My Child is reading Level A books!

These books have: I can help by watching and saying:

● 3 to 6 words on a page ● “You read it with your eyes”
● Simple fiction stories or single idea nonfiction ● “You said it slowly and it helped you.”
● One line of text (focus on directionality) ● “You pointed under each word.”
● Sentence structure is similar to students’ language; ● “You said the first sound and it helped you”
Repeated pattern ● “You made your voice match the words”
● Includes basic sight words ● “You tried it again, and you made it match!”
● Punctuation includes periods, question marks, and ● “That made sense in this part of the story”
exclamation marks ● “You were thinking about what made sense there.”
● “You made it sound right after you fixed it.”
● Pictures are highly supportive
● Topics are familiar to children
● Focus on a single idea

After they read, I can say:

“Talk about what you learned in this book.”
“Talk about what happened in the story.”
“Talk about what the story made you think of.”
“Show me a word that was new or hard.”
“Show me some words that were easy.”
“What did you like about this book?”
“On this page, tell me how the picture matches the words.”
“On this page, what is this character feeling? How do you know?”

EXAMPLE:

F&P Reading Level Information for Families (2013)

 My Child is reading Level B books!
These books have: I can help by watching and saying:
● 8-10 pages of print, 2 lines of text (return sweep) ● “You read it with your eyes”
● Sentences increase in length; Sentence structure is ● “You pointed under each word.”
similar to students’ language ● “You made your voice match the words”
● Repeated words or pattern, including more basic sight ● “You tried it again, and you made it match!”
words ● “That made sense in this part of the story”
● Includes some word endings (e.g., s, ed, ing) ● “You were thinking about what made sense there.”
● Punctuation includes periods, question marks, ● “You made it sound right after you fixed it.”
exclamation marks, & some commas ● “You thought about the first sound and it helped
● Simple dialogue you!”
● “You read that again restarted the tricky word.”
● Pictures are highly supportive
● “You made it make sense and sound right.”
● Topics are familiar to children
● Focus on a single idea
● Setting is present, but seldom a plot

After they read, I can say:

“Talk about what you learned in this book.”
“Talk about what happened in the story.”
“Talk about what the story made you think of.”
“Show me a word that was new or hard. Why was it hard?”
“Show me some words that were easy. Why was it easy?”
“What did you like about this book?”
“Talk about something from the beginning of the book”
“Talk about something from the end of the book.”
“On this page, what is this character feeling? How do you know?”

EXAMPLE:

F&P Reading Level Information for Families (2013)

 My Child is reading Level C books!
These books have: I can help by watching and saying:
● Increased number of words and lines of text; Large spaces ● “You pointed under each word.”
between words ● “You made your voice match the words”
● “That made sense in this part of the story”
● Sentences increase in length and may include some embedded ● “You were thinking about what made sense
clauses there.”
● Sentence structure is similar to students’ language ● “You made it sound right after you fixed
● Some books have repeated words or patterns, books are about 8 it.”
pages ● “You said the first sound and it helped you”
● “You looked at the ending.”
● Pictures are highly supportive ● “You made it make sense and sound right.”
● Includes more basic sight words and some compound words ● “Now it all fits together”
● Includes word endings (e.g., s, ed, ing) ● “You thought of another word you know.”
● Opportunities for decoding simple words ● “You thought about a part you know.”
● Punctuation includes periods, question marks, exclamation ● “You added a letter, and now it is right.”
● “You noticed the first letter and that helped
marks, and commas. Dialogue is frequently included
you.”
● Topics are familiar to children
● Characters and story plots are straightforward

After they read, I can say:

“Talk about what you learned in this book.”
“Talk about what happened in the story.”
“Talk about what the story made you think of.”
“Show me a word that was new or hard. Why was it hard?”
“Show me some words that were easy. Why was it easy?”
“What did you like about this book?”
“Talk about something from the beginning of the book”
“Talk about something from the end of the book.”
“On this page, what is this character feeling? How do you know?”
“Why is this the book called________?”

EXAMPLE

F&P Reading Level Information for Families (2013)

 My Child is reading Level D books!
These books have: I can help by watching and saying:
● Longer, more complex stories ● “You were thinking about what made sense there.”
● Some compound sentences conjoined by “and” ● “You made it sound right after you fixed it.”
● “You made it make sense and sound right.”
● Simple plot but may include several elaborate ● “Now it all fits together”
episodes, topics are familiar, but may include abstract ● “You thought of another word you know.”
or unfamiliar ideas ● “You thought about a part you know.”
● Text layout is easy to follow, texts range from 10-20 ● “You fixed it so that it made sense.”
pages ● “You covered the last part and you figured it out.”
● “You checked with your finger all by yourself. You
● Pictures begin to extend meaning of text knew something was wrong.”
● New punctuation may be included (dashes, ellipses) ● “You noticed that it didn’t make sense.”
● Larger number of high frequency words/greater ● “You had trouble but you figured it out.”
variety. Includes more word endings, compound
words, and multi-syllable words
● More opportunities for decoding words with familiar
patterns

After they read, I can say:

“Talk about what you learned in this book.”
“Talk about what happened in the story.”
“Talk about what the story made you think of, something that happened to you or another book?”
“What did you learn about (character name)?”
“Show me a part that was new or hard. Why was it hard?”
“Show me a part or word that was easy. Why was it easy?”
“What did you like about this book?”
“On this page, what is this character feeling? How do you know?”
“Why do you think (character) did that?”

