The journey to becoming a strong reader is different for each child. As a result, the type of text that is appropriate for each child's reading journey may differ than the appropriate book for another child. Furthermore, the appropriate text for each reading journey will change throughout the year as the child's reading skills increase.
We work to ensure that students are reading Good-Fit books (instructional level) because if a child is reading a book that is too hard (frustration level) for his/her current skills, then it will be more difficult for his/her reading skills to grow. Likewise, if a child is reading a book that is to easy (independent level) for him/her, then there will be no challenge and thus no growth.
So, how do you know when a book is a Good-Fit book for your child?
Here are some tips you can use for finding your child's appropriate reading text:
Frustration level-Books that are too hard may sound like your child reads primarily in one-word phrases and long pauses between words. There is no smooth or expressive interpretation with little attention paid to the author's meaning or punctuation. We call this "robot reading." At the frustration level, students may struggle with comprehension: retelling the story in sequential order, recalling details from the text, making connections, etc. With these kinds of books, it may seem like all of the child's energies are spent only on decoding the sounds.
Instructional level-Good-Fit books are not too hard and not too easy, they're just-right in the middle (think Goldilocks and The Three Bears!). With Good-Fit books, students know most, not all, of the words. Students may read primarily in two-word or three-word phrases with some smooth and expressive interpretation. There is some attention paid to the author's meaning and punctuation with some slowdowns. Students are reading Good-Fit books if they can retell most of the story including key details from the text, make connections, etc.
Independent level-Books that are easy for students may mean that the students are able to read these books fluently and with accurate comprehension. Fluency at this level may be shown reading primarily in four-word or larger phrases with mostly smooth and expressive interpretation. Attention is paid to the author's meaning and punctuation with only a few slowdowns. This kind of fluency mirrors how children sound when they're talking. Comprehension is strong with independent books as students can recall what happened in the story with many details from the text, and may be able to make connections both within and beyond the text.
A helpful acronym we use as another way to remember how to select a Good-Fit book is IPICK.
I-I pick the book
P-Purpose. Why do I want to read it?
I-Interest. Does the topic interest me?
C-Comprehension. Do I understand what I'm reading about?
K-Know. Do I know most of the words. (It's ok to not know all of the words!)
For more information about IPICK and how to find a Good-Fit book for your child, please check out the links below: