Reading Level Descriptions

Reading Level Descriptions

 

Your First Grader’s JUST RIGHT level is A.  Children reading at Level A need to learn and consistently use the following strategies, skills, and behaviors:

 

  • Use the cover and pictures in the book to get ready to read.
  • Match spoken words to printed words by touching each word one time.  (If the text says, “I see a plant.” and the child reads, “I see a flower,” matching the words correctly, it is okay at this level.)
  • Moves from left to right when reading.
  • Uses the pictures to help them read the words.
  • Carries the pattern throughout the book.
  • Fluency: at this level, children should move from word to word with crisp pointing.  Books should be read multiple times.

     

     

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    Your First Grader’s JUST RIGHT level is B.  Children reading at Level B need to learn and consistently use the following strategies, skills, and behaviors:

     

  • Use the cover and pictures to get ready to read.
  • Use illustrations to figure out words.
  • Use one to one matching, pointing under each word.
  • Read snap words quickly.
  • Use meaning to figure out words, “does that make sense”, and rereads to fix it if it doesn’t make sense.
  • Understands the book and is able to do a quick retelling of what he/she read.
  • Fluency: at this level, children should move from word to word with crisp pointing.  Books should be read multiple times.

     

     

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    Your First Grader’s JUST RIGHT level is C.  Children reading at Level C need to learn and consistently use the following strategies, skills, and behaviors:

     

  • Use letter/sound relationships as a source of information to read words.
    • Child should start at the first sound, blending each sound to figure out the word.
  • Make a return sweep on more than one line of print.
  • Read snap words automatically.
  • Use the pattern as a source of information to read words.
  • Start integrating sources of information, making sure it
    • Makes sense
    • Sounds right
    • Looks right
  • Retell the story, keeping events in order.
  • Start to make inferences (Inferencing is when the reader has to be a detective and figure out things that the author doesn't tell us).

     

    Level C books have simple story lines, patterns and repetition.  Level C books are longer than level B, with two to six lines of print and text on both left and right pages.  Level C books require readers to pay close attention to print, relying less on the pattern and pictures.

     

     

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    Your First Grader’s JUST RIGHT level is D.  Children reading at Level D need to learn and consistently use the following strategies, skills, and behaviors:

  • Use letter/sound relationships as a source of information to read words.
    • Child should start at the first sound, blending each sound to figure out the word.
  • Make a return sweep on more than one line of print.
  • Read snap words automatically.
  • Start integrating sources of information, making sure it
    • Makes sense
    • Sounds right
    • Looks right
  • Retell the story, keeping events in order.
  • Summarize what was read.
  • Analyze the story, events, and characters to make inferences.

    (Inferencing is when the reader has to be a detective and figure out things that the author doesn't tell us).

  • Fluency:
    • read smoothly without using your finger to point to the words
    • recognize punctuation (pause at . , sound excited ! , or make voice go up ?

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    • Your First Grader’s JUST RIGHT level is E.  Children reading at Level E need to learn and consistently use the following strategies, skills, and behaviors:

  • Take a closer look at internal and ending parts of words.
  • Crosscheck reading and self-correct errors.
  • Crosscheck reading, making sure it looks right.
  • Crosscheck reading, making sure it sounds right.
  • Crosscheck reading, making sure it makes sense.
  •  Analyze story while reading in order to answer questions about characters, plot, etc.
  • Retell and summarize story.
  • Make inferences and find the information in the story to support ideas.

    (Inferencing is when the reader has to be a detective and figure out things that the author doesn't tell us).

  • Fluency:
    • Track print with eyes, not finger
    • Make it sound like you’re speaking
    • Change voice for punctuation
    • Say things as the character would say them

       

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      Your First Grader’s JUST RIGHT level is F.  Children reading at Level F need to learn and consistently use the following strategies, skills, and behaviors:

  • Retell and summarizes, keeping events in order.
  • Read with fluency and phrasing, making it sound as if they are telling a story.
  • Make inferences and find the information in the story to support ideas.