EXAMPLE:
F&P Reading Level Information for Families (2013)
 My Child is reading Level E books!
These books have: I can help by watching and saying:
● More variety in language including some literary ● “You were thinking about what made sense there.”
language ● “Now it all fits together”
● Topics range beyond the familiar ● “You thought of another word you know.”
● Genres include realistic fiction, fantasy, and nonfiction ● “You fixed it so that it made sense.”
(simple informational books) ● “You checked with your finger all by yourself. You
● Font size may vary; Increased number of words and knew something was wrong.”
lines of print ● “You noticed that it didn’t make sense.”
● Texts range from 10-20 pages ● “You read it quickly.”
● Text structure is more complex, often with several ● “You made a full stop.”
simple episodes ● “You took a little breath.”
● “You put your words together, you made it sound like
● More characters, but not very developed
talking.”
● Moderate picture support
● Greater variety of high frequency words
● Frequent dialogue and full range of punctuation
● More multi-syllable words and less common spelling
patterns

After they read, I can say:

“Talk about what you learned in this book/what happened in the story.”
“Talk about what the book made you think of.”
“Show me a word that was new or hard. Why was it hard?”
“What did you like about this book?”
“Talk about something from the beginning of the book”
“Talk about something from the end of the book.”
“On this page, what is this character feeling? How do you know?”
“Why is this the book called________?”
“What do you think the author was trying to tell you in this book?”

EXAMPLE:
F&P Reading Level Information for Families (2013)
 My Child is reading Level F books!
These books have: I can help by watching and saying :
● Language reflects patterns that are more characteristic of written ● “Now it all fits together”
language than spoken language ● “You worked that out on your own!”
● “You thought of another word you know.”
● Concepts are more distant from local knowledge or the everyday ● “You thought about what would make
world sense.”
● Some texts have abstract ideas which require discussion. ● “You tried it again in another way.”
● Genres include realistic fiction, human and animal fantasy, ● “You checked with your finger all by
simple folk tales, and nonfiction yourself.
● You knew something was wrong.”
● Text range from 10-30 pages ● “You noticed that it didn’t make sense.”
● Full range of punctuation to enhance meaning ● “You read it quickly.”
● Longer texts may have longer sentences and/or more lines of ● “You made a full stop.”
text per page and shorter texts may have ● “You took a little breath.”
● unusual language patterns or technical words ● “You put your words together, you made it
sound like talking.”
● Greater variety in vocabulary

After they read, I can say:

“Talk about what you learned in this book/what happened in the story.”
“Talk about what the book made you think of.”
“What did you like about this book?”
“Talk about something from the beginning/end of the book”
“Was this a fiction or non-fiction book? How do you know?”
“Show me a page where you learned something new.”
“On this page, what is this character feeling? How do you know?”
“Why is this the book called________?”
“What do you think the author was trying to tell you in this book?”
“Tell me why you think_______ happened? What makes you think that?”
“Was there anything surprising or funny?”
“When you look at this page, how can you predict what will happen next?

EXAMPLE:
F&P Reading Level Information for Families (2013)
 My Child is reading Level G books!
These books have: I can help by watching and saying:
● 10-30 pages of text ● “You covered the last part and you figured it
● Sentences are longer with many embedded clauses out.”
● “You thought about what made sense.”
● Several high frequency words which increase in difficulty ● “You fixed it before you moved on.”
● Large number of decodable words with regular and irregular ● “You used the words and pictures to help you
patterns with the new word.”
● Several episodes with a variety of characters ● “You were thinking about how the talking
should sound.”
● Ideas and vocabulary are more challenging with some
● “You made it all sounds right.”
specialized vocabulary ● “You read more words together.”
● Story line is carried by the text ● “You made your voice go up with the question
● Pictures support and extend meaning mark.”
● Readers expected to remember information and action over ● “You found out what was wrong all by
a longer reading time yourself.”

After they read, I can say:

“Talk about what you learned in this book/what happened in the story.”
“Talk about what the book made you think of; other books, your experiences?”
“What did you like about this book?”
“What happened first in the story? Next? Last?”
“Why did (character) do that?
“Was it fiction or non-fiction? How do you know?”
“Show me something that was new or surprising.”
“What do know about (character name)?”
“What do you think(character) is feeling on this page? What makes you think that?”
“Why did _________happen? How do you know?”
“Talk about some facts you remember about________.”
Look at this page, what is the author trying to tell you?”

EXAMPLE:

F&P Reading Level Information for Families (2013)

 My Child is reading Level H books!
These books have: I can help by watching and saying:
● Language is not repetitious ● “You recognized the words you knew quickly.”
● Full range of high frequency words ● “ You noticed and used part of the word that you already
knew.”
● Size and placement of print varies widely ● “You broke the work into syllables to figure it out.”
● Some repeated episodes ● “ You went back and reread to make it sound right.”
● Content moves away from familiar experiences ● “You looked at the picture, graph or bold words to figure it
● Genres include realistic fiction, fantasy, out.”
● “ You paid attention to who was talking and you made your
folktales, and nonfiction (informational texts)
voice match.”
● Characters tend to learn and change ● “You noticed punctation as you read and made your voice
● Picture support is used to enhance and extend sound right.”
meaning as well as arouse interest ● “You reread to make it make sense.”
● Story events require interpretation ● “You thought about what made sense and chose a word
quickly.”
● 8-16 pages of print, 3-8 lines of print
● “You sounded excited when you read that part.”
Text Examples: Follow the Leader ● “That sounded interesting because of the way you used your
voice.”

