Fountas & Pinnell Guided Reading Text Level Descriptions

A: Characteristics of Texts at Level A:

	Simple factual texts, animal fantasy and realistic fiction 	Picture books
	Text and concepts highly supported by pictures 	One line of text on each page
	Familiar, easy content
	Repeating language patterns (3‐6 words per page) 	Short, predictable sentences
	Almost all vocabulary familiar to children – strongly sight‐word based

Characteristics of Early Emergent Readers (Reading at Level A):

	Just beginning to learn how print works
	Just beginning to learn the alphabetic principle – the relationship between letters and sounds 	Learning to use 1‐1 matching
	Learning to follow text from left to right
	Differentiating between print and pictures
	Beginning to notice each letter’s distinct features 	Learning some easy, high‐frequency words

B: Characteristics of Texts at Level B:

	Simple factual texts, animal fantasy and realistic fiction 	Simple, one‐dimensional characters
	Picture books
	Text and concepts highly supported by pictures 	Two or more lines of text on each page
	Repeating language patterns (3‐7 words per page) 	Very familiar themes and ideas
	Short, predictable sentences
	Almost all vocabulary familiar to children – strongly sight‐word based

Characteristics of Early Emergent Readers (Reading at Level B):

	Recognize and apply repeating language patterns 	Stronger awareness of left‐to‐right directionality 	Stronger awareness of 1‐1 matching
	Learning concept of return sweep (moving from one line of text to the next)
	Able to distinguish and identify more letters according to their distinct features
	Developing stronger understanding of the connection between sounds and letters 	Expanding their core of easy, high‐frequency words

F & P Text Gradient Levels sae 9‐20‐11

C: Characteristics of Texts at Level C:

	Simple factual texts, animal fantasy and realistic fiction 	Picture books
	Amusing one‐dimensional characters 	Familiar, easy content
	Introduction of dialogue (assigned by said in most cases)
	Many sentences with prepositional phrases and adjectives
	Almost all vocabulary familiar to children – greater range of high‐frequency words 	Some simple contractions and possessives (words with apostrophes)
	Two to five lines of text on each page 	Some bolded words
	Some ellipses, commas, quotation marks, question marks, and exclamation points

Characteristics of Early Emergent Readers (Reading at Level C):

	Begin to move smoothly across the printed page when reading 	Begin to use some expression when reading
	Eyes are taking over the process of matching the spoken word to the printed word (removal of finger tracking)
	Developing phrased reading
	Noticing dialogue and punctuation and reflecting this with the voice 	Developing a larger core of high‐frequency words
	Consistently monitoring reading and cross‐checking one source of information against another; self‐correcting

D: Characteristics of Texts at Level D:

	Simple factual texts, animal fantasy and realistic fiction 	Picture books
	Amusing one‐dimensional characters
	Familiar, easy content, themes, and ideas 	Simple dialogue (some split dialogue)
	Many sentences with prepositional phrases and adjectives 	Some longer sentences (some with more than six words)
	Some simple contractions and possessives (words with apostrophes) 	Two to six lines of text on each page
	Some sentences turn over to the next line 	Some words with –s and –ing endings
	Fewer repetitive language patterns

Characteristics of Early Emergent Readers (Reading at Level D):

	Eyes can track print over two to six lines per page
	Can process texts with fewer repeating language patterns

F & P Text Gradient Levels sae 9‐20‐11

	Voice‐print match is smooth and automatic; finger pointing is rarely needed, if ever
	Notices and uses a range of punctuation and read dialogue, reflecting the meaning through phrasing
	Can solve many regular two‐syllable words, usually with inflectional endings (‐ing).
	Consistently monitors reading and cross‐checks one source of information against another; self‐ corrects

E: Characteristics of Texts at Level E:

	 Simple informational texts, simple animal fantasy, realistic fiction, very simple retellings of traditional tales, simple plays
	Some texts with sequential information
	Familiar content that expands beyond home, neighborhood, and school 	Most concepts supported by pictures
	More literary stories and language 	Concrete, easy‐to‐understand ideas
	Some longer sentences – more than ten words 	Some three‐syllable words
	Some sentences with verb preceding subject
	Variation of words to assign dialogue in some texts (said, cried, shouted) 	Easy contractions
	Mostly words with easy, predictable spelling patterns 	Two to eight lines of print per page

Characteristics of Emergent Readers (Reading at Level E):

