A Parents' Guide to Guided Reading Levels a and B

Parent Tips “Children are made readers on the laps of for their parents.” Reading at Home ~ Emilie Buchwald http://www.pbs.org/launchingreaders/ parenttips.html

 Read together every day. Make this a warm and loving time. A Parents’ Looking Forward…  Give everything a name. You can Guide to What are characteristics of Level C and play games that involve naming or D Readers? pointing to objects. At levels C and D, readers follow simple Guided stories of fiction and fantasy and easy informational texts. They can track print  Read with fun in your voice. Use Reading with their eyes (not pointing) over two to different voices for different char- six lines per page. They notice and use acters. Have fun! punctuation. The core of high frequency Levels words is expanding . Readers consistently monitor their reading and cross-check one A and B  Be interactive. Discuss what’s source of information with another. happening, point out things on the page, ask your child questions. What are characteristics of Level C and D Texts? Books at Levels C and D are simple  Read it again and again! Re- narratives with several episodes (usually search shows that repeated reading similar or repetitive). Most concepts builds language skills. supported by pictures. Books at these levels have amusing one dimensional characters, simple dialogue, and a simple “Parents are a child’s first  Talk about writing too. When sequence of events. Almost all vocabulary and most important looking at a book together, point is familiar to children and is likely to be used n oral language. Word meanings are teacher.” out how we read from left to right usually illustrated by the pictures. ~Ran and Ramey and how words are separated by spaces.

 Talk about print everywhere. Reading text at increasingly higher levels is an expectation Talk about written words you see in of the Common Core State Standards. “Common stan- the world around you and respond dards ensure that every child across the country is getting with interest to your child's ques- the best possible education, no matter where a child lives tions about words. Ask him or her or what their background is. The common standards will provide an accessible roadmap for schools, teachers, par- to find a new word every time you ents and students, with clear and realistic goals.” go on an outing. -Gov. Roy Romer, Senior Advisor, The College Board

www.martinschools.org Parents’ Guide to Guided Reading Levels A and B

What are Guided Reading Levels? Books Kids Love Aiming Higher Guided Reading is a highly effective form of Level A As with anything, the only way to get better small-group instruction, Based on assessment, is to practice. Young readers need to spend Autumn Leaves by Gail Saunders-Smith the teacher brings together time with just right books every day. They need to hear their parents reading out loud a group of readers who are The Berenstain Bears in the House of Mirrors by to them as they look at the text on the page similar in their reading de- Stan & Jan Berenstain and begin to make sense of the emerging velopment. The teacher language patterns. Moving your child along supports the reading in a Cars by Gail Saunders-Smith the guided reading continuum can be accom- way that enables students plished with consistent practice and meaning- Count and See by Tana Hoban ful text-based discussions at home. to read a more challenging text with effective processing. Guided Reading Levels reflect a Do You Want to Be My Friend? by Eric Carle Conversation Starters continuum of levels from A-  What do you think might happen next? Growing Colors by Bruce McMillan Young readers Z (grades K-8). Teachers Why do you think so? must spend time  Does this story remind you of anything interacting with continuously progress Look what I Can Do by Jose Aruego that’s every happened to you? Tell me texts that are monitor students to see “Just Right” for about it. how they’re moving along My Book by Ron Maris them.  Does this story remind you of any other the reading continuum. books? What do you notice that is the My Class by Lynn Salem same? What are characteristics of Level A and B What Do Insects Do? by Susan Canizares  What do you already know about this Readers? topic? At levels A and B, readers are learning how  What did you learn by reading the book print works, particularly developing the con- Level B and looking at the pictures? cepts of left to right directionality. Readers Cat on the Mat by Brian  How is the character feeling? How can may recognize repeating language patterns in Wildsmith texts that have very simple stories. It is very you tell?  Can you find clues in the pictures that important that they begin to self monitor their Chickens by Peter Brady reading and attempt to self-correct as they might help us figure out how the character is feeling? notice mistakes. They are beginning to develop Fun with Hats by Lucy a core of simple high frequency words.  Do you think this is a good book? Why do Malka you think so? What are characteristics of Level A and B Hats around the World by Texts? Books at Levels A and B are usually simple Liza Charlesworth texts with stories carried by pictures. The content is easy and familiar (family, pets, play, Have You Seen My Cat? by Eric Carle school). The characters are mostly nameless and flat. These texts have repeating language Have You Seen My Duckling? by Nancy Tafuri patterns (simple three to seven words in a sentence). They have familiar settings close to The Headache by Rod Hunt children’s experiences. They consist of short predictable sentences that are close to oral Mrs. Wishy-washy by Joy Cowley language. Parent Tips “Children are made readers on the laps of For Reading their parents.” at Home ~ Emilie Buchwald http://www.pbs.org/launchingreaders/ parenttips.html

 Say silly tongue twisters—Sing sings and read rhyming books. These help A Parents’ kids become sensitive t the sounds in Looking Forward… words. What are characteristics of Level E,F,G,H Guide to Readers?  Play with puppets— Play rhyming At levels E,F,G,H, readers encounter a wider Guided range of texts and continue to internalize knowl- games with puppets. Have the puppet edge of different genres. They are still reading say something like, “Hi, My name is texts with three to eight lines of print per page, Reading Mark. I like words that rhyme with my but print size is slightly smaller and there are name. I’m going to say some words and more words on a page. With early reading be- Levels I want you to tell me if they rhyme with haviors completely under control and quick and automatic recognition of a large number of high Mark, okay?” “Does park rhyme with C and D -frequency words, they have attention to give to Mark? Does ball rhyme with Mark Does slightly more complex story lines and ideas. shark rhyme with Mark” Wait for your child to answer yes or no after each What are characteristics of Level E,F,G,H question. Texts? Books at Levels E,F,G,H have accessible content that expands beyond home, neighborhood, and  Play sound games— Give your child school. They start to introduce some content practice blending individual sounds into specific words which are explained and illus- words. For example, ask “Do you know trated in the story. The stories become longer “Parents are a child’s first what the word is? m-o-p?” Say the and there is less repetition. Illustrations are im- and most important sound each letter makes rather than the portant at these levels. The pictures support teacher.” name of the letter. Hold each sound interpretation, enhance enjoyment, and set the ~Ran and Ramey mood of the story. longer than you normally would. This will help your child recognize the different letter sounds.