After they read, I can say:

“Talk about what you learned in this book/what happened in the story.”
“Talk about what the book made you think of; other books, your experiences?”
“Talk about what you liked about this book. Talk about what you didn’t like.”
“What happened first in the story? Next? Last?”
“Talk about why (character) did that.”
“Was it fiction or non-fiction? How do you know?”
“Show me something that was new or surprising.”
“What do know about (character name)?”
“Show me a page where the picture helped you understand the words.”
“Why did _________happen? How do you know?”
“Talk about some facts you remember about________.”
“Look at this page, talk about what the author is trying to tell you.”

EXAMPLE:

F&P Reading Level Information for Families (2013)

 My Child is reading Level I books!
These books have: I can help by watching and saying:
● Some texts 30-40 pages; Some chapter-like books ● “You didn’t stop for very long to figure that
● 8-16 pages with 3-8 lines per page out.”
● “You recognized the words you knew quickly.”
● Texts use a great deal of dialogue ● “ You noticed and used part of the word that
● Pictures enhance meaning but provide little support for word you already knew.”
solving ● “You broke the work into syllables to figure it
● Complex word solving is required with multi-syllable words out.”
● “ You went back and reread to make it sound
● Bold and Italicized words for emphasis
right.”
● Readers transition to texts that my call for sustaining interest ● “You looked at the picture, graph or bold
and meaning over several reading periods words to figure it out.”
● Most books are narrative fiction and folktales with a plot and ● “You fixed it before going on.”
solution ● “You looked at the heading/table of contents to
● Informational books are shorter, more difficult content figure it out.”
● “You made your voice match the punctuation.”
● Characters and story events require interpretation ● “You made your voice sound like talking.”
● Text Examples: The Bunny Hop, The Dinosaur Who Lived in
My Backyard

After they read, I can say:

“Talk about what you learned in this book/what happened in the story.”
“Talk about what the book made you think of; other books, your experiences?”
“Talk about what you liked about this book. Talk about what you didn’t like.”
“What happened first in the story? Next? Last?”
“Talk about what the problem was in the story.”
“Was it fiction or non-fiction? How do you know?”
“Show me something that was new or surprising.”
“What do know about (character name)?”
“Show me a page where the pictures/ photos helped you understand the words”
“Why did _________happen? How do you know?”
“Talk about some facts you remember about the topic.”

EXAMPLE:
F&P Reading Level Information for Families (2013)
 My Child is reading Level J books!
These books have: I can help by watching and saying:
● Chapter books with 40-75 pages and nonfiction texts with 24- ● “You thought about what made sense.”
36 pages. ● “You broke the word down into smaller
parts.”
● Characters in series books will expand reading interest in ● “You reread it so that it made sense.”
reading, increasing the amount of time reading. Large amount ● “You made that part sound interesting.”
of dialogue ● “You made it all fit together.”
● Full range of punctuation within longer, more complex ● “You read more words together.”
sentences ● “You made it sound like talking.”
● “You made your voice go down when
● Texts have one main plot with several episodes over a period of
you saw a period and up when you saw a
time question mark.”
● Requires more interpretation from the reader ● “You were listening to yourself to check
● Requires quick solving of new words, including three or four how it sounded.”
syllables.
● Text Examples: Mouse Tales, Henry and Mudge in Puddle
Trouble, Seeds

After they read, I can say:

“Talk about what you learned in this book/what happened in the story.”
“Talk about what the book made you think of; other books, your experiences?”
“Talk about what you liked about this book. Talk about what you didn’t like.”
“What happened first in the story? Next? Last?”
“Talk about what the problem was in the story.”
“Was it fiction or non-fiction? How do you know?”
“Show me something that was new or surprising.”
“What do know about (character name)?”
“Show me a page where the pictures/ photos helped you understand the words”
“Why did _________happen? How do you know?”
“Talk about some facts you remember about the topic.”

EXAMPLE:
F&P Reading Level Information for Families (2013)
 My Child is reading Level K books!
These books have: I can help by watching and saying:
● Includes longer, slightly more complex chapter books with more ● “You thought about what made
characters sense.”
● “You broke the word down into
● Books have one plot, but many episodes are carried over a period smaller parts.”
of time ● “You reread it so that it made sense.”
● Shorter books have more difficult vocabulary (not often used in ● “You made that part sound
speech by children), interesting.”
● Challenging content, or more complex themes ● “You made it all fit together.”
● “You read more words together.”
● Genres include realistic fiction, fantasy, and nonfiction ● “You made it sound like talking.”
(informational texts) ● “You made your voice go down when
● Some fables or legends and historical fiction you saw a period and up when you
● Large amount of dialogue used to follow plot saw a question mark.”
● Characters show various perspectives ● “You were listening to yourself to
check how it sounded.”
● Illustrations are placed throughout the text ● “You figured out what it meant by
● Readers explore the various connotations of words reading the words around it.”
● Text Examples: Nate the Great and the Tardy Tortoise, Frog and
Toad are Friends, What Happens When You Recycle?

After they read, I can say:

“Talk about what you learned in this book/what happened in the story.”
“Talk about what the book made you think of; other books, your experiences?”
“Talk about what you liked about this book. Talk about what you didn’t like.”
“What happened first in the story? Next? Last?”
“Talk about what the problem was in the story.”
“Was there a spot where you used your background knowledge?”
“Show me something that was new or surprising.”
“What do know about (character name)?”
“Show me a page where the pictures/ photos helped you understand the words”
“Why did _________happen? How do you know?”
“Talk about some facts you remember about the topic.”

