Text level indicators

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Matching Books and Readers When readers are matched with texts that provide just the right amount of challenge, maximum learning takes place. Leveled texts or “just right “ books offer a continuum for reading development. Each level is designed to focus on specific reading strategies, skills and behaviours, the mastery of which ensures a secure foundation for effective reading. The information below provides an overview of the learning your child will be engaged in at each A-Z text level and gives ideas for how you can support her/him.

Level A Characteristics Patterned text is introduced. Words are supported by pictures. Mainly one syllable words are used.

Readers at Level A:

   

Locate known words in text Match spoken words to printed words by pointing Use pictures to support understanding Use the cover, title, illustrations to get ready to read Move from left to right when reading

Parents can….

Read the book again and again. Repeated reading builds language skills. Be interactive. Discuss what’s happening, point out things on the page, ask your child questions.

Information from The Continuum of Literacy Learning Grades K-2 & Grades 3-5 by Fountas & Pinnell Adapted with permission from Sachem Literacy Coaches, NY, U.S.A


Level B Characteristics Patterned text remains, words supported by pictures. Longer sentences and multi syllable words are introduced.

Readers at Level B:     

Follow a sentence over 2 lines of text using return sweep Continue to point to words while reading Recognize pattern throughout story Use pictures to support understanding Locate known words in text

Parents can…. Encourage your child to chime in as you read stories, sing songs, or recite poems. When looking at a book together, point out how we read from left to right and how words are separated by spaces.

Information from The Continuum of Literacy Learning Grades K-2 & Grades 3-5 by Fountas & Pinnell Adapted with permission from Sachem Literacy Coaches, NY, U.S.A


Level C Characteristics Pictures are less supportive, stories and sentences become more complex, text is formatted in different places on the page.

Readers at Level C:

Attend to beginning letter, progressing to final letter to decode

Make return sweep on more than one line of print

Point under words beginning with initial letter and moving along the whole word

Make sure words make sense, sound right and look right

Retell the story, keeping story events in order, making inferences when possible

Read known words in text automatically

Parents can…. Say silly tongue twisters-sing songs and read rhyming books. These help children become sensitive to the sounds in words. Play sound games. Give your child practice blending individual sounds into words. (eg) m-o-p. Say the sound each letter makes rather than the name of the letter. Hold each sound longer than you normally would. This will help your child recognize the different letter sounds.

Information from The Continuum of Literacy Learning Grades K-2 & Grades 3-5 by Fountas & Pinnell Adapted with permission from Sachem Literacy Coaches, NY, U.S.A


Level D Characteristics Patterns change at the beginning and end of books. Words with consonant blends and digraphs are added.

Readers at Level D: 

Use some of the letters of a word along with meaning and word order sources of information

Read compound words (ex: newspaper, sandbox) and words ending in –ing

Analyze story to comment on events or characters and make inferences

Parents can… Play rhyming games with your child using puppets. Listen attentively to your child’s retellings, helping your child speak with detail.

Information from The Continuum of Literacy Learning Grades K-2 & Grades 3-5 by Fountas & Pinnell Adapted with permission from Sachem Literacy Coaches, NY, U.S.A


Level E Characteristics Illustrations become less supportive, sentences more complex, literary language prevalent. Meaning must be interpreted from story.

Readers at Level E:       

Notice errors and cross check with sources of information Follow text with eyes, using finger only at points of difficulty Use internal parts of wordswith beginnings and endings Monitor for all sources of information Check to make sure what has been read makes sense, sounds right and looks right Begin to read with fluency and phrasing on repeated readings of the same text Retell and summarize, making inferences, and commenting on story events

Parents can… Play “Watch my lips”- Encourage your child to watch your lips and mouth while you make certain sounds. Say “can you feel how your mouth moves the same way at the beginning of the words mouse, mum, man? Watch while I say them”. Let your child choose- Give your child the chance to pick his/her own book.

Information from The Continuum of Literacy Learning Grades K-2 & Grades 3-5 by Fountas & Pinnell Adapted with permission from Sachem Literacy Coaches, NY, U.S.A


Level F Characteristics There is minimal repetition of familiar sentence patterns. Characters become more developed, long dialogue statements

Readers at Level F: 

Begin to understand genres (fiction, non-fiction, etc.)

Read and understand dialogue in text

Read words with multiple syllables (ex: disappear, unhappy)

Understand contractions (ex: can’t= cannot), possessives (ex: Rob’s car)

Integrate sources of information monitoring-checking to make sure what has been read makes sense, and sounds and looks right. Self-correct at point of error.

