Individualized Daily Reading

What are Individualized Daily Reading Libraries?

Students need daily practice reading high-interest fiction and nonfiction books that are carefully matched to their independent reading levels and that appeal to their curiosity and interests. The Individualized Daily Reading (IDR) libraries help you build a library of leveled fiction and nonfiction books to support daily reading practice, so students can read successfully for pleasure, information, and exploration.

What’s Included

Individualized Daily Reading Libraries offer two 120-book sets with unique titles for grades K–6. Each set comprises eight groups of 15 books organized by difficulty. Half the books are on grade level, 25 percent are 1–1.5 grades below grade level, and 25 percent are 1–1.5 grades above grade level. The libraries feature the following:

  • Books spanning a range of genres and cultures, including historical fiction, mystery, humor/graphic novels, science fiction, sports, animals, and science
  • Diverse texts specifically chosen to reflect the students who read them
  • Multiple and varied authors’ voices that bring the diverse range of human experience and knowledge into the classroom
  • Leveling to support all readers: 50 percent on grade level, 25 percent below grade level, 25 percent above grade level
  • Books that model important values, such as fairness, responsibility, and cooperation
  • An equal distribution of fiction and nonfiction titles

Leveled Books for Every Reader

Leveled books are the key to successful and empowering IDR. Students must read books that they can comprehend and read fluently with few errors. CCC Individualized Daily Reading library books are leveled with the Fountas and Pinnel Leveling System and the Lexile Framework so that teachers can support students in making appropriate “just right” choices. Guided Reading and Lexile levels are provided with the books when they are available.

How the Books Are Leveled

The choice of books for the IDR libraries relies on the expertise of classroom teachers, children’s librarians, and curriculum developers. The teachers bring their familiarity with comprehension strategies and a classroom perspective to the book-selection process, while the librarians contribute their vast knowledge of children’s literature and keen sense of students’ tastes.

This team reviewed thousands of titles from more than 180 publishers for inclusion in the IDR libraries. Each of the titles chosen was placed at its optimum level by taking into account its Guided Reading level, Lexile level, journal reviews, and student responses. When creating the collections, the team deliberately balanced gender, culture, genre, and subject, so that even individual sets of 15 books will appeal to a variety of readers.