EXAMPLE:

F&P Reading Level Information for Families (2013)

 My Child is reading Level L books!
These books have: I can help by:
● 60-100 pgs (chapter books) or 24-48 pgs on a single topic ● “You thought about what made sense.”
(non-fiction) ● “You reread it so that it made sense.”
● “You made that part sound interesting.”
● Includes chapter books and complex picture books ● “You made it all fit together.”
● Texts contain many multi-syllable and technical words ● “You read more words together.”
● Most sentences end in the middle of lines and continue ● “You made it sound like talking.”
from one line to the next ● “You made your voice go down when you
● Includes a full range of genres from realistic fiction to saw a period and up when you saw a question
mark.”
biography
● “You made that part/word sound important.”
● More characters are speaking ● “You looked at the heading/photo/ bold
● Plots and characters are more sophisticated words to solve it.”
● Characters develop and change in response to events in the ● “You figured out what it meant by reading
story the words around it.”
● “You noticed that it might mean something
● Events in chapters build on each other requiring the reader else.”
to recall and keep track of information

After they read, I can say:

“Talk about what you learned in this book/what happened in the story.”
“Talk about what the book made you think of; other books, your experiences?”
“Talk about what you liked about this book. Talk about what you didn’t like.”
“What happened first in the story? Next? Last?”
“Talk about what the problem was in the story.”
“Were all the words the same kind? Or did the author use different kinds of writing?”
“Show me something that was new or surprising.”
“What do know about (character name)?”
“Show me a page where the pictures/ photos helped you understand the words”
“Why did _________happen? How do you know?”
“Talk about some facts you remember about the topic.”

EXAMPLE:
F&P Reading Level Information for Families (2013)
 My Child is reading Level M books!
These books have: I can help by listening and saying:
● Chapter books are longer texts (60 - 100 pages) with ● “You thought about what made sense.”
short chapters and few pictures ● “You reread it so that it made sense.”
● “You made that part sound interesting.”
● Informational books are shorter with new information ● “You made it all fit together.”
and text features ● “You read more words together.”
● Includes a full range of genres with more biographies ● “You made it sound like talking.”
included ● “You made your voice go down when you saw a
● Text has subtle meanings that require interpretation period and up when you saw a question mark.”
● “You made that part/word sound important.”
and background knowledge
● “You looked at the heading/photo/ bold words to
● More complex and expanded plots solve it.”
● More complex themes (i.e., respect for difference, ● “You figured out what it meant by reading the
loneliness, independence) words around it.”
● Vocabulary may be introduced to create feeling or ● “You noticed that it might mean something else.”
mood

After they read, I can say:

“Talk about what you learned in this book/what happened in the story.”
“Talk about what the book made you think of (other books or experiences)?”
“Talk about what you liked about this book. Talk about what you didn’t like.”
“What happened first in the story? Next? Last?”
“Talk about what the problem was in the story.”
“How did the author show what a character was feeling? or what they were thinking?”
“Show me something that was new or surprising.”
“What do know about (character name)?”
“Show me a page where the pictures/ photos helped you understand the words”
“Why did _________happen? How do you know?”
“Talk about some facts you remember about the topic.”

EXAMPLE:
F&P Reading Level Information for Families (2013)
 My Child is reading Level N books!
These books have: I can help by listening and saying:
Chapter books are usually one hundred or more pages with short ● “You thought about what made sense.”
chapters and memorable characters ● “You reread it so that it made sense.”
● “You made that part sound interesting.”
• Nonfiction titles are generally shorter and may present social
● “You made it all fit together.”
issues ● “You read more words together.”
• Topics of informational books and settings for narratives go ● “You figured it out without a picture.”
well beyond readers’ personal experiences ● “You made your voice go down when you
• Complex picture books illustrate themes and build experience saw a period and up when you saw a
in character interpretation question mark.”
• More demand on the reader to use a variety of strategies to ● “You made that part/word sound
important.”
understand plot, theme, and new vocabulary
● “You looked at the heading/photo/ bold
• Writers use devices such as irony and whimsy to create interest words to solve it.”
and communicate the nature of ● “You figured out what it meant by reading
characters the words around it.”
● Fiction text with more than 100 pages ● “You noticed that it might mean
something else, and you fixed it.”

After they read, I can say:

“Talk about what you learned in this book/what happened in the story.”
“Talk about what the book made you think of (other books or experiences)?”
“Talk about what you liked about this book. Talk about what you didn’t like.”
“What happened first in the story? Next? Last?”
“Talk about what the problem was in the story. What was the solution?”
“How did the author show what a character was feeling? or what they were thinking?”
“Show me something that was new or surprising.”
“What kind of person is (character name)? How did the author show that?”
“What was the most important idea in this book?”
“Why is this topic important you or not important to you ?”
“Talk about some facts you remember about the topic.”

EXAMPLE:
F&P Reading Level Information for Families (2013)
 My Child is reading Level O books!
These books have: I can help by listening and saying :
● Non-fiction with more than 50 pgs, Fiction text with ● “You thought about what made sense.”
more than 100 pages ● “You reread it so that it made sense.”
● “You made that part sound interesting.”
● Multiple characters are developed through what they say,
● “You made it all fit together.”
think, and do or what others say about them ● “You read more words together.”
● Characters deal with everyday experiences and serious ● “You figured it out without a picture.”
problems such as war or death ● “You made your voice go down when you
● Genres to include historical and science fiction saw a period and up when you saw a
question mark.”
● Chapter books have between 50-200 pgs
● “You made that part/word sound
● Text have few illustrations - usually black and white important.”
drawings or photographs ● “You looked at the heading/photo/ bold
● Highly complex sentences employ a wide range of words to solve it.”
punctuation necessary for understanding the text ● “You figured out what it meant by reading
● Text Examples: Beezus and Ramona, Night Crossing, the words around it.”
● “You noticed that it might mean
Pippi Longstocking, The Secret Soldier: The Story of something else, and you fixed it.”
Deborah Sampson

After they read, I can say:

“Talk about what you learned in this book/what happened in the story.”
“Talk about what the book made you think of (other books or experiences)?”
“Talk about what you liked about this book. Talk about what you didn’t like.”
“What happened first in the story? Next? Last?”
“Talk about what the problem was in the story. What was the solution?”
“How did the author show what a character was feeling? or what they were thinking?”
“Show me something that was new or surprising.”
“What kind of person is (character name)? How were they the same or different from someone else in the story?”
“What was the most important idea in this book?”
“Why is this topic important you or not important to you ?”
“Talk about some facts you remember about the topic.”