	Flexible enough to process texts with varied placement of print and a full range of punctuation 	Attend to more subtle ideas and complex stories
	Solve longer words with inflectional endings
	Read sentences that carry over 2‐3 lines or over two pages
	Rely much more on the print; pictures are becoming less supportive 	Left‐to‐right directionality and voice‐print match are automatic
	Oral reading demonstrates fluency and phrasing with appropriate stress on words 	Read without finger pointing, brining in finger only at point of difficulty
	Recognize a large number of high‐frequency words
	Easily solve words with regular letter‐sound relationships, as well as a few irregular words

F: Characteristics of Texts at Level F:

	 Simple informational texts, simple animal fantasy, realistic fiction, very simple retellings of traditional tales, simple plays
	Some texts with sequential information
	Familiar content that expands beyond home, neighborhood, and school 	Both simple and split dialogue, speaker usually assigned

F & P Text Gradient Levels sae 9‐20‐11

	Some longer stretches of dialogue
	Some longer sentences – more than ten words – with prepositional phrases, adjectives, and dialogue
	Variation in placement of subject, verb, adjectives, and adverbs 	Some compound sentences conjoined by and
	Many words with inflectional endings 	More details in the illustrations
	Most texts three to eight lines of text per page
	Periods, commas, quotation marks, exclamation points, question marks, and ellipses

Characteristics of Emergent Readers (Reading at Level F):

	Beginning to build knowledge of the characteristics of different genres of texts 	Read stretches of both simple and split dialogue
	Recognize a large number of high‐frequency words quickly and automatically
	 Use letter‐sound information to take apart simple, regular words as well as some multisyllable words
	Process and understand text patterns that are particular to written language 	Beginning to read fiction with more well‐developed characters
	Left‐to‐right directionality and voice‐print match are completely automatic
	Read without pointing and with appropriate rate, phrasing, intonation, and stress

G: Characteristics of Texts at Level G:

	Informational texts, simple animal fantasy, realistic fiction, traditional literature (folktales) 	Some longer texts with repeating longer and more complex patterns
	Some unusual formats, such as questions followed by answers or letters 	Some texts with sequential information
	Familiar content that expands beyond home, neighborhood, and school
	Some texts with settings that are not typical of many children’s experience 	Some sentences that are questions in simple sentences and in dialogue
	Sentences with clauses and embedded phrases
	Some complex letter‐sound relationships in words
	Some content‐specific words introduced, explained and illustrated in the text 	Complex illustrations depicting multiple ideas
	Most texts three to eight lines of print per page 	Slightly smaller print

Characteristics of Developing Readers (Reading at Level G):

	Able to internalize more and deeper knowledge of different genres 	Early reading behaviors now completely automatic
	Recognize a large number of high‐frequency words
	Able to attend to more complex story lines and ideas

F & P Text Gradient Levels sae 9‐20‐11

	Use a range of word‐solving strategies (letter‐sound information, making connections between words, using word parts) to read unknown words
	Read texts with some content‐specific words
	Demonstrate appropriate rate, phrasing, intonation, and word stress

H: Characteristics of Texts at Level H:

	Informational texts, simple animal fantasy, realistic fiction, traditional literature (folktales) 	Narratives with more episodes and less repetition
	Accessible content that expands beyond home, school and neighborhood 	Multiple episodes taking place across time
	Some stretches of descriptive language
	Wide variety in words used to assign dialogue to speaker 	Some complex letter‐sound relationships in words
	Some complex spelling patterns 	Some easy compound words
	Most texts with no or only minimal illustrations 	Italics indicating unspoken thought
	Most texts three to eight lines of print per page

Characteristics of Developing Readers (Reading at Level H):

	Encounter more complex language and vocabulary 	Read longer, more literary stories
	Able to process a great deal of dialogue and reflect it through appropriate word stress and phrasing
	Solve a large number of multisyllable words, plurals, contractions, and possessives 	Able to read a larger and larger number of high‐frequency words
	Able to think at increasingly deeper levels 	Solve words with complex spelling patterns
	Begin to read more new texts silently, in order to achieve efficient and smooth processing

I: Characteristics of Texts at Level I:

	Informational texts, simple animal fantasy, realistic fiction, traditional literature (folktales) 	Some informational texts with a table of contents and/or a glossary
	Narratives with multiple episodes and little repetition of similar episodes; more elaborated episodes
	Underlying organizational structures used and presented clearly (description, compare and contrast, problem and solution)
	Some unusual formats, such as letters or questions followed by answers 	Both familiar content and some new content children may not know
	Contain a few abstract concepts that are highly supported by text and illustrations
	Longer sentences that can carry over to two or three lines, and some over two pages

