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    Family Guide to Supporting Your I-L Leveled Reader in Informational Text

    What is Leveled Reading? Elementary teachers use various tools to determine reading proficiency, including comprehension, fluency, accuracy and stamina. Students reach higher levels in the alphabet, A-Z, as their proficiency increases.

    Characteristics of Informational Text at Levels I-L

    • Longer and/or more complex books
    • More technical vocabulary and new concepts
    • Concepts and ideas are introduced that require readers to think about a different time, space or a culture unlike their own


    Readers should be working on these skills at Levels I-L

    • Using multiple strategies to figure out new words
    • Reading rapidly with phrasing, slowing down to problem-solve and then resuming speed
    • Demonstrating understanding after silent reading
    • Making connections between the text and other books
    • Rereading to search for meaning and/or self-correct


    How to help: Possible questions and prompts to ask your child

    Before Reading

    • “What does the cover tell you about the book?”
    • “What do you already know about this topic?”
    • “Look over the table of contents. What are you curious to find out?”

    While Reading

    • “What information does the image on page __ provide?”
    • “How do the headings and subheadings help you find information?”
    • “What information is found in this ____ (picture, diagram, map, chart, etc.)? Tell me more.”
    • “What information did you get from reading this ____ (label, icon, caption)? How does this help you to understand?”
    • “What does _____ (phrase or sentence from the text) mean? How do you know?”
    • “What’s the main focus of these specific paragraphs?”
    • “Read back and read ahead a bit to see if it helps you figure out what that word says/means.”
    • “Let’s think about this section and look back through the pages to help us think about the topic.”

    After Reading

    • “How does the author feel about this topic? What is the author’s perspective?”
    • “Would you want to read other books by this author? Why or why not?”
    • “Of the information you learned, what would you most like to share with someone else?”
    • “What does _____ (vocabulary word) mean? How do you know?”
    • “How did the text features help you get information? Explain.”
    • “What’s the main purpose of the text? Why do you think the author wrote this book?
    • “Did you change your opinion about some aspect of this text as you read to the end? Why?”
    • “Show me evidence that tells why you have that idea.”