Levelling Books

Features of Text Levels A – Z

Reading Behaviours to Notice and Support

Adapted from:
Guided Reading: Good First Teaching for all Children. 1996.
Fountas, I.C. and Pinnell, G.S. Portsmouth NH: Heinemann
and
Teacher’s Guide: Scholastic Guided Reading Program. 2000.
Pinnell, G.S. New York NY: Scholastic, Inc.
and
Leveled Books for Readers Grades 3-6:
A Companion Volume to Guiding Readers and Writers. 2002.
Pinnell, G.S. and Fountas, I.C. Portsmouth NH: Heinemann

Compiled by J. Moen and M. Flockhart

Reading Specialists, Balanced Literacy Team, January 2003

Adapted from Guided Reading (1996). Fountas and Pinnell., Scholastic Guided Reading Program (2000). Pinnell.,
and Leveled Books for Readers Grade 3-6 (2002). Pinnell and Fountas.

Compiled by J. Moen and M. Flockhart Revised January 2003

 Level A Level A

Features of The Text Important Behaviours to Notice

and Support

• Includes caption books • Handling books: moving through

the text from front to back,
• Up to 5 or 6 words, often on one turning pages
line
• Reading words from left to right
• Single idea, simple story line
• Differentiating print from pictures
• Direct correspondence between
text and pictures • Using oral language in relation to
the text
• Topics are easily related to the
children’s personal experiences • Beginning to match word by word

• Closely duplicates spoken • Relating the book to own

language experience

• Can be used to introduce word- • Locating familiar and new words

by-word matching and locating
known words • Remembering and using language
patterns
• Consistent format
• Using knowledge of language
• Print is regular, clear, easy to see, syntax as a source of information
at same place on every page, and
clearly separated from pictures • Predicting what makes sense

• Easy to follow layout

• Full range of punctuation

• Spacing between words allows for

finger pointing

• Repetition of frequently
encountered words
Adapted from Guided Reading (1996). Fountas and Pinnell., Scholastic Guided Reading Program (2000). Pinnell.,
and Leveled Books for Readers Grade 3-6 (2002). Pinnell and Fountas.

Compiled by J. Moen and M. Flockhart Revised January 2003

 Level B
Level B

Features of The Text Important Behaviours to Notice

and Support

• Direct correspondence between • Controlling left-to-right

text and pictures movement and return sweep

• Topics are easily related to the • Noticing and interpreting detail in

children’s personal experiences pictures

• Repetition of frequently • Matching word by word

encountered words and language (indicated by precise pointing)
patterns that support the reader
• Remembering and using language
• More words, more lines of text, patterns
slightly greater range of
frequently used vocabulary than • Using oral language in
Level A books combination with print; matching
voice with words on the page
• Generally one or two lines of print
on a page, somewhat longer • Self-monitoring (checking one’s
sentences, and a variety of reading by using word-by-word
punctuation matching, noticing known words
in text, or noticing mismatches in
meaning or language)

• Noticing some features of letters

and words

• Using visual information, such as

the first letter of the word, to read
known and new words

• Rereading to confirm or figure out

new words

Adapted from Guided Reading (1996). Fountas and Pinnell., Scholastic Guided Reading Program (2000). Pinnell.,
and Leveled Books for Readers Grade 3-6 (2002). Pinnell and Fountas.

Compiled by J. Moen and M. Flockhart Revised January 2003

 Level C Level C

Features of the Text Important Behaviours to Notice

and Support

• Simple story lines • Controlling word-by-word

• Topics are familiar to children matching of voice with print
• Two to five lines of text on a page
• More of the story is carried by the • Using visual information to help
text predict, check, and confirm
• Pictures are still very important in meaning, as well as particular
supporting meaning words
• Direct correspondence between
text and pictures • Rereading to solve problems
• Print appears on both left and
right pages, but is still clearly • Predicting from events what will
separated from pictures come next
• Oral language structures are used
and often repeated • Checking illustrations with print
• Phrasing is often supported by
text placement • Using known words as anchors
• Frequently encountered words are
used more often • Moving fluently through the text
• Full range of punctuation while reading for meaning
• Pattern and repetition are used in
some books; in others, natural • Engaging independently in same
language and meaning support behaviours listed for Level B
prediction
• More variation in language • Accumulating a reading
patterns, requiring children to vocabulary - a group of known
attend closely to print at some words, usually those frequently
points encountered, that are recognized
• Sentences are a little longer from book to book
• Syntax is simple and easy to
control
• More words than in level B texts

Adapted from Guided Reading (1996). Fountas and Pinnell., Scholastic Guided Reading Program (2000). Pinnell.,
and Leveled Books for Readers Grade 3-6 (2002). Pinnell and Fountas.