F & P Text Gradient Levels sae 9‐20‐11

	Many two‐to‐three‐syllable words from all parts of speech 	Some complex spelling patterns
	Some complex letter‐sound relationships in words
	Eight to sixteen pages of print (some easy chapter books of fifty to sixty pages) 	Three to eight lines of text per page

Characteristics of Developing Readers (Reading at Level I):

	Able to process mostly short texts (eight to sixteen pages); some easy illustrated chapter books 	Able to sustain attention and memory over longer periods of time
	Can process longer (ten words or more) and more complex sentences 	Have a large sight‐word vocabulary
	Able to use word‐solving strategies for complex spelling patterns, multisyllable words, and words with inflectional endings, plurals, contractions, and possessives
	Read many texts silently, following text with their eyes and without pointing
	Oral reading reflects appropriate rate, stress, intonation, phrasing, and pausing

J: Characteristics of Texts at Level J:

	Informational texts, simple animal fantasy, realistic fiction, traditional literature (folktales), some simple biographies on familiar subjects
	Beginning chapter books with illustrations (forty to seventy‐five pages)
	Underlying organizational structures used and presented clearly (description, compare and contrast, problem and solution)
	Some unusual formats, such as letters or questions followed by answers 	Some ideas new to most children
	Some texts with settings that are not familiar to most children
	Varied placement of subject, verb, adjectives and adverbs in sentences
	Contain some abstract concepts that are highly supported by text and illustrations 	Some complex spelling patterns and letter‐sound relationships in words
	Many lines of print on a page

Characteristics of Developing Readers (Reading at Level J):

	Able to process a variety of texts (short fiction texts, short informational texts, and longer narrative texts that have illustrations and short chapters)
	Adjust reading strategies as needed to process different genres 	Process increasingly more complex sentences
	Have a large, expanding sight‐word vocabulary
	Able to quickly apply word‐solving strategies for complex spelling patterns, multisyllable words, and words with inflectional endings, plurals, contractions, and possessives
	Read silently during independent reading
	Oral reading reflects appropriate rate, stress, intonation, phrasing, and pausing

F & P Text Gradient Levels sae 9‐20‐11

K: Characteristics of Texts at Level K:

	Informational texts, simple animal fantasy, realistic fiction, traditional literature (folktales), some simple biographies on familiar subjects
	Beginning chapter books (sixty to one hundred pages of print)
	Varied organization in nonfiction text formats (question/answer, boxes, legends, etc.)
	Some texts with plots, situations, and settings outside what a child would typically find familiar 	Longer (more than fifteen words), more complex sentences
	Variety of words used to assign dialogue, with verbs and adverbs essential to meaning 	Multisyllable words that are challenging to take apart or decode
	Longer stretches of print without the support of pictures

Characteristics of Developing Readers (Reading at Level K):

	Able to accommodate the higher‐level processing of several fiction texts with multiple episodes connected to a single plot
	Read about and understand characters that are increasingly more complex 	Able to process a great deal of dialogue within a story
	 Challenged to read stories based on concepts that are distant in time and space and reflect diverse cultures
	Have a large, expanding sight‐word vocabulary
	Able to quickly apply word‐solving strategies for complex spelling patterns, multisyllable words, and words with inflectional endings, plurals, contractions, and possessives
	Read silently during independent reading
	Oral reading fully demonstrates all aspects of fluent reading

L: Characteristics of Texts at Level L:

	 Informational texts, simple fantasy, realistic fiction, traditional literature (folktales), simple biographies, simple mysteries
	Underlying organizational structures (description, compare and contrast, problem and solution) 	Some technical content that is challenging and not typically known
	Some texts with plots, settings, and situations outside typical experience 	Multisyllable words that are challenging to take apart or decode
	Some new vocabulary and content‐specific words in nonfiction text introduced, explained, and illustrated in the text
	New vocabulary in fiction texts (largely unexplained) 	Chapter books (sixty to one hundred pages of print)

Characteristics of Developing Readers (Reading at Level L):

	 Able to process easy chapter books, including some series books, with more sophisticated plots and few illustrations, as well as shorter informational texts
	Adjust reading to process a variety of genres

F & P Text Gradient Levels sae 9‐20‐11

	Understand that chapter books have multiple episodes connected to a single plot
	Bring background knowledge to new reading in order to process and learn new information 	Begin to recognize themes across texts (friendship, courage)
	Able to understand some abstract ideas
	Able to see multiple perspectives of characters through description
	Able to flexibly apply word‐solving strategies for complex spelling patterns, multisyllable words, and words with inflectional endings, plurals, contractions, and possessives
	Read silently during independent reading
	Oral reading fully demonstrates all aspects of fluent reading

