Kindergarten reading levels chart

The Guided Reading Levels Chart and What It Means

Have you ever found yourself using a system, but not really knowing why? Maybe you are using it because someone introduced you to it and you just rolled with it. Maybe you have found yourself using it because you knew there was a purpose but weren’t sure what it was. I know I have been in this place. I have been there with guided reading levels and the guided reading levels chart for sure.

When I first started teaching guided reading, I found myself wondering things like, “What does this guided reading level mean?” Or “What does this have to do with how this child is learning to read?” Or even “Why on earth are some numbers and other’s letters?”

I want to help make things clear for you so I am sharing all I can about guided reading levels, the guided reading levels chart, and what it all means.

What are guided reading levels?

Guided reading levels are simply a system developed originally by Irene Fountas and Gay Su Pinnell to help organize reading skills and strategies so that readers are not overwhelmed. The goal of guided reading is to work within a child’s instructional level. Anything above that can cause frustration for the reader and anything below does not allow for enough teachable moments.

The most common system for leveling is Fountas and Pinnell’s guided reading levels system which uses letters to indicate each level. It ranges from levels A-Z with A being the simplest and Z being the most complex of the guided reading levels. Other popular systems are DRA, which uses numbers, Reading A-Z, and Rigby. Lexile levels are another familiar system that uses large ranges. Personally, I have found this system to be the most difficult to work within.

All good teachers teach within a “system” naturally. Never would we dump algebra on a child who is learning basic number patterns, yet the number patterns will set them up for later success in deeper math concepts!

Books are assigned reading levels and as children are assessed, children are given leveled books to work within that do not overwhelm them. The goal is that they have a useful tool that allows the teacher to come alongside them and coach them through.

Remember, children are not assigned levels. Books are assigned levels.

This is something that I am guilty of in the past and while it can be wonderful motivation for some as they work to move up levels, it’s also not great for many.

How do you determine a guided reading level?

Guided Reading Levels for Books

Assigning a guided reading level to a book is complex. Many factors are taken into account. Scholastic lists the following:

Genre: The type of book (here’s your guide to children’s book genres)
Text Structure: How the book is organized and presented
Content: The subject matter of a book
Themes and Ideas: The big ideas that are communicated by the author
Language and Literary Features: The types of writing techniques employed by the writer
Sentence Complexity: How challenging the syntax in each sentence is
Vocabulary: The frequency of new words introduced in the book
Words: The ease at which the words in the book can be figured out or decoded by a reader
Illustrations: The correlation and consistency of images and pictures in the books to the words printed on the page
Book and Print Features: The physical aspects of the printed word on the page –Mary Doman, A Parent’s Guide to Guided Reading, Scholastic. com

Just remember there is no perfect book and no perfect system. I know firsthand from leveling my own sets of guided reading books that it’s super tricky and one word can change the whole level! Being aware of your readers’ skills is so important!

Matching Just Right Books with Children

When it comes to matching guided reading levels with readers, there are a few ways you can do this. If you are a teacher, the best way to is to take a running record. This will allow you to get accurate data on the child and really see their strengths and growing points. If you are a parent, you can use a simple five finger test to determine if a book is too hard or just right. Every time a word is missed, the child raises a finger. Once they get to five, they know it’s too tricky right now.

It’s important to remember that when searching for a good fit you take into consideration more than just the text. You must also consider comprehension. If a child is struggling to comprehend the text, then it’s likely too hard. If the child can comprehend it well and can read it well, then it may be too easy for the child.

What does each of the guided reading levels mean?

So what do each of the guided reading levels mean? I love to look at them from the perspective of what they encourage readers to be working towards and how much a child can do when they advance levels.

In my guided reading resource card FREEBIE, all of the strategies, skills, behaviors, and comprehension focuses are explained at each level. They not only help you, the teacher, meet your readers where they are, but they help you have a roadmap to see where they are going next, too.

I love to use them when planning my guided reading lessons!

Where do I go from here?

Once you know where a reader is working and you know that you have leveled text, you may be looking for some easy to follow guided reading lessons. After years of planning my own lessons and hearing from teachers that they weren’t sure where to even begin, I created guided reading lessons for Kindergarten, First Grade, and Second Grade readers.