EXAMPLE:

F&P Reading Level Information for Families (2013)

 My Child is reading Level P books......
These books have: I can help by listening and saying :
● Wide variety of fiction and nonfiction, including novels ● “You thought about what made sense.”
● Characters are often concerned with issues related to growing ● “You reread it so that it made sense.”
● “You made that part sound interesting.”
up and family relationships ● “You read it at a better rate.”
● Settings are very detailed ● “You figured it out without a picture.”
● Informational texts and biographies present complex ideas ● “You made your voice go down when you
● Topics may be unfamiliar saw a period and up when you saw a
question mark.”
● Longer texts require readers to sustain interest and attention
● “You made that part/word sound
over several days important.”
● Structural complexity, theme sophistication, and necessary ● “You looked at the heading/photo/ bold
background experience increases words to solve it.”
● Text Examples: Encyclopedia Brown, Fantastic Mr. Fox, ● “You figured out what it meant by reading
George's Marvelous Medicine, Justin and the Best Biscuits in the words around it.”
● “You noticed that it has two meanings.”
the World, Stone Fox, Thank You, Jackie Robinson, Wayside
School

After they read, I can say:

“Talk about what you learned in this book/what happened in the story.”
“Talk about what the book made you think of (other books or experiences)?”
“Talk about what you liked about this book. Talk about what you didn’t like.”
“What happened first in the story? Next? Last?”
“Talk about what the problem was in the story. What was the solution?”
“How did the author show what a character was feeling? or what they were thinking?”
“Show me something that was new or surprising.”
“What kind of person is (character name)? How were they the same or different from someone else in the story?”
“What was the most important idea in this book?”
“Why is this topic important you or not important to you ?”
“Talk about some facts you remember about the topic.”
“Talk about the word (insert vocabulary from the book). How can you figure out what it means?”

EXAMPLE:

F&P Reading Level Information for Families (2013)

 My Child is reading Level Q books......
These books have: I can help by listening and saying :
● Wide variety of fiction and nonfiction ● “You thought about what made sense.”
● Fiction texts include novels with longer chapters ● “You reread it so that it made sense.”
● “You made that part sound interesting.”
● Characters are often concerned with issues related to growing ● “You read it at a better rate (speed).”
up and family relationships ● “You remembered that from the other day
● Settings are very detailed when you were reading.”
● Informational texts and biographies present complex ideas ● “You made your voice go down when you
saw a period and up when you saw a
● Topics may be unfamiliar
question mark.”
● Longer texts require readers to sustain interest and attention ● “You made that part/word sound
over several days important.”
● More mature themes, focusing on problems of society as they ● “You looked at the heading/photo/ bold
affect children words to solve it.”
● Texts contain difficult words to solve, often including words ● “You figured out what it meant by reading
the words around it.”
from other languages
● “You noticed that it has two meanings.”
● Text Examples: James and the Giant Peach, Tales of a Fourth
Grade Nothing

After they read, I can say:

“Talk about what you learned in this book/what happened in the story.”
“Talk about what the book made you think of (other books or experiences)?”
“Talk about what you liked about this book. Talk about what you didn’t like.”
“What happened first in the story? Next? Last?”
“Talk about what the problem was in the story. What was the solution?”
“How did the author show what a character was feeling? or what they were thinking?”
“Show me something that was new or surprising.”
“What kind of person is (character name)? How were they the same or different from someone else in the story?”
“What was the most important idea in this book?”
“Why is this topic important you or not important to you ?”
“Talk about some facts you remember about the topic.”
“Talk about the word (insert vocabulary from the book). How can you figure out what it means?”

EXAMPLE:

F&P Reading Level Information for Families (2013)

 My Child is reading Level R books......
These books have: I can help by noticing and saying:
● Fiction and nonfiction texts represent a range of times ● “You thought about what made sense.”
in history ● “You reread it so that it made sense.”
● “You made that part sound interesting.”
● Wider variety of texts ● “You read it at a better rate (speed).”
● Sophisticated vocabulary requires an understanding of ● “You remembered that from the other day when
connotative shadings of meaning you were reading.”
● Literary devices such as simile and metaphor require ● “You made your voice go down when you saw a
background knowledge period and up when you saw a question mark.”
● “You made that part/word sound important.”
● Texts requires background knowledge ● “You looked at the heading/photo/ bold words to
● Mature themes include family problems, war, and solve it.”
death ● “You figured out what it meant by reading the
● Readers must connect concepts and themes to political words around it.”
and historical events or environmental information ● “You noticed that it has two meanings.”
● “You imagined what that word or phrase might
● Text Examples: Because of Winn-Dixie, Charlie and
look like in order to understand.”
the Chocolate Factory, The Midnight Fox, Sadako and
the Thousand Paper Cranes, Sarah,

After they read, I can say:

“Talk about what you learned in this book/what happened in the story.”
“Talk about what the book made you think of (other books or experiences)?”
“Talk about what you liked about this book. Talk about what you didn’t like.”
“What happened first in the story? Next? Last?”
“Talk about what the problem was in the story. What was the solution?”
“How did the author show what a character was feeling? or what they were thinking?”
“Show me something that was new or surprising.”
“What kind of person is (character name)? How were they the same or different from someone else in the story?”
“What was the most important idea in this book? What makes you think that?”
“Why is this topic important you or not important to you ?”
“Talk about some facts you remember about the topic.”
“Talk about the word (insert vocabulary from the book). How can you figure out what it means?”