M: Characteristics of Texts at Level M:

	 Informational texts, simple fantasy, realistic fiction, traditional literature (folktales), simple biographies, simple mysteries
	Most of the content carried by print, rather than pictures
	Some abstract themes requiring inferential thinking to derive
	Texts with multiple points of view revealed through characters’ behaviors 	Complex plots with numerous episodes and time passing
	Multiple characters to understand and notice how they develop and change 	Multisyllable words that are challenging to take apart or decode
	Some new vocabulary and content‐specific words introduced, explained, and illustrated in the text

Characteristics of Developing Readers (Reading at Level M):

	Know the characteristics of a range of genres
	Developing preferences for specific forms of reading (mysteries, biographies)
	Can understand and process narratives with more elaborate plots and multiple characters that develop and change over time
	 Able to identify and use underlying organizational structures (description, compare and contrast, problem and solution, cause and effect) to help navigate through text
	Word solving is smooth and automatic with both oral and silent reading
	Can read and understand descriptive words, some complex content‐specific words, and some technical words

N: Characteristics of Texts at Level N:

	 Informational texts, simple fantasy, realistic fiction, traditional literature (folktales), simple biographies, simple mysteries
	Presentation of multiple topics that represent subtopic of a larger topic or theme
	 Various ways of showing characters’ attributes (description, dialogue, thoughts, others’ perspectives)
	Complex plots with numerous episodes and time passing
	Multiple characters to understand and notice how they develop and change

F & P Text Gradient Levels sae 9‐20‐11

	Variety in sentence length and complexity
	Many two‐to‐three‐syllable words; some words with more than three syllables 	Multisyllable words that are challenging to take apart or decode
	Words with prefixes and suffixes
	 Some new vocabulary and content‐specific words introduced, explained, and illustrated in the text

Characteristics of Early Independent Readers (Reading at Level N):

	Know the characteristics of and can process the full range of genres
	Developing preferences for specific forms of reading (mysteries, biographies)
	Can understand and process narratives with more elaborate plots and multiple characters that develop and change over time
	 Able to identify and use underlying organizational structures (description, compare and contrast, problem and solution, cause and effect) to help navigate through text
	Word solving is smooth and automatic with both oral and silent reading
	Reader will slow down to problem solve or search for information, then resume normal reading pace
	Most word solving is unconscious and automatic; little overt problem solving needed
	Can read and understand descriptive words, some complex content‐specific words, and some technical words

O: Characteristics of Texts at Level O:

	Informational texts, simple fantasy, realistic fiction, traditional literature (folktales), biographies, mysteries, historical fiction, short stories, chapter books with sequels
	Prior knowledge needed to understand content in many informational texts
	Presentation of multiple topics that represent subtopic of a larger topic or theme
	 Content requiring the reader to take on perspectives from diverse cultures and bring cultural knowledge to understanding
	Multiple characters to know and understand
	Characters revealed by what they say, do, think, and by what others say or think about them 	Descriptive and figurative language that is key to understanding the plot
	Characters with both good and bad traits, who change and develop over time 	Some words used figuratively
	New vocabulary in fiction texts largely unexplained
	Some words with connotative meanings that are essential to understanding the text 	Some multisyllable proper nouns that are challenging to take apart or decode

Characteristics of Early Independent Readers (Reading at Level O):

	Know the characteristics of and can process the full range of genres
	Read a wide range of texts: chapter books, shorter fiction and informational text, including special forms such as mysteries, series books, and short stories

F & P Text Gradient Levels sae 9‐20‐11

	 Able to identify and use underlying organizational structures (description, compare and contrast, problem and solution, cause and effect) to help navigate through text
	Able to process lengthy, complex sentences, containing prepositional phrases, introductory clauses, and lists of nouns, verbs, or adjectives
	Solve new vocabulary words, some defined in the text and some unexplained
	Most word solving is unconscious and automatic; little overt problem solving needed
	Can read and understand descriptive words, some complex content‐specific words, and some technical words
	Word solving is smooth and automatic with both oral and silent reading 	Demonstrate all aspects of smooth, fluent processing

P: Characteristics of Texts at Level P:

