A Guide to Leveled Reading

Dear Families, This guide was created as a resource for families. Its goal is to describe what leveled books look like, why they’re designed the way they are, and how they can be used at home to support readers. Leveled books (sometimes called instructional texts) are specifically designed to support readers as they acquire reading skills from beginning readers to fluent readers. Each level is purposefully structured based on literacy acquisition, taking into consideration letter/sound knowledge, picture support, sight word practice, new vocabulary, multi-syllabic words, and so much more. Believe it or not, there’s a method to the madness! Here are some of the factors that are considered when leveling texts:  how many words are on each page, in each sentence, and/or in the book  how many different words appear  the number of high-frequency words in the book  the sentence length and sentence complexity  how predictable the book is  the pattern and repetition of words or sentences  Print size, spacing, and number of words per page  picture support (or lack thereof)  how familiar the topic is What follows is a level-by-level description of books that our readers often bring home to read and/or are reading at school. Each level includes a sample page or two from a text at that level. Instructional texts are shown for levels A-I, then more common trade books are representative of levels J-Z. Kindly reference this guide along with the accompanying lists of leveled titles if you’d like to know more about text levels and how best to support your child(ren). Should you have any questions, concerns, or celebrations, please contact your child’s classroom teacher and/or Sarah McHugh, LA Coordinator ([email protected]). Above all else,

HAPPY READING! Fondly, The Center School Reading Office 

Level A What the book may look like:

My Dog by Harcourt Achieve

Characteristics of this level: The text is patterned, meaning almost the same thing is on each page. The pictures match the words so looking at them is a big help when reading. Each page only has a few words, some of which are sight words. There is usually only one sentence per page.

How can I help at home?  “Take a picture walk to ‘settle into the book,’ getting ready to read.”  “Point under the words so your finger matches the words you’re reading.”  “Did you check the picture?”  “Does that word you read look right? Does it sound right? Does it make sense?”  “What happened in that story?” or “What did that book try to teach us?”  Make sure reading goes from left to right then back to the left again.  Remind your child(ren) to use the pattern in the text as support.

Level B What the book may look like:

I Can Go by Anne Giulieri

Characteristics of this level: The text is patterned, meaning almost the same thing is on each page. Sometimes the sight words switch order but still follow the pattern so be on the lookout! The pictures match the words and are still a big help. Some pages may have one or two sentences split between two or even three lines.

How can I help at home?  “Now that you know all the words, let’s read it again so we sound like we’re talking. Rereading helps us become better readers!”  “Point under the words so your finger matches the words you’re reading.”  “Did you check the picture?”  “Does that word you read look right?” “Does it sound right?” “Does it make sense?”  “What happened in that story?” or “What did that book try to teach us?”  Make sure reading goes from left to right then back to the left again.  Remind your child(ren) to use the pattern in the text as support.

Level C What the book may look like:

Sam and Bingo by Jenny Giles

Characteristics of this level: The pictures still help a whole lot. The text isn’t patterned anymore. It is less predictable and may change! The sentences are getting longer and span more than one line of print. You might see some sound words like “click” or “ooh” across the pages. It finally has the feel of a “real story,” with a beginning, middle, and end. The punctuation may change and include new symbols.

How can I help at home?  Readers should point under the beginning letter of the words when stuck, while continuing to match a finger to each word that is read.  Readers should use picture clues to help them read unknown words.  Reread those books over and over again. Does your voice match the story?  “Does that word you read look right?” “Does it sound right?” “Does it make sense?”  Help your reader retell the story keeping events in order, making inferences about the story and using the picture to help.

Level D What the book may look like:

Helicopters by Kristin Beam

Characteristics of this level: The pictures still match the story and are super supportive. There are lots of sight words at this level. The sentences are getting longer! There are simple storylines with problems and solutions. Make sure you look at the end of words because now endings are popping up like “-s,” “-ing,” “-ed,” etc. The punctuation includes more than just periods.

