Radford City Schools

Leveled Reading

LEVELED READING

On what level is your child reading?  Here are the characteristics of books in each level.*

Level A-B: (kindergarten)

  • 8 pages long
  • 1-2 lines on a page
  • Large print, well spaced
  • One illustration per page
  • Direct match of text and illustration
  • Picture carries much of the story
  • Pattern sentences in which only one word changes
  • Pattern changes at the end

Level C-D: (beginning first grade)

  • Generally 8 pages
  • 1-4 lines per page
  • Return sweep (sentence split into two lines)
  • Placement of text varies on the page
  • Story is carried in the text as well as the picture
  • 2-3 or more word changes in the pattern of the sentences

Level E, F, G: (middle first grade)

  • 8-16 pages
  • Wide range of punctuation
  • Text carries most of the meaning
  • Challenging vocabulary
  • Sentences may carry over to the next page
  • Moderately complex story structures with problem/solution
  • Higher level comprehension, inferences

Level H, I, J: (ending first grade/beginning second)

  • 16 to 24 words per page
  • Under 300 words
  • 3 to 8 lines per page
  • Various font sizes
  • Illustrations used to confirm and support text, create interest
  • Challenging and specialized vocabulary
  • Compound words
  • Limited repetition and predictability
  • Several episodes in one book
  • Character descriptions are involved

Level K, L: (second grade)

  • Longer, slightly more complex chapter books
  • Longer picture books
  • More characters
  • Usually between fifteen and seventy-five pages long
  • Some shorter books but with more difficult vocabulary
  • More challenging context
  • More complex themes
  • Includes realistic fiction, fantasy, informational text
  • Fables and legends
  • Black and white illustrations that enhance enjoyment and visualization of characters, setting and action
  • Less dependence on illustrations

Level M,N,O,P: (third grade)

  • Topics vary widely
  • Brand new subjects
  • Longer chapter books about 100 pages, short chapters
  • Complex ideas and language
  • More complex themes; issues of respect for differences, loneliness, independence ethical treatment of animals etc. , real life problems (preadolescents and early adolescents)
  • More biographies
  • Subtle meanings that require interpretation and background knowledge
  • More sophisticated vocabulary and vocabulary specific to context
  • Readers need strategies for understanding plot and theme, and to learn the meaning of new vocabulary words
  • Readers are beginning to use books to gain the vicarious experiences that will help them understand their world
  • Long texts requiring reader to sustain interest and meaning over many days

Level Q and Above:

  • Increase in vocabulary
  • Increase in complexity of themes, plots and issues
  • Increase in need for higher level thinking and comprehension skills

*Book examples taken from Wright Group, On the Mark Assessment Kit and Mr. Putter and Tabby by Cynthia Rylant.

For more information on leveled reading, go to http://www.fountasandpinnellleveledbooks.com/.