	Informational texts, fantasy, realistic fiction, traditional literature (folktales), biographies, mysteries, historical fiction, short stories, chapter books with sequels, genre combinations (hybrids)
	Topics that go well beyond readers’ personal experience
	Content requiring the reader to take on diverse perspectives (race, language, culture) 	Ideas and themes requiring taking a perspective not familiar to the reader
	Some more challenging themes (war, the environment)
	Many ideas and themes requiring understanding of cultural diversity 	Multiple characters to know and understand
	Characters revealed by what they say, do, think, and by what others say or think about them 	Extensive use of descriptive and figurative language that is key to understanding the plot
	Building suspense through events of the plot 	Some more complex fantasy elements
	Many complex content‐specific words in nonfiction, mostly defined in text, illustrations, or glossary
	Multisyllable proper nouns that are challenging to take apart or decode
	More difficult layout of informational text, and some fiction text, with denser format

Characteristics of Early Independent Readers (Reading at Level P):

	 Can identify the characteristics of a full range of genres, including biographies on less well‐ known subjects and hybrid genres
	Read a wide range of texts: chapter books, shorter fiction and informational text, including special forms such as mysteries, series books, and short stories
	 Able to identify and use underlying organizational structures (description, compare and contrast, problem and solution, cause and effect) to help navigate through text
	Able to process lengthy, complex sentences, containing prepositional phrases, introductory clauses, and lists of nouns, verbs, or adjectives
	Solve new vocabulary words, some defined in the text and some unexplained
	Most word solving is unconscious and automatic; little overt problem solving needed
	Can read and understand descriptive words, some complex content‐specific words, and some technical words

F & P Text Gradient Levels sae 9‐20‐11

	Word solving is smooth and automatic with both oral and silent reading 	Demonstrate all aspects of smooth, fluent processing

Q: Characteristics of Texts at Level Q:

	Informational texts, more complex fantasy, realistic fiction, traditional literature (folktales), biographies, autobiographies, memoirs, mysteries, historical fiction, short stories, genre combinations (hybrids), diaries
	Many abstract themes requiring inferential thinking to derive
	Texts with deeper meanings applicable to important human problems and social issues 	Some more challenging themes (war, the environment)
	Many new vocabulary words that depend on readers’ tools (such as glossaries) 	Many new vocabulary words for readers to derive meaning from context
	Extensive use of figurative language (idioms, simile, metaphor)
	Words that are seldom used in oral language and are difficult to decode 	Many technical words that are difficult to decode
	Nonfiction may contain a variety of complex graphics, often more than one on a page
	Some nonfiction texts with graphics that have scales or legends that require understanding and interpretation

Characteristics of Developing Independent Readers (Reading at Level Q):

	Automatically read and understand a full range of genres, including biographies, hybrid genres, fiction with elaborate plots and complex characters, informational texts, etc.
	 Able to process lengthy, complex sentences, containing prepositional phrases, introductory clauses, and lists of nouns, verbs, or adjectives
	Solve new vocabulary words, some defined in the text and some unexplained
	Most reading is silent, but fluency and phrasing in oral reading are well‐established
	 Readers are challenged by many longer descriptive words and by content‐specific/technical words
	Able to take apart multisyllable words and use a full range of word‐solving skills 	Read and understand texts in a variety of layouts and formats
	Consistently search for information in illustrations and increasingly complex graphics

R: Characteristics of Texts at Level R:

	Informational texts, more complex fantasy, realistic fiction, traditional literature (folktales), biographies, autobiographies, memoirs, mysteries, historical fiction, short stories, genre combinations (hybrids), diaries
	Some collections of short stories that have interrelated themes or build a single plot across the book
	Fiction – settings requiring knowledge of content (history, geography, etc.)
	Complex ideas on many different topics requiring real or vicarious experiences
	Long stretches of descriptive language that are important to understanding the setting and characters

F & P Text Gradient Levels sae 9‐20‐11

	Some long strings of unassigned dialogue from which story action must be inferred 	Settings distant in time and space from students’ experiences
	Many new vocabulary words for readers to derive meaning from context 	Extensive use of figurative language (idioms, simile, metaphor)
	Words with a wide variety of very complex spelling patterns
	Words that are seldom used in oral language and are difficult to decode

Characteristics of Developing Independent Readers (Reading at Level R):