Reading text at increasingly higher levels is an expectation of the Common Core State Standards. “Common standards ensure that every child across the country is getting the best possible education, no matter where a child lives or what their background is. The common standards will provide an accessible roadmap for schools, teachers, parents and students, with clear and realistic goals.”

-Gov. Roy Romer, Senior Advisor, The College Board

martinschools.org Parents’ Guide to Guided Reading Levels C and D

What are Guided Reading Levels? Aiming Higher Guided Reading is a highly effective form of Books Kids Love As with anything, the only way to get better is small-group instruction, Based on assess- to practice. Young readers need to spend time ment, the teacher brings Level C with just right books every day. They need to together a group of read- All Fall Down by Brian Wildsmith hear their parents reading out loud to them as they look at the text on the page and begin to ers who are similar in Baby Says by John Steptoe make sense of the emerging language pat- their reading develop- terns. Moving your child along the guided ment. The teacher sup- Boats by Gail Saunders-Smith reading continuum can be accomplished with ports the reading in a consistent practice and meaningful text-based Brown Bear, Brown Bear by Bill Martin discussions at home. way that enables students to read a more challenging text with effective processing. Cars by Gail Saunders-Smith Conversation Starters Guided Reading Levels  What do you think might happen next? Why do you Costumes by Lola Schaefer Young readers reflect a continuum of think so? must spend time  Does this story remind you of anything interacting with levels from A-Z (grades Eating Apples by Gail Saunders- that’s every happened to you? Tell me texts that are K-8). Teachers continu- “Just Right” for Trucks by Gail Saunders-Smith about it. them. ously progress monitor  Does this story remind you of any other students to see how Up Went the Goat by Barbara Gregorich books? What do you notice that is the they’re moving along the reading contin- same? What a Tale! by Brian Wildsmith uum.  What do you already know about this topic? What’s for Lunch? by Eric Carle What are characteristics of Level C and  What did you learn by reading the book D Readers? and looking at the pictures? At levels C and D, readers follow simple sto-  How is the character feeling? How can you ries of fiction and fantasy and easy informa- Level D tell? tional texts. They can track print with their A Dog Called Mischief by Leslie  Can you find clues in the pictures that eyes (not pointing) over two to six lines per Wood might help us figure out how the charac- page. They notice and use punctuation. The ter is feeling? core of high frequency words is expanding . Frogs by Gail Saunders-Smith  Do you think this is a good book? Why? do Readers consistently monitor their reading you think so? and cross-check one source of information The Good Bad Cat by Nancy Antle with another. Guinea Pigs by Martha Rustad What are characteristics of Level C and D Texts? Horses by Martha Rustad Books at Levels C and D are simple narratives with several episodes (usually similar I Like Books by Anthony Browne or repetitive). Most concepts supported by pictures. Books at these levels have amus- Ice Is… Whee! by Carol Greene ing one dimensional characters, simple dialogue, and a simple sequence of events. One Happy Classroom by Charnan Simon Almost all vocabulary is familiar to children and is likely to be used in oral language. Word meanings are usually illustrated by the pictures. Parent Tips “There are many little ways to enlarge your For Reading child’s world. Love of at Home books is the best of all.” http://www.pbs.org/launchingreaders/ ~ Jacqueline Kennedy parenttips.html

 Watch My Lips— This may feel odd at first, but encourage your child to watch A Parents’ your lips and mouth while you make cer- What are characteristics of Level I tain sounds. Have your child think about and J Readers? Guide to At levels I and J, readers are able to how his/her own lips and tongue move. automatically recognize a large number Guided You can say something like, “Can you of words, and can quickly apply word- feel how your mouth moves the same solving strategies to multi-syllable words Reading way at the beginning of the words with inflectional endings, prefixes, and suffixes. They read a wide range of plu- mouse, mom, and man? Watch my rals, possessives, and contractions. In Levels mouth while I say them.” Remember to oral reading they use appropriate rate, make just one m sound that you hold for word stress, intonation, and phrasing. E,F,G,H longer than you normally would. They recognize and use a wide variety of punctuation.

Read it and Experience it— Help your  What are characteristics of Level I child make the connection between what and J Texts? he/she reads in books and what happens Books at Levels I and J include short in- in life. If you’re reading a book about formational texts on familiar topics, short fiction texts, and longer illustrated narra- animals, for example, relate it to last tives that have short chapters. In fiction, month’s trip to the zoo. characters generally do not change since “Parents are a child’s first the plots are relatively simple and texts and most important  Let your child choose—Give your child are not long. Very simple biographies are teacher.” introduced at these levels. the chance to pick his/her own books. ~Ran and Ramey Letting children choose their own books nurtures independence and their own interests.

