What Does My Child’s Reading Level Mean
What Does My Child’s Reading Level Mean?
|Level |Description |Book Characteristics |Examples of Books |
|Levels 1 – 6 |If your child is reading at this level they are beginning to |If your child is reading at this level look for books that|*Printable Books |
|Kindergarten |grasp the concept of books. They are recognizing letters and |have: | |
|Quarterly Benchmarks |learning their corresponding sounds. Your child is also |Strong picture to text relationship |*Scholastic Early |
|Q1 – N/A |developing phonological skills such as rhyming. Some sight |Controlled Text |Concepts |
|Q 2 – Level 1 |words are also memorized by the reader. At the end of this |Repetitive Text |*Children’s Poems |
|Q 3 – Level 2 -3 |level your child should be learning sound and letter |Large Print |*Bob Books by Bobby |
|Q 4 – Level 6 |relationships by putting the sounds together. Finally they |Wide Letter Spacing |Lynn Maslen |
| |should be sounding out short vowels and constant-vowel- |Small number of words on a page |*Brown Bear by Eric |
|Lexile Level BR |consonant such as cat. | |Carle |
| | | |* My First Readers book series |
| | | |*Do you want to be my friend? –Carle |
| | | |*Have you seen my cat – Carle |
| | | |*Chicka Chicka Boom Boom |
|Levels 6 - 16 |At this stage your child has developed their understanding of |If your child is reading at this level look for books that|*Sid and Sam books |
|First Grade |books and can manipulate them. They are continuing to develop |have: |*Mooris and Borris Series |
|Quarterly Benchmarks |phonics skills and learn a significant number of high |Increasingly more lines of print per page |*Ten Black Dots by D. Dr. Seuss Books |
|Q 1 – Level 5-7 |frequency words. As the levels progress in this stage so does |More complex sentence structure |*Biscuit Series |
|Q 2 – Level 8 - 11 |the word attack skills, sight words, vocabulary, and |Less dependency on repetitive pattern or pictures |*Berenstein Bears |
|Q 3 – Level 12 - 15 |comprehension. Your child will also be able to identify |Story elements such as character, setting, problem, |*Olivia Ready to Read Readers |
|Q 4 – Level 16 |different types of text, fiction and non fiction, and |solution |*Elephant and Piggie |
| |recognize that reading has a purpose. |Wide Letter Spacing |*My First I Can Read Books |
|(Lexile Levels 100 – 300) | |These should increase as the level increases. |*Level 1 I Can Read Books |
| | | |* Level 2 I Can Read Books |
| | | |*Books by Arnold Lobel at the end of |
| | | |these levels |
| | | |(ex. Frog and Toad, Mouse Tales) |
|Levels J- M |At this stage reading becomes more automatic and less time is |If your child is reading at this level look for books that|* Magic Tree House Series |
|Second Grade |spent on word attach. More time is devoted to comprehension |have: |* Cam Jansen Series |
|Quarterly Benchmarks |and story structure. Inferring also begins at this stage. Your|Longer texts |*Amelia Badelia Series |
|Q 1 – Level J |child should be reading more independently at this stage but |Richer Vocabulary |*Chalk Box Kids Series |
|Q 2 – Level K |this will vary. They are also introduced to a greater variety |Complex story structures |*If You Give A Mouse A Cookie series |
|Q 3 – Level L |of texts, more complex vocabulary, variety of sentence |Variation on sentence patterns |*Romona Quimby series |
|Q 4 – Level M |structure, and formal and descriptive language. |Little reliance on pictures |*Horrible Harry series |
| | | |*Nate the Great series |
|(Lexile Levels 300 – 500) | | |*Horrible Harry series |
| | | |*Cam Jansen |
| | | |*The Littles |
| | | |*Amber Brown |
| | | |*Henry and Mudge |
| | | |*Bunnicula read to read books |
| | | |*M & M series |
| | | |*If you Give a Mouse and Cookie (and |
| | | |other titles like this) |
| | | |*George and Martha series |