	Automatically read and understand a full range of genres, including biographies, hybrid genres, fiction with elaborate plots and complex characters, informational texts, etc.
	 Understand perspectives different from their own as well as settings and people far distant in time and space
	Able to process lengthy, complex sentences, containing prepositional phrases, introductory clauses, and lists of nouns, verbs, or adjectives
	Solve new vocabulary words, some defined in the text and some unexplained
	Most reading is silent, but fluency and phrasing in oral reading are well‐established
	Readers are challenged by many longer descriptive words and by content‐specific/technical words
	Able to take apart multisyllable words and use a full range of word‐solving skills 	Read and understand texts in a variety of layouts and formats
	Consistently search for information in illustrations and increasingly complex graphics

S: Characteristics of Texts at Level S:

	Informational texts, more complex fantasy, realistic fiction, traditional literature (folktales), biographies, autobiographies, memoirs, mysteries, historical fiction, short stories, genre combinations (hybrids), diaries
	 Some collections of short stories that have interrelated themes or build a single plot across the book
	Content particularly appealing to adolescents
     Some fiction settings requiring knowledge of content (history, geography, etc.)      Complex ideas on many different topics requiring real or vicarious experiences
	Long stretches of descriptive language that are important to understanding the setting and characters
	Some long strings of unassigned dialogue from which story action must be inferred 	Many new vocabulary words that depend on readers’ tools (such as glossaries)
	Many new vocabulary words for readers to derive meaning from context 	Extensive use of figurative language (idioms, simile, metaphor)
	Words with a wide variety of very complex spelling patterns
	Words that are seldom used in oral language and are difficult to decode
	Many words with affixes (prefixes and suffixes, multisyllable proper nouns that are difficult to decode)
	Increasingly difficult layout of informational texts, with dense content and format

F & P Text Gradient Levels sae 9‐20‐11

Characteristics of Developing Independent Readers (Reading at Level S):

	Automatically read and understand a full range of genres, including biographies on less well‐ known subjects, hybrid genres, fiction with elaborate plots and complex characters, informational texts, etc.
	Able to process lengthy, complex sentences, containing prepositional phrases, introductory clauses, and lists of nouns, verbs, or adjectives
	Understand perspectives different from their own as well as settings and people far distant in time and space
	Able to process lengthy, complex sentences, containing prepositional phrases, introductory clauses, and lists of nouns, verbs, or adjectives
	Solve new vocabulary words, some defined in the text and some unexplained
	Most reading is silent, but fluency and phrasing in oral reading are well‐established
	Readers are challenged by many longer descriptive words and by content‐specific/technical words
	Able to take apart multisyllable words and use a full range of word‐solving skills 	Read and understand texts in a variety of layouts and formats
	Consistently search for information in illustrations and increasingly complex graphics

T: Characteristics of Texts at Level T:

	Informational texts, more complex fantasy, realistic fiction, traditional literature (folktales), biographies, autobiographies, memoirs, mysteries, historical fiction, short stories, genre combinations (hybrids), diaries
	Some collections of short stories that have interrelated themes or build a single plot across the book
	Nonfiction texts with multiple topics and categories and subcategories within them 	Themes focusing on the problems of preadolescents
	Many texts focusing on human problems (war, hardship, economic issues) 	Themes that evoke alternative interpretations
	Some more complex fantasy elements, some showing conflict between good and evil 	Some obvious symbolism
	Wide range of declarative, imperative, or interrogative sentences
	Many words with affixes (prefixes and suffixes, multisyllable proper nouns that are difficult to decode)
	Words used in regional or historical dialects
     Some words from languages other than English      Most texts with no or only minimal illustrations

Characteristics of Independent Readers (Reading at Level T):

	Automatically read and understand a full range of genres, including biographies on less well‐ known subjects, hybrid genres, fiction with elaborate plots and complex characters, informational texts, etc.

F & P Text Gradient Levels sae 9‐20‐11

	Able to read longer texts and remember information and connect ideas over a long period of time (a week or two)
	Read and interpret complex fantasy, myths, legends that contain symbolism 	Understand perspectives different from their own
	Understand settings and people far distant in time and space
	 Readers are challenged by many longer descriptive words and by content‐specific/technical words
	Read and understand texts in a variety of layouts and formats

U: Characteristics of Texts at Level U:

	Informational texts, complex fantasy, realistic fiction, traditional literature (folktales), biographies, autobiographies, memoirs, mysteries, historical fiction , short stories, genre combinations (hybrids), diaries
	Variety of underlying structures often combined in complex ways (description, comparison and contrast, temporal sequence, problem and solution, etc.)
	Topics that go well beyond readers’ personal experiences and content knowledge 	Content particularly appealing to adolescents
	Many themes presenting mature issues and the problems of society (racism, war) 	Many texts focusing on human problems (war, hardship, economic issues)
	Themes that evoke alternative interpretations
	Texts requiring inference to understand characters and why they change 	Many complex narratives that are highly literary
	Some literary devices (for example, stories within stories, symbolism, and figurative language 	Fantasy and science fiction showing struggle between good and evil
	Some words from languages other than English
	Long, multisyllable words requiring attention to roots to read and understand 	Most fiction texts with no illustrations other than the cover jacket
	 A wide variety of complex graphics that require interpretation (photos with legends, diagrams, labels, cutaways, graphics, maps)

