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
 E (6-8)
Reading Levels • Some longer sentences (some with
more than ten words).
A (AA-1) C (3) • Both simple and split dialogue
• More complex sentences
• Short, predictable sentences. • More easy, predictable words.
• Mostly three to eight lines of text
• Repeating language patterns (3-6 • Greater range of high-frequency
per page.
words on a page) words
• Readers need to rely more on the
• Sentences are supported by the • One to five lines of text on each
print as they encounter less
pictures. page.
supportive pictures.
• Clear illustrations that support the • Wider variety of punctuation
• Students read without pointing to
meaning. (commas, quotation marks, …)
the words and track the print with
• One line of text on a page
Sample: Socks was their eyes.
Sample: I like to slide. sleeping on my chair. I • Students must be able to retell the
story in sequential order.
said, “Wake up, Socks!”
Sample: Kate played
with her tooth at
D (4) lunch. She wiggled it.
• Many high-frequency words.
B (2) • Mostly two to six lines of text per End of Kindergarten
page.
• Short, predictable sentences.
• Repeating language patterns (3-7
• Some longer sentences (some with Expectations
more than six words). B-C= Approaching Grade Level
words on a page) • Students must be able to retell the Expectations
• Sentences are supported by the story in sequential order.
picture.
D=Meeting Grade Level
• Clear illustrations that support the Sample: The duck went Expectations
meaning.
• Two lines of text on a page in the little house. She
Sample: Here is the blue said, “What a nice little E=Exceeding Grade Level
Expectations
balloon. house!”
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
 E (6-8)
Reading Levels • Some longer sentences (some with
more than ten words).
A (AA-1) C (3) • Both simple and split dialogue
• More complex sentences
• Short, predictable sentences. • More easy, predictable words.
• Mostly three to eight lines of text
• Repeating language patterns (3-6 • Greater range of high-frequency
per page.
words on a page) words
• Readers need to rely more on the
• Sentences are supported by the • One to five lines of text on each
print as they encounter less
pictures. page.
supportive pictures.
• Clear illustrations that support the • Wider variety of punctuation
• Students read without pointing to
meaning. (commas, quotation marks, …)
the words and track the print with
• One line of text on a page
Sample: Socks was their eyes.
Sample: I like to slide. sleeping on my chair. I • Students must be able to retell the
story in sequential order.
said, “Wake up, Socks!”
Sample: Kate played
with her tooth at
D (4) lunch. She wiggled it.
• Many high-frequency words.
B (2) • Mostly two to six lines of text per End of Kindergarten
page.
• Short, predictable sentences.
• Repeating language patterns (3-7
• Some longer sentences (some with Expectations
more than six words). B-C= Approaching Grade Level
words on a page) • Students must be able to retell the Expectations
• Sentences are supported by the story in sequential order.
picture.
D=Meeting Grade Level
• Clear illustrations that support the Sample: The duck went Expectations
meaning.
• Two lines of text on a page in the little house. She
Sample: Here is the blue said, “What a nice little E=Exceeding Grade Level
Expectations
balloon. house!”
 What Is Leveled
J (18)
• A variety of book lengths including
chapter books (40-75 pages)

Reading?
• 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 Leveled reading removes the “one
through oral language. size fits all” approach to reading,
• Content-specific words are introduced
giving each child the opportunity to
and explained in non-fiction texts.
develop essential skills at his/her
• Wide variety of dialogue words used
own pace. With leveled reading, your
Reading Levels
)cried, shouted, thought, whispered) and
adjectives describe dialogue (quietly, child is usually placed in a group with E-J
loudly) other children who read at roughly
• Student identify important ideas in a the same level of ability. Rather than
longer text and report them in an
organized manner.
having the entire class read the
• Summarize a longer narrative text with same book (which some students
multiple episodes might find too hard and some too
easy), leveled reading allows
Sample: It was springtime and Mr. teachers to use a more personalized
Putter and his fine cat, Tabby, were and precise approach to monitor a
feeling very chipper. The birds sang, child’s progress and help him learn
the sun shone, and the flowers to read.
blossomed.

End of 1st Grade How Can You

Expectations
H= Approaching Grade Level
Expectations
Help?
• Continue to encourage your child
I=Meeting Grade Level and support them with their nightly
Expectations reading habits.

