What does the term level mean?

A level refers to the difficulty of the book in relation to other books placed along a continuum from A to Z, easiest to hardest. Teachers examine the characteristics of a book and place it along a gradient of books in relation to teach other. A level designates the books as easier than the level after (later in the alphabet) and harder than the level before it (earlier in the alphabet). Fountas and Pinnell have identified ten characteristics to determine the level of each text and the composite of characteristics contributes to its final designation.

What does the term text gradient mean?

A twenty-six point (A-Z) text-rating scale of difficulty in which each text level, from the easiest at level A to the most challenging at level Z, represents a small but significant increase in difficulty over the previous level. The gradient correlates these levels to grade levels.

What are the characteristics used to determine the level of a text?

At each level (A to Z) texts are analyzed using ten characteristics: (1) genre/form; (2) text structure; (3) content; (4) themes and ideas; (5) language and literary features; (6) sentence complexity; (7) vocabulary; (8) word difficulty; (9) illustrations/graphics; and (10) book and print features (Fountas and Pinnell, 2007).

What does the term independent reading level mean?

The level at which the student reads the text with 95% or higher accuracy and excellent or satisfactory comprehension (levels A-K) or 98% or higher accuracy with excellent or satisfactory comprehension (levels L-Z).

What does the term just right mean?

This term is also referred to as the independent reading level. A just right text is one that the student reads with 95% or higher accuracy and excellent or satisfactory comprehension (levels A-K) or 98% or higher accuracy with excellent or satisfactory comprehension (levels L-Z).

What does the term instructional reading level mean?

At levels A-K, the level at which the student reads the text with 90-94% accuracy and excellent or satisfactory comprehension; or 95% or higher accuracy and limited comprehension. At levels L-Z, the level at which the student reads the text with 95-97% accuracy and excellent or satisfactory comprehension; or 98% or higher accuracy and limited comprehension.

What does the term frustration level mean?

The level at which the student reads the text aloud with less than 90% accuracy (levels A-K) or less than 95% accuracy (levels L-Z).

What does the term fluency mean?

Fluency refers to how an oral reading sounds. Fluency is complex; it includes but is not limited to simply the rate with which the student reads a text. There are six dimensions of fluency which include: phrasing, intonation, pausing, stress, rate, and the integration of the first five factors.

Is fluency a stage of reading?

Fluency is not a stage of reading. After about level C, readers can read with phrasing and fluency at every level if it is within their instructional or independent range. Emergent and early readers frequently reread familiar texts as a way to develop fluency.

What if a student reads far above grade level (for example, a first grader who reads Level O)?

The teacher will look carefully at the student’s comprehension. Chances are, the students has literal comprehension, but lacks rich understanding. Another factor the teacher will consider is the student’s reading stamina. The student may be able to read and even have minimal understanding of a high level text; however, it may not be a good experience for the student to plow through long chapter books on a regular basis. Other factors to consider when helping the student select books include knowledge of the book’s content/subject matter (i.e., Is the content age appropriate?) and also awareness of the genre (i.e., Is the genre familiar to the student?) In general, students enjoy age-appropriate material, so the teacher can differentiate for most students by providing texts just one or two levels above his/her present one. There are always a few students who are truly exceptional, and for those readers a teacher will have to make individual decisions.

What if a student reads at a grade level far below the rest of the students?

This student desperately needs targeted and additional classroom instruction. Therefore, the teacher will provide frequent opportunities for the student to participate in small groups (e.g., guided reading, strategy groups) as well as one-on-one conferences. Each instructional setting will target the student’s identified areas of need which in most cases will different from the grade level curriculum objectives. The teacher will also ensure that the student has multiple opportunities for independent reading across the day (to increase his/her reading volume and stamina) as well ensure that the student has a selection of just right books - texts at the student's independent reading level rather than grade level texts. (High interest, low level texts are readily available and engaging for intermediate students who are reading below grade level.)

What is the range of books a student can read?

Once a student’s just right reading level (i.e., independent reading level) is determined, he/she can select other texts at that level as well as those at “easier” levels. Reading books that are easy are beneficial to students. They provide, for instance, opportunities for students to develop their fluency and comprehension skills. If students have extensive prior knowledge about a topic they may be able to successfully read books that are at a slightly higher reading level. It is important to keep in mind, however, that for a student to be considered reading a text, he/she is doing so with fluency as well as comprehension (literal and inferential comprehension). Students who "word call" (i.e., reading the words) but lack comprehension are in fact not reading and need to be matched with appropriate texts. In general, it is in all students best interest to be selecting and reading many books at or close to their independent reading level.

Fountas, I. & Pinnell, G.S. (2007). Continuum of Literacy Learning, Grades K-2. Portsmouth, NH: Heinemann.

Fountas, I. & Pinnell, G.S. (2007). Continuum of Literacy Learning, Grades 3-8. Portsmouth, NH: Heinemann.

Fountas, I. & Pinnell, G.S. (1996). Guided Reading. Portsmouth, NH: Heinemann.

Fountas, I. & Pinnell, G.S. (2000). Guiding Readers & Writers. Portsmouth, NH: Heinemann.

Fountas, I. & Pinnell, G.S. (2001). Leveled Books for Readers, Grades 3-6. Portsmouth, NH: Heinemann.

Fountas, I. & Pinnell, G.S. (1999). Matching Books to Readers. Portsmouth, NH: Heinemann.