The lessons have an easy to follow format, guided reading books, notes about each level and where students are working, word work activities, comprehension activities to follow up the text reading, and even notes for parents.

Shop Kindergarten Guided Reading Lessons

Shop First Grade Guided Reading Lessons

Shop Second Grade Guided Reading Lessons

No matter where you are in your guided reading journey, it’s important to simply begin and keep moving forward. Teachers, myself included, are always learning, growing, changing our practice, and improving! I’m rooting for you!

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Want to use the latest research to boost your readers during small groups? This FREE guide is packed with engaging ideas to help them grow!

Booksource Reading Level Correlation Chart

Despite global supply chain issues, Booksource is making sure customers get their book orders. Click to learn more.

Reading Level Chart

Booksource knows that reading levels can serve as a helpful tool for educators. Use this Reading Level Chart to better understand how the common leveling systems correlate to one another and match students to texts that can be read with success. To start shopping for books by reading level, click on your desired Grade, Guided Reading or Lexile Level below.

Print PDF

To shop for books, tap on your desired Grade, Guided Reading or Lexile Level below. View more information by swiping left and right.

	Grade Level	Guided Reading	Lexile Level	DRA Level	Reading Recovery
	Asset 5 Booksource relies only on reputable sources for our leveling information. Each reading level system is designed independently, using various metrics to determine grade level targets. Every effort has been made to ensure the accuracy of the levels presented.
	Asset 5 Guided Reading is based on standards developed by Irene Fountas and Gay Su Pinnell. When leveling a title, Fountas & Pinnell consider factors such as text difficulty, vocabulary and developmental appropriateness. For example, a level P book is appropriate for grade three students in terms of both content and complexity. When necessary, Booksource relies on publisher guided reading levels. Every effort is made to ensure that reading levels designated by publishers are comparable to Fountas & Pinnell reading levels.
	Asset 5 Lexile levels are determined through quantitative evaluation of sentence length and difficulty. Theme and developmental appropriateness are not considered. Lexile measures are from &commat;2011 Metametrics, Inc., and appear by permission with all rights reserved. Lexile and related marks are registered trademarks of MetaMetrics, Inc.
	Asset 5 Developmental Reading Level Assessment, better known as DRA, was developed by Joetta Beaver and published by Celebration Press, 1977. DRA is a method of assessing and documenting achievement within a literature-based instructional program.
	Asset 5 Developed by Marie M. Clay in the 1970s as a short intervention program, Reading Recovery helps low achieving first-graders reach grade level standards through one-on-one tutoring. Reading Recovery is a registered trademark of The Ohio State University.
Emergent Asset 5 Books for emergent readers tell simple stories, with one to two lines per page. They follow patterns and use repeated vocabulary. Emergent readers “read” from picture cues, and from hearing the story read aloud. Concepts are familiar. Emergent readers are developing an understanding of the alphabet and will recognize beginning letters and some sight words. They can attend to short read alouds featuring familiar narratives and concepts. Emergent readers may “pretend” read, as they recount a familiar story or rely heavily on picture cues.	Kindergarten	A	BR	A-1	1
		B		2-3	2
		C		4	3-4
		D		6	5-6

Early Asset 5 Books for early readers contain more pages and longer sentences. There is more variety in sentence structure. They include high-frequency words and picture cues to provide support while introducing early readers to new vocabulary. Concepts are familiar. Early readers start to read simple stories and can sound out new words with one or two syllables. They will recognize and read some high-frequency words and begin self-monitoring for some comprehension. They predict words based on beginning sounds and picture cues.	Grade 1	E	190L-530L	8	7-8
		F		10	9-10
		G		12	11-12
		H		14	13-14
		I		16	15-17
		J		18	18-20

Transitional Asset 5 Books for transitional readers include a larger core of frequently-used words, new vocabulary and longer words that require chunking. These books include text features and are on varied topics and from multiple genres. Transitional books can be short chapter books or more complex picture books. Concepts are less familiar and the text encourages readers to make connections. Transitional readers have developed several reading strategies for decoding and monitoring comprehension. They read longer, more complex texts, including narratives and informational texts, with fluency and phrasing. Their rate of reading has increased, and they are transitioning from reading to decode to reading to comprehend and learn.	Grade 2	K	420L-650L	20	18-20
		L		24
		M		28

