Levels a and B Level E Level C Level F Level D Levels G and H

Levels A and B Level C Level D □ Handling books – moving through the text □ Using visual information to help predict, □ Controlling early strategies (word-by-word from front to back, turning pages. check, and confirm. matching and directional movement) on longer stretches of text. □ Controlling left-to-right movement and □ Controlling word-by-word 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 letter-sound 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. □ Self-monitoring – checking one’s reading by using word-by-word 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. □ Self-correcting close to the point of error. □ Controlling early strategies even on novel □ Cross-checking 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 □ Self-correcting 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 letter-sound 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 self-correct. □ 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. □ Self-correcting 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 appropriate for guided reading at this level? □ Can use texts as references. □ 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. .

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