 Trace and say letters— One way to Reading text at increasingly higher levels is an help your child learn letters sounds is to expectation of the Common Core State Standards. “Common standards ensure that every child across the have him/her use a finger to trace a let- country is getting the best possible education, no matter ter while saying the letter’s sound at the where a child lives or what their background is. The same time. You can do this on paper or common standards will provide an accessible roadmap in a sandbox or on a plate filled with for schools, teachers, parents and students, with clear and realistic goals.” sugar. Involving touch, sight, and speech

in this way has a powerful effect on -Gov. Roy Romer, Senior Advisor, learning. The College Board martinschools.org Parents’ Guide to Guided Reading Levels E,F,G,H

What are Guided Reading Levels? Guided Reading is a highly effective form of Books Kids Love Books Kids Love small-group instruction, Based on assessment, Level E Level G the teacher brings together One Monday Morning by Uri Shulevitz My Five Senses by Aliki a group of readers who are P.J. Funnybunny Camps out by Marilyn Sadler similar in their reading de- The Nose Book by Al Perkins velopment. The teacher sup- Sam the Garbage Hound by Charnan Simon Oh a Hunting We Will Go by John Langstaff ports the reading in a way Scorpions by William Ripple that enables students to Oh No Otis! by Julie Frankel The Secret Code by Dana Rau read a more challenging text with effective Oh, Cats! by Nola Buck processing. Guided Reading Levels reflect a Sheep in a Jeep by Nancy Shaw

continuum of levels from A-Z Out the Door by Catherine Matthias Young readers Shhhh! by Suzy Kline must spend time (grades K-8). Teachers con- interacting with tinuously progress monitor The Pet that I Want by Mary Packard Snail Saves the Day by John Stadler texts that are “Just Right” for students to see how they’re Purple Is Part of a Rainbow by Carol Kowalczyk The Snow by John Burningham them. moving along the reading Spiders and Their Webs by Linda Tagliaferro continuum. Sharks by Martha Rustad

Sweet Potato Pie by Anne Rock- What are characteristics of Level E,F,G,H well Readers? Level H At levels E,F,G,H, readers encounter a wider Level F Allosaurus by Helen Frost range of texts and continue to internalize knowledge of different genres. They are still Itchy Itchy Chicken Pox American Mastodon by Carol Lindeen reading texts with three to eight lines of print by Grace Maccarone Kids love amusing and per page, but print size is slightly smaller and engaging characters! Bruises by Sharon Gordon there are more words on a page. With early Just Like Daddy by Frank reading behaviors completely under control and Asch Captain Cat by Syd Hoff quick and automatic recognition of a large number of high-frequency words, they have atten- Koalas by Gail Saunders-Smith Chinese New Year by Lola Schaefer tion to give to slightly more complex story lines The Lady with the Alligator Purse by Nadine West- and ideas. The Clubhouse by Anastasia Suen cott What are characteristics of Level E,F,G,H Come out and Play, Little Mouse by Robert Lightning Liz by Larry Brimner Texts? Kraus Books at Levels E,F,G,H have accessible content The Lion and the Mouse by Gail Herman Come! Sit! Speak! by Charnan Simon that expands beyond home, neighborhood, and school. They start to introduce some content Manatees by Martha Rustad Dump Trucks by Linda Williams specific words which are explained and illustrated in the story. The stories become longer Maple Trees by Marcia Freeman Eating Fractions by Bruce McMillan and there is less repetition. Illustrations are important at these levels. The pictures support Marmalade’s Nap by Cindy Wheeler Goodnight, Moon by Margaret Wise Brown interpretation, enhance enjoyment, and set the mood of the story. “Pardon?” said the Giraffe by Colin West Parent Tips “There are many little ways to enlarge your For Reading child’s world. Love of at Home books is the best of all.” http://www.pbs.org/launchingreaders/ ~ Jacqueline Kennedy parenttips.html

 Don’t leave home without it— Have your A Parents’ child bring a book or magazine any time you’ll have to spend time waiting, such as a Looking Forward… Guide to

to a doctor’s or dentist’s office. Fit in read- What are characteristics of Level K,L,M Guided ing every chance you get! Readers? At levels K,L,M, readers know the characteris-  Once is not enough — Encourage your tics of a range of genres. They can process Reading child to re-read favorite books and poems. sentences that are complex, contain preposi- tional phrases, introductory clauses, and lists Levels With repeated readings, he or she should of nouns, verbs, and adjectives. Word-solving be able to read more quickly and accu- is smooth and automatic in both silent and I and J rately. oral reading. They read silently and independ- ently. In oral reading, they demonstrate all  Pick books that are at the right reading aspects of smooth, fluent processing.

level —Help your child choose reading ma- What are characteristics of Level K,L,M terials that are not too difficult. The goal is Texts? to give your child lots of successful reading Books at Levels K,L,M can be fiction chapter books, longer series books, and mysteries. experiences. Sometimes, slow readers will Fiction narratives are straightforward but have choose overly difficult books to “save face” elaborate plots and multiple characters that “Parents are a child’s first and then are unable to actually read them. develop and show some change over time. and most important Texts at this level also include shorter non- teacher.”  Dig deeper into the story— Ask your fiction texts mostly on single topics. ~Ran and Ramey 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?” A Reading text at increasingly higher levels is an expectation child’s involvement in retelling a story or of the Common Core State Standards. “Common answering questions goes a long way to- standards ensure that every child across the country is ward developing his or her comprehension getting the best possible education, no matter where a skills. child lives or what their background is. The common standards will provide an accessible roadmap for schools, teachers, parents and students, with clear and realistic goals.”