	Grade 3	N	520L-820L	30
		O		34
		P		38

Fluent Asset 5 Books for fluent readers come from different genres and sources. The text is longer and more complex and requires sustained understanding over a few days or weeks of reading. Text features are used to gain and infer meaning. Fluent readers read for purposes such as enjoyment or for learning. Many concepts are new, as fluent readers read to gain new ideas and explore new perspectives. Fluent readers read fluently with phrasing, inflection and expression. They read independently and silently. They will read for longer durations and maintain comprehension of the text over several days or weeks. They set purposes for reading, and react to text. Fluent readers understand that reading will build knowledge, and influence ideas and attitudes.	Grade 4	Q	740L-940L	40
		R
		S

	Grade 5	T	830L-1010L	50
		U
		V

	Grade 6	W	925L-1070L	60
		X
		Y

Proficient Asset 5 Proficient readers continue to read for a variety of purposes, including learning or enjoyment. Books are specific to subject matter, such as the sciences or the humanities. Text is in different styles and lengths and includes different genres, contents and authors to meet a range of self-set purposes for reading. Proficient readers read across a wide variety of materials and for multiple purposes. They make adjustments to their reading style based on the text and their purpose. They read regularly, for enjoyment and knowledge, and synthesize information from reading. Due to mature content, the Z+ titles should be reserved for high school and adult readers. Reader discretion is advised.	Grade 7	Z	970L-1120L	70

	Grade 8	Z	1010L-1185L	80

	Grade 9-12	Z (+)	1050L-1385L

Learning to read | Kindergarten No.

74 of a general developmental type

Home » Our consultations » From the experience of our teachers » Learning to read

For you, parents!

(from the work experience of the educator MADOU No. 74 Rubtsova Marina Vasilievna )

Parents of preschool children attending kindergarten often rely on the fact that their children will be prepared for school by the efforts of educators. Indeed, specially organized classes help children prepare for school, but without the help of parents, such preparation will not be of high quality. nine0003

Experience shows that no best children's institution - neither kindergarten nor elementary school - can completely replace the family, family education. In a preschool institution, children are taught many useful skills, they are taught to draw, count, write and read. But if the family does not take an interest in the child’s activities, do not attach due importance to them, do not encourage diligence and diligence, the child also begins to treat them with disdain, does not strive to work better, correct his mistakes, and overcome difficulties in work. Some children are deeply offended by such inattention of their parents, they cease to be sincere and frank. On the contrary, the interest of parents in the affairs of the child attaches particular importance to all the achievements of the child. Help in overcoming the difficulties that arise in the performance of any kind of activity is always accepted with gratitude and contributes to the closeness of parents and children. At home, the ability to read can come as naturally to a child as the ability to walk or talk. Dear parents, grandparents! If you want to teach your child to read before he goes to school, pay attention and understanding to all our advice. To avoid the sad consequences of illiterate learning. nine0003

Learning to read

It is believed that learning to read early gives a child great intellectual potential. A pre-reader or a first-grader who is already reading develops faster, learns easier and better, and remembers more.
Where to start?

- The main rule of learning to read: "Do not chase the result!". First, show your child the alphabet. If he is interested, consider it, name the letters, syllables. Learning to read is best started on their own initiative. Your task is to support, not to ruin the initiative with excessive zeal. nine0021 - Learning to read can begin with the study of letters or syllables. Colorful tables, posters, cubes are well suited for these purposes. The material may change from time to time. And it is not at all necessary to memorize the alphabetic name of the letters with the kids.

- Pay special attention to the game form of the lessons, as well as their duration (15-20 minutes). Do not forget how joyful and interesting they will be, his further education largely depends. The main thing is not to forget that all this is just a game, and not preparation for the exam. nine0003

-If a child is ill or not in the mood to study, it is better to postpone the “lesson”, do not study by force.
-Lessons should be varied, change tasks often, because small children get tired quickly and their attention is scattered. So you will have to constantly maintain the interest of the child in what you propose to do.
-Read in front of the child. Mom is the best role model.
- In parallel with reading, you can learn to write. The child will be quite capable of performing graphic tasks: circle simple figures point by point with your hand. You can "type" on the old keyboard. Maze toys prepare a hand well for writing, in which small details need to be raised, for example, from bottom to top, or swiped from left to right. nine0003

