are both articles that are so relevant for today's classroom trend of differentiating to "meet the students where they are". We realize that students have a large gap between what they are able to read and what they should be able to read in their grade level. We know the gap must be filled by teaching the foundational skills students need to fill those holes. However, students are never being exposed to grade level content. This is a huge problem, especially for 3rd grade and up since they will only see grade level texts on state assessments. We have to do a better job of helping teachers see why we need to shift this line of thinking so that we are giving students the tools to navigate complex text .

# data[].attributes.headline
A Level is a Teacher's tool, not a Child's Label and Do Leveled Readers hurt or held my ELs

# data[].attributes.subject
A Level is a Teacher's tool, not a Child's Label and Do Leveled Readers hurt or held my ELs

# data[].attributes.body
My takeaway from the first article I mentioned is that Levels should never be shared with parents or students and I agree with this.  Also, "boxing" students into one level (A.R.) tends to kill a child's love of learning rather than foster it

My takeaway from the second article was that in order for EL students to succeed they must be given exposure to the same text as their peers with support and guidance.
Carol Abbott

# data[].attributes.body
Upon reviewing two of the articles, my main thought was that the athlete that eats the healthier and more nourishing foods is more likely to win the race. We systematically influence the predictability of reading success by feeding some students watered-down nutrient deficient text. In a sense, we start them off behind and give them text that is below level and noncomplex and have the audacity to question whether they will ever "catch up".

# data[].attributes.body
I have only had ELs in my class one time. They were "Irish Twins". There parents spoke very little English, but they did not want this to be a barrier for their children. They were in Kindergarten so at the beginning everyone has the same reader. Looking at the list we did quite a few of the suggested guidelines: we did picture walks, we had different books on the same subjects, informational and literature. Scaffold learning to new words and meanings.

# data[].attributes.headline
A Level is A Teacher's Tool, NOT a Child's Label

# data[].attributes.subject
A Level is A Teacher's Tool, NOT a Child's Label

# data[].attributes.body
Fontas and Pinnell expressed that reading should be about enjoyment and discovery. How can we do this if are labeling our students? I sometimes think we ruin the love of reading for our students by telling students" its not on their reading level". Of course we all want our student to be successful, but sometimes we need to choose the joy of reading over reading levels.

# data[].attributes.headline
A Level is a Teacher's Tool, Not a Child's Label

# data[].attributes.subject
A Level is a Teacher's Tool, Not a Child's Label

# data[].attributes.body
Fontas and Pinnell expressed that teachers should not emphasize a child's reading level or moving up levels. Their reading level should not be used to compare them to other children and definitely shouldn't be discussed during parent-teacher conferences. This strikes me as odd since they are experts in the leveled reader field. Why even have leveled readers then? I do understand that a child can get stuck when only reading at his or her level so we need to provide them with more challenging text to help them grow as readers. The confusion....!!

# data[].attributes.body
●      What are the big ideas of each article you selected? For both articles, complex text is strongly encouraged and should be implemented to build comprehension, critical thinking, among other necessary skills. Fountas and Pinnell states, “Leveled readers are a tool.” I get a different vibe from Dr. Shanahan- I’m assuming that these complex texts should be taught during whole group. I wonder how would I differentiate during small groups?

●      Pay attention to your own reactions as you read. How are you feeling about the ideas being presented? Why do you think this may be? I am feeling a little confused because I don’t fully understand how to incorporate complex text in my centers when I have a few who will struggle, but I am willing to learn. This kind of reminds me of “Why Johnny Can’t Read” by Rudolph Flesch and his position on phonics versus Kenneth Goodman and whole language approach. Text complexity would be the whole language approach for me because I feel like this is something that teachers are expected to just dive into.

●      How does what you read relate to the concept of 'reducing the predictability of who succeeds and who fails'? When finding the appropriate text, teachers are to sort through various components (4 buckets of the qualitative complexity, the numbers in quantitative complexity-sentence length and word rarity, and the reader and the task) to tailor the reading experience to a specific student. -J. Sherrod

# data[].attributes.headline
Considering Reading Instruction with the End in Mind

# data[].attributes.subject
Considering Reading Instruction with the End in Mind

# data[].attributes.headline
A Level is a Teacher's Tool, NOT a Child's Label

# data[].attributes.subject
A Level is a Teacher's Tool, NOT a Child's Label

# data[].attributes.body
As educators, we should want to foster a love for reading. Most people do not develop a love for anything they are forced to do. Applying levels to students is just like adding a label to a student. Students should be free to read at an enjoyable level when choosing books. The teachers must keep in mind the actual levels and provide instruction according to the levels required to achieve set standards. I believe, the more students read the better readers they become and the more they want to read.

# data[].attributes.headline
Considering Reading Instruction with the End in Mind

# data[].attributes.subject
Considering Reading Instruction with the End in Mind

# data[].attributes.body
This article was very informative and beneficial to teachers in differentiating while using grade level text. It offered seven lifelines that reinforce standard ten. The five explicit steps for differentiating while exposing all students to grade level text answered many of my questions.

# data[].attributes.headline
A Level is a Teacher's Tool, NOT a Child's Label

# data[].attributes.subject
A Level is a Teacher's Tool, NOT a Child's Label

# data[].attributes.body
Making students choose only books on their level will not foster a love for reading. I do realize it is important for teachers to know their students' levels, and it is possible to explain what the levels means to parents. I also agree with the article that students should not be aware of the reading levels of their peers. EL students should be exposed to complex text as long as the teacher has given them appropriate support through oral language activities.
Kena Knight

# data[].attributes.headline
A Level is a Teacher's Tool, Not a Child's Label

# data[].attributes.subject
A Level is a Teacher's Tool, Not a Child's Label

# data[].attributes.body
When a teacher only allows students to read on his/her level, the student's growth can become hindered.  I feel very different about AR after reading these articles.  I was also surprised when I read that we shouldn't assume EL learners don't enjoy a challenge and not to simplify their lessons.

