What Is Leveled

Reading?
Leveled reading removes the “one
size fits all” approach to reading,
giving each child the opportunity to
develop essential skills at his/her Reading Levels
own pace. With leveled reading, your
child is usually placed in a group with AA- E
other children who read at roughly
the same level of ability. Rather than
having the entire class read the
same book (which some students
might find too hard and some too
easy), leveled reading allows
teachers to use a more personalized
and precise approach to monitor a
child’s progress and help him learn
to read.

How Can You

Help?
• Continue to encourage your child
and support them with their nightly
reading habits.

• Encourage your child to talk about Deedee Wills 2016

what they read.
Clip Art: Whimsy Clips Mrs. Wills Kindergarten.com

Reading Levels
A (AA-1)
• Short, predictable sentences.
• Repeating language patterns (3-6
words on a page)
• Sentences are supported by the
pictures.
• Clear illustrations that support the
meaning.
• One line of text on a page
Sample: I like to slide.
B (2)
• Short, predictable sentences.
• Repeating language patterns (3-7
words on a page)
• Sentences are supported by the
picture.
• Clear illustrations that support the
meaning.
• Two lines of text on a page
Sample: Here is the blue
balloon.
C (3)
• More easy, predictable words.
• Greater range of high-frequency
words
• One to five lines of text on each
page.
• Wider variety of punctuation
(commas, quotation marks, …)
Sample: Socks was
sleeping on my chair. I
said, “Wake up, Socks!”
D (4)
• Many high-frequency words.
• Mostly two to six lines of text per
page.
• Some longer sentences (some with
more than six words).
• Students must be able to retell the
story in sequential order.
Sample: The duck went
in the little house. She
said, “What a nice little
house!”
E (6-8)
• Some longer sentences (some with
more than ten words).
• Both simple and split dialogue
• More complex sentences
• Mostly three to eight lines of text
per page.
• Readers need to rely more on the
print as they encounter less
supportive pictures.
• Students read without pointing to
the words and track the print with
their eyes.
• Students must be able to retell the
story in sequential order.
Sample: Kate played
with her tooth at
lunch. She wiggled it.
End of Kindergarten
Expectations
B-C= Approaching Grade Level
Expectations
D=Meeting Grade Level
Expectations
E=Exceeding Grade Level
Expectations
What Is Leveled
Reading?
Leveled reading removes the “one
size fits all” approach to reading,
giving each child the opportunity to
develop essential skills at his/her Reading Levels
own pace. With leveled reading, your
child is usually placed in a group with AA- E
other children who read at roughly
the same level of ability. Rather than
having the entire class read the
same book (which some students
might find too hard and some too
easy), leveled reading allows
teachers to use a more personalized
and precise approach to monitor a
child’s progress and help him learn
to read.

How Can You

Help?
• Continue to encourage your child
and support them with their nightly
reading habits.

• Encourage your child to talk about Deedee Wills 2016

what they read.
Clip Art: Whimsy Clips Mrs. Wills Kindergarten.com

Reading Levels
A (AA-1)
• Short, predictable sentences.
• Repeating language patterns (3-6
words on a page)
• Sentences are supported by the
pictures.
• Clear illustrations that support the
meaning.
• One line of text on a page
Sample: I like to slide.
B (2)
• Short, predictable sentences.
• Repeating language patterns (3-7
words on a page)
• Sentences are supported by the
picture.
• Clear illustrations that support the
meaning.
• Two lines of text on a page
Sample: Here is the blue
balloon.
C (3)
• More easy, predictable words.
• Greater range of high-frequency
words
• One to five lines of text on each
page.
• Wider variety of punctuation
(commas, quotation marks, …)
Sample: Socks was
sleeping on my chair. I
said, “Wake up, Socks!”
D (4)
• Many high-frequency words.
• Mostly two to six lines of text per
page.
• Some longer sentences (some with
more than six words).
• Students must be able to retell the
story in sequential order.
Sample: The duck went
in the little house. She
said, “What a nice little
house!”
E (6-8)
• Some longer sentences (some with
more than ten words).
• Both simple and split dialogue
• More complex sentences
• Mostly three to eight lines of text
per page.
• Readers need to rely more on the
print as they encounter less
supportive pictures.
• Students read without pointing to
the words and track the print with
their eyes.
• Students must be able to retell the
story in sequential order.
Sample: Kate played
with her tooth at
lunch. She wiggled it.
End of Kindergarten
Expectations
B-C= Approaching Grade Level
Expectations
D=Meeting Grade Level
Expectations
E=Exceeding Grade Level
Expectations