-Gov. Roy Romer, Senior Advisor, The College Board

martinschools.org Parents’ Guide to Guided Reading Levels I and J

What are Guided Reading Levels? Aiming Higher Guided Reading is a highly effective form of Books Kids Love small-group instruction, Based on assess- As with anything, the only way to get better Level I is to practice. Young readers need to spend ment, the teacher brings Noisy Nora by Rosemary Wells time with just right books every day. They together a group of read- need to hear their parents reading out loud ers who are similar in their The Planets by Martha Rustad to them as they look at the text on the page reading development. The and begin to make sense of the emerging The Quilt by Ann Jonas language patterns. Moving your child along teacher supports the read- the guided reading continuum can be accom- ing in a way that enables students to read a A Rainbow of My Own by Don Freeman plished with consistent practice and meaning- more challenging text with effective process- ful text-based discussions at home. Reflections by Ann Jonas ing. Guided Reading Levels Conversation Starters Young readers reflect a continuum of lev- Silly Times with Two Silly Trolls by Nancy Jewell must spend time interacting with els from A-Z (grades K-8).  How do you think the story will end? Can texts that are Teachers continuously pro- Small Pig by Arnold Lobel you find clues to support your prediction? “Just Right” for them. gress monitor students to Spooky Riddles by Marc Brown  How have your ideas changed after read- see how they’re moving The Story of Chicken Licken by Jan Ormerod ing the story? along the reading continuum. There’s a Nightmare in My Closet  What do you know about the character? What are characteristics of Level I and J by Mercer Mayer What evidence supports your thinking? Readers? At levels I and J, readers are able to auto- The Very Busy Spider by Eric Carle  What is the problem in the story? How is matically recognize a large number of words, it solved? and can quickly apply word-solving strategies Level J to multi-syllable words with inflectional endings, prefixes, and suffixes. They read a wide Addie’s Bad Day by Joan  How do the pictures extend the meaning Kids connect to the range of plurals, possessives, and contrac- Robins of the story? familiar struggles of tions. In oral reading they use appropriate characters close to Allie’s Basketball Dream by rate, word stress, intonation, and phrasing. their same age.  How could the characters have behaved They recognize and use a wide variety of Barbara Barber differently in the story? punctuation. Amazing Grace by Mary Hoffman  What this story interesting, funny, scary, What are characteristics of Level I and J Aunt Eater mystery series by Doug Cushman or exciting? Why do you think so? Texts? Books at Levels I and J include short informa- The Best Nest by P.D. Eastman tional texts on familiar topics, short fiction texts, and longer illustrated narratives that Blackboard Bear by Martha Alexander have short chapters. In fiction, characters generally do not change since the plots are Booker T. Washington by Lola Schaefer relatively simple and texts are not long. Very simple biographies are introduced at these Bringing the Rain to Kapiti Plain by Verna Aardema levels. Camp Big Paw by Doug Cushman

The Cat in the Hat by Dr. Seuss Parent Tips “Reading is to the mind what exercise is to the For Reading body.” at Home ~ Richard Steele http://www.pbs.org/launchingreaders/ parenttips.html

 Take control of the television— Encour- A Parents’ age reading as a free time activity, and set Looking Forward… limits on the amount of time your child Guide to What are characteristics of Level N,O,P,Q spends watching television or playing video Readers? Guided games. It’s difficult for reading to compete At levels N,O,P,Q, readers are able to under- with these distractions, especially when a stand abstract and mature themes and take Reading child is still struggling to read fluently. on diverse perspectives and issues relating to race, language, and culture. Readers solve new vocabulary words, some defined in the Levels  Play word games — Use a dry erase text and other unexplained. They can read board to play word games with your child. and understand descriptive words, some com- K,L,M First, write out a word like mat. Then plex content-specific words, and some techni- change the initial sound. Have your child cal words.

sound out the word when it becomes fat What are characteristics of Level N,O,P,Q and then when it becomes sat. Next change Texts? the final sound, so the word changes from Books at Levels N,O,P,Q include mysteries, sat to sag to sap. Then change the middle series books, books with sequels, or short stories. They include chapter books and shorter sound, so the word changes from sap to fiction and informational texts. Some non- “Parents are a child’s first sip. Make a game of it! fiction texts provide information in categories on several related topics, and readers can and most important  I read to you, you read to me—Have identify and use underlying structures teacher.” your child read aloud to you every day. You (description, compare/contrast, sequence, ~Ran and Ramey problem/solution, and cause and effect). can take turns—you read one page and your child the next. It’s just another way t enjoy reading together.

Reading text at increasingly higher levels is an expectation  Punctuate your reading.?! - When you of the Common Core State Standards. “Common read aloud, read with expression. Discuss standards ensure that every child across the country is how punctuation on a page represents ways getting the best possible education, no matter where a of speaking. You can say, for example, child lives or what their background is. The common “When we talk, we usually pause a little bit standards will provide an accessible roadmap for schools, teachers, parents and students, with clear and realistic at the end of a sentence. The way we show goals.” this pause in writing is to use a period.” -Gov. Roy Romer, Senior Advisor, The College Board

martinschools.org Parents’ Guide to Guided Reading Levels K,L,M

What are Guided Reading Levels? Guided Reading is a highly effective form of Books Kids Love Books Kids Love small-group instruction, Based on assess- Level K Level M ment, the teacher brings The Adventures of Ratman by Ellen Weiss Harold and the Purple Crayon by Crocket Johnson together a group of read- Aliens for Breakfast by Jonathan Etra ers who are similar in their Here Comes the Strikeout by Leonard Kessler

