It would be great if there was some feedback on this.  We are levelling 40 
percent of the books that we should be using in the classroom for reading.  I 
would assume that literature circles and silent reading, the children will take 
their own choices.  I teach fourth graders, and out of my 18 kids, 15 are 
independent on DRA Level 50.  So, I'm thinking, how essential is it to stick to 
'levelled books' if this is the case and why wouldn't you just encourage wider 
reading and child choice?  I haven't in the past been into 'exact' levels for 
guided reading, somewhere in the 'range' and then lots of other reading 
instruction.  We're an international school, and a bit isolated in terms of 
these types of conversations.  At the moment we are just following directions 
blindly but now all these types of questions are starting to be asked.  Any 
ideas/advice/thoughts greatly appreciated and I so appreciate the chance to 
speak with you all.  Suzanne 

-----Original Message-----
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of gina nunley
Sent: Thursday, April 24, 2008 9:16 AM
To: [email protected]
Subject: Re: [MOSAIC] just right books?

With all the talk about leveled books I am interested in another perspective on 
matching kids to books.  I use QRI to determine instructional and independent 
levels and use this information with kids for SRI and novel groups or guided 
reading.  9sixth grade)
 
I know of experts and colleagues who believe we have over emphasized the need 
for this and feel that kids can handle books that may actually be above their 
instructional level when they are engaged in book groups, and in fact benefit 
from the challenge....and amaze you with their level of comprehension in 
discussions. 
 
  Then again I remember reading once that you have to be careful because 
frustrational level material can be more than frustrating...it can be damaging.
 
Just reopening the subject in my own mind. 
 
Any thoughts?
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