Books for K-1 reading level

Well, I prefer to spend as much time as possible teaching skills; hig interest low level readers without skills teaching tend to just keep kids in a holding pattern.

Given that, if you want to send books out — and I would also send out practice exercises that can be done with relatively little supervision — how about covering all your books with some sort of attractive book covers?

Sixth graders reading at K-1 — that is very low…. let’s face it, that’s not independent reading. You might want to have them do somethign entirely different than reading with a regular book - like find 15 vowel-consonant-e words in a book that may be well beyond their reading level.

There are basic books used for adult literacy out there, and there are decodable books. Iv’e got a list (that I’m going to try to update this weekend - some links are out dated) at http://www.resourceroom.net/older/hilow_sources.asp and there’s also info on decodables at http://www.auburn.edu/~murraba

How are there other functional skills? I might be thinking hard about their futures and the best way to use their time in the classroom.

The problem with the hi-lo books is they tend to reinforce guessing. You spend hours and hours trying to stop guessing and then they attempt to read the books and they end up guessing. I do read to the kids, even though they are HS. It seems to go over pretty well, though one girl pronounced it as “gay” (Seems to be the big insult these days.)

—des

Look at the High Noon Books by Academic Therapy Publications. The Tom and Ricky series is one example of low reading level text that looks like a chapter book.

Janis

Sopris West and even Wilson have some chapter type books for older kids. Only trouble is I don’t think any of them are that low. Perhaps you could talk the classroom teachers into having them do other type of activiites. Some dyslexic kids are awfully good with their hands and might be able to do alternative type projects, perhaps on the same lines as what they are working on in school. There are also books on tape and that sort of thing, where they could really be reading (or listening to) things on their intellectual level vs their reading level. If there are computers in the class that opens up a whole range of activities from text to speech options to computer programs like the Don Johnson series that has books and CDs tied to each other (various titles). Some of them are more sophistocated, but still you have a very low reading level there.
Also there would be alternative skills to work on. While you worry about the reading.

—des

I was fortunate to get a bunch of money for books on tape and CD. My students who are low check these out during their AR time in general ed. They listen to the book on tape and open the book. I’m sure they just fake read but the listening is very good for them. They can even take AR tests. These can be checked out at the public library as well. I strongly encourage parents to check these out by student interest.

MIchelle Az

Michelle,
You bring up an important point. When a student reads a book while listening to it in audio format, it is best that the speed is set for their tracking level. Often times, a book converted to text-to-speech can be easily speed adjusted to the comfort level of the student. Students have told me that they believe that this type of reading helps them with reading faster and understanding the “longer” words. It’s really important that they follow along in the book and often times the book on CD or tape reads too fast for them.

THe more sophisticated text readers (Kurzweil, WYNN) can also do things like highlight text as it’s read.

The best books that I’ve used are the Scholastic READ 180, Fact and Fiction (200 - 400) lexile level paperbacks. They are very high interest and written with very good illustrations and stories. Scholastic 180 also has wonderful taped books that not only read to the student, but also “think aloud” as they come across difficult concepts or vocabulary. These books are written at the intermediate all the way through high school level.

I do not think there are any interesting books written at first grade level for 6th graders. If I were a 6th grader having to read a “baby” book in front of my peers, I think it would be easier and better for my self-esteem to get myself sent to the office. The books on tape idea is best. I’ve rarely asked a child to read along - I just want him to enjoy. Children w/o reading problems should be given the same opportunity. The non-reader should not be stigmatized - especially not with priviledge - you certainly wouldn’t want to foster the attitude “if I fail, the I can gain priviledge.” Once the child reaches the advanced 3rd grade level, then readable books begin appearing.

Another idea, send them with James Joyce’s “Ulysses” - or something by Ezra Pound. Our kids are already experts at pretending - and there’s not a chance anyone else in the room has read it. Teach them to look intent, hold the book right side up (critical), and turn the page every minute or so. Voila, problem solved. Ken Campbell [color=darkblue][/color]

I agree — I always look at the primary objective of the task. If a school is doing “SSR” or DEAR” or any of the “we want you to enjoy reading” situations, that’s *not* reading instruction; it’s not trying to be reading instruction.
Yes, there are those that may claim reading levels go up - generally they’re referring to the correlation between people who read independently and like it to people who have high reading levels. Yes, practice raises reading levels - but it has to be practice *at your independent reading level.*
If the goal is to get students enjoying literature, then letting their decoding level hold them back is defeating that purpose.
And yes, if they’re in a situation where they Have To Be Reading, and they’re going to point their noses at a book, then have ‘em point their nose at a book with some social currency! If you’re not going to meet the primary goal, meet the *student’s* goal with some flair and panache.