Parents can… Read it and experience it. Help your child make the connection between what h/she reads in books and what happens in life.

Information from The Continuum of Literacy Learning Grades K-2 & Grades 3-5 by Fountas & Pinnell Adapted with permission from Sachem Literacy Coaches, NY, U.S.A


Level G Characteristics A wider range of genres is introduced. Story patterns become more complex with more difficult vocabulary and story elements.

Readers at Level G: 

Read with more fluency and phrasing on repeated readings of the same text

Read 3-8 lines of text per page; text is smaller

Read difficult words by using letter/sound information, thinking of familiar words, taking apart words

Read text with a few challenging vocabulary words

Automatically read high frequency words

Parents can…. Encourage your child to re-read favourite books and poems. With repeated readings, he or she should be able to read more accurately and quickly.

Information from The Continuum of Literacy Learning Grades K-2 & Grades 3-5 by Fountas & Pinnell Adapted with permission from Sachem Literacy Coaches, NY, U.S.A


Level H characteristics More complex literary language, vocabulary and technical vocabulary appear. Picture support is minimal.

Readers at Level H:

Stop and self-correct at the point of error

Read difficult words by using letter/sound information, thinking of familiar words, taking apart words

Keep the accumulating story events (or content) in mind

Read with fluency

Automatically read high frequency words

Parents can…. Dig deeper into the story - Ask your child about the story you’ve just read together. Try questions that require your child to draw conclusions. Say something like “why do you think Clifford did that?”

Information from The Continuum of Literacy Learning Grades K-2 & Grades 3-5 by Fountas & Pinnell Adapted with permission from Sachem Literacy Coaches, NY, U.S.A


Level I Characteristics Longer books (6-18 pages) and short chapter books (40-60 pages) are introduced. Effective reading requires a greater need for comprehension and meaning analysis.

Readers at Level I:

Envision the story to compensate for low picture support

Understand longer sentences of more than 10 words

Read many texts silently, without pointing to words

Read with fluency and expression

Process more complex vocabulary and literary structures including non-fiction

Stop and self-correct at the point of error

Parents can… I read to you, you read to me-Have your child read aloud to you every day. You can take turns-you read one page and your child the next. It’s just another way to enjoy reading together.

Information from The Continuum of Literacy Learning Grades K-2 & Grades 3-5 by Fountas & Pinnell Adapted with permission from Sachem Literacy Coaches, NY, U.S.A


Level J Characteristics New genres including biography and folktales are introduced. Split dialogue and multiple syllable words appear frequently.

Readers at Level J: 

Read many types of texts (informational text, short chapter books, simple biographies)

Communicate understanding of the text

Word solve with control and independence, at the point of error

Read silently during independent reading

Automatically read a large number of high frequency words

Read with fluency and phrasing on longer passages of text

Parents can… Punctuate your reading. When you read aloud, read with expression. Discuss how punctuation represents ways of speaking. You can say, for example, “When we talk, we usually pause a little bit at the end of a sentence. The way we show this pause in writing is to use a full stop.

Information from The Continuum of Literacy Learning Grades K-2 & Grades 3-5 by Fountas & Pinnell Adapted with permission from Sachem Literacy Coaches, NY, U.S.A


Level K Characteristics Genre range is expanded and includes realistic fiction and fantasy. Multiple characters are introduced. Extended descriptive language and challenging vocabulary appear.

Readers at Level K: 

Read many types of texts

Read many illustrated chapter books

Must remember many details

Understand dialogue and the use of quotation marks (“ “)

Discover new vocabulary words by attending to the story, illustrations and own background of experience

Read stories with diverse cultural themes

Use strategies to figure out hard words (go back and reread, use picture clues, find smaller words inside the bigger word, use word parts like prefixes/suffixes etc.)

Read silently during independent reading, and can read fluently aloud

Automatically read a large number of high frequency words

Read with fluency, intonation and phrasing communicating understanding of new material.

Parents can…. Tell family tales- Children love to hear stories about their family. Tell your child what it was like when you or your parents were growing up, or talk about a funny thing that happened when you were young. Information from The Continuum of Literacy Learning Grades K-2 & Grades 3-5 by Fountas & Pinnell Adapted with permission from Sachem Literacy Coaches, NY, U.S.A


Information from The Continuum of Literacy Learning Grades K-2 & Grades 3-5 by Fountas & Pinnell Adapted with permission from Sachem Literacy Coaches, NY, U.S.A Â

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Level L Characteristics Chapter books have more sophisticated plots and characters that are developed throughout the text. Texts contain an expanded vocabulary with many multi-syllable words.