    (Inferencing is when the reader has to be a detective and figure out things that the author doesn't tell us).

     

     

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    Your First Grader is a ‘Transitional’ reader.  Transitional reading levels range from G to L.  Readers at these levels consistently use the following strategies, skills, and behaviors:

     

  • Read familiar and/or unfamiliar texts independently.
  • Use multiple cues to problem-solve words quickly.
  • Read fluently, in longer phrases.
  • Read dialogue with expression.
  • Extract more meaning from the text, relying less on the illustrations.
  • Monitor meaning across pages or short chapters.
  • Retell important ideas and details sequentially.
  • Identify most important events and tell why it is important.
  • Make inferences and find the information in the story to support ideas.

    (Inferencing is when the reader has to be a detective and figure out things that the author doesn't tell us).

     

     

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    Your First Grader’s JUST RIGHT level is G.  Children reading at Level G need to learn and consistently use the following strategies, skills, and behaviors:

  • Recognize many high frequency words
  • Use a range of wordsolving strategies (lettersound information, making connections between
  • Recognize a base word and read it with suffixes (-s, -es,     -ed, -ing)
  • Read words with short and long vowels
  • Read compound words
  • Use context to figure out unfamiliar vocabulary
  • Begins to self correct at point of error, making sure it looks right, sounds, right AND makes sense
  • Is able to retell (first, then, next, last) and summarize (big event)
  • Reads with fluency (reads as if they are telling a story)
  • Analyzes story and comments on characters
  • Able to attend to more complex story lines and ideas
  • Able to internalize more and deeper knowledge of different genres
  • Makes inferences and is able to show why they made the inference with evidence in the book

    (Inferencing is when the reader has to be a detective and figure out things that the author doesn't tell us)

     

     

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    Your First Grader’s JUST RIGHT level is H.  Children reading at Level H need to learn and consistently use the following strategies, skills, and behaviors:

  • Solve words with complex spelling patterns
  • Recognize a base word and read it with suffixes (-s, -es,     -ed, -ing)
  • Read words with short and long vowels
  • Read compound words
  • Read words with possessives (the dog’s bone)
  • Read contraction words
  • Use context to figure out unfamiliar vocabulary
  • Encounter more complex language and vocabulary
  • Self corrects at point of error
    • making sure it looks right, sounds, right AND makes sense
  • Is able to retell (first, then, next, last) and summarize (big event)
  • Reads with fluency and is able to process a great deal of dialogue and reflect it through appropriate word stress and phrasing
  • Envisions the text to compensate for lower picture support (making a movie in your brain)
  • Accumulates the story events in order to understand and retell
  • Able to think at increasingly deeper levels
  • Begin to read more new texts silently, in order to achieve efficient and smooth processing
  • Makes inferences and is able to show why they made the inference with evidence in the book

    (Inferencing is when the reader has to be a detective and figure out things that the author doesn't tell us)

     

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  • Your First Grader’s JUST RIGHT level is I.  Children reading at Level I need to learn and consistently use the following strategies, skills, and behaviors:

  • Recognize many high frequency words
  • Read words with double vowel patterns (feet, room)
  • Able to use wordsolving strategies for complex spelling patterns, multisyllable words, andwords with inflectional endings, plurals, contractions, and possessives
  • Use context to figure out unfamiliar vocabulary
  • Self corrects at point of error
    • making sure it looks right, sounds, right AND makes sense
  • Is able to retell fiction (first, then, next, last) and nonfiction (list big idea and give facts)
  • Reads with fluency paying attention to punctuation
    • Changes voice to match feeling of story
  • Envisions the text to compensate for lower picture support (making a movie in your brain)
  • Able to sustain attention and memory over longer periods of time
  • Accumulates the story events in order to understand and retell
  • Read many texts silently, following text with their eyes and without pointing
  • Makes inferences and is able to show why they made the inference with evidence in the book

    (Inferencing is when the reader has to be a detective and figure out things that the author doesn't tell us)