reading development. The Antarctica by Katie Bagley Hooray for the Golly Sisters by Betsy Byars teacher supports the read- The Art Lesson by Tomie dePaola ing in a way that enables students to read a Ibis: a True Whale Story by John Himmelman more challenging text with effective process- Arthur and the Lost Diary by Marc Brown If You Give a Mouse a Cookie by Laura Numeroff ing. Guided Reading Levels Young readers Arthur Makes the Team by Marc Brown reflect a continuum of lev- Is Your Mama a Llama? by Deborah Guarino must spend time els from A-Z (grades K-8). interacting with Aunt Flossie’s Hats by Elizabeth Howard texts that are Teachers continuously pro- Jamaica and Brianna by Juanita Havill “Just Right” for Bailey School Kids series by Debbie Dadey them. gress monitor students to Jamaica’s Find by Juanita Havill see how they’re moving Blue Ribbon Blues by Jerry Spinelli along the reading continuum. John F. Kennedy by Judy Emerson Blueberries for Sal by Robert McCloskey The Know-Nothings by Michelle Spirn What are characteristics of Level K,L,M Chicken Soup with Rice by Maurice Sendak Readers? A Letter to Amy by Ezra Jack Keats At levels K,L,M, readers know the characteristics of a range of genres. They can process Chicken Sunday by Patricia Polacco Level L sentences that are complex, contain preposi- tional phrases, introductory clauses, and lists Alexander and the Wind-up Mouse The Littles series by John Peterson by Leo Lionni of nouns, verbs, and adjectives. Word-solving Kids love to follow char- Magic Treehouse series by Mary P. Osborne is smooth and automatic in both silent and acters through a series oral reading. They read silently and independ- Amanda Pig and Her Big of short chapter books. ently. In oral reading, they demonstrate all Brother Oliver by Jean van aspects of smooth, fluent processing. Leeuwen

Amelia Bedelia series by Peggy Parish What are characteristics of Level K,L,M Texts? Animal Tracks by Arthur Dorros Books at Levels K,L,M can be fiction chapter books, longer series books, and mysteries. Astronauts by Tami Deedrick Fiction narratives are straightforward but have elaborate plots and multiple characters Beans on the Roof by Betsy Byars that develop and show some change over time. Texts at this level also include shorter The Best Worst Day by Bonnie Graves non-fiction texts mostly on single topics. Cam Jansen series by David Adler

Horrible Harry series by Suzy Kline Parent Tips “Reading is to the mind what exercise is to the For Reading body.” at Home ~ Richard Steele http://www.pbs.org/launchingreaders/ parenttips.html

 Tell family tales — Children love to hear Looking Forward… A Parents’ stories about their family. Tell your child What are characteristics of Level R,S,T what it was like when you or your parents Guide to Readers? were growing up, or talk about a funny At levels R,S,T, readers will process the full Guided thing that happened when you were young. range of genres. They use text features to support comprehension. Readers understand  Create a writing toolbox — Find a special perspectives other than their own, and under- Reading stand settings and people far distance in time box and fill it with drawing and writing ma- and space. They can take apart multisyllabic Levels terials. Think of everyday opportunities for words and use a full range of word solving your child to write—the family shopping list, strategies. They search for and use informa- N,O,P,Q thank-you notes, birthday cards, or sign tion in an integrated way, using complex graphics and texts that present content re- son the bedroom door. quiring background knowledge.

 Be your child’s #1 fan—Show interest in What are characteristics of Level R,S,T your child’s homework and writing assign- texts? ments. Ask your child to read out loud what Books at Levels R,S,T are longer with many lines of print on each page, requiring readers he or she has written. Be an enthusiastic to remember information and connect ideas listener. over a long period of time (as much as a week “Parents are a child’s first or two). Complex fantasy, myths, and legends and most important  Create a book together— Make a hand- offer added challenge and an increased use of teacher.” symbolism. Readers are challenged by many made book together by folding pieces of ~Ran and Ramey longer descriptive words and by technical paper ion half and stapling them together. words that require using embedded definitions Your child can write his or her own story, and readers’ tools such as glossaries. with different sentences on each page. Ask your child to illustrate the book with his/her own drawings.

 Do storytelling on the go— Take turns Reading text at increasingly higher levels is an expectation of adding to a story the two of you make up the Common Core State Standards. “Common standards while riding in the car. Either one of you ensure that every child across the country is getting the best could start. Try making the story funny or possible education, no matter where a child lives or what their background is. The common standards will provide an spooky. They will stretch the imagination accessible roadmap for schools, teachers, parents and and foster a love for stories, It’s fun too! students, with clear and realistic goals.”

-Gov. Roy Romer, Senior Advisor, The College Board martinschools.org Parents’ Guide to Guided Reading Levels N,O,P,Q