Readers at Level L: 

Read easy chapter books with fewer pictures

Read short informational & fiction books

Read slower or faster- depending on the book

Learn new concepts through reading

Use what they already know to help their reading

Use pictures and text to help understand

Connect known facts to new information

Understand difficult ideas

Understand a large number of words (plurals, contractions, possessives, multi-syllable words, content-specific words, technical words)

Understand difficult sentences

Parents can… Do storytelling on the go. Take turns adding to a story the two of you make up when traveling together. Try making the story suspenseful or funny. This stretches imagination and fosters a love of story. Information from The Continuum of Literacy Learning Grades K-2 & Grades 3-5 by Fountas & Pinnell Adapted with permission from Sachem Literacy Coaches, NY, U.S.A


Level M Characteristics A variety of formats are introduced. Texts include complex language and subtle meanings that require interpretation and background knowledge.

Readers at Level M:

Know the characteristics of different genres (realistic fiction, fantasy, informational text, traditional literature, biography, etc.)

Read fiction chapter books, such as series books (e.g. Junie B. Jones) or mysteries (e.g. Jigsaw Jones)

Read fiction texts that have many characters that change in the story

Read shorter non-fiction texts on one topic

Understand difficult sentences

Read silently during independent reading

Read aloud with fluency, accuracy and expression

Parents can…. Punctuate their reading. When you read aloud, read with expression. Discuss how punctuation on a page represents ways of speaking. Information from The Continuum of Literacy Learning Grades K-2 & Grades 3-5 by Fountas & Pinnell Adapted with permission from Sachem Literacy Coaches, NY, U.S.A


Level N Characteristics Genre range continues to expand and includes mysteries and series books. Some non-fiction texts provide information in categories on several related topics.

Readers at Level N: 

Process short fiction stories, chapter books, short informational texts, series books (e.g. most Amber Brown books) or mysteries (e.g. A-Z Mysteries)

Read fiction texts that have many characters that change in the story

Read non-fiction texts on many related topics

Automatically use strategies (find smaller words inside the bigger word, use word parts like prefixes/suffixes, etc.)

Read & understand descriptive words

Slow down to understand or search for information

Understand difficult sentences

Read silently at a good rate

Parents can…. Be your child’s fan club. Show interest in your child’s homework and writing assignments. Ask your child to read out loud what he or she has written. Be an enthusiastic listener. Information from The Continuum of Literacy Learning Grades K-2 & Grades 3-5 by Fountas & Pinnell Adapted with permission from Sachem Literacy Coaches, NY, U.S.A


Level O Characteristics Genre combinations are introduced. There are multiple characters to know and understand. Some figurative words are used. In non-fiction, presentation of multiple topics that represent subtopic of a larger topic or theme appear.

Readers at Level O: 

Know the characteristics of most genres

Read chapter books, shorter informational texts, mysteries, series books (ex: The Boxcar Children), books with sequels, or short stories

Read fiction stories with many characters that change throughout the story

Read nonfiction texts that give information on many related topics

Understand difficult sentences and words

Figure out new vocabulary words by using clues

Read fluently, like an actor would sound

Parents can… Create a writing toolbox. Find a special box and fill it with drawing and writing materials. Find many authentic opportunities to invite your child to write. Information from The Continuum of Literacy Learning Grades K-2 & Grades 3-5 by Fountas & Pinnell Adapted with permission from Sachem Literacy Coaches, NY, U.S.A


Level P Characteristics Fiction narratives have elaborate plots and multiple characters who develop and change over time. Non-fiction texts provide information in categories on several related topics, many of which are beyond the readers’ typical experiences.

Readers at Level P: 

Know the characteristics of most genres

Read chapter books, shorter informational texts, mysteries, series books (e.g. Magic School

Bus is an example of shorter informational text), books with sequels, short stories

Read fiction stories with many characters that change throughout the story

Read non-fiction texts that give information on new topics

Understand mature themes (race, language, culture, etc.)

Make sense of new vocabulary words

Read silently

Read fluently, like an actor would sound

Parents can….. Encourage your child to connect with favourite authors by helping him/her to write to them. Many authors have their own website with contact information. You can also contact the book’s publisher, the mailing address for which can often be found on the title page or on the publisher’s website.