     

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    Your First Grader’s JUST RIGHT level is J.  Children reading at Level J need to learn and consistently use the following strategies, skills, and behaviors:

  • Have a large, expanding sightword vocabulary
  • Read words with prefixes and suffixes
  • Decode words with three syllables easily (um-brell-a)
  • Word solving is automatic and independent
    • Break apart words
    • Find base word and read with the suffix
    • Fixes errors right away
  • Reads with fluency paying attention to punctuation
    • Changes voice to match feeling of story
  • Communicates understanding of text
    • Retell at any point in story
    • Discusses character(s) - how did your feelings change about the character? –what would you do if you were the character? –etc
    • Stop and think about the story and make predictions
    • Discuss the author’s message
    • Give the problem in the story and discuss how it was solved
  • Able to process a variety of texts (short fiction texts, short informational texts, and longer narrative texts that have illustrations and short chapters)
  • Adjust reading strategies as needed to process different genres
  • Makes inferences and is able to show why they made the inference with evidence in the book

    (Inferencing is when the reader has to be a detective and figure out things that the author doesn't tell us)

     

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    Your First Grader’s JUST RIGHT level is K.  Children reading at Level K need to learn and consistently use the following strategies, skills, and behaviors:

  • Have a large, expanding sightword vocabulary
  • Able to quickly apply wordsolving strategies for complex spelling patterns, multisyllable words, and words with inflectional endings, plurals, contractions, and possessives
  • Word solving is automatic and independent
  • Reads with fluency paying attention to punctuation
    • Changes voice to match feeling of story
    • Changes voice to sound like a character
  • Reads and understands different literary structures
    • How did what you know about his genre help you understand this story?
    • What is your job when you read nonfiction books?
  • Able to accommodate the higherlevel processing of several fiction texts with multiple episodes connected to a single plot
  • Communicates understanding of text
    • Makes predictions based on front and back covers
    • Retell at any point in story
    • Discusses character(s)
    • Stop and think about the story and make predictions
    • Discuss the author’s message
    • Give the problem in the story and discuss how it was solved
  • Able to process a great deal of dialogue within a story
  • Can read stories based on concepts that are distant in time and space and reflect diverse cultures
  • Makes inferences and is able to show why they made the inference with evidence in the book

    (Inferencing is when the reader has to be a detective and figure out things that the author doesn't tell us)

     

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    Your First Grader’s JUST RIGHT level is L.  Children reading at Level L need to learn and consistently use the following strategies, skills,
    and behaviors:

  • Able to process easy chapter books, including some series books, with more sophisticated plots and few illustrations, as well as shorter informational texts
  • Adjust reading to process a variety of genres
  • Understand that chapter books have multiple episodes connected to a single plot
  • Bring background knowledge to new reading in order to process and learn new information
  • Begin to recognize themes across texts (friendship, courage)
  • Able to understand some abstract ideas
  • Able to see multiple perspectives of characters through description
  • Able to flexibly apply wordsolving strategies for complex spelling patterns, multisyllable words, and words with inflectional endings, plurals, contractions, and possessives
  • Read silently during independent reading
  • Oral reading fully demonstrates all aspects of fluent reading

     

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    Your First Grader’s JUST RIGHT level is M.  Children reading at Level M need to learn and consistently use the following strategies, skills, and behaviors:

     

  • Know the characteristics of a range of genres
  • Developing preferences for specific forms of reading (mysteries, biographies)
  • Can understand and process narratives with more elaborate plots and multiple characters that develop and change over time
  • Able to identify and use underlying organizational structures (description, compare and contrast, problem and solution, cause and effect) to help navigate through text
  • Word solving is smooth and automatic with both oral and silent reading
  • Can read and understand descriptive words, some complex contentspecific words, and some technical words
  • Read more difficult words, using word parts and endings.
  • Begin to monitor and self correct errors.
  • Integrates all sources of information simultaneously:
    • Does it make sense?
    • Does it sound right?
    • Does it look right?