Compiled by J. Moen and M. Flockhart Revised January 2003

 Level D Level D

Features of the Text Important Behaviours to Notice

and Support

• Stories are slightly longer, but still • Controlling early strategies (word-
very easy for children to by-word matching and directional
understand movement) on longer stretches of
text
• Concepts are within children’s
experiences • Moving away from finger
pointing as eyes take over the
• Illustrations are supportive, but process
more attention to the print is
required • Using pattern and language syntax
to read with phrasing
• Print is clear; spacing is obvious
• Checking on one’s reading using
• Two to six lines of print per page; knowledge of letter-sound
more words than the previous relationships, words, and parts of
levels words

• Sentences are generally a little • Rereading in order to confirm

longer than level C predictions or problem solve

• A full range of punctuation • Checking one source of

information against another to
• Words encountered in previous confirm, make another attempt, or
texts are used many times self-correct

• Vocabulary contains more • Moving more fluently through the

inflectional endings (ing, ed, s) text
and more compound and multi-
syllabic words so that children • Actively reading for meaning
have an opportunity to notice the
variations in word structure

• May include some abstract or

unfamiliar ideas
Adapted from Guided Reading (1996). Fountas and Pinnell., Scholastic Guided Reading Program (2000). Pinnell.,
and Leveled Books for Readers Grade 3-6 (2002). Pinnell and Fountas.

Compiled by J. Moen and M. Flockhart Revised January 2003

 Level E Level E.

Features of the Text Important Behaviours to Notice

and Support

• The amount of text is gradually • Tracking print with the eyes

increasing except at points of difficulty or on
• Three to eight lines of text per novel text
page in most stories • Using knowledge of language,
• Text placement varies syntax, punctuation, and meaning
• Stories are more complex to read with phrasing
• Where repeated language patterns • Reading fluently
are used, they vary within the text • Recognizing many words quickly
• Ideas in stories are subtle and may and automatically
require more interpretation • Solving new words while
• Illustrations strongly support the maintaining a focus on meaning
story, but contain several ideas • Rereading to check, confirm, and
• The text carries the storyline search
• Problem solving is needed to • Cross-checking one source of
figure out new words and to relate information with another
the illustrations and text • Self-correcting using multiple
• Reading vocabulary requires skill sources of information
in word analysis; words are longer • Predicting what will happen next
and have inflectional endings and reading to confirm
• Texts build on and extend • Using known words to get to
children’s vocabulary of words not yet known
frequently used words • Relating one text to another
• Taking words apart will help • Using more information from
children problem-solve print to construct the meaning of
• A full variety of punctuation is the story
evident • Remembering details and using
• Some concepts may be less them to clarify meaning
familiar to children
• Texts may look easy, but the ideas
require more control of aspects of
print

Adapted from Guided Reading (1996). Fountas and Pinnell., Scholastic Guided Reading Program (2000). Pinnell.,
and Leveled Books for Readers Grade 3-6 (2002). Pinnell and Fountas.

Compiled by J. Moen and M. Flockhart Revised January 2003

 Level F Level F

Features of the Text Important Behaviours to Notice

and Support

• Texts are slightly longer than • Being aware of punctuation and

level E using it for phrasing and meaning
• Print is necessarily somewhat
smaller • Searching visual information to
• Usually between three and eight figure out new words while
lines of text per page reading
• Pictures continue to support
reading although the text carries • Using the syntax of written
more of the meaning language to predict, then checking
• Literary language is mixed with the accuracy of the prediction
typical oral language structures,
but the syntax of the text reflects • Analyzing new words and
patterns peculiar to written checking them against what
language makes sense or sounds right
• The variety of frequently used
words continues to expand • Controlling early strategies even
• Story lines include more episodes on novel texts
(actions or events), which follow
one another chronologically • Reading with fluent phrasing and
• Some characters are more fully attention to meaning
developed
• Generally the text has a distinct • Moving quickly through text
beginning, middle, and end
• There is greater variety in the way • Using known words and parts of
dialogue is signaled and presented words as well as letter-sound
• Punctuation supports phrasing and relationships to get new words,
meaning and checking against other
• There are more opportunities for information such as meaning
word analysis
• Using multiple sources of
information to self-correct

Adapted from Guided Reading (1996). Fountas and Pinnell., Scholastic Guided Reading Program (2000). Pinnell.,
and Leveled Books for Readers Grade 3-6 (2002). Pinnell and Fountas.