How can I help at home?  Readers should point under the beginning letter of the words when stuck, while continuing to match a finger to each word that is read.  Readers should use picture clues to help them read unknown words.  Reread those books over and over again. Does your voice match the story?  “Does that word you read look right?” “Does it sound right?” “Does it make sense?”  Help your reader retell the story keeping events in order, making inferences about the story/characters and using the picture to help.

Level E What the book may look like:

Jolly Roger and the Treasure by Beverly Randell

Characteristics of this level: Make sure you look at the end of words because more endings are popping up like “-s,” “-ing,” “-ed,” etc. There are simple storylines that include a problem, solution, beginning, middle, and end. You’ll meet a main character and maybe even a secondary character as well! The story topics and story lines are usually very familiar so readers have lots of background information about them. There may be complex sentences that may include characters’ dialogue, too.

How can I help at home?  Readers can still pull lots of helpful information from the pictures.  Rereading makes us stronger; we know the words, our reading sounds better, and we think about new things in the story each time!  “Does that look right/sound right/make sense?”  Readers can think about the story, characters, problem/solution more because the stories start to have more “meat.”

Level F What the book may look like:

Small Animals That Hide by Elsie Nelley

Characteristics of this level: Make sure you look at the end of words because more endings are popping up like “-s,” “-ing,” “-ed,” etc. There are simple storylines that include a problem, solution, beginning, middle, and end. You’ll meet a main character and maybe even a secondary character as well! The story topics and story lines are usually very familiar so readers have lots of background information about them. There may be complex sentences that may include characters’ dialogue, too.

How can I help at home?  Readers can still pull lots of helpful information from the pictures to help read the words and to think deeper about the story.  Rereading makes us stronger; we know the words, our reading sounds better, and we think about new things in the story each time!  “Does that look right/sound right/make sense?”  *Now readers can use the “skip it” strategy! We say, “Say the first sound, skip it, keep reading, then reread to figure the word out.”*  Readers can think about the story, characters, problem/solution more because the stories start to have more “meat.” *What “Skipping the Word” sounds like: ”The kite fl-.....into the air. Hmm…The kite flew into the air!”*

Level G What the book may look like:

Mushrooms for Dinner by Beverly Randell

Characteristics of this level: Make sure you “look all the way through” to the endings of words. These storylines are getting meatier and you can talk more about the problems and solutions, characters, and actions. You’ll meet a main character and other characters as well. There may be complex sentences that may include characters’ dialogue, too. You start to see more compound words and multi-syllabic words in this level. Now texts are presenting challenging ideas and some technical language. You may find a variety of punctuation symbols and tenses used.

How can I help at home?  Readers need to be sure they change their voices to show how a character is feeling or to reflect the mood and events of the story. Different genres “read” and “sound” different  Your child(ren) may stop pointing with their fingers and read silently.  Readers need to “look all the way through the words” to find chunks they know and/or to make sure they’re noticing inflectional endings.  “Does that look right/sound right/make sense?” *“Try skipping it.”*  Readers can think about the story, characters, problem/solution more because the stories start to have more “meat,” inferring and synthesizing. *What “Skipping the Word” sounds like: ”The kite fl-.....into the air. Hmm…The kite flew into the air!”*

Level H What the book may look like:

Red Squirrel’s Adventure by Beverly Randell

Characteristics of this level: Now the story words and vocabulary words are getting trickier to read and understand. Instead of flat characters, now there is some character development/change. The problem is more complex and drawn out across the story with a final solution. The story will span across time and settings could change throughout the story. You’ll notice more multi-syllabic words and compound words. You will surely find a variety of punctuation symbols and tenses used.

