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Scholastic Reading Club

Rreading Levels at a Glance

Guided Reading Levels A to Z

Level A

  • Simple books with one line of one to six words per page, easy-to-see print, and ample space between words.
  • Children can focus on print and gradually increase their control over words.
  • Most of the books in Level A focus on topics familiar to children.

Level B

  • Books focus on a simple story line or single idea, with direct correspondence between text and pictures.
  • One or two lines of print per page, with a variety of punctuation.
  • Many books at this level feature repeating patterns in the text.

Level C

  • Books explore familiar topics in a variety of ways, to offer new viewpoints to the reader.
  • Simple sentences may have introductory clauses set off by punctuation.
  • Text may be patterned but is not as predictable as in Levels A and B.

Level D

  • Books cover familiar topics but introduce new, more abstract ideas.
  • Illustrations support the text but more attention to print is required.
  • Text contains more compound and multisyllabic words and a full range of punctuation.

Level E

  • Informational books and stories present more complex ideas.
  • Books are longer than in previous levels, with more pages or more lines of text on each page.
  • Sentences carry over several pages, with more complex punctuation.

Level F

  • Concepts presented in books at this level are more distant from familiar topics.
  • Larger variety of frequently used words and many more new words.
  • Text reflects patterns of written, rather than oral, language.

Level G

  • In books at this level, the language changes on each page, rather than repeating in patterns.
  • Books offer challenges in ideas and vocabulary, with some introduction to technical language.
  • Variety of print styles and text layout require readers’ close attention and flexibility.

Level H

  • Books are similar in difficulty to Level G, but the texts vary more widely in size of print, length of sentences, and type of language.
  • Texts are less repetitious in events and language structures, with expanded vocabulary.

Level I

  • Longer and more complex stories than in Levels G and H, with more highly elaborated information.
  • Multisyllabic words arranged in longer sentences and paragraphs require complex word solving.
  • Illustrations enhance meaning but provide less support for understanding the meaning of the text.

Level J

  • Beginning chapter books appear for the first time at this level, requiring readers to recall over more than one sitting.
  • Fewer illustrations with whole pages of text in some books.

Level K

  • This level includes chapter books and short informational books with difficult concepts.
  • Readers learn about concepts and events outside their own experiences.
  • Readers need to use a variety of strategies to figure out different writing styles.

Level L

  • Books at this level are much longer and more complex. Non-fiction books include biographies.
  • Longer texts include many multisyllabic words and expand readers’ vocabularies.
  • Some books have abstract or symbolic themes.

Level M

  • Selections include more complex language, and require the reader to make interpretations.
  • Most books at this level have greatly expanded vocabulary.
  • Many books at this level have smaller print with narrower word spacing.

Level N

  • Vocabulary continues to expand and go beyond readers’ own experiences.
  • Variety of texts offers readers a chance to interpret information and speculate on alternate meanings.

Level O

  • Longer books at this level present varied vocabulary that will require readers to interpret the meaning of the text.
  • Texts have more sophisticated subjects and more complex sentence structure.

Level P

  • Informational texts at this level include history and biographies, enabling readers to learn how to gain information from a variety of structures.
  • Concepts may include issues of early adolescence.

Level Q

  • Selections contain themes to foster group discussion.
  • Relationship of illustrations to text also offers opportunities for exploration and discussion.
  • Texts contain difficult words, some from languages other than English.

Level R

  • Books in this level contain sophisticated vocabulary to challenge readers.
  • Some of the longer chapter books require sustained reading effort over several sittings.
  • Books represent a range of times in history.

Level S

  • Selections challenge readers to make connections with previous reading and with historical events.
  • Words present many shades of meaning that require readers’ interpretation.
  • This level includes chapter books in a variety of genres.

Level T

  • At this level, readers encounter a variety of fiction and nonfiction text structures.
  • Expanded vocabulary requires readers to consider both literal and connotative meaning.

Level U

  • Books cover a breadth of topics and present specific, technical information.
  • Illustrations require interpretation and connection to text.
  • Text requires readers to employ a wide range of reading strategies.

Level V

  • Texts present complex issues and use technical language.
  • Topics are distant from students’ experience in terms of time and geographic area, and may include realistic historical information and more difficult themes.

Level W

  • Books present complex information requiring readers to employ a wide range of content knowledge and understand the basic organizational structures of nonfiction.
  • Topics explore the human condition and social issues.
  • Texts vary in length; print is generally in a small font.

Level X

  • Covers increasingly mature themes, and requires extensive prior knowledge.
  • Texts are designed to present a significant amount of new information.

Level Y

  • Books feature similar themes to previous levels, with more explicit detail.
  • Requires critical-reading skills to evaluate the quality and objectivity of the text.

Level Z

  • A challenge for more widely read students requiring critical reading skills.
  • Topics include controversial social and political issues.
  • Readers experience complex examples of nonfiction organizational structure.

Back to Reading Levels At a Glance

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