EXAMPLE:
F&P Reading Level Information for Families (2013)
 My Child is reading Level S books......
These books have: I can help by noticing and saying:
● Complex ideas and information ● “You thought about what made sense.”
● Includes a wide variety of topics and cultures ● “You made that part sound interesting.”
● “You read it at a better rate (speed).”
● Paragraphs and sentences are complex requiring ● “You remembered that from the other day when you
rapid and fluent reading with attention to meaning were reading.”
● Requires automatic assimilation of punctuation ● “You made your voice go down when you saw a
● Chapter books include all genres with many works period and up when you saw a question mark.”
of historical fiction and biographies ● “You used the glossary/ graphic to figure it out.”
● “You figured out what it meant by reading the words
● Texts present settings from that are distant from around it.”
students’ own experiences ● “You noticed that it has two meanings.”
● Literary selections offer opportunities for readers ● “You imagined what that word or phrase might look
to make connections with previously read texts as like in order to understand.”
well as historical events ● “You noticed when someone different started
talking.”

After they read, I can say:

“Talk about what you learned in this book/what happened in the story.”
“Talk about what the book made you think of (other books or experiences)?”
“Talk about what you liked about this book. Talk about what you didn’t like.”
“What happened first in the story? Next? Last?”
“Talk about what the problem was in the story. What was the solution?”
“How did the author show what a character was feeling? or what they were thinking?”
“Show me something that was new or surprising.”
“What kind of person is (character name)? How were they the same or different from someone else in the story?”
“What was the most important idea in this book? What makes you think that?”
“Why is this topic important you or not important to you ?”
“Talk about some facts you remember about the topic.”
“Talk about the word (insert vocabulary from the book). How can you figure out what it means?”

EXAMPLE:
F&P Reading Level Information for Families (2013)
 My Child is reading Level T books......
These books have: I can help by saying:
● Include a variety of genres and text structures ● “You thought about what made sense.”
● Chapter books are long, with few illustrations ● “You made that part sound interesting.”
● “You had a question and you kept reading to answer it.”
● Readers need to recognize symbolism ● “You noticed that the author wasn’t being literal, it was
● Texts contain many sophisticate, multi-syllable words figurative language.”
that readers will need to analyze in terms of both literal ● “You remembered that from the other day when you were
and connotative meaning reading.”
● Readers need more prior knowledge of political and ● “You made your voice match the punctuation and the
story.”
historical events and about the problems of different
● “You used the glossary/ graphic to figure it out.”
culture and racial groups
● “You figured out what it meant by reading the words
● Themes include growing up, demonstrating courage, around it.”
and experiencing hardship and prejudice ● “You noticed that it has two meanings.”
● Text Examples: Abel's Island, The Lion, the Witch and ● “You imagined what that word or phrase might look like
the Wardrobe, Sign of the Beaver, Bridge To in order to understand.”
Terabithia, Tracker, Sing Down the Moon ● “You noticed when someone different started talking.”

After they read, I can say:

“Talk about what you learned in this book/what happened in the story.”
“Talk about what the book made you think of (other books or experiences)?”
“Talk about what the problem was in the story. What was the solution?”
“How did the author show what a character was feeling? or what they were thinking?”
“Show me something that was new or surprising.”
“What kind of person is (character name)? How were they the same or different from someone else in the story?”
“What was the most important idea in this book? What makes you think that?”
“Why is this topic important you or not important to you ?”
“Talk about the word (insert vocabulary from the book). How did you figure out what it means?”
“If you were the author, how might you have changed a part of the book? Why would you change that?”
“Why do you think (character name) did what they did? What makes you say that?”
“What are you still wondering?”
“What would you still like to know about this topic?”

EXAMPLE:

F&P Reading Level Information for Families (2013)

 My Child is reading Level U books......
These books have: I can help by saying:
● Informational texts cover a wide range of topics and ● “You thought about what made sense.”
present specific technical information ● “You made that part sound interesting.”
● “You had a question and you kept reading to answer it.”
● Illustrations require interpretation and connection to
● “You noticed that the author wasn’t being literal, it was
the text figurative language.”
● Narratives are complex with plots and subplots ● “You remembered that from the other day when you were
● Texts have several different themes and characters reading.”
● Readers need to understand symbolism and themes ● “You made your voice match the punctuation and the story.”
which are more abstract ● “You used the glossary/ graphic to figure it out.”
● “You figured out what it meant by reading the words around
● Creative text formats are used it.”
● Text Examples: Julie of the Wolves, The Secret ● “You noticed that it has two meanings.”
Garden, Wringer, Baseball in April, Nothing But the ● “You imagined what that word or phrase might look like in
Truth, Number the Stars, The Watsons Go to order to understand.”
Birmingham -1963 ● “You noticed when someone different started talking.”