J=Exceeding Grade Level • Encourage your child to talk about

Deedee Wills 2016
Expectations what they read.
Clip Art: Whimsy Clips Mrs. Wills Kindergarten.com
Reading Levels G (12)
• Most texts with three to eight lines of
I (16)
• Mostly short (8-16 page texts) and some
E (6-8) text. easy illustrated chapter books that
• Some longer sentences (some with more • Sentences carry over two to three lines require more sustained attention and
than ten words). of text and some over two pages. memory over time.
• Both simple and split dialogue • Illustrations on every or every other • Words with more complex spelling
• More complex sentences page. Text vs. the illustrations carry patterns.
• Mostly three to eight lines of text per more meaning. • Must be able to identify important ideas
page. • Some complex letter-sound relationships in the text and report them in an
• Readers need to rely more on the print in words. organized way.
as they encounter less supportive • In fiction, characters are more • Understand important reader tools (table
pictures. developed, as well as more literary of contents, index, glossary) in
• Students read without pointing to the language. informational texts.
words and track the print with their eyes.
Sample: These moist, hairless animals
• Students must be able to retell the story Sample: Nick put on his pajamas. He slither, swim, and hop all around the
in sequential order. washed his face and brushed his world. Amphibians are fond in most
teeth. He was ready for bed. Nick parts of the world. Let’s meet some
Sample: Kate played with her tooth got into his bed. unusual amphibians.
at lunch. She wiggled it and wiggled it.

F (10) H (14)
• More reading genres (fiction, non- • Wide range of high-frequency words.
fiction, animal fantasy, traditional tales) • Language and vocabulary becomes more
• More high-frequency words. complex.
• More complex sentence formation. With • Plots and characters are more complex.
variation in the placement of subject, • More multi-syllable words with
verb, adjectives, and adverbs. inflectional endings
• Some compound sentences conjoined by • Dialogue carries more meaning..
and
• Variation of dialogue words (sad, cried,
shouted). Sample: “That’s fine,” said Mom.
“Get your sleeping bag. I’ll zip up your
Sample: Anna and her mom walked to backpack.”
school. ”Have fun,” Mom said.
“I will,” Jim answered. But he was still
a little worried.
Anna looked at her new teachers.
She opened her backpack and put on
her new glasses.
 What Is Leveled
J (18)
• A variety of book lengths including
chapter books (40-75 pages)

Reading?
• 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 Leveled reading removes the “one
through oral language. size fits all” approach to reading,
• Content-specific words are introduced
giving each child the opportunity to
and explained in non-fiction texts.
develop essential skills at his/her
• Wide variety of dialogue words used
own pace. With leveled reading, your
Reading Levels
)cried, shouted, thought, whispered) and
adjectives describe dialogue (quietly, child is usually placed in a group with E-J
loudly) other children who read at roughly
• Student identify important ideas in a the same level of ability. Rather than
longer text and report them in an
organized manner.
having the entire class read the
• Summarize a longer narrative text with same book (which some students
multiple episodes might find too hard and some too
easy), leveled reading allows
Sample: It was springtime and Mr. teachers to use a more personalized
Putter and his fine cat, Tabby, were and precise approach to monitor a
feeling very chipper. The birds sang, child’s progress and help him learn
the sun shone, and the flowers to read.
blossomed.

End of 1st Grade How Can You

Expectations
H= Approaching Grade Level
Expectations
Help?
• Continue to encourage your child
I=Meeting Grade Level and support them with their nightly
Expectations reading habits.

J=Exceeding Grade Level • Encourage your child to talk about

Deedee Wills 2016
Expectations what they read.
Clip Art: Whimsy Clips Mrs. Wills Kindergarten.com
Reading Levels G (12)
• Most texts with three to eight lines of
I (16)
• Mostly short (8-16 page texts) and some
E (6-8) text. easy illustrated chapter books that
• Some longer sentences (some with more • Sentences carry over two to three lines require more sustained attention and
than ten words). of text and some over two pages. memory over time.
• Both simple and split dialogue • Illustrations on every or every other • Words with more complex spelling
• More complex sentences page. Text vs. the illustrations carry patterns.
• Mostly three to eight lines of text per more meaning. • Must be able to identify important ideas
page. • Some complex letter-sound relationships in the text and report them in an
• Readers need to rely more on the print in words. organized way.
as they encounter less supportive • In fiction, characters are more • Understand important reader tools (table
pictures. developed, as well as more literary of contents, index, glossary) in
• Students read without pointing to the language. informational texts.
words and track the print with their eyes.
Sample: These moist, hairless animals
• Students must be able to retell the story Sample: Nick put on his pajamas. He slither, swim, and hop all around the
in sequential order. washed his face and brushed his world. Amphibians are fond in most
teeth. He was ready for bed. Nick parts of the world. Let’s meet some
Sample: Kate played with her tooth got into his bed. unusual amphibians.
at lunch. She wiggled it and wiggled it.

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