What are Guided Reading Levels? Guided Reading is a highly effective form of Books Kids Love Books Kids Love small-group instruction, Based on assess- Level N Level P/Q ment, the teacher brings The Lotus Seed by Sherry Garland A to Z Mysteries series by Ron Roy together a group of read- The Magic School Bus series by Joanna Cole ers who are similar in their Abraham Lincoln: President of a Divided Country by Carol Green reading development. The Stone Fox by John R. Gardiner teacher supports the read- Adam Joshua Capers series by Janice L. Smith ing in a way that enables students to read a Time Warp Trio series by Jon Scieszka Amber Brown series by Paula Danziger more challenging text with effective process- The Wall by Eve Bunting ing. Guided Reading Levels Flat Stanley by Jeff Brown Young readers reflect a continuum of lev- Addy series (American Girls) by Connie Porter must spend time els from A-Z (grades K-8). Mufaro’s Beautiful Daughters by John Steptoe interacting with Felicity series (American Girls) by Valerie Tripp texts that are Teachers continuously pro- “Just Right” for My Great-Aunt Arizona by Gloria Houston Tales of a Fourth Grade Nothing by Judy Blume them. gress monitor students to see how they’re moving My Name Is Maria Isabel by Alma Flor Ada Charlotte’s Web by E.B. White along the reading continuum. Level O Conversation Starters What are characteristics of Level N,O,P,Q The Boxcar Children series by Readers? Gertrude C. Warner  What do you notice about the writ- At levels N,O,P,Q, readers are able to under- ers’ style? What evidence supports stand abstract and mature themes and take Bugs by Nancy Parker your thinking? on diverse perspectives and issues relating to race, language, and culture. Readers solve Can’t You Make Them Be-  Did you notice any figurative lan- new vocabulary words, some defined in the have, King George? by Jean Readers start to encoun- guage? How did it add to enjoy- text and other unexplained. They can read Fritz ter more mature themes ment or the meaning of the text? and understand descriptive words, some com- that require higher level plex content-specific words, and some techni- The Case of the Dirty Bird thinking and inference.  What are the main idea and sup- cal words. by Gary Paulsen porting details of the story?  How is the setting important in the What are characteristics of Level N,O,P,Q Charles Lindbergh by Lucile Davis story? Texts? Books at Levels N,O,P,Q include mysteries, Chocolate Fever by Robert Smith  Describe the story problem and resolu- series books, books with sequels, or short Class Clown by Johanna Hurwitz tion. stories. They include chapter books and shorter fiction and informational texts. Some Corn Is Maize by Aliki non-fiction texts provide information in categories on several related topics, and readers The Courage of Sarah Noble by Alice Dalgliesh can identify and use underlying structures (description, compare/contrast, sequence, Cowpokes and Desperadoes by Gary Paulsen problem/solution, and cause and effect). Davy Crockett by Kathy Feeney Parent Tips “Today a reader, tomorrow a leader.” For Reading ~ Margaret Fuller at Home http://www.pbs.org/launchingreaders/ parenttips.html

Looking Forward…  Make books special — Turn books and A Parents’ reading into something special by taking What are characteristics of Level U and V your kids to the library, helping them get Readers? Guide to At levels U and V, readers process the full their own library card, reading with them, range of genres. They automatically adjust to Guided and buying them books as gifts. Have a different genres and use genre characteristics favorite place for books in your home, or to support comprehension. Most reading is Reading even better, put books everywhere! silent; fluency and phrasing in oral reading is well established. Readers may encounter some abstract special forms of literature, such Levels  Get them to read another one — Find as satire. ways to encourage your child to keep pick- R,S,T ing up another book. You could introduce What are characteristics of Level U and V texts? your child to a book series or to a second Many books at Levels U and V focus on the book by a favorite author. Ask teachers, problems of preadolescents. Many ideas and librarians, and others for recommendations themes require understanding of cultural di- that match your child’s interests and read- versity and some themes present mature issues and the problems of society (e.g., ra- ing level. cism, war). Many texts focus on human struggles (e.g., hardship, loss, economic issues). At  Are we there yet?—Use the time spent in these levels, interpretation of characters is “Parents are a child’s first the car for wordplay. You can talk about essential to understanding the theme. The and most important how jam means something you put on toast characters are multidimensional and develop teacher.” over time, requiring inference to understand as well as cars tuck in traffic. How many ~Ran and Ramey how and why they change. These texts em- other homonyms can your child think of? ploy the full range of literary devices When kids are highly familiar with the (flashback, stories within stories, symbolism, meaning of a word, they have less difficulty figurative language). reading it.

 First drafts are rough— Give your child

encouragement when he or she is doing Reading text at increasingly higher levels is an expectation of homework or a writing assignment. Remind the Common Core State Standards. “Common standards your child that writing involves several ensure that every child across the country is getting the best possible education, no matter where a child lives or what steps like panning, composing an initial their background is. The common standards will provide an draft, revising, and final editing. No one accessible roadmap for schools, teachers, parents and does it perfectly the first time. students, with clear and realistic goals.”

-Gov. Roy Romer, Senior Advisor, The College Board martinschools.org Parents’ Guide to Guided Reading Levels R,S,T

What are Guided Reading Levels? Guided Reading is a highly effective form of Books Kids Love Books Kids Love small-group instruction, Based on assessment, Level R Level T the teacher brings together a The Black Stallion by Walter Farley The Family under the Bridge by Natalie Carlson group of readers who are Blubber by Judy Blume similar in their reading devel- Fig Pudding by Ralph Fletcher Bud, Not Buddy by Christopher Paul Curtis opment. The teacher supports Fire in the Sky by Candice Ransom the reading in a way that en- The Burning Questions of Bingo Brown by Betsy Flight by Robert Burleigh ables students to read a more challenging text Byars Flying Solo by Ralph Fletcher with effective processing. Guided Reading Levels The Children of Green Knowe by L.M. Boston reflect a continuum of levels Freaky Friday by Mary Rodgers Cut from the Same Cloth by Robert San Souci Young readers from A-Z (grades K-8). Kids can relate to the must spend time Freedom Crossing by Margaret adventures of Andrew Teachers continuously pro- Danny, the Champion of the World by Roald Dahl interacting with Clark Clements’ characters. texts that are gress monitor students to see The Double Life of Pocahontas by Jean Fritz “Just Right” for Frindle by Andrew Clements them. how they’re moving along the The Forgotten Door by Alexander Key reading continuum. Gentle Annie: the True Story of a Civil War Nurse by Mary Shura George Washington’s Socks by Elvira Woodruff What are characteristics of Level R,S,T The Girl-Son by Anne Neuberger Readers? The Girl Who Chased Away Sorrow by Ann Turner At levels R,S,T, readers will process the full The Great Kapok Tree by Lynne Cherry range of genres. They use text features to sup- Parental Caution! Hatchet by Brian Paulsen port comprehension. Readers understand per- Books at the upper guided reading levels ad- spectives other than their own, and understand dress sophisticated and often mature settings and people far distance in time and Level S space. They can take apart multisyllabic words Dorothea Dix: Social Reformer by Bar- themes. Even though some accelerated read- and use a full range of word solving strategies. bara Witteman ers are able to read these levels in the early They search for and use information in an inte- grades, the content of these books may not grated way, using complex graphics and texts Eleanor by Barbara Cooney be appropriate for very young children. Al- that present content requiring background knowledge. The Flying Flea, Callie, and Me by Carol and Bill ways preview the books your child is reading Wallace and monitor the storyline. Our goal is not to What are characteristics of Level R,S,T race readers through the levels, but rather to texts? Fossil Fuel Power by Josepha Sherman allow advanced readers to dig more deeply Books at Levels R,S,T are longer with many lines of print on each page, requiring readers to re- From the Mixed-up Files of Mrs. Basil E. Frank- into each level along the way so the books member information and connect ideas over a weiler by E.L. Konigsburg they are reading parallel their social- long period of time (as much as a week or two). emotional development. Complex fantasy, myths, and legends offer Geothermal Power by Josepha Sherman added challenge and an increased use of symbol- The Good Master by Kate Seredy ism. Readers are challenged by many longer descriptive words and by technical words that re- The Grand Escape by Phyllis R. Naylor quire using embedded definitions and readers’ tools such as glossaries. How Many Days to America? by Eve Bunting Parent Tips “Today a reader, tomorrow a leader.” For Reading ~ Margaret Fuller at Home http://www.pbs.org/launchingreaders/ parenttips.html