Compiled by J. Moen and M. Flockhart Revised January 2003

 Levels G and H Levels G and H

Features of the Text Important Behaviours to Notice

and Support

• Books at level G contain more • Using print and pictures in an

challenging ideas and vocabulary integrated way while attending to
meaning
• Most books still have between
four and eight lines of text per • Solving new words by using word
page analysis, then checking the words
against meaning
• Sentences are longer
• Monitoring reading, and self-
• Literary language, structures, and correcting close to the point of
concepts are integrated with error
natural language
• Rereading to check and search for
• A greater range of content extends meaning
children’s experiences
• Discussing ideas from the story in
• Reading vocabulary continues to a way that indicates understanding
expand new vocabulary is
introduced including technical • Discussing characters in a way
words requiring content that indicates understanding and
knowledge interpretation

• Stories have more events • Effectively managing a variety of

texts, including fiction and
• Occasionally repetition is built informational texts
into the episodic structure to
support reading • Connecting text to other texts

• At Level H the language and

vocabulary are even more
complex, the stories are longer
and more literary, and there is less
repetition in episodic structure

Adapted from Guided Reading (1996). Fountas and Pinnell., Scholastic Guided Reading Program (2000). Pinnell.,
and Leveled Books for Readers Grade 3-6 (2002). Pinnell and Fountas.

Compiled by J. Moen and M. Flockhart Revised January 2003

 Level I Level I

Features of The Text Important Behaviours to Notice

and Support

• Variety of texts, including some • Fluent and phrased reading,

informational ones especially when rereading
• Story structure is more complex; • Competent problem solving of
episodes more elaborate new words on initial reading
• Themes are varied and • Flexibly checking one’s reading
sophisticated against meaning
• Illustrations provide low to • Using information sources
moderate support, extend the (meaning, syntax, and visual
texts, and assist children in information) in integrated ways
interpretation while focusing on meaning
• Readers are asked to understand • Making connections between texts
different points of view through discussion, art, or writing
• Many opportunities to discuss • Demonstrating an understanding
new ideas of and empathy with characters
• Generally longer than the previous through discussion, art, or writing
level; more sentences per page • Moving toward easy, fluent
• Specialized, unusual, and reading even of unfamiliar and
challenging vocabulary is evident difficult texts; demonstrating less
• Includes a large number of words overt problem solving
that are by now familiar to most • Self-correcting at the point of
children error with fewer returns to the
• Problem-solving needed only for beginnings of sentences or
unfamiliar words phrases
• Characters are memorable • Coping with unfamiliar concepts
• Many possibilities for comparison • Gaining momentum while moving
with other texts (both those through the text because
previously read and those children knowledge is being constructed
have heard read aloud) about how this text works and
what it is likely to say

Adapted from Guided Reading (1996). Fountas and Pinnell., Scholastic Guided Reading Program (2000). Pinnell.,
and Leveled Books for Readers Grade 3-6 (2002). Pinnell and Fountas.

Compiled by J. Moen and M. Flockhart Revised January 2003

 Level J Level J

Features of the Text Important Behaviours to Notice

and Support

• Approximately marks the beginning of • Using skills and strategies effectively

second grade on a variety of texts
• Texts allow children to orchestrate
their reading strategies on a great • Sustaining interest and fluency through
variety of texts, consolidating and a longer text
extending what they know
• Stories are longer and more complex, • Easily coming back to a text if it
although they still deal with subjects of requires more than one sitting
interest to young children
• Most concepts and themes are familiar, • Solving unfamiliar words or concepts
from either personal experience or “on the run” without detracting from
previous experience with books meaning
• Includes a variety of texts-nonfiction,
folktales, realistic stories • Self-correcting when necessary to
• Amount of print varies support meaning, but showing a general
• Some are beginning chapter books that forward thrust (checking and self-
let children sustain reading correcting behaviours become less overt
• Longer books (30 to 60 pages) may use and more internal)
shorter sentences and familiar
vocabulary so that readers can move • Rereading to search for meaning
through them rapidly, still sustaining
problem solving and fluency • Reading silently much of the time
• Some are too long to read in one sitting,
so children will need to sustain interest • Demonstrating an understanding of the
and meaning over a period of time story or text through discussion, art, and
• Shorter stories involve much harder text writing
• Language is appropriate for the type of
text; many stories have literary • Moving flexibly from nonfiction to
language, with which children are by fiction and vice versa
now familiar
• Children will still need to figure out • Summarizing or extending a given text
new styles, particularly the way certain
characters reveal their personality or • Making inferences, predicting, and
development through the way they analyzing character and plot
speak

Adapted from Guided Reading (1996). Fountas and Pinnell., Scholastic Guided Reading Program (2000). Pinnell.,
and Leveled Books for Readers Grade 3-6 (2002). Pinnell and Fountas.