How can I help at home?  Readers need to be sure they change their voices to show how a character is feeling or to reflect the mood and events of the story. Different genres “read” and “sound” different  Your child(ren) may stop pointing with their fingers and read silently.  Readers need to “look all the way through the words” to find chunks they know and/or to make sure they’re noticing inflectional endings.  “Does that look right/sound right/make sense?” *“Try skipping it.”*  Readers can think about the story, characters, problem/solution more because the stories start to have more “meat,” inferring, and making connections.  In nonfiction, it is helpful to stop and think after each paragraph, page, or section to synthesize new information and reflect on new learning and vocabulary. *What “Skipping the Word” sounds like: ”The kite fl-.....into the air. Hmm…The kite flew into the air!”*

Level I What the book may look like:

Roads by Sally Cowan

Characteristics of this level: Now the story words and vocabulary words are getting trickier to read and understand. Instead of flat characters, now there is some character development/change. The problem is more complex and drawn out across the story with a final solution. The story will span across time and settings could change throughout the story. You’ll notice more multi-syllabic words and compound words. You will surely find a variety of punctuation symbols and tenses used, especially dialogue.

How can I help at home?  Readers need to be sure they change their voices to show how a character is feeling or to reflect the mood and events of the story. Different genres “read” and “sound” different  Your child(ren) may stop pointing with their fingers and read silently.  Readers need to “look all the way through the words” to find chunks they know and/or to make sure they’re noticing inflectional endings. *Chunking is your friend!*  “Does that look right/sound right/make sense?” “Try skipping it.”  Readers can think about the story, characters, problem/solution more because the stories start to have more “meat,” inferring, and making connections.  In nonfiction, it is helpful to stop and think after each paragraph, page, or section to synthesize new information and reflect on new learning and vocabulary. *For example, the word “splashed” will likely be chunked like this: “spl-,“ “-ash,” “-ed.”

Level J What the book may look like:

Poppleton Has Fun by Cynthia Rylant

Characteristics of this level: Now the story words and vocabulary words are getting trickier to read and understand. Instead of flat characters, now there is some character development/change. The problem is more complex and drawn out across the story with a final solution. The story will span across time and settings could change throughout the story. You’ll notice more multi-syllabic words and compound words. You will surely find a variety of punctuation symbols and tenses used, especially dialogue. Some stories are long enough to look like beginning/early chapter books!

How can I help at home?  Readers need to be sure they change their voices to show how a character is feeling or to reflect the mood and events of the story. Different genres “read” and “sound” different!  You should see your reader flexibly using many strategies for decoding such as rereading, finding helpful chunks, skipping words and thinking about what makes sense, etc.  What do you think that word means? Why do you think so/How do you know?  “Does that look right/sound right/make sense?” “Try skipping it.”  Readers can think about the story, characters, problem/solution more because the stories start to have more “meat,” inferring, and making connections.  In nonfiction, it is helpful to stop and think after each paragraph, page, or section to synthesize new information and reflect on new learning and vocabulary.

Level K What the book may look like:

Frog and Toad Together by Arnold Lobel

Characteristics of this level: The text is often formatted into paragraphs. Here you find the need for flexible strategy use when decoding unknown words. You may find multiple characters exchanging dialogue and sometimes it’s unassigned! The details in the story are key and readers need to pay attention to them. You may notice metaphors, similes, idioms in these stories. These stories may have unfamiliar topics, settings, events, etc. to readers, taking them outside of their comfort zones. This means they’ll have less background knowledge.

How can I help at home?  Readers show understanding by their use of expression when reading.  You should see your reader flexibly using many strategies for decoding such as rereading, finding helpful chunks, skipping words and thinking about what makes sense, etc.  Ask: What do you think that unknown word means? Why do you think so?  What do you think that word means? Why do you think so/How do you know?  “Does that look right/sound right/make sense?” “Try skipping it.”  Readers should think about and react to story characters, problems, solutions, events by making inferences, predicting, making connections, asking questions, etc.  In nonfiction, it is helpful to stop and think after each paragraph, page, or section to synthesize new information and reflect on new learning and vocabulary.  Readers need to navigate dialogue, especially when it doesn’t say exactly who is speaking.