Information from The Continuum of Literacy Learning Grades K-2 & Grades 3-5 by Fountas & Pinnell Adapted with permission from Sachem Literacy Coaches, NY, U.S.A


Level Q Characteristics Text have deeper meanings applicable to human problems and social issues. Themes are more challenging. Many longer descriptive words appear in fiction selections. Content-specific, technical words that require using embedded definitions, background knowledge and reader’s tools, such as glossaries are present in non-fiction.

Readers at Level Q: 

Automatically read and understand characteristics of most genres, including biographies on new topics, chapter books, shorter informational texts, mysteries, series, books with sequels, short stories.

Read fiction stories with many characters that change throughout the story

Make sense of new vocabulary words

Look for information in pictures, photographs, maps, charts, etc.

Can break words into syllables

Read silently

Understand texts with different layouts

Look for information in pictures, photographs, maps, charts, etc.

Parents can… Take time to read comic strips together. Share favourites from your childhood and have your child find favourites of her/his own. Read them aloud and often. Information from The Continuum of Literacy Learning Grades K-2 & Grades 3-5 by Fountas & Pinnell Adapted with permission from Sachem Literacy Coaches, NY, U.S.A


Level R Characteristics Many ideas and themes now require understanding of cultural diversity. There may be long stretches of descriptive language that are important to understanding the setting and characters. The settings may be distant in time and space from students’ experiences. Texts have a variety of layouts as well as fonts, print characteristics and increasingly complex graphics.

Readers at Level R: 

Automatically read and understand characteristics of most genres, including biographies on new topics, fantasies, chapter books, shorter informational texts, mysteries, series, books with sequels, short stories, diaries, & logs.

Read fiction stories with many characters that change throughout the story

Make sense of new vocabulary words

Look for information in pictures, photographs, maps, charts, etc.

Can break words into syllables

Read silently

Use strategies to figure out difficult words

Understand texts with different layouts

Parents can… While you are reading to your child, think out loud about the images you see or the questions that may arise. That means explaining the ideas, pictures, questions, and connections that go through your mind as you read a passage. Information from The Continuum of Literacy Learning Grades K-2 & Grades 3-5 by Fountas & Pinnell Adapted with permission from Sachem Literacy Coaches, NY, U.S.A


Level S Characteristics Fiction texts include chapters with multiple episodes related to a single plot as well as some complex plots with multiple story lines. Non-fiction texts feature increasingly difficult layouts with dense content and format.

Readers at Level S: 

Automatically read and understand characteristics of most genres, including biographies on new topics, fantasies, chapter books, shorter informational texts, mysteries, series, books with sequels, short stories, diaries, & logs.

Read fiction stories with many characters that change in the story

Understand hard sentences and words

Read silently

Can break words into syllables

Understand texts with different layouts

Look for information in pictures, photographs, maps, charts, etc.

Parents can… When out with your child take pictures. Ask your child to create captions to go with each picture. Assemble the pictures and add speech and thought bubbles to create a personalized graphic novel. Information from The Continuum of Literacy Learning Grades K-2 & Grades 3-5 by Fountas & Pinnell Adapted with permission from Sachem Literacy Coaches, NY, U.S.A


Level T Characteristics Complex fantasy, myths, and legends offer added challenge through showing conflict between good and evil. Complex graphics and text present content requiring background knowledge. Non-fiction texts with multiple topics and categories within them appear.

Readers at Level T: 

Automatically read and understand characteristics of most genres, including biographies on new topics, fantasies, chapter books, shorter informational texts, mysteries, series, books with sequels, short stories, diaries, logs, fantasies, myths & legends.

Read longer texts with many lines of print that require the reader to remember lots of information

Read silently for the most part

Can break words into syllables

Use strategies to figure out difficult words

Look for information in pictures, photographs, maps, charts, etc.

Use what they already know to understand a text

Parents can… Review reading material together and ask questions that help make connections and see analogies. Rather than simply asking, “What was the story about?” also ask “How was this story like another you have read?” Encourage your child to identify problems or dilemmas so they see themselves as problem solvers. Information from The Continuum of Literacy Learning Grades K-2 & Grades 3-5 by Fountas & Pinnell Adapted with permission from Sachem Literacy Coaches, NY, U.S.A


Level U Characteristics Texts increase in length requiring readers to remember information and connect ideas over many days of reading. Themes are introduced that evoke alternative interpretations. Topics go well beyond readers’ experiences and content knowledge. In non-fiction, underlying structures are often combined in complex ways (description, comparison and contrast, temporal sequence, cause and effect).