Compiled by J. Moen and M. Flockhart Revised January 2003

 Level K Level K

Features of The Text Important Behaviours to Notice

and Support

• Long stretches of easy text • Using multiple sources of

information in an integrated way
• Easy chapter- like books
• Reading silently much of the time
• Pictures on every page or every
other page • Effectively and efficiently
analyzing longer words
• Amount of text on a page varies
• Using a variety of word analysis
• Print laid out with clear spaces strategies without losing meaning
between words and lines or fluency

• Illustrations support and extend • Reading in a phrased, fluent way

the text, and enhance over longer stretches of text
interpretation
• Demonstrating through
• Multiple episodes related to a discussion, writing, or other
single plot media that they can understand
and interpret the stories from
• Includes books that can be read in different perspectives and
a single sitting empathize with the characters

• Generally large illustrations • Using text structure (both

narrative and logic) to predict a
• Up to ten or fifteen lines of print likely sequence of events or to
on each page analyze and critique the text

• Includes some traditional tales • Sustaining characters and plot

over several days
• Much of the reading is silent

• Many include times, places, and

characters outside children’s
experiences

Adapted from Guided Reading (1996). Fountas and Pinnell., Scholastic Guided Reading Program (2000). Pinnell.,
and Leveled Books for Readers Grade 3-6 (2002). Pinnell and Fountas.

Compiled by J. Moen and M. Flockhart Revised January 2003

 Level L Level L

Features of the Text Important Behaviours to Notice and

Support

• Many longer chapter books with Same behaviours noted for level K, but
only a few illustrations exhibited in connection with:
• Longer stretches of text
• Pictures provide much less • More difficult vocabulary, ideas,
support and language structures
• More complex ideas and topics
• More characters are involved in • A greater range of genre
the plots
• Using multiple sources of
• Contains more sophisticated information in an integrated way
language structures, more detail, • Reading silently much of the time
and more description • Effectively and efficiently
analyzing longer words
• Stories are more involved • Using a variety of word analysis
strategies without losing meaning
• Vocabulary is challenging or fluency
• Reading in a phrased, fluent way
• Text size is smaller and word • Demonstrating through
spacing is narrower discussion, writing, or other
media that they can understand
• In general, the texts require higher and interpret the stories from
level conceptual work to different perspectives and
understand the subtleties of plot empathize with the characters
and character development • Using text structure (both
narrative and logic) to predict a
• Reading must be sustained over likely sequence of events or to
several days and is supported by analyze and critique the text
group discussion during and after • Sustaining characters and plot
over several days
• Reading will be primarily
independent and mostly silent

• Some parts will be read aloud for

emphasis or interest

Adapted from Guided Reading (1996). Fountas and Pinnell., Scholastic Guided Reading Program (2000). Pinnell.,
and Leveled Books for Readers Grade 3-6 (2002). Pinnell and Fountas.

Compiled by J. Moen and M. Flockhart Revised January 2003

 Level M Level M

Features of The Text Important Behaviours to Notice

and Support

• Long, with lots of text per page, • Same behaviours noted for levels
smaller print, and narrower word K and L: (silent, independent,
spacing phrased, fluent reading;
effectively and efficiently
• Wide variety of texts, all having analyzing words; using a variety
complex language structures and of word analysis strategies;
sophisticated vocabulary understanding and interpreting
stories from different
• Highly detailed and descriptive perspectives; empathizing with
the characters; predicting a likely
• More abstract concepts and sequence of events; analyzing and
themes critiquing the text; sustaining
characters and plot over several
• Subtleties of the texts require days) in connection with longer
more background knowledge stretches of text, more difficult
vocabulary, ideas, and language
• Many characters are involved in structures more complex ideas
more complex and expanded and topics, a greater range of
plots; character development is a genre
prominent feature
Also:
• Topics vary and include those that • Using texts as references
are familiar to children and those • Searching for and finding
that are new information in texts
• Interpreting texts from a variety of
perspectives
• Reading critically
• Understanding subtleties of plot
and humour
• Reflecting on their personal
response in relation to how others
see the text
• Going beyond text to make more
sophisticated interpretations

Adapted from Guided Reading (1996). Fountas and Pinnell., Scholastic Guided Reading Program (2000). Pinnell.,
and Leveled Books for Readers Grade 3-6 (2002). Pinnell and Fountas.