| | | |*Franklin (the turtle) books |
| | | |*Magic Tree House |
| | | |*Rotten School Series |
| | | | |
|Levels N – P |At this stage your child is reading fluently. Students are |If your child is reading at this level look for books that|*Charlotte’s Web |
|Third Grade |introduced and starting to identify different genres. They |have: |* Magic School Bus Series |
|Quarterly Benchmarks |should be reading both chapter books and shorter fiction. They|Longer texts or chapter books |* Captain Underpants series |
|Q 1 – Level M |can process sentences that are more complex and solve new |Richer Vocabulary |*Amber Brown Series |
|Q 2 – Level N |vocabulary words from the text. |Have a theme or message |*Boxcar Children Series |
|Q 3 – Level O | |Inference on how characters feel and actions |*A to Z Mysteries |
|Q 4 – Level P | | |*Judy Moody |
| | | |*Jack Russell Dog Detective |
|(Lexile Levels 500 - 700) | | |*Agent Ameila Series |
| | | |*Babysitters Club |
| | | |*Clementine Series |
| | | |*Pippi Longstocking |
| | | |*The Worst Witch Series |
| | | |*Captin Underpants |
| | | |*Sideway Stories |
| | | |Time Wrap Trio |
| | | |*Magic School Bus |
|Levels Q - T |At this stage your child should be able to understand a full |If your child is reading at this level look for books that|*Books by Roland Dahl (Charlie and the|
|Fourth Grade |range of genres. The child should also be able to read to |have: |Chocolate Factory) |
|Quarterly Benchmarks |learn about new information. As readers they understand |More text on a page |*Diary of a Wimpy Kid series |
|Q 1 – Level Q -T |multiple perspectives and able to identify perspectives |Complex Vocabulary |*Hank Zipper series |
|Q 2 – Level Q - T |through inferring. Most reading is done silently while fluency|More description in the story elements |*Chet Gecko mysteries |
|Q 3 – Level S - T |and phrasing are well established. |Inferring in comprehension |*Books by Andrew Clements |
|Q 4 – Level S – T | | |*E.B. White books |
|Lexile Level (700 – 850) | | |*Dear Mr. Henshaw |
| | | |*Dolphin Diaries |
| | | |*Todd Strasser Books |
| | | |*Goosebumps series |
| | | |*Andrew Clement Books |
| | | |*Ronald Dahl books |
| | | |*Spiderwich Chronciles |
| | | |*The Sisters Grimm |
| | | |*Vampire Kisses series |
| | | |*Kidnapped Series |
| | | |*Wayside School |
| | | |*The Doll People series |
| | | |*Edward Eager series |
| | | |*Baseball Card Adventures |
| | | |*Molly Moon series |
| | | |*Chronicles of Narnia series |
| | | |*My Teacher series |
|Levels Q - Z |At this stage your child is know reading to learn as opposed |If your child is reading at this level look for books that|*Books by Betsy Byars (The Moon and I)|
| |to learning to read. Reading is automatic. Many children at |have: |*A Series of Unfortunate Events by |
|Fifth Grade |this level prefer to read silently. Reading is done with |More text on a page |Lemony Snicket |
|Quarterly Benchmarks |expression and proper pausing. Energy is devoted to |Complex Vocabulary |*Harry Potter Series by J.K. Rowling |
|Q 1 – Level T - U |understanding the story and not reading the words. Improving |Challenging sentence structure |(end of this level) |
|Q 2 – Level T - U |reading skills is mainly improved through reading more and |Varied Writing Styles |* Twisted Journey’s series |
|Q 3 – Level V - W |increasing the complexity of the material they are reading. |More description in the story elements |*Warriors series |
|Q 4 – Level V – W | |Inferring in comprehension |*Children of the Red King series |
| | | |*Dork Diaries series |
|Lexile Level (850 -1100) | | |*Basketball Disasters |
| | | |*Justin Case series |
| | | |*Underland Chronicles series |
| | | |*Dark Rising series |
| | | |*Maze runner series |
| | | |*Little Women |
| | | |*Ender’s Game series |
| | | |*Pendragon series |
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