Characteristics of Independent Readers (Reading at Level U):

	Automatically read and understand a full range of genres, including biographies on less well‐ known subjects, hybrid genres, fiction with elaborate plots and complex characters, informational texts, etc.
	 Able to read longer texts and remember information and connect ideas over many days of reading
	Read and interpret complex fantasy, myths, legends that contain symbolism 	Understand perspectives different from their own
	Understand settings and people far distant in time and space
	Most reading is silent, but fluency and phrasing in oral reading are well‐established 	Able to take apart multisyllable words and use a full range of word‐solving skills
	Read and understand texts in a variety of layouts and formats

F & P Text Gradient Levels sae 9‐20‐11

	Able to search for and use information in an integrated way, using complex graphics and texts that present content requiring background knowledge

V: Characteristics of Texts at Level V:

	Informational texts, complex fantasy, realistic fiction, traditional literature (folktales), biographies, autobiographies, memoirs, mysteries, historical fiction, short stories, genre combinations (hybrids), diaries
	Variety of underlying structures often combined in complex ways (description, comparison and contrast, temporal sequence, problem and solution, etc.)
	Topics that go well beyond readers’ personal experiences and content knowledge
	Critical thinking required to judge authenticity of informational texts, historical fiction, and biography
	Heavy content load in many texts, both fiction and nonfiction, requiring study
	Many themes presenting mature issues and the problems of society (racism, war)       Many texts focusing on human problems (war, hardship, economic issues)
	Themes that evoke alternative interpretations
	 Some switching from setting to setting, including time change (often unsignaled, or signaled only by dialogue)
	Full range of literary devices (for example, flashback, stories within stories, symbolism, and figurative language)
	Many complex narratives that are highly literary
	Words used figuratively or with unusual or hard‐to‐understand connotations
	 Archaic words or words from languages other than English that do not follow conventional pronunciation patterns
	Introduction to more abstract literary forms, such as satire

Characteristics of Independent Readers (Reading at Level V):

	Automatically read and understand a full range of genres, including biographies on less well‐ known subjects, hybrid genres, fiction with elaborate plots and complex characters, informational texts, etc.
	 Able to read longer texts and remember information and connect ideas over many days of reading
	Read and interpret complex fantasy, myths, legends that contain symbolism 	Able to read and interpret more abstract forms of literature (satire)
	Understand perspectives different from their own
	Understand settings and people far distant in time and space
	Readers can be very expressive when presenting poetry or readers’ theater 	Read and understand texts in a variety of layouts and formats
	 Able to search for and use information in an integrated way, using complex graphics and texts that present content requiring background knowledge

F & P Text Gradient Levels sae 9‐20‐11

W: Characteristics of Texts at Level W:

	Informational texts, more complex fantasy, realistic fiction, traditional literature (myths, legends), biographies, autobiographies, memoirs, mysteries, historical fiction, short stories, genre combinations (hybrids), diaries, satire
	Unusual text organizations (e.g. flashbacks)
	Many texts presenting mature societal issues, especially those important to adolescents (family issues, growing up)
	 Wide range of challenging themes that build social awareness and reveal insights into the human condition
	Character interpretation essential to understand the theme 	Fantasy incorporating classical motifs (such as “the quest”)
	Critical thinking required to judge authenticity of informational texts, historical fiction, and biography
	Heavy content load in many texts, both fiction and nonfiction, requiring study 	Themes that evoke alternative interpretations
	Some switching from setting to setting, including time change (often unsignaled, or signaled only by dialogue)
	Full range of literary devices (for example, flashback, stories within stories, symbolism, and figurative language)
	Words used figuratively or with unusual or hard‐to‐understand connotations
	Archaic words or words from languages other than English that do not follow conventional pronunciation patterns
	Words that offer decoding challenges because they are archaic, come from regional dialect, or from languages other than English

Characteristics of Independent Readers (Reading at Level W):