Compiled by J. Moen and M. Flockhart Revised January 2003

 Level N Level N

Features of The Text Important Behaviours to Notice

and Support

• Longer texts in a variety of genres • Using multiple strategies to figure

out new words quickly
• Chapter books present memorable
characters developed through • Demonstrating facility in text
literary devices such as humour, interpretation while reading
irony, and whimsy orally, with fluency and phrasing

• Shorter texts provide opportunity • Reading silently except during

to interpret and go beyond them assessment or when
demonstrating text interpretation
• Vocabulary continues to expand
• Remembering details from one
• Topics go well beyond children’s section of text to the next
own experiences
• Sustaining attention to a longer
text, remembering details, and
revising interpretations

• Making connections among a

wide variety of texts

• Going beyond the text to

speculate on alternative meanings

• Noticing how illustrations convey

the author’s meaning

Adapted from Guided Reading (1996). Fountas and Pinnell., Scholastic Guided Reading Program (2000). Pinnell.,
and Leveled Books for Readers Grade 3-6 (2002). Pinnell and Fountas.

Compiled by J. Moen and M. Flockhart Revised January 2003

 Level O Level O

Features of The Text Important Behaviours to Notice

and Support

• Explores more mature themes and • Solving words quickly and

topics that go beyond children’s automatically while focusing on
experience and expand it meaning

• Provides children with • Searching to understand the subtle

opportunities to empathize with shades of meaning that words can
characters and learn about the convey
lives of others
• Demonstrating facility with text
• Vocabulary is sophisticated and interpretations while reading
varied orally, with fluency and phrasing

• Most words will be known or • Sustaining attention to a text read

within children’s control; over several days, remembering
however, many will require details, and revising
interpretations of meaning interpretations as new events are
encountered
• Many new multi-syllabic words
are included • After reading silently,
demonstrating understanding and
• Sentences are more complex sophistication in text
interpretation
• A full range of punctuation is
used • Making connections among texts
to enhance interpretation

• Going beyond the text to

speculate on alternative meanings

• Showing the ability to summarize

the text in writing

Adapted from Guided Reading (1996). Fountas and Pinnell., Scholastic Guided Reading Program (2000). Pinnell.,
and Leveled Books for Readers Grade 3-6 (2002). Pinnell and Fountas.

Compiled by J. Moen and M. Flockhart Revised January 2003

 Level P Level P

Features of The Text Important Behaviours to Notice

and Support

• Books are longer • Reading rapidly and with

attention to meaning when reading
• Ideas and language are more silently
complex • Actively acquiring new
vocabulary through reading
• Includes a variety of informational • Demonstrating facility in text
texts, including history and interpretation while reading
biography orally, with fluency and phrasing
• In oral reading, figuring out new
• This variety in organization of words rapidly while reading
text enhances the reader’s ability smoothly and expressively
to gain information • Sustaining attention to a text read
over many days, remembering
details, and revising
interpretations as new events are
encountered
• Demonstrating interest in reading
an extended text over a longer
time period
• After reading silently,
demonstrating understanding and
sophistication in interpreting
meaning
• Comparing the text with other
books in an analytic way
• Going beyond the text to
speculate on alternative meanings
• Showing the ability to summarize
and extend the text in writing

Adapted from Guided Reading (1996). Fountas and Pinnell., Scholastic Guided Reading Program (2000). Pinnell.,
and Leveled Books for Readers Grade 3-6 (2002). Pinnell and Fountas.

Compiled by J. Moen and M. Flockhart Revised January 2003

 Level Q Level Q

Features of The Text Important Behaviours to Notice

and Support

• Sophisticated humour, complex • Reading rapidly with attention to

plots, and memorable characters meaning when reading silently
• Actively acquiring new
• Themes are sophisticated and vocabulary through reading
require interpretation • Demonstrating facility in text
interpretation while reading
• Complex structure orally, with fluency and phrasing
• In oral reading, figuring out new
• Includes some difficult words that words rapidly while reading
offer challenge smoothly and expressively
• Sustaining attention to a text read
• May include some words from over many days, remembering
languages other than English details, and revising
interpretations as new events are
• Provides opportunities to explore encountered
the relationship between • Demonstrating interest in reading
illustrations and text an extended text over a longer
time period
• Demonstrating interest in reading
shorter literary texts
• Using illustrations to help analyze
text meaning
• After reading silently,
demonstrating understanding and
sophistication in interpreting
meaning
• Comparing the text to other books
in an analytic way
• Going beyond the text to
speculate on alternative meanings
• Going beyond the text to interpret
characters’ thoughts and feelings
• Showing the ability to analyze and
extend the text in writing

Adapted from Guided Reading (1996). Fountas and Pinnell., Scholastic Guided Reading Program (2000). Pinnell.,
and Leveled Books for Readers Grade 3-6 (2002). Pinnell and Fountas.