Looking Forward…  Different strokes for different folks — A Parents’ Read different types of books to expose What are characteristics of Level W,X,Y,Z your child to different types of writing. Kids Readers? Guide to At levels W,X,Y,Z readers have developed love a variety of fiction and non-fiction for- knowledge of content, including scientific in- Guided mats including plays, chapter books, series formation and historical events and apply prior books, books with sequels, short stories, understandings in a critical way when reading Reading diaries and logs, and graphic texts. fiction and nonfiction texts.

What are characteristics of W,X,Y,Z Levels  Talk about what you see and do — Talk- texts? ing about everyday activities helps your Although many texts are long and have com- U and V child’s background knowledge, which is cru- plex sentences, they vary greatly because readers are expected to understand and re- cial to listening and reading comprehension. spond to mature themes such as sexuality, Keep up a running patter, for example, abuse, poverty, and war. Complex fantasy, while cooking together; take your child myths, and legends offer added challenge and someplace new and talk about what you require readers to identify classical motifs such as “the quest” and to identify moral is- see; or discuss the movie or television sues. Biographies offer a range of individuals show you’ve just watched together. who may not be previously known to readers and may not be admirable, requiring critical “Parents are a child’s first  Teach your child some mind tricks— thinking on the part of readers. In addition, and most important You can give your child tips for figuring out readers will encounter abstract special forms teacher.” of literature, such as satire and irony. Addi- the meaning of what he or she reads. Show ~Ran and Ramey tional challenges may include parody, alle- your child how to summarize a story in a gory, or monologue. Themes and characters few sentences, fir example, or how to make are multidimensional, may be understood on predictions about what might happen next. many levels, and are developed in complex ways. Both strategies help a child comprehend and remember. After reading a story together, think out loud so your child can see how you summarize and predict.

What are Guided Reading Levels? Guided Reading is a highly effective form of Books Kids Love Books Kids Love small-group instruction, Based on assessment, Level U Level V the teacher brings together a Rascal by Sterling North Bad Girls by Cynthia Voigt group of readers who are So Far from the Bamboo Grove by Yoko Watkins similar in their reading devel- Baseball in April and Other Stories by Gary Soto Sojourner Truth: Ain’t I a Woman? By Patricia opment. The teacher supports Ben Franklin of Old Philadelphia by Margaret Cous- McKissack the reading in a way that en- ins Tom’s Midnight Garden by Philippa Pearce ables students to read a more challenging text The BFG by Roald Dahl with effective processing. Guided Reading Levels The True Confessions of Charlotte Doyle by Avi Birds of Prey by Snead Collard reflect a continuum of levels The Twenty-One Balloons by William Pene Du Bois Young readers from A-Z (grades K-8). Black Hearts in Battersea by Joan Aiken must spend time Teachers continuously pro- Walk Two Moons by Sharon Creech interacting with The Boggart by Susan Cooper texts that are gress monitor students to see The Westing Game by Ellen Raskin “Just Right” for The Book of Three by Lloyd Alexander them. how they’re moving along the The White Mountains by John Christopher reading continuum. The Bronze Bow by Elizabeth George Speare A Wrinkle in Time by Madeleine L’Engle What are characteristics of Level U and V The Cat Ate My Gymsuit by Paula Danziger Readers? Catherine, Called Birdy by Karen Cushman Parental Caution! At levels U and V, readers process the full range Books at the upper guided reading levels ad- of genres. They automatically adjust to different Charley Skedaddle by Patricia Beatty genres and use genre characteristics to support dress sophisticated and often mature comprehension. Most reading is silent; fluency Crash by Jerry Spinelli themes. Even though some accelerated read- and phrasing in oral reading is well established. The Door in the Wall by Marguerite De Angeli ers are able to read these levels in the early Readers may encounter some abstract special grades, the content of these books may not forms of literature, such as satire. The Dreadful Future of Blossom Culp by Richard Peck be appropriate for very young children. Al- What are characteristics of Level U and V ways preview the books your child is reading The Egypt Game by Zilpha Keatley Snyder texts? and monitor the storyline. Our goal is not to Many books at Levels U and V focus on the prob- Ella Enchanted by Gail Carson Levine lems of preadolescents. Many ideas and themes race readers through the levels, but rather to require understanding of cultural diversity and The Fledgling by Jane Langton allow advanced readers to dig more deeply some themes present mature issues and the into each level along the way so the books Freedom Train by Dorothy Sterling problems of society (e.g., racism, war). Many they are reading parallel their social- texts focus on human struggles (e.g., hardship, A Gathering of Days by Joan Blos loss, economic issues). At these levels, interpre- emotional development. tation of characters is essential to understanding Ginger Pye by Eleanor Estes the theme. The characters are multidimensional and develop over time, requiring inference to My Side of the Mountain by Jean Craighead George understand how and why they change. These texts employ the full range of literary devices An Indian Winter by Russell Freedman (flashback, stories within stories, symbolism, figurative language). Jacob Have I Loved by Katherine Paterson Parent Tips “Today a reader, tomorrow a leader.” For Reading ~ Margaret Fuller at Home http://www.pbs.org/launchingreaders/ parenttips.html

