Have you ever picked up a book that was labeled “1st grade” or level 4, and wonder “how did they figure this out?” or “why is this a 1st grade level book?” Well, I think I may be slowly learning the answer!
This is a link to Scholastic’s explanation of Leveled Reading
Fountas & Pinnel created their own Guided Reading system in 1996 to help identify different reading levels for children and what stage they are on.
This is part of their explanation from their site:
“Based on their work in Reading Recovery® and other comprehensive approaches that involved high impact interventions for struggling readers, Irene Fountas and Gay Su Pinnell knew that it was essential to match books to readers and to provide differentiated instruction through working with small groups in reading. They teamed up with Heinemann to write Guided Reading: Good First Teaching for All Students in 1996, a focused professional book that offered practical advice and discussions of research-based practice in this area.
For many years Irene Fountas and Gay Su Pinnell had been using a valuable tool—the gradient of text from level A to Z+ (The F&P Text Level Gradient™)—a tool created with teams of teachers in school districts almost thirty years ago. Fountas and Pinnell refined their tool and published it for the first time in Guided Reading, and continued to explore and refine the nuances that made one book easier or harder for readers. Thinking across the gradient from A to Z provided a picture of the development of systems of strategic actions over time, and they used this picture to guide the observation of precise reading behaviors and the teaching that would lead each reader forward.”
To read more, click here: Fountas&Pinnell Leveled Books Website!
This is their most updated Guided Reading Text Level Ladder of Progress:
This is the descriptions of each level (as letters don’t mean much unless you are given details)
Questions for further study: Where can I find the Common Core Connections to the Guided Reading Plan, and does North Carolina or any state have different levels of reading comprehension or levels for students? I have heard teachers say that students are to be on a particular level by the end of some grade, but is there any discrepancy in what level they should be on? How do schools change or implement these in classrooms?