Compiled by J. Moen and M. Flockhart Revised January 2003

 Level R Level R

Features of The Text Important Behaviours to Notice

and Support

• Includes a wider variety of texts • Reading rapidly both orally and

silently, while focusing on
• Some books require sustained meaning
reading over a longer period of • Actively acquiring new
time vocabulary while reading
• Sustaining attention to a text read
• Fiction and nonfiction have a over many days; remembering
range of historical place and time details and revising interpretations
settings, providing children with as new events are encountered
the opportunity to empathize with • Demonstrating interest in reading
characters and learn about their an extended text over a longer
lives and other times and places time period
• Extending the text in various
• Vocabulary and language are ways, including research
sophisticated and offer challenge • Demonstrating interest and ability
to the reader in interpreting shorter selections
• Using illustrations to help analyze
text meaning
• After reading silently,
demonstrating understanding and
sophistication in interpreting
meaning
• Using comparison with other texts
to assist interpretation
• Going beyond the text to interpret
characters’ thoughts and feelings,
and to speculate on alternative
meanings
• Demonstrating all interpretive and
analytic skills in writing

Adapted from Guided Reading (1996). Fountas and Pinnell., Scholastic Guided Reading Program (2000). Pinnell.,
and Leveled Books for Readers Grade 3-6 (2002). Pinnell and Fountas.

Compiled by J. Moen and M. Flockhart Revised January 2003

 Level S Level S

Features of The Text Important Behaviours to Notice

and Support

• Includes literary selections, highly • Reading rapidly, both orally and

literary or informational picture silently, with attention to meaning
books, and a variety of genre of
chapter books • Rapidly acquiring new vocabulary
through reading
• Reflects a wide variety of topics,
cultures, and historical settings • Sustaining attention to a text read
over many days, remembering
• Sentences and paragraphs are details and revising interpretations
complex as new events are encountered

• Many shades of word meanings • Demonstrating interest and ability

require the reader to use text and in interpreting shorter selections
background knowledge when
interpreting • Demonstrating flexibility in
reading many different kinds of
• Offers opportunities for readers to texts
make connections with other
books read at earlier levels • After reading silently,
demonstrating understanding and
sophistication in interpreting
meaning

• Going beyond the text to interpret

characters’ thoughts and feelings,
and to speculate on alternative
meanings

• Demonstrating all analytic and

interpretive skills in writing

• Extending text meaning through

research, writing, or the arts

Adapted from Guided Reading (1996). Fountas and Pinnell., Scholastic Guided Reading Program (2000). Pinnell.,
and Leveled Books for Readers Grade 3-6 (2002). Pinnell and Fountas.

Compiled by J. Moen and M. Flockhart Revised January 2003

 Level T Level T

Features of The Text Important Behaviours to Notice

and Support

• Includes a great variety of genre • Reading rapidly, both orally and

silently, with attention to meaning
• Short selections include
informational books, legends, • In oral and silent reading, figuring
historical fiction, and folk tales out new words automatically and
easily interpreting word meaning
• Chapter books include
autobiography, historical • Sustaining attention to a text read
narrative, realistic fiction, science over many days, remembering
fiction, and other fantasy details and revising interpretations
as new events are encountered
• Chapter books may be quite long
and require reading over an • Demonstrating interest and ability
extended time period in interpreting shorter selections

• Selections contain many • Demonstrating flexibility in

sophisticated, multi-syllabic reading texts of different styles
words; readers need to consider and genres
both the literal and connotative
meanings • Demonstrating understanding and
ability to analyze characters and
plot after reading silently

• Reflecting knowledge of literary

genre in conversation and writing

• Extending and demonstrating

understanding of the text through
writing in a variety of genre

• Extending and demonstrating

understanding of the text through
public speaking, research, or the
arts

Adapted from Guided Reading (1996). Fountas and Pinnell., Scholastic Guided Reading Program (2000). Pinnell.,
and Leveled Books for Readers Grade 3-6 (2002). Pinnell and Fountas.