Angie Lawhon :)

# data[].attributes.headline
The Instructional Level Concept Revisited: Teaching With Complex Text

# data[].attributes.subject
The Instructional Level Concept Revisited: Teaching With Complex Text

# data[].attributes.body
The big ideas in this article include information that instructional level placement made no difference in student growth or lead to less learning. I was shocked to learn that research that had been cited to support using instructional reading levels in instruction was nonexistant! The article indicated that the only students that benefit from using instructional levels is kindergarten and first grade or older students who are reading on those levels. Teachers who used instructional level books are doing nothing to reduce the predictability of who successes or fails.

# data[].attributes.headline
Considering Reading Instruction with the End in Mind

# data[].attributes.subject
Considering Reading Instruction with the End in Mind

# data[].attributes.body
After reflecting on this article, I came to the conclusion that as an educational community we need to rethink how we are assessing scholars. Teachers give texts and practice based on the possible questions on state tests. Text complexity are no more enriching and meaningful than the questions they ask.

# data[].attributes.headline
Consider Reading Instruction with the End in Mind  

# data[].attributes.subject
Consider Reading Instruction with the End in Mind  

# data[].attributes.body
Reading these articles have me questioning my teaching style.  There are things I need to improve on and some that have me thinking I'm doing ok.  I really need to think about my struggling readers reading grade level material, but also I need to push my above grade level readers.
Teaching with text complexity is definitely something I will try harder to be more aware of
H. Goff

# data[].attributes.headline
Consider Reading Instruction with the End In Mind & Leveled Readers for EL...

# data[].attributes.subject
Consider Reading Instruction with the End In Mind & Leveled Readers for EL...

# data[].attributes.body
In the text about beginning with the end in mind, I can definitely relate. The biggest struggle my 3rd grade teachers are facing is the huge gap in foundational skills with their students. They are struggling to "close the gap" because it is extremely large.

For the leveled readers article for EL students, it was eye opening how uninteresting and different the leveled readers were. I also had a "take away" and will remind teachers that they don't need to create separate or different instructional experiences for EL students, only accommodate and scaffold them.

# data[].attributes.body
When assign material to students, we need to make sure we are using complex text. It  was interesting to  know that students performing above or below benchmark were not based on the skills or strategies but on the complexity of the text. I feel we as teachers need to do a better job bridging the gaps for our students or they will fall between the cracks of education. -A. Dowds

# data[].attributes.headline
A level is a teacher's tool, not a child's label

# data[].attributes.subject
A level is a teacher's tool, not a child's label

# data[].attributes.body
This article confirms what I have always believed. I don't think teachers should be evaluated based on test cores or student levels. I also don't think that levels should be placed on report cards unless parents have been fully education on how the levels are being used for instruction and the meanings behind the leveling.
P. Sanders

# data[].attributes.headline
A Level is a Teacher's Tool, not a Child's Label"

# data[].attributes.subject
A Level is a Teacher's Tool, not a Child's Label"

# data[].attributes.body
This article main idea was the teacher needs to use the level to help develop a plan to help students' advance and not label them by the level. As reading this, I began to think about "labeling" students according to their level. I know teachers who do this and stay at that level throughout the teaching. This hinders our students growth.
-K. Denmark

# data[].attributes.body
Instructional Level Concept - I thought it was important to know that they have discovered that challenging a student does more good with growing a child. I have talked to several teachers that feel that some time the text is too hard, but I truly believe that we need to set the expectations high and the students will achieve them. If you give students text that is too easy, they won't learn anything and will stay at the same level.

# data[].attributes.headline
"A level is a teacher's Tool, not a child's label"

# data[].attributes.subject
"A level is a teacher's Tool, not a child's label"

# data[].attributes.body
When we progress monitor our students, we usually label them based on their reading level. And as we create our groupings for differentiated instruction, we use the their level for decide which student belongs to what group. I agree that their reading level shouldn't be shared with other students. - R. Vergara

# data[].attributes.body
In the first article about the instructional level concept, I found it interesting that research has shown that giving children more challenging texts grows their reading better, but that most teachers use their reading levels as guides.  I feel that sometimes it is done simply because it is easier for the teacher to teach from.  If we continue to do what we have always done, we will continue to get the results we have always gotten.  It is time to step up our teaching to match the expectations that we are saying we have for our children.
The second article about the reading levels from F & P was on point.  I agree that when we have the children focus on their reading level it adds stress to them in school.  If we use the information to lead our teaching of the children, it will not matter.

# data[].attributes.body
The Instructional Level Concept- The big idea swirling in this article was challenging students with grade level texts and working with harder texts in small groups and teaching them to read those texts well.  It was mentioned that students gained more from that type of setting than using instructional levels where students knew most of the content.   I was left with questions of what this might look like in a first grade classroom where so many of our students are learning the code of reading.  Would we still use challenging texts or use instructional level text to work on decoding skills?   And then my immediate thought was- are we doing this right and am I supporting my teachers in making sure students are challenged with the texts read during the day.

The second article was A Level is a Teacher's tool, Not a Child's Label- this blog post centered around F&P belief that levels should be used only for informative purposes for the teachers and should not be communicated.  We use the F&P classroom system in our schools, and in the grades I work with, the level is communicated to parents (I don't like it).  Unfortunately, no matter how much I advocate for it not to be communicated that is not something that will change.   However, using the information from the first article, I am wondering if we should be focusing on grade level books instead of instructional levels during guided reading.
Kristi Swift

# data[].attributes.body
I really enjoyed the different reading styles and I plan to implement with my students. DARCEL BRANDON