 Different strokes for different folks — A Parents’ Read different types of books to expose your child to different types of writing. Kids Guide to love a variety of fiction and non-fiction for- Guided mats including plays, chapter books, series “A book is the most books, books with sequels, short stories, effective weapon against Reading diaries and logs, and graphic texts. intolerance and ignorance.” Levels  Talk about what you see and do — Talk- ing about everyday activities helps your ~Lyndon Baines Johnson W,X,Y,Z child’s background knowledge, which is cru- cial to listening and reading comprehension. Keep up a running patter, for example, while cooking together; take your child someplace new and talk about what you see; or discuss the movie or television show you’ve just watched together. “Parents are a child’s first  Teach your child some mind tricks— and most important Reading text at increasingly higher levels is an You can give your child tips for figuring out teacher.” the meaning of what he or she reads. Show expectation of the Common Core State ~Ran and Ramey your child how to summarize a story in a Standards. “Common standards ensure that few sentences, fir example, or how to make every child across the country is getting the best predictions about what might happen next. possible education, no matter where a child lives Both strategies help a child comprehend or what their background is. The common and remember. After reading a story to- standards will provide an accessible roadmap for gether, think out loud so your child can see schools, teachers, parents and students, with how you summarize and predict. clear and realistic goals.”

-Gov. Roy Romer, Senior Advisor,

The College Board

martinschools.org Parents’ Guide to Guided Reading Levels W,X,Y,Z

What are Guided Reading Levels? Guided Reading is a highly effective form of Books Kids Love Books Kids Love small-group instruction, Based on assessment, Level W Levels Y and Z the teacher brings together a My Brother Sam is Dead by James and Christopher Eleanor Roosevelt: A Life of Discovery by Russell Collier group of readers who are Freedman similar in their reading devel- The Call of the Wild by Jack London Harry Potter and the Goblet of Fire by J. K. Rowl- opment. The teacher supports ling The Giver by Lois Lowry the reading in a way that en- Harry Potter and the Half-Blood Prince by Living Up the Street by Gary Soto ables students to read a more challenging text J. K. Rowling with effective processing. Guided Reading Levels The Friends by Rosa Guy Harry Potter and the Order of the Phoe- reflect a continuum of levels nix by J. K. Rowling The Outsiders by S.E. Hinton Young readers from A-Z (grades K-8). must spend time Hoot by Carl Hiaasen interacting with Teachers continuously pro- Across Five Aprils by Irene Hunt texts that are gress monitor students to see Hope Was Here by Joan Bauer “Just Right” for To Kill a Mockingbird by Harper Lee how they’re moving along the them. Missing May by Cynthia Rylant reading continuum. Of Mice and Men by John Steinbeck Moccasin Trail by Eloise Jarvis McGraw The Hobbit by J.R. Tolkien What are characteristics of Level W,X,Y,Z Nightjohn by Gary Paulsen Readers? Parental Caution! At levels W,X,Y,Z readers have developed knowl- Parvana’s Journey by Deborah Ellis edge of content, including scientific information Books at the upper guided reading levels ad- and historical events and apply prior understand- Level X dress sophisticated and often mature ings in a critical way when reading fiction and Make Way for Sam Houston by Jean Fritz themes. Even though some accelerated read- nonfiction texts. ers are able to read these levels in the early Matilda Bone by Karen Cushman What are characteristics of W,X,Y,Z texts? grades, the content of these books may not Although many texts are long and have complex The Midwife’s Apprentice by Karen Cushman be appropriate for very young children. Al- sentences, they vary greatly because readers are National Velvet by Enid Bagnold ways preview the books your child is reading expected to understand and respond to mature and monitor the storyline. Our goal is not to themes such as sexuality, abuse, poverty, and Over Sea, under Stone by Susan Cooper war. Complex fantasy, myths, and legends offer race readers through the levels, but rather to added challenge and require readers to identify The Road to Memphis by Mildred Taylor allow advanced readers to dig more deeply classical motifs such as “the quest” and to iden- into each level along the way so the books tify moral issues. Biographies offer a range of Sarah Bishop by Scott O’Dell they are reading parallel their social- individuals who may not be previously known to readers and may not be admirable, requiring Seaward by Susan Cooper emotional development. critical thinking on the part of readers. In addi- Traitor, the Case of Benedict Arnold by Jean Fritz tion, readers will encounter abstract special forms of literature, such as satire and irony. Ad- Where the Red Fern Grows by Wilson Rawls ditional challenges may include parody, allegory, or monologue. Themes and characters are multi- Zlata’s Diary by Zlata Filipovic dimensional, may be understood on many levels, and are developed in complex ways.