text level indicators
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Text level indicatorsTRANSCRIPT
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
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 words-with 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
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.