Level L What the book may look like:

Cam Jansen and The Chocolate Fudge Mystery by David Adler

Characteristics of this level: More paragraphs, descriptive language, and unusual vocabulary, oh my! You’ll need flexible strategy use when decoding unknown words. The details in the story are key and readers need to pay attention to them. You may notice metaphors, similes, idioms in these stories. These stories may have unfamiliar topics, settings, events, etc. to readers, taking them outside of their comfort zones. This means they’ll have less background knowledge. Books in this level span multiple genres. These chapter books are longer, more complex, and have more sophisticated characters and plots.

How can I help at home?  Readers show understanding by their use of expression when reading.  You should see your reader flexibly using many strategies for decoding such as rereading, finding helpful chunks, skipping words and thinking about what makes sense, etc.  Ask: What do you think that unknown word means? Why do you think so?  What do you think that word means? Why do you think so/How do you know?  “Does that look right/sound right/make sense?” “Try skipping it.”  Readers should think about and react to story characters, problems, solutions, events by making inferences, predicting, making connections, asking questions, etc.  In nonfiction, it is helpful to stop and think after each paragraph, page, or section to synthesize new information and reflect on new learning and vocabulary.  Readers need to navigate dialogue, especially when it doesn’t say exactly who is speaking.

Level M What the book may look like:

The Magic Tree House: Dinosaurs Before Dark by Mary Pope Osborne

Characteristics of this level: More paragraphs, descriptive language, and unusual vocabulary, oh my! You’ll need flexible strategy use when decoding unknown words. The details in the story are key and readers need to pay attention to them. You may notice metaphors, similes, idioms in these stories. These stories may have unfamiliar topics, settings, events, etc. to readers, taking them outside of their comfort zones. This means they’ll have less background knowledge. Books in this level span multiple genres. These chapter books are longer, more complex, and have more sophisticated characters and plots.

How can I help at home?  All earlier strategy work applies (see earlier level characteristics).  Readers stop and think about the story: What has happened so far? What might happen next based on what I already know? Who are these characters, exactly? What do I know about how stories like these go? What are these characters learning? How are they changing? What were the most important events from the last chapter(s)?  Readers are often in series books, so they should use what they know about the familiar characters, plots, organization, authors, etc. as they read.  What is the author trying to teach me? How has the author organized this nonfiction text to help me? What does this word mean? How does this compare to what I read in the other book about….? I didn’t know… I’d like to learn more about… How do the text features help me think about and read the text more successfully?  Remind your reader to use evidence from the text to support his/her thinking.

Level N What the book may look like:

National Geographic Explorer: A Wolf’s Comeback

Characteristics of this level: The sentence structure becomes more complex and may need phrasing practice. Authors may incorporate flashbacks or other cool literary features now. Lots of characters are exchanging lots of dialogue so readers need to keep it all straight! Some of the books and topics may address social issues and bigger themes. Each story may include several episodes. The characters become more dynamic and rounded, changing and learning. Many genres span this level, so readers should be familiar with more than one or two. The chapter books are longer, with more complex characters and plot structures.

How can I help at home?  Readers stop and think about the story: What has happened so far? What might happen next based on what I already know? Who are these characters, exactly? What do I know about how stories like these go? What are these characters learning? How are they changing? What were the most important events from the last chapter(s)?  What issues are addressed? What is the theme? What do I know about this genre and how it works?  What is the author trying to teach me? How has the author organized this nonfiction text to help me? What does this word mean? How does this compare to what I read in the other book about….? I didn’t know… I’d like to learn more about… How do the text features help me think about and read the text more successfully?  Remind your reader to use evidence from the text to support his/her thinking.