Compiled by J. Moen and M. Flockhart Revised January 2003

 Level U Level U

Features of The Text Important Behaviors to Notice

and Support

• Narrative texts are complex • Reading rapidly both orally and

with plots and sub plots silently, with attention to meaning
• Reading orally with fluency and
• Texts have many complex phrasing
characters with multiple • Employing a wide range of word-
dimensions to personalities solving strategies, using
knowledge of how words work
• Writers use symbolism and • Acquiring new vocabulary
develop several abstract through reading
themes • Using reading as a tool for
learning in the content areas
• Creative formats may be • Developing new strategies and
employed, such as short stories knowledge through reading a wide
connected by common variety of text
characters • Forming interpretations of text
and applying this knowledge in
• Informational texts cover a other areas
wide range of topics and • Sustaining interest and
specific technical information understanding over extended
periods of time
• Noticing and commenting on
aspects of the writer’s craft
• Reading to explore social,
philosophical and ethical issues
• Actively connecting texts to other
texts
• Interpreting illustrations and
connecting them with text
• Developing life-long reading
preferences

Adapted from Guided Reading (1996). Fountas and Pinnell., Scholastic Guided Reading Program (2000). Pinnell.,
and Leveled Books for Readers Grade 3-6 (2002). Pinnell and Fountas.

Compiled by J. Moen and M. Flockhart Revised January 2003

 Level V Level V

Features of The Text Important Behaviors to Notice

and Support

• Biographies provide a significant • Reading rapidly both orally and

amount of historical fact; may silently, with attention to meaning
focus on harsh themes and • Reading orally with fluency and
historical periods; may be told in phrasing
narrative style but present • Employing a wide range of word-
complex themes solving strategies, using
knowledge of how words work
• Science fiction presents • Acquiring new vocabulary
sophisticated ideas, concepts through reading
• Using reading as a tool for
• Realistic and historical fiction learning in the content areas
conveys significant messages • Developing new strategies and
beyond what is specifically stated knowledge through reading a wide
variety of text
• Longer texts, smaller print; many • Forming interpretations of text
more words than texts with larger and applying this knowledge in
print other areas
• Sustaining interest and
understanding over extended
periods of time
• Noticing and commenting on
aspects of the writer’s craft
• Reading to explore social,
philosophical and ethical issues
• Actively connecting texts to other
texts
• Interpreting illustrations and
connecting them with text
• Developing life-long reading
preferences
• Thinking critically about implied
meaning
• Applying knowledge of social
issues, history and other relevant
background knowledge
Adapted from Guided Reading (1996). Fountas and Pinnell., Scholastic Guided Reading Program (2000). Pinnell.,
and Leveled Books for Readers Grade 3-6 (2002). Pinnell and Fountas.

Compiled by J. Moen and M. Flockhart Revised January 2003

 Level W Level W

Features of The Text Important Behaviors to Notice

and Support

• Themes explore the human condition • Reading rapidly both orally and
silently, with attention to meaning
• Fiction and non-fiction texts present • Reading orally with fluency and
characters who suffer hardship, learn phrasing
from experience • Employing a wide range of word-
solving strategies, using knowledge
• Sophisticated writing with complex of how words work
sentences, literary language and • Acquiring new vocabulary through
symbolism reading
• Using reading as a tool for learning
• Texts vary in length, print is small in the content areas
• Developing new strategies and
• Fantasy and science fiction introduce knowledge through reading a wide
heroic characters, moral questions variety of text
and conflict between good and evil • Forming interpretations of text and
applying this knowledge in other
• Informational texts may present areas
complex graphic information • Sustaining interest and
understanding over extended periods
• Informational texts require a wide of time
range of content knowledge • Noticing and commenting on aspects
of the writer’s craft
• Reading to explore social,
philosophical and ethical issues
• Actively connecting texts to other
texts
• Interpreting illustrations and
connecting them with text
• Developing life-long reading
preferences
• Demonstrating understanding of all
basic nonfiction structures
• Making inferences about characters’
thoughts, feelings and motivations
• Demonstrating awareness of social
and political issues
• Understanding diversity in language
and culture
Adapted from Guided Reading (1996). Fountas and Pinnell., Scholastic Guided Reading Program (2000). Pinnell.,
and Leveled Books for Readers Grade 3-6 (2002). Pinnell and Fountas.

Compiled by J. Moen and M. Flockhart Revised January 2003

 Level X Level X

Features of The Text Important Behaviors to Notice and

Support

• Science fiction incorporates • Reading rapidly both orally and

technical knowledge, high silently, with attention to meaning
fantasy, quests, struggle between • Reading orally with fluency and
good and evil phrasing
• Employing a wide range of word-
solving strategies, using
knowledge of how words work
• Acquiring new vocabulary
through reading
• Using reading as a tool for
learning in the content areas
• Developing new strategies and
knowledge through reading a wide
variety of text
• Forming interpretations of text
and applying this knowledge in
other areas
• Sustaining interest and
understanding over extended
periods of time
• Noticing and commenting on
aspects of the writer’s craft
• Reading to explore social,
philosophical and ethical issues
• Actively connecting texts to other
texts
• Interpreting illustrations and
connecting them with text
• Developing life-long reading
preferences
• Constructing implied meaning
through writer’s use of symbolism

Adapted from Guided Reading (1996). Fountas and Pinnell., Scholastic Guided Reading Program (2000). Pinnell.,
and Leveled Books for Readers Grade 3-6 (2002). Pinnell and Fountas.

