Level 4: Independent Reading Skills in Chapter Books

The Level 4 Program is designed for entering fourth and fifth graders. Students this age are approaching fluency in chapter books. Fluent readers read words easily and accurately, with the rhythm and tone of speech. Because they don't need to focus on decoding every word, they can devote their full attention to comprehending and enjoying the story itself. Class meets once per week for five weeks, and each class is 2 hours, 15 minutes long.

Choose a segment from the menu above.

Program Goals

  1. Strengthen the fluency and comprehension needed to achieve absorption.
  2. Solidify the long-word decoding skills students need in order to read chapter books independently.
  3. Give students positive experiences with books.
  4. Provide parents with the guidance they need to choose books for their child's independent reading practice at the right level of challenge.

Activities

Students are taught the long word-decoding skills they need to strengthen independence and stamina. Teachers provide direct instruction in prefixes, suffixes, and common syllables. Students begin the long word-decoding lesson in class and then finish practicing the lesson for homework. Being able to decode long, unfamiliar words strengthens oral reading fluency. Teachers also provide students with direct instruction in what fluent reading sounds like, and students practice reading fluently as a part of home practice. Progress made in oral fluency transfers to silent reading and makes reading more rewarding and enjoyable for young readers.

Fourth and fifth graders are ready to experience absorption and identification, and this experience lays the foundation for a lifetime love of reading and academic success. In class and at home during the program, students read two great children's chapter books, Henry Huggins by Beverly Cleary and The Cricket in Times Square by George Selden. These books feature engaging storylines and dynamic characters that provide excellent opportunities for students to get lost in the stories. With the support they receive in class, students increase their ability to understand and remember what they read. Teachers conduct in-class independent reading sessions followed by engaging discussions about the story and characters. Teachers provide direct instruction on how to follow plot through main events. Discussions structure students' comprehension in order to support the experience of absorption.

Students are asked to do their best, but teachers also make sure that students have fun while working hard to improve their skills. The books used in class are filled with surprise, meaning, and fascinating characters. Teachers model a genuine excitement for the stories and an interest in students' reactions to them that motivates children to read on their own.

Teachers also work individually with every student in class to provide a Book Level Recommendation that will help parents choose books at the right level of difficulty for independent practice. The recommendation corresponds with the Reading Development Booklist, provided as part of the course materials, which lists the best books for fourth and fifth graders to read both during and after the program. After the program ends, parents have the opportunity to sign up for a book club that provides their child with books at the right level of difficulty as well as other materials. Teachers describe the book club and distribute flyers to parents in a five-minute meeting during the fourth lesson.

Apply Now Who We Are Looking For

This is my favorite [to teach], hands down. It was the place I saw the most growth, had the best laughs, heard some of the most amazing stories, and read the finest books.

— Theresa, Institute instructor in Miami