Level O What the book may look like:

The Boxcar Children by Gertrude Chandler Warner

Characteristics of this level: The sentence structure becomes more complex and may need phrasing practice. Authors may incorporate flashbacks or other cool literary features now. Lots of characters are exchanging lots of dialogue so readers need to keep it all straight! Some of the books and topics may address social issues and bigger themes. Each story may include several episodes. The characters become more dynamic and rounded, changing and learning. Many genres span this level, so readers should be familiar with more than one or two. The chapter books are longer, with more complex characters and plot structures.

How can I help at home?  Readers stop and think about the story: What has happened so far? What might happen next based on what I already know? Who are these characters, exactly? What do I know about how stories like these go? What are these characters learning? How are they changing? What were the most important events from the last chapter(s)? What is the relationship between ___ like and why is it important? How is it changing?  What issues are addressed? What is the theme? What do I know about this genre and how it works?  What is the author trying to teach me? How has the author organized this nonfiction text to help me? What does this word mean? How does this compare to what I read in the other book about….? I didn’t know… I’d like to learn more about… How do the text features help me think about and read the text more successfully?  Remind your reader to use evidence from the text to support his/her thinking.

Level P What the book may look like:

Dragon Masters: Rise of the Earth Dragon by Tracey West

Characteristics of this level: The text can be read on both a literal and figurative level. Deeper social issues and themes about relationships, death, or morals, emerge. The sentence structure becomes more complex and may need phrasing practice. Authors may incorporate flashbacks or other cool literary features now. Lots of characters are exchanging lots of dialogue so readers need to keep it all straight! Some of the books and topics may address social issues and bigger themes. Each story may include several episodes. The characters become more dynamic and rounded, changing and learning. Many genres span this level, so readers should be familiar with more than one or two. The chapter books are longer, with more complex characters and plot structures.

How can I help at home?  Readers stop and think about the story: What has happened so far? What might happen next based on what I already know? Who are these characters, exactly? What do I know about how stories like these go? What are these characters learning? How are they changing? What were the most important events from the last chapter(s)? What is the relationship between ___ like and why is it important? How is it changing?  What issues are addressed? What is the theme? What do I know about this genre and how it works?  What is the author trying to teach me? How has the author organized this nonfiction text to help me? What does this word mean? How does this compare to what I read in the other book about….? I didn’t know… I’d like to learn more about… How do the text features help me think about and read the text more successfully?  Remind your reader to use evidence from the text to support his/her thinking.

Levels Q-S Characteristics of these levels: *Please refer to the leveled text list for examples of titles at these levels.*

The words in these levels can be read on both a literal and figurative level. Deeper social issues and themes about relationships, death, or morals, emerge. The sentence structure becomes more complex and may need phrasing practice. Authors may incorporate flashbacks or other cool literary features. Lots of characters are exchanging lots of dialogue so readers need to keep it all straight! The texts include complex or even technical vocabulary and literary language. Each story may include several episodes. The characters become more dynamic and rounded, changing and learning. Many genres span this level, so readers should be familiar with more than one or two. The chapter books are longer, more complex, and have much smaller fonts. These texts may have lots of different layouts and their information is presented in words, illustrations, photographs, graphs/charts, diagrams, blurbs, captions, etc. Readers need to manage the potential for multiple storylines and lengthier texts, which means remembering and carrying information across many pages/chapters.

How can I help at home?  Be sure your reader is processing text rapidly, both orally and silently, with fluency and accuracy.  Help your reader to automatically navigate various genres.  Readers stop and think about the story: What has happened so far? What might happen next based on what I already know? Who are these characters, exactly? What do I know about how stories like these go? What are these characters learning? How are they changing? What were the most important events from the last chapter(s)? What is the relationship between ___ like and why is it important? How is it changing?  What issues are addressed? What is the theme? What do I know about this genre and how it works?  What is the author trying to teach me? How has the author organized this nonfiction text to help me? What does this word mean? How does this compare to what I read in the other book about….? I didn’t know… I’d like to learn more about… How do the text features help me think about and read the text more successfully?  Remind your reader to use evidence from the text to support his/her thinking.