Compiled by J. Moen and M. Flockhart Revised January 2003

 Level Y Level Y

Not appropriate for most elementary students

Features of The Text Important Behaviors to Notice

and Support

• Books present subtle themes, • Reading rapidly both orally and

complex plots silently, with attention to meaning
• Reading orally with fluency and
• Themes include wide range of social phrasing
problems, include explicit details • Employing a wide range of word-
solving strategies, using knowledge
• Texts include irony, satire of how words work
• Acquiring new vocabulary through
• Complex works of fantasy depict reading
hero figures and heroic journeys • Using reading as a tool for learning
in the content areas
• Developing new strategies and
knowledge through reading a wide
variety of text
• Forming interpretations of text and
applying this knowledge in other
areas
• Sustaining interest and
understanding over extended periods
of time
• Noticing and commenting on aspects
of the writer’s craft
• Reading to explore social,
philosophical and ethical issues
• Actively connecting texts to other
texts
• Interpreting illustrations and
connecting them with text
• Developing life-long reading
preferences
• Demonstrating ability to discern
underlying lessons in heroic action
• Understanding the intent of irony
and satire
• Analyzing texts for traditional
elements
Adapted from Guided Reading (1996). Fountas and Pinnell., Scholastic Guided Reading Program (2000). Pinnell.,
and Leveled Books for Readers Grade 3-6 (2002). Pinnell and Fountas.

Compiled by J. Moen and M. Flockhart Revised January 2003

 Level Z Level Z

Not appropriate for most elementary students

Features of The Text Important Behaviors to Notice and

Support

• Informational books deal with • Reading rapidly both orally and

controversial social concepts and silently, with attention to meaning
political issues • Reading orally with fluency and
phrasing
• Informational books provide a great • Employing a wide range of word-
deal of technical information solving strategies, using knowledge
of how words work
• Books may include detailed • Acquiring new vocabulary through
historical accounts of less well reading
known periods • Using reading as a tool for learning
in the content areas
• Fiction texts explore mature themes • Developing new strategies and
relating to the human condition knowledge through reading a wide
variety of text
• High fantasy presents heroic quests, • Forming interpretations of text and
symbolism, complex characters applying this knowledge in other
areas
• Texts may provide explicit and • Sustaining interest and
graphic details of hardship and understanding over extended periods
violence of time
• Noticing and commenting on aspects
of the writer’s craft
• Reading to explore social,
philosophical and ethical issues
• Actively connecting texts to other
texts
• Interpreting illustrations and
connecting them with text
• Developing life-long reading
preferences
• Demonstrating ability to interact
with complex examples of all
informational structures
• Demonstrating ability to build
meaning from short pieces of
information
Adapted from Guided Reading (1996). Fountas and Pinnell., Scholastic Guided Reading Program (2000). Pinnell.,
and Leveled Books for Readers Grade 3-6 (2002). Pinnell and Fountas.

Compiled by J. Moen and M. Flockhart Revised January 2003

 Guided Reading Text Gradient by Fountas and Pinnell

TEXT GRADIENT

Level Approximate Shifts in the Reading Notes

Grade Process

A K-1 Emergent Readers A gradient of text is a defined

B K-1 continuum of characteristics related
C K–1 Early Readers to the level of support and challenge
D 1 that a reader meets in a text.
E 1 By its nature, a gradient is relational
F 1 and categorical. The level is an
G 1 approximation of the text’s difficulty
H 1 Transitional Readers and within a level there is some
I 1–2 variation.
J 2
K 2
L 2–3
M 3 Value
N 3 Self-Extending Value of a gradient as a teacher tool:
O 3–4 Readers • Guidance in select books for
P 3–4 guided reading
Q 4 • Teacher’s guide for helping
R 4 students choose books for
S 4–5 Advanced Readers independent reading.
T 4–5 • Can be used to document
U 5 student progress over time.
V 5–6 • Basis for teachers to talk with
W 5–6 one another about books.
X 6 • Support for planning and
Y 6–7–8 evaluating classroom and
Z 7–8 school collections.

Source: Presentation by Irene Fountas & Gay Su Pinnell, May 2002, IRA
Conference, San Francisco