J (18)
• A variety of book lengths including
chapter books (40-75 pages)
• Many lines of print on a page (3-12 lines)
• Readers process and increase number
of longer and more complex sentences.
• Most vocabulary is known by the children
through oral language.
• Content-specific words are introduced
and explained in non-fiction texts.
• Wide variety of dialogue words used
)cried, shouted, thought, whispered) and
adjectives describe dialogue (quietly,
loudly)
• Student identify important ideas in a
longer text and report them in an
organized manner.
• Summarize a longer narrative text with
multiple episodes
Sample: It was springtime and Mr.
Putter and his fine cat, Tabby, were
feeling very chipper. The birds sang,
the sun shone, and the flowers
blossomed.
End of 1st Grade
Expectations
H= Approaching Grade Level
Expectations
I=Meeting Grade Level
Expectations
J=Exceeding Grade Level
Expectations
What Is Leveled
Reading?
Leveled reading removes the “one
size fits all” approach to reading,
giving each child the opportunity to
develop essential skills at his/her
own pace. With leveled reading, your
Reading Levels
child is usually placed in a group with E-J
other children who read at roughly
the same level of ability. Rather than
having the entire class read the
same book (which some students
might find too hard and some too
easy), leveled reading allows
teachers to use a more personalized
and precise approach to monitor a
child’s progress and help him learn
to read.
How Can You
Help?
• Continue to encourage your child
and support them with their nightly
reading habits.
• Encourage your child to talk about
Deedee Wills 2016
what they read.
Clip Art: Whimsy Clips Mrs. Wills Kindergarten.com
Reading Levels
E (6-8)
• Some longer sentences (some with more
than ten words).
• Both simple and split dialogue
• More complex sentences
• Mostly three to eight lines of text per
page.
• Readers need to rely more on the print
as they encounter less supportive
pictures.
• Students read without pointing to the
words and track the print with their eyes.
• Students must be able to retell the story
in sequential order.
Sample: Kate played with her tooth
at lunch. She wiggled it and wiggled it.
G (12)
• Most texts with three to eight lines of
text.
• Sentences carry over two to three lines
of text and some over two pages.
• Illustrations on every or every other
page. Text vs. the illustrations carry
more meaning.
• Some complex letter-sound relationships
in words.
• In fiction, characters are more
developed, as well as more literary
language.
Sample: Nick put on his pajamas. He
washed his face and brushed his
teeth. He was ready for bed. Nick
got into his bed.
I (16)
• Mostly short (8-16 page texts) and some
easy illustrated chapter books that
require more sustained attention and
memory over time.
• Words with more complex spelling
patterns.
• Must be able to identify important ideas
in the text and report them in an
organized way.
• Understand important reader tools (table
of contents, index, glossary) in
informational texts.
Sample: These moist, hairless animals
slither, swim, and hop all around the
world. Amphibians are fond in most
parts of the world. Let’s meet some
unusual amphibians.

F (10)
• More reading genres (fiction, non-
fiction, animal fantasy, traditional tales)
• More high-frequency words.
• More complex sentence formation. With
variation in the placement of subject,
verb, adjectives, and adverbs.
• Some compound sentences conjoined by
and
• Variation of dialogue words (sad, cried,
shouted).
Sample: Anna and her mom walked to
school.
Anna looked at her new teachers.
She opened her backpack and put on
her new glasses.
H (14)
• Wide range of high-frequency words.
• Language and vocabulary becomes more
complex.
• Plots and characters are more complex.
• More multi-syllable words with
inflectional endings
• Dialogue carries more meaning..
Sample: “That’s fine,” said Mom.
“Get your sleeping bag. I’ll zip up your
backpack.”
”Have fun,” Mom said.
“I will,” Jim answered. But he was still
a little worried.

