Levels A and B Level C Level D □ Handling books – moving through the text □ Using visual information to help predict, □ Controlling early strategies (wordbyword from front to back, turning pages. check, and confirm. matching and directional movement) on longer stretches of text. □ Controlling lefttoright movement and □ Controlling wordbyword matching of return sweep. voice with print. □ Moving away from finger pointing as eyes take over the process. □ Noticing and interpreting detain in pictures. □ Using illustrations to predict meaning as well as particular words. □ Using pattern and language syntax to read □ Using oral language in relation to the text. with phrasing. □ Checking illustrations with print. □ Matching word by word (indicated by □ Checking on one’s reading using knowledge precise pointing). □ Using known words as anchors. of lettersound relationships, words, and parts of words.

□ Paying close attention to print – noticing □ Moving fluently through the text while Moving more fluently through the text. some features of letters and words. reading for meaning. □

□ Locating familiar and new words. □ Solving some unfamiliar words □ Actively reading for meaning. independently.

□ Remembering and using language patterns. □ Engaging independently in same behaviors □ Using knowledge of language syntax as a listed for Level B. source of information.

□ Using oral language in combination with pointing – matching voice with words on the page.

□ Predicting what makes sense.

□ Selfmonitoring – checking one’s reading by

using wordbyword matching, noticing

known words in text, or noticing mismatches

in meaning or language.

Level E Level F Levels G and H □ Tracking print with the eyes except at points □ Being aware of punctuation and using for □ Moving through the text using pictures and of difficulty or on novel text. phrasing and meaning. print in an integrated way while attending to meaning. □ Using knowledge of language syntax and □ Searching visual information to figure out meaning to read with phrasing. new words while reading. □ Solve new words by using word analysis, then checking the words against meaning. □ Reading fluently. □ Using the syntax of written language to predict, then checking the accuracy of the □ Monitoring one’s reading (accurately □ Solving new words while maintaining a prediction. reading long stretches of text with

focus on meaning. intermittent hesitations and repeats). □ Analyzing new words and checking them □ Rereading to check, confirm, and search. against what makes sense or sounds right. □ Selfcorrecting close to the point of error.

□ Controlling early strategies even on novel □ Crosschecking one source of information □ Rereading to check and search. texts. with another.

□ Discussing ideas from the story in a way □ Reading with fluent phrasing and attention □ Selfcorrecting using multiple sources of that indicates understanding. to meaning. information.

□ Discussing characters in a way that indicates □ Moving quickly through text. □ Predicting what will happen next and understanding and interpretation.

reading to confirm. □ Using known words and parts of words as □ Effectively managing a variety of texts, □ Using known words to get to words not yet well as lettersound relationships to get to including fictional and informational texts. new words, and checking against other known. information such as meaning.

□ Connecting text to other texts. □ Relating one text to another. □ Using multiple sources of information to

selfcorrect. □ Using more information from print to

construct the meaning of the story.

Level I Level J Level K □ Fluent and phased reading, especially when □ Using skills and strategies effectively on a □ Using multiple sources of information in an rereading. variety of texts. integrated way.

□ Competent problem solving of new words □ Sustaining interest and fluency through a □ Reading silently much of the time. on initial reading. longer text. □ Effectively and efficiently analyzing longer □ Flexibility checking one’s reading against □ Easily coming back to a text if it requires words. meaning. more than one sitting. □ Using a variety of word analysis strategies □ Using information sources (meaning, syntax, □ Solving unfamiliar words or concepts “on without losing meaning or fluency. and visual information) in integrated ways the run” without detracting from meaning. while focusing on meaning. □ Reading in a phrased, fluent way over longer stretches of text. □ Making connections between texts through discussion, art, or writing. □ Demonstrating through discussion, writing, or other media that they can understand and □ Demonstrating an understanding of and interpret the stories from different empathy with characters through discussion, perspectives and empathize with the art, or writing. characters.

□ Moving forward easy, fluent reading even of □ Using text structure (both narrative and unfamiliar and difficult texts. logic) to predict a likely sequence of events or to analyze and critique the text. □ Selfcorrecting at the point of error with fewer returns to the beginning of sentences □ Sustaining characters and plot over. or phrases.

□ Coping with unfamiliar concepts.

□ Gaining momentum while moving through the text because knowledge is being constructed about how this text works and what it is likely to say.

Level L Level M Levels N, O, P, Q, R & S □ Longer stretches of text. □ Longer stretches of text. □ Is the book appropriately placed on the level?

□ More difficult vocabulary, ideas, and □ More difficult vocabulary, ideas, and language structures. language structures. □ Are there points of difficulty that make it harder than it seems?

□ More complex ideas and topics. □ More complex ideas and topics. □ Is the text supportive in ways that might not be noticeable when examining the □ A greater range of genre. □ A greater range of genre. superficial characteristics and therefore In addition, watch for indications that easier than it seems? children: □ Are there other books that you feel are □ Can use texts as references. appropriate for guided reading at this level?

□ Can search for and find information in texts.

□ Can interpret texts from a variety of perspectives.

□ Can read critically.

□ Can understand subtleties of plot and humor.

□ Can reflect on their personal response in relation to how others see the text.