Readers at Level U: 

Automatically read and understand characteristics of most genres, including biographies on new topics, fantasies, chapter books, shorter informational texts, mysteries, series, books with sequels, short stories, diaries, logs, fantasies, myths & legends.

Read longer texts with many lines of print that require the reader to remember lots of information

Read silently for the most part

Can break words into syllables

Use strategies to figure out difficult words

Search for and use information in a text

Look for information in pictures, photographs, maps, charts, etc.

Parents can… Ask how a situation in the story or text could affect other characters. This will help your child develop empathy and understand different viewpoints as well as consequences. Information from The Continuum of Literacy Learning Grades K-2 & Grades 3-5 by Fountas & Pinnell Adapted with permission from Sachem Literacy Coaches, NY, U.S.A


Level V Characteristics Themes evoke alternative interpretations and present mature issues (e.g. racism, war). Setting and time changes appear frequently. Special forms of literature such as satire are introduced. In both fiction and non-fiction, content load increases. Complex sentence structures include parenthetical material.

Readers at Level V: 

Read and understand characteristics of most genres, including biographies on new topics, fantasies, chapter books, shorter informational texts, mysteries, series, books with sequels, short stories, diaries, logs, fantasies, myths & legends

Read texts that are longer and involve remembering information

Read silently for the most part

Can break words into syllables

Search for & use information in a text

Look for information in pictures, photographs, maps, charts, etc.

Parents can… Help your child think beyond the story by asking what could have been done differently for a better outcome. This invites creative thinking and problem solving.

Information from The Continuum of Literacy Learning Grades K-2 & Grades 3-5 by Fountas & Pinnell Adapted with permission from Sachem Literacy Coaches, NY, U.S.A


Level W Characteristics A wide range of challenging themes evoke alternative interpretations. Unusual text organizations (e.g., flashbacks) are added. Complex fantasy, myths, and legends offer challenge and require readers to identify classical motifs such as “the quest”.

Readers at Level W: 

Automatically read and understand characteristics of most genres, including biographies on new topics, fantasies, chapter books, shorter informational texts, mysteries, series, books with sequels, short stories, diaries, logs, fantasies, myths & legends.

Read about mature themes (abuse, poverty, war, etc.)

Read silently for the most part

Use tools such as glossaries, as well as what they already know to understand difficult words

Search for & use information in a text

Look for information in pictures, photographs, maps, charts, etc.

Read texts that require knowing about history

Parents can… Ask open-ended questions that don’t have one “right” answer. This gives children confidence to respond in creative ways without being afraid of being “wrong.” After reading a book together, ask your child a question such as: “If you were that character, how would you have persuaded Timothy to turn himself in?” rather than something like “What was the main character’s name in the book? Information from The Continuum of Literacy Learning Grades K-2 & Grades 3-5 by Fountas & Pinnell Adapted with permission from Sachem Literacy Coaches, NY, U.S.A


Level X, Y, Z Characteristics Irony is introduced. Themes and characters are multidimensional and are developed in complex ways. Texts include archaic language or regional dialect. The structure of many texts mirrors adult fiction and non-fiction.

Readers at Levels X, Y, & Z:

Read and understand characteristics of all genres, including biographies on new topics, fantasies, chapter books, shorter informational texts, mysteries, series, books with sequels, short stories, diaries, logs, fantasies, myths & legends.

Use critical thinking skills

Read long texts with long sentences & paragraphs

Understand mature themes (abuse, poverty, war, etc.)

Read texts with many characters that change in the story

Read silently; fluency and phrasing in oral reading is well established

Use what they know to understand a text

Search for & use information in a text

Look for information in pictures, photographs, maps, charts, etc.

Read texts that require knowing about history & science

Parents can… Encourage “engagement strategies” such as highlighting, using post-it notes, underlining, and developing questions as your child reads. These behaviors help to habitualize the process of making-meaning and to ensure your child is doing more than reading the words on the page. Although your child should never mark in a library book, cutting post-it notes into smaller “flags” can serve a similar purpose. Information from The Continuum of Literacy Learning Grades K-2 & Grades 3-5 by Fountas & Pinnell Adapted with permission from Sachem Literacy Coaches, NY, U.S.A


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