Text Leveling Systems and Cultural and Social Access to Books

7/19/2019

Chapters 5 & 6
Here are a few prompts to consider for these chapters. Please add any additional comments, connections, or reactions you have about this week's content.

Chapter 5: Miller and Sharp say “Requiring students to read books ‘at their level’ at all times derails intrinsic motivation to read, which is driven by interest, choice, and reader’s purpose.” How would you respond to a colleague or administrator who limits students to a specific level, regardless of interest or context of reading?

Chapter 6: What ideas or questions did this chapter provoke about your classroom or school library? Do your students see themselves reflected in books they read? Do they gain understanding of others?

Happy reading and posting!

3 Comments

Janice Ewing

7/23/2019 09:49:51 am

Hi All,

I found Chapter 5 to be really thought-provoking. The whole concept of leveling and its value is open to different interpretations and uses.
I agree with the authors' view that a student's reading identity should include so much more than a level -- interests, background knowledge, etc. They make the point that if we want to develop lifelong readers, we have to encourage students to make reading choices, as adults do. On the other hand, they recognize that some students might choose a book that is really inaccessible to them, and in that case they recommend steering them towards another book on that topic.
In talking with colleagues or administrators who might have a different view of leveling, I would start with the assumption that we all want to do what we think is best for our students. I would share the value of leveling texts for guided reading or other purposes, but also discuss the importance of encouraging students to know how (and want) to make their own choices for independent reading.

Meg Norris

7/27/2019 07:53:36 am

Hi Everyone,

When I think about going to Barnes and Noble or a local bookstore to find a new read, I do not see leveling systems. Rather, I see an assortment of books to select from within a variety of genres. Books are then oftentimes selected by interest. Therefore, I believe it is important that we teach students how to select books based on interest, purpose, and choice.

However, I do believe that leveling books has a place. Fountas and Pinnell clearly state that levels are a teacher's tool. A teacher can use leveled books within various instructional approaches such as guided reading. When it comes to students selecting books for independent reading, I think it is important that students know how to select books independently.

Janice Ewing

7/27/2019 04:39:44 pm

I think Meg's point that levels are a teacher's tool is so important. The way they're used can make all the difference in whether they're helpful for planning instruction, or discourage students from exploring their interests. I think the most harmful outcome is when the level determined by one test becomes the entire reading identity for that student.

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Text Leveling Systems and Cultural and Social Access to Books

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