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Voices 3C eLessons and Leveled Library

Voices 3C eLessons is a powerful, flexible platform that drives standards-based, small-group, differentiated reading instruction. With online teaching resources, including highly customizable lessons for 648 leveled books, this leveled reading program fits into any reading framework and provides the scaffolded support students need to advance their reading levels and meet the rigor of the Common Core State Standards (CCSS).

How does Voices 3C eLessons and Leveled Library support the goals of the CCSS?

  • Students use close, purposeful reading to find evidence to support their thinking and deepen their comprehension.
  • Students read increasingly complex texts—including narrative nonfiction and expository texts, realistic and historical fiction, biographies, folktales, and more—that expand the range, quality and complexity of their reading.
  • Students improve vocabulary as they learn word relationships and nuances in word meanings, including academic and domain-specific words.
  • Students develop fluency as they read text at the independent reading level. Books are leveled by Guided Reading Level* and Lexile.

*Guided Reading Level designations are based on the work of Irene C. Fountas and Gay Su Pinnell in Guided Reading: Good First Teaching for All Children (Heinemann, 1996) and Matching Books to Readers: Using Leveled Books in Guided Reading, K–3 (Heinemann, 1999).



Voices 3C eLessons

Using Voices 3C eLessons, teachers can

Voices 3C eLessons also includes versatile online teaching resources, such as eBooks, audio recordings, teaching masters, assessments, teaching routine cards, and graphic organizers.



Print Components

Leveled Books

648 Voices Leveled Library books offer a wide selection of high-interest topics from informational science and social studies texts to genres such as biographies, folktales, fables, myths, dramas, and mysteries.

Each book provides opportunities to instruct and practice comprehension skills and strategies and fluency, vocabulary, and words study skills. These books are leveled by Guided Reading Level* (GRL) within each grade level. (Lexiles® are also available for leveled books at GRL F–Z.)

Grade Level GRL Number of Titles
Kindergarten AA–C 72
Grade 1 B–I 144
Grade 2 G–N 144
Grade 3 J–Q 144
Grade 4 M–T 48
Grade 5 P–W 48
Grade 6 S–Z 48

Teaching Routine Cards

Teaching Routine Cards provide ongoing professional development with concise explanations of key guided reading routines. They are also included in 3C eLessons as digital resources.

Assessment Handbook

An Assessment Handbook for each theme includes an Oral Reading Assessment for each title in the theme. Reading level is evaluated by reading engagement, fluency, and comprehension. They are also included in 3C eLessons as digital resources.

Zaner-Bloser Leveled Reading Benchmark Assessment

Zaner-Bloser Leveled Reading Benchmark Assessment can be used to determine each student’s reading level by evaluating reading engagement, fluency, and comprehension. Available for each grade level, K–6, the Benchmark Assessment includes a Teacher Guide and one fiction and one nonfiction leveled reader (K–3) or one fiction and one nonfiction leveled passage (4–6) for each GRL in the grade level.

 

*Guided Reading Level designations are based on the work of Irene C. Fountas and Gay Su Pinnell in Guided Reading: Good First Teaching for All Children (Heinemann, 1996) and Matching Books to Readers: Using Leveled Books in Guided Reading, K–3 (Heinemann, 1999).

 



Skill and Strategy Instruction

Teachers can create and save customized lessons for each reading group with the following options:

  • Instruction for before reading, during reading, and after reading
  • Comprehension, vocabulary, word study, and fluency skills that can be taught with each book (complete list below)
  • English Language Learner support

Voices 3C eLessons and Leveled Library Reading Skills and Strategies, K–6

Comprehension Skills
Comprehension Strategies
Word Study Skills
Author's Purpose Adjust Reading Rate Affixes
Author's Viewpoint Ask and Answer Questions Abbreviations
Categorize and Classify Monitor Acronyms
Cause and Effect Paraphrase Adjectives
Compare and Contrast Predict Adverbs
Draw Conclusions Retell Antonyms
Fact and Opinion Skim and Scan Base Words
Fantasy and Reality Summarize Categorization
Identify Details Use Graphic Aids Comparatives
Main Idea Use Text Features Compound Words
Main Idea and Details Visualize Content-Area Words
Make Generalizations
Print Concepts
Contractions
Make Inferences Author and Illustrator Dialect
Make Judgments Directionality Figurative Language
Point of View Illustrations Foreign Words
Problem and Solution Language and Meaning Greek Roots
Sequence Letters Homographs
Literary Skills
One-to-One Matching Homophones
Beginning, Middle, End Paragraphs Humor
Character Parts of a Book Hyperbole
Compare Genres Print and Illustrations Idioms
Elements of a Play Reading Purposes Inflectional Endings
Elements of Fables Sentences Informal Language
Elements of Fairytales Words Irony
Elements of Fantasies
Vocabulary Skills
Irregular Plural Nouns
Elements of Fiction Accuracy Irregular Verbs
Elements of Folktales Analogies Latin Roots
Elements of Informational Text Antonyms Metaphors
Elements of Nonfiction Automaticity Multiple-Meaning Words
Elements of Persuasive Text Content-Area Words Nouns
Flashback Context Clues Onomatopoeia
Foreshadowing Denotation and Connotation Personification
Mood Expression Plural Nouns
Plot Fluency Possessives
Setting Intonation Prefixes
Symbolism Multiple-Meaning Words Prepostional Phrases
Tone Phrasing Pronouns
  Prosody Sensory Details
  Rate Shades of Meaning
  Synonyms Signal Words
    Similes
    Slang
    Suffixes
    Superlatives
    Synonyms
    Verbs
    Word Families
    Word Origins

 



How to Use Voices Leveled Library in the Classroom

The books in the Voices Leveled Library contribute to students' continued acquisition of knowledge. They also provide opportunities for students to apply decoding, word meaning, and comprehension strategies and to work on improving areas of difficulty. The range of text levels accommodates the reading levels in a typical classroom and provides resources to support students in a number of ways.