	Automatically read and understand a full range of genres, including biographies on less well‐ known subjects, hybrid genres, fiction with elaborate plots and complex characters, informational texts, etc.
	 Able to read longer texts and remember information and connect ideas over many days of reading
	Read and interpret complex fantasy, myths, legends that contain symbolism and classical motifs (“the quest’)
	Encounter mature themes that expand their knowledge of social issues
	Able to read and interpret more abstract forms of literature (satire), and literary devices, such as irony
	Understand multidimensional themes on several different levels 	Understand settings and people far distant in time and space
	Readers can be very expressive when presenting poetry or readers’ theater 	Read and understand texts in a variety of layouts and formats
	 Apply background knowledge of historical events, archaic language and/or regional dialects when reading

F & P Text Gradient Levels sae 9‐20‐11

X: Characteristics of Texts at Level X:

	Informational texts, high fantasy and science fiction, realistic fiction, traditional literature (myths, legends), biographies, autobiographies, memoirs, mysteries, historical fiction, short stories, genre combinations (hybrids), diaries, satire
	Critical thinking required to judge authenticity of informational texts, historical fiction, and biography
	Many texts presenting mature societal issues, especially those important to adolescents (family issues, growing up)
	 Wide range of challenging themes that build social awareness and reveal insights into the human condition
	Many texts presenting multiple themes that may be understood in many layers
	 Some texts with heroic or larger‐than‐life characters who represent the symbolic struggle between good and evil
	Long stretches of descriptive language that are important to understanding setting and characters Full range of literary devices (for example, flashback, stories within stories, symbolism, and figurative language)
	 Some switching from setting to setting, including time change (often unsignaled, or signaled only by dialogue)
	Some very long sentences (more than thirty words)
	Words that offer decoding challenges because they are archaic, come from regional dialect, or from languages other than English

Characteristics of Independent Readers (Reading at Level X):

	Understand and process a wide range of texts, including all genres
	Able to read very long texts with complex sentences and paragraphs, with many multisyllable words
	Understand and respond to mature themes such as poverty and war
	Able to read and interpret more abstract forms of literature (satire), and literary devices, such as irony
	 Read and understand texts with multidimensional characters, texts that can be interpreted on several levels, and that are developed in complex ways
	Most reading is silent; fluency and phrasing in oral reading is well‐established
	 Challenged by a heavy load of content‐specific and technical words that require using embedded definitions, background knowledge, and reader’s tools (glossaries, indexes, etc.)
	Apply prior understandings in a critical way when reading both fiction and nonfiction texts

Y/Z: Characteristics of Texts at Levels Y/Z:

	Informational texts, high fantasy and science fiction, realistic fiction, traditional literature (myths, legends), biographies, autobiographies, memoirs, mysteries, historical fiction, short stories, genre combinations (hybrids), diaries, satire
	Many texts with the complex structure of adult reading
	Unusual text organizations (flashback, flash forward, time lapses)

F & P Text Gradient Levels sae 9‐20‐11

	Many new vocabulary words that readers must derive meaning from context or use glossaries or dictionaries
	Critical thinking required to judge authenticity of informational texts, historical fiction, and biography
	Many texts presenting mature societal issues, especially those important to adolescents (family issues, growing up)
	 Wide range of challenging themes that build social awareness and reveal insights into the human condition
	Many texts presenting multiple themes that may be understood in many layers
	Some texts with heroic or larger‐than‐life characters who represent the symbolic struggle between good and evil
	 Long stretches of descriptive language that are important to understanding setting and characters Full range of literary devices (for example, flashback, stories within stories, symbolism, and figurative language)
	Some switching from setting to setting, including time change (often unsignaled, or signaled only by dialogue)
	Some very long sentences (more than thirty words)
	 Words that offer decoding challenges because they are archaic, come from regional dialect, or from languages other than English

Characteristics of Independent Readers (Reading at Levels Y/Z):

	Understand and process a wide range of texts, including all genres
	Read very long texts with complex sentences and paragraphs, with many multisyllable words 	Identify classical motifs such as “the quest” and moral issues
	Able to read and interpret more abstract forms of literature (satire), and literary devices, such as irony
	Read and understand texts with multidimensional characters, texts that can be interpreted on several levels, and that are developed in complex ways
	Most reading is silent; fluency and phrasing in oral reading is well‐established
	Challenged by a heavy load of content‐specific and technical words that require using embedded definitions, background knowledge, and reader’s tools (glossaries, indexes, etc.)
	Apply prior understandings in a critical way when reading both fiction and nonfiction texts

F & P Text Gradient Levels sae 9‐20‐11