Best Practices

When it comes to using the Accessible Leveled Texts (ALTs) one of the things to consider is if there is an appropriate use of leveled texts, then conversely, might there be an inappropriate use?   YES.  That being said, what might be considered misuse of leveled texts? Well, this is when we have to focus on our intent behind using ALTs. 

Scaffolded texts provide more accessible vocabulary and a simplified text organization which is NOT going to move our students toward capacity but instead keep them at a lower level if used inappropriately.

So, what would an appropriate use of leveled texts look like? 

• Struggling readers need more text, not less.  ALTs should be used to move them into accessing the grade level text; think of it as the text to use to introduce them to the real (grade-level) text or used to chunk portions of the grade-level text, NOT as a substitution.

• Struggling readers need exposure to challenging vocabulary.  The rate in which new vocabulary we give to students is important to consider.  Substituting text with ALTs does NOT allow for this increased exposure.  At minimum, students should be productively struggling with 5-7 new terms/phrases for every several pages of text.  Teaching strategies to our students in accessing that vocabulary is what will move them toward capacity rather than keeping them at the lower level.

• Students will say the text is too hard. ALL text is going to be hard if we are truly moving students toward reaching their capacity.  It’s not that “they can’t” but rather it is our job to give them strategies, not lower level text, so “they can”.