Levels T-W Characteristics of these levels: *Please refer to the leveled text list for examples of titles at these levels.*

There is a great variety in print in these levels; not just your typical chapter book. Cultural diversity is present in many of the themes and topics. The text often includes sophisticated literary language, and complex multi-syllabic words. Readers need to understand the literal and connotative meaning of words and phrases. Multiple characters present dynamic, complex personalities, motivations, and relationships, not to mention that they change over the course of the story! Readers need to manage the potential for multiple storylines, multiple themes, and lengthier texts, which means remembering and carrying information across many pages/chapters. Authors embed layers of meaning through symbolism, irony, sarcasm, humor, etc.

How can I help at home?  Encourage your reader to read a wide variety and understand the characteristics of most genres.  Help your reader infer the characters’ thinking processes and struggles at key points in the text and reflect on the significance/impact of these on them and the story.  Encourage your reader to extend the meaning of texts through research, public speaking, writing, or the arts.  Be sure your reader is processing text rapidly, both orally and silently, with fluency and accuracy.  Readers stop and think about the story: What has happened so far? What might happen next based on what I already know? Who are these characters, exactly? What do I know about how stories like these go? What are these characters learning? How are they changing? What were the most important events from the last chapter(s)? What is the relationship between ___ like and why is it important? How is it changing?  What issues are addressed? What is the theme? What do I know about this genre and how it works?  What is the author trying to teach me? How has the author organized this nonfiction text to help me? What does this word mean? How does this compare to what I read in the other book about….? I didn’t know… I’d like to learn more about… How do the text features help me think about and read the text more successfully?  Reads, understands, and appreciates literacy language  Ask: How does the topic in this story relate to your own experiences?  Remind your reader to use evidence from the text to support his/her thinking.

Levels X-Z Characteristics of these levels: *Please refer to the leveled text list for examples of titles at these levels.*

There is a great variety in print in these levels; not just your typical chapter book. Cultural diversity is present in many of the themes and topics along with more mature topics such as war, death, survival, poverty, prejudice, good vs. evil, etc. The text often includes sophisticated literary language, and complex multi-syllabic words. Readers need to understand the literal and connotative meaning of words and phrases. Multiple characters present dynamic, complex personalities, motivations, and relationships, not to mention that they change over the course of the story! Readers need to manage the potential for multiple storylines, multiple themes, and lengthier texts, which means remembering and carrying information across many pages/chapters. Authors embed layers of meaning through symbolism, irony, sarcasm, satire, humor, etc. Readers need to pay close attention to details about the setting(s), time, character language/behavior/interactions, etc. in order to understand the plot. Nonfiction texts often present controversial concepts in society and politics.

How can I help at home?  Encourage your reader to read a wide variety and understand the characteristics of most genres.  Help your reader infer the characters’ thinking processes and struggles at key points in the text and reflect on the significance/impact of these on them and the story.  Encourage your reader to extend the meaning of texts through research, public speaking, writing, or the arts.  Be sure your reader is processing text rapidly, both orally and silently, with fluency and accuracy.  Help your reader identify, understand, and appreciate literary language.  Encourage your reader to think critically across a writer’s body of work on the same content or across multiple writers’ work on the same topic.  Highlight symbolism in stories and help your reader consider its significance and what certain symbols represent. How are symbols planted in texts by authors?  Encourage your reader to think critically, evaluating authors’ biases, intents, perspective, accuracy of information, and presentation choices.  Readers should learn technical language and concepts by reading; reading to learn!  Remind your reader to use evidence from the text to support his/her thinking.

Leveled Text Guide.pdf

Each level is purposefully structured based on literacy acquisition, taking into. consideration letter/sound knowledge, picture support, sight word practice, new. vocabulary, multi-syllabic words, and so much more. Believe it or not, there's a method to. the madness! Here are some of the factors that are considered when ...

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