J (18)
• A variety of book lengths including
chapter books (40-75 pages)
• Many lines of print on a page (3-12 lines)
• Readers process and increase number
of longer and more complex sentences.
• Most vocabulary is known by the children
through oral language.
• Content-specific words are introduced
and explained in non-fiction texts.
• Wide variety of dialogue words used
)cried, shouted, thought, whispered) and
adjectives describe dialogue (quietly,
loudly)
• Student identify important ideas in a
longer text and report them in an
organized manner.
• Summarize a longer narrative text with
multiple episodes
Sample: It was springtime and Mr.
Putter and his fine cat, Tabby, were
feeling very chipper. The birds sang,
the sun shone, and the flowers
blossomed.
End of 1st Grade
Expectations
H= Approaching Grade Level
Expectations
I=Meeting Grade Level
Expectations
J=Exceeding Grade Level
Expectations
What Is Leveled
Reading?
Leveled reading removes the “one
size fits all” approach to reading,
giving each child the opportunity to
develop essential skills at his/her
own pace. With leveled reading, your
Reading Levels
child is usually placed in a group with E-J
other children who read at roughly
the same level of ability. Rather than
having the entire class read the
same book (which some students
might find too hard and some too
easy), leveled reading allows
teachers to use a more personalized
and precise approach to monitor a
child’s progress and help him learn
to read.
How Can You
Help?
• Continue to encourage your child
and support them with their nightly
reading habits.
• Encourage your child to talk about
Deedee Wills 2016
what they read.
Clip Art: Whimsy Clips Mrs. Wills Kindergarten.com
Reading Levels
E (6-8)
• Some longer sentences (some with more
than ten words).
• Both simple and split dialogue
• More complex sentences
• Mostly three to eight lines of text per
page.
• Readers need to rely more on the print
as they encounter less supportive
pictures.
• Students read without pointing to the
words and track the print with their eyes.
• Students must be able to retell the story
in sequential order.
Sample: Kate played with her tooth
at lunch. She wiggled it and wiggled it.
G (12)
• Most texts with three to eight lines of
text.
• Sentences carry over two to three lines
of text and some over two pages.
• Illustrations on every or every other
page. Text vs. the illustrations carry
more meaning.
• Some complex letter-sound relationships
in words.
• In fiction, characters are more
developed, as well as more literary
language.
Sample: Nick put on his pajamas. He
washed his face and brushed his
teeth. He was ready for bed. Nick
got into his bed.
I (16)
• Mostly short (8-16 page texts) and some
easy illustrated chapter books that
require more sustained attention and
memory over time.
• Words with more complex spelling
patterns.
• Must be able to identify important ideas
in the text and report them in an
organized way.
• Understand important reader tools (table
of contents, index, glossary) in
informational texts.
Sample: These moist, hairless animals
slither, swim, and hop all around the
world. Amphibians are fond in most
parts of the world. Let’s meet some
unusual amphibians.

F (10)
• More reading genres (fiction, non-
fiction, animal fantasy, traditional tales)
• More high-frequency words.
• More complex sentence formation. With
variation in the placement of subject,
verb, adjectives, and adverbs.
• Some compound sentences conjoined by
and
• Variation of dialogue words (sad, cried,
shouted).
Sample: Anna and her mom walked to
school.
Anna looked at her new teachers.
She opened her backpack and put on
her new glasses.
H (14)
• Wide range of high-frequency words.
• Language and vocabulary becomes more
complex.
• Plots and characters are more complex.
• More multi-syllable words with
inflectional endings
• Dialogue carries more meaning..
Sample: “That’s fine,” said Mom.
“Get your sleeping bag. I’ll zip up your
backpack.”
”Have fun,” Mom said.
“I will,” Jim answered. But he was still
a little worried.