After they read, I can say:

“Talk about what you learned in this book/what happened in the story.”
“Talk about what the book made you think of (other books or experiences)?”
“What happened first in the story? Next? Last?”
“Talk about what the problem was in the story. What was the solution? Show me where the text says that.”
“How did the author show what a character was feeling? or what they were thinking?”
“Show me something that was new or surprising.”
“What kind of person is (character name)? How were they the same or different from someone else in the story?”
“What was the most important idea in this book? Show me where the text supports that.”
“Why is this topic important you or not important to you ?”
“Talk about some facts you remember about the topic.”
“Talk about the word (insert vocabulary from the book). How can you figure out what it means?”
“If you were the author, how might you have changed a part of the book? Why would you change that?”
“Why do you think (character name) did what they did? What makes you say that?”
“What are you still wondering? /What would you still like to know about this topic?”
“How did the character or problem change during the story?”

EXAMPLE:

F&P Reading Level Information for Families (2013)

 My Child is reading Level V books......
These books have: I can help by saying:
● Biographies go beyond simple narratives to provide ● “You thought about what made sense.”
significant amount of historical information and focus ● “You made that part sound interesting.”
● “You had a question and you kept reading to answer
● on harsh themes and difficult periods of history it.”
● Science fiction presents sophisticated ideas and concepts ● “You noticed that the author wasn’t being literal, it was
● Texts require readers to think critically figurative language.”
● Full appreciation of the texts requires noticing aspects of ● “You remembered that from the other day when you
the writer’s craft were reading.”
● “You made your voice match the punctuation and the
● Texts have print in a small font story.”
● Novels may be two hundred to three hundred pages long ● “You used the glossary/ graphic to figure it out.”
● Text Examples: Chasing Redbird, Crash, Dragonsong, ● “You figured out what it meant by reading the words
Rascal, Tom's Midnight Garden, Yolanda's Genius, around it.”
● The Cay, Esperanza Rising, Island of Blue Dolphins, Old ● “You noticed that it has two meanings.”
● “You imagined what that word or phrase might look
Yeller, Pictures of Hollis Woods, Tuck Everlasting,
like in order to understand.”
● “You noticed when someone different started talking.”

After they read, I can say:

“Talk about what you learned in this book/what happened in the story.”
“Talk about what the book made you think of (other books or experiences)?”
“What happened first in the story? Next? Last?”
“Talk about what the problem was in the story. What was the solution? Show me where the text says that.”
“How did the author show what a character was feeling? or what they were thinking?”
“Show me something that was new or surprising.”
“What kind of person is (character name)? How were they the same or different from someone else in the story?”
“What was the most important idea in this book? Show me where the text supports that.”
“Why is this topic important you or not important to you ?”
“Talk about some facts you remember about the topic.”
“Talk about the word (insert vocabulary from the book). How can you figure out what it means?”
“If you were the author, how might you have changed a part of the book? Why would you change that?”
“Why do you think (character name) did what they did? What makes you say that?”
“What are you still wondering? /What would you still like to know about this topic?”
“How did the character or problem change during the story?”

EXAMPLE:

F&P Reading Level Information for Families (2013)

 My Child is reading Level W books......
These books have: I can help saying by:
● Themes explore the human condition ● “You thought about what made sense.”
● Fiction and nonfiction text present characters who suffer hardship ● “You made that part sound interesting.”
● “You had a question and you kept reading to
and learn from it
answer it.”
● Writing is sophisticated, with complex sentences, literary language, ● “You noticed that the author wasn’t being
and symbolism literal, it was figurative language.”
● Readers must have an awareness of social and political issues to ● “You remembered that from the other day
comprehend texts when you were reading.”
● “You made your voice match the
● Fantasy and science fiction introduce heroic characters, moral punctuation and the story.”
questions, and contests between good and evil
● “You used the glossary/ graphic to figure it
● Informational texts may present complex graphic information and out.”
require a whole range of content knowledge ● “You figured out what it meant by reading
● Readers must understand all the basic nonfiction organizational the words around it.”
structures ● “You noticed that it has two meanings.”
● “You imagined what that word or phrase
● Narrative biographies include many details and prompt readers to might look like in order to understand.”
make inferences about what motivated the subject’s achievements ● “You noticed when someone different
● Text Examples: The Skin I’m In, Maniac Magee, Roll of Thunder started talking.”
Hear My Cry, A Stone in My Hand, Year of Impossible Goodbyes,
The House on Mango Street

After they read, I can say:

“Talk about what you learned in this book/what happened in the story.”
“Talk about what the book made you think of (other books or experiences)?”
“Talk about what the problem was in the story. What was the solution? Show me where the text says that.”
“How did the author show what a character was feeling? or what they were thinking?”
“Show me something that was new or surprising.”
“What kind of person is (character name)? How were they the same or different from someone else in the story?”
“What was the most important idea in this book? Show me where the text supports that.”
“Why is this topic important you or not important to you ?”
“Talk about the word (insert vocabulary from the book). How can you figure out what it means?”
“If you were the author, how might you have changed a part of the book? Why would you change that?”
“Why do you think (character name) did what they did? What makes you say that?”
“What are you still wondering? /What would you still like to know about this topic?”
“How did the character or problem change during the story?”