Small-Group Instruction

  • A major goal of small-group instruction is to provide differentiated instruction to coach, reinforce, and observe application of important reading strategies. As needs are determined, Voices 3C eLessons makes it possible to create, customize, and deliver differentiated instruction.

Using Text Evidence

  • Using text evidence to support an answer or to build a position for opinions is a major focus in the Common Core State Standards for both oral discussion and writing.
  • Each book in the Voices Leveled Library has a set of questions that asks students to use information from the book to support their responses.
  • When Voices Literature & Writing is used in conjunction with Voices Leveled Library, students can answer the theme’s Central Question by using text evidence from the Read-Alouds as well as the leveled library books.

Accessing Complex and Challenging Text

  • A major goal of the Common Core State Standards is to prepare students for higher learning and success in the workplace. As the demands of literacy continue to increase, students must not fall behind.
  • Because the Voices Leveled Library spans a range of reading levels in many configurations, it provides resources for teachers to use to help students learn how to work their way through more challenging text. By using assessment information, observation, and self-evaluation, a plan can be made to customize the support available via Voices 3C eLessons.

Self-Selected Independent Reading

  • Guiding students to select a book that is at their independent reading level is important for building fluency. When they are interested in reading a book beyond their reading level, students can apply decoding strategies to unknown words, use context and other clues to unlock word meanings, and think about comprehension.
  • Teachers should monitor students’ selections for independent reading and ask questions to determine whether students can answer questions based on the text. Because it is important that students know how to read at grade level and beyond, all students should learn how to navigate through texts that contain some challenges. Knowing what to do when they come to an unknown word, with regard to both decoding and word meaning, will be critical for the overall comprehension. Using the various text features present in informational text can aid understanding and yield additional knowledge.

Homework

  • School-Home Connections are included in the inside back cover of each leveled library book. Families have the opportunity to discuss the book using the questions that can be answered with evidence from the text (a Common Core State Standards goal), to participate in a related activity, and work together to use the new vocabulary in conversation.

Fluency Building

  • Building fluency is important at every grade. When students read text at their independent level, they can increase accuracy and reading rate, and focus on their understanding. Students can listen to the audio recording of the leveled library book to hear a fluent model and can then practice with a partner by reading together or taking turns alternating paragraphs or pages.
  • Fluency practice is a meaningful activity that students can pursue independently while others are engaged in a teacher-led small group.

 



Free Resources

Voices 3C eLessons includes many helpful teaching resources to use with the Voices Leveled Library books--or any other books--students are reading. Download a sampling of these resources below to use with your students today, or try some of the strategies in the chart with your readers having difficulty with challenging text.

Graphic Organizers

Teaching Routine Cards

Strategies to Help Readers Access Challenging Text

If the problem is…

Then try…

Lack of interest or motivation
  • Often informational text that focuses on an area of student interest is a good way to help below-level readers begin to see themselves as readers of a sophisticated topic.
  • To find a topic, ask the student to name a book or story that he or she has enjoyed reading or heard read aloud. Discuss things the student might like to read about; present a range of choices, such as an informational text about an interesting animal or a biography about an interesting person, or realistic fiction about students of a similar age, a sports story, or a social situation such as being new at school, getting a new sibling, or a bullying/teasing situation.
  • Use the Search Books feature on the Voices 3C eLessons to access books on a similar topic. Reading an easier version and then a more challenging text will help build knowledge, new vocabulary, and ultimately greater comprehension. For example, Save the Manatees, Level E, would help students access Manatees in Trouble, Level M/N, since the key concepts are the same, some vocabulary is common to both books, and knowledge that has been acquired in the first book will be used in the second. Additionally, the audio recording of the book can be useful.
Decoding a new word
  • Determine whether the student has a strategy and knows what he or she should think about when a new word is encountered. If the student is very young, he or she might start with sound-bysound blending. But older students should also be looking for parts of words (prefixes, suffixes, roots, bases, etc.).
  • See the Teaching Routine Cards and options within the Voices 3C eLessons for specific instructional support.
Determining meanings of words
  • Help students see whether parts of words might help them with meanings (prefixes, suffixes, roots, bases, etc.). Read to the end of the sentence or paragraph to see whether the context helps. Then take a look at other text features (charts, diagrams, timelines, photos, etc.) to see whether information is included in those that might help. Teach students how to look up a word in a dictionary or online.
  • See the Teaching Routine Cards and options within the Voices 3C eLessons for specific instructional support.
Comprehension
  • Ask questions in which students use evidence from the text to confirm their answer. This demonstrates careful reading.
  • Help students learn to summarize a narrative using the setting, characters, plot, conflict, and resolution compared to an informational text which may include the topic, main idea, chronological details, or cause-effect relationships. Comparing and contrasting two similar books is another form of summarizing.
  • See the Teaching Routine Cards and options within the Voices 3C eLessons for specific instructional support.
Lack of reading stamina
  • Start with a topic of interest and then break the reading into chunks, gradually increasing the length of time students read and the amount of text they experience. Help them see the gains they are making.

 




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