EXAMPLE:

F&P Reading Level Information for Families (2013)

 My Child is reading Level X books......
These books have: I can help by saying:
● • Science fiction at this level incorporates ● “You thought about what made sense.”
technical knowledge as well as high fantasy ● “You made that part sound interesting.”
depicting quests and ● “You had a question and you kept reading to answer it.”
● “You noticed that the author wasn’t being literal, it was figurative
● the struggle between good and evil language.”
● Readers are required to go beyond the literal ● “You remembered that from the other day when you were
meaning of the text to construct implied reading.”
meaning by a writer’s use of symbolism ● “You made your voice match the punctuation and the story.”
● Continuing increase in the sophistication of ● “You used the glossary/ graphic to figure it out.”
vocabulary, language, and topic ● “You figured out what it meant by reading the words around it.”
● “You noticed that it has two meanings.”
● Text Examples: Ties that Bind, Ties that Break, ● “You imagined what that word or phrase might look like in order
Where the Red Fern Grows, The Egypt Game, to understand.”
Zlata's Diary: A Child's Life in Sarajevo ● “You noticed when someone different started talking.”

After they read, I can say:

“Talk about what you learned in this book/what happened in the story.”
“Talk about what the book made you think of (other books or experiences)?”
“Talk about what the problem was in the story. What was the solution? Show me where the text says that.”
“How did the author show what a character was feeling? or what they were thinking?”
“Show me something that was new or surprising.”
“What kind of person is (character name)? How were they the same or different from someone else in the story?”
“What was the most important idea in this book? Show me where the text supports that.”
“Why is this topic important you or not important to you ?”
“Talk about some facts you remember about the topic.”
“Talk about the word (insert vocabulary from the book). How can you figure out what it means?”
“If you were the author, how might you have changed a part of the book? Why would you change that?”
“Why do you think (character name) did what they did? What makes you say that?”
“What are you still wondering? /What would you still like to know about this topic?”
“How did the character or problem change during the story?”

EXAMPLE:
F&P Reading Level Information for Families (2013)
 My Child is reading Level Y books......
These books have: I can help by saying:
● Texts have subtle themes and complex plots ● “You thought about what made sense.”
● Include a whole range of social problems as ● “You made that part sound interesting.”
themes with more explicit details (e.g., details ● “You had a question and you kept reading to answer
about death or it.”
● “You noticed that the author wasn’t being literal, it
● prejudice)
was figurative language.”
● Texts include irony and satire, literary devices ● “You remembered that from the other day when you
requiring readers to think beyond the literal were reading.”
meaning ● “You made your voice match the punctuation and
● Fantasies are complex, depicting hero figures the story.”
and heroic journeys ● “You used the glossary/ graphic to figure it out.”
● Readers required to discern underlying lessons ● “You figured out what it meant by reading the
and analyze texts for traditional elements words around it.”
● Text Examples: The Schwa Was Here, The ● “You noticed that it has two meanings.”
Giver, My Brother Sam is Dead ● “You imagined what that word or phrase might look
like in order to understand.”
● “You noticed when someone different started
talking.”

After they read, I can say:

“Talk about what you learned in this book/what happened in the story.”
“Talk about what the book made you think of (other books or experiences)?”
“Talk about what the problem was in the story. What was the solution? Show me where the text says that.”
“How did the author show what a character was feeling? or what they were thinking?”
“Show me something that was new or surprising.”
“What kind of person is (character name)? How were they the same or different from someone else in the story?”
“What was the most important idea in this book? Show me where the text supports that.”
“Why is this topic important you or not important to you ?”
“Talk about some facts you remember about the topic.”
“Talk about the word (insert vocabulary from the book). How can you figure out what it means?”
“If you were the author, how might you have changed a part of the book? Why would you change that?”
“Why do you think (character name) did what they did? What makes you say that?”
“What are you still wondering? /What would you still like to know about this topic?”
“How did the character or problem change during the story?”

My Child is reading Level Z books......

F&P Reading Level Information for Families (2013)
These books have: I can help by saying:
● Informational books deal with controversial social concepts ● “You thought about what made sense.”
and political issues and include detailed historical accounts of ● “You made that part sound interesting.”
periods less well-known ● “You had a question and you kept reading to
answer it.”
● Readers learn new ways of finding technical information ● “You noticed that the author wasn’t being literal,
● Informational texts include complex examples of the basic it was figurative language.”
organizational structures ● “You remembered that from the other day when
● Fiction texts explore a wide range of mature themes relative to you were reading.”
the human condition ● “You made your voice match the punctuation and
the story.”
● Fantasy texts present heroic quests, symbolism, and complex ● “You used the glossary/ graphic to figure it out.”
characters ● “You figured out what it meant by reading the
● Some texts present graphic details of hardship and violence words around it.”
● Text Examples: Johnny Tremain, The Adventures of Tom ● “You noticed that it has two meanings.”
Sawyer, Breadwinner, The Outsiders, Witness, ● “You imagined what that word or phrase might
look like in order to understand.”
● Animal Farm, Farewell to Manzanar, The Golden Compass,
● “You noticed when someone different started
Monster, Night, The Pearl, Scorpions, 145th Street Short talking.”
Stories, Fahrenheit 451

After they read, I can say:

“Talk about what you learned in this book/what happened in the story.”
“Talk about what the book made you think of (other books or experiences)?”
“Talk about what the problem was in the story. What was the solution? Show me where the text says that.”
“How did the author show what a character was feeling? or what they were thinking?”
“Show me something that was new or surprising.”
“What kind of person is (character name)? How were they the same or different from someone else in the story?”
“What was the most important idea in this book? Show me where the text supports that.”
“Why is this topic important you or not important to you ?”
“Talk about some facts you remember about the topic.”
“Talk about the word (insert vocabulary from the book). How can you figure out what it means?”
“If you were the author, how might you have changed a part of the book? Why would you change that?”
“Why do you think (character name) did what they did? What makes you say that?”
“What are you still wondering? /What would you still like to know about this topic?”
“How did the character or problem change during the story?”

F&P Reading Level Information for Families (2013)