Important about letters

You can often see such a picture on the street. Mom asks the child, pointing to any letter of the sign on the house: "What is this letter?" The child happily answers: "PE!", Or "EM!", Or "ES!" One feels like saying:

“Dear adults! If this is how you call letters to children,

, then how will your little student read the syllable "MA"? Imagine, he will most likely get "EMA"! And he will be right: EM + A = EMA. And the word "MA-MA" in this case will be read as "EMA-EMA"! nine0021 Most teachers and speech therapists agree that when teaching preschool children, the alphabetic army should be called in a simplified way: not “pe”, but “p”, not “me”, but “m”.

Learning to read at home

How to teach to read and not injure the psyche, not to force, but on the contrary, arouse interest and desire? If you actively played with the child, while attracting a book, then this will greatly facilitate the task.

The first unsuccessful experiences can completely discourage you from starting to learn to read. The child understands that learning to read is not so easy and hardly repeats attempts. Learn more letters back and forth. But to combine them into words and read, and then understand what you read - it's pretty hard. But gradually the child overcomes this difficulty. nine0003

Learn to read in the game. But, most importantly, what we should remember is not to torment the child and ourselves. Don't make it an unpleasant duty, don't compare one child to another.

Here we need patience, love, consistency, fantasy. You can beat the learning process, turn it into a holiday, into an exciting game. Keep it short but effective.

So, let's move on to the study of letters and sounds.

1. Learning is best to start with vowels.

Some parents have already introduced their children to different letters, but where do you start? You need to start with vowels, which you need to determine whether the child remembers them well.

To teach children to read, you can use cut out letters, paint, plasticine, whatever you want.

Now I'll show you some exercises that will help you reinforce the learned vowels.

- I will call you a letter, and you take it out of the magic box and we are building a house with you:

E e

A A A A

Ob of

and

U in

E E

This is needed for that. so that the child learns to read and write lines. ( Can be read)

It will take some time to memorize one letter, three, four, five or even six days. If the child remembers longer, it's okay. It is important that the child not only read a new letter, but also knows how to find it. You can ask the child to find the letter O , then the letter A , and so quietly the child makes a train.

A U O E I S E Y Y Y Y E

Later, when the train is completed, the child can read it. If a child has a hard time remembering vowels, you can remember them associatively. But A , as always, does not cause difficulties, U are ears, And - we smile, O - this is a circle, what we see, then we say, the letter Yu - can be remembered as a skirt, E - the car is driving, E - hedgehog, If the child has forgotten the letter, then ask him: "Prickly with eyes."

The most difficult letter of the vowels is the letter E . This letter is difficult because some children pronounce it like E , this is wrong. It is necessary to monitor the correct pronunciation of the sound and correct the child.

A U O E I S E Y Y Y E

The letter E came out to the yard for a walk, which letter came out to her, choose.

EO , change places you get OE .

So, we have already learned the vowels, let's move on to the consonants.

Consonants

To study consonants, choose the first voiced letter, M, N, L, R .

Consonants are best studied immediately with a familiar vowel. It is easier for a child to remember a new letter. In addition, we thus imperceptibly approach the syllables.

To do this, the child needs to build a house out of vowels:

A E

O Y

U

and I

Next, we introduce the child with a new consonant letter. We tell the child to raise the letter on the elevator while reading the syllable.

If a child cannot remember a letter or pronounces it incorrectly, an exercise called "Pens, Pens" will come in handy.

The child sits in front of you so that he is not distracted, take his hands. This exercise is difficult and requires a lot of attention. nine0003
You hold the child by the hands, and he, looking into your mouth, repeats after you.

The peculiarity of this exercise is that the child does not see the letter, he perceives it by ear.

First, show the child the letter with your hand, and let him name them, later you remove your hand and the child should show and name the letters. For example: with the letter , will have NU , etc. It is necessary to ensure that the child reads not only when you show him with your finger, but so that he himself can take and read. nine0003
Syllables

Children usually stumble at this stage. It is difficult for them to read syllables together. It is important that the child not only read the syllables first consonants and then vowels, but also to be able to distinguish when, on the contrary, there are first a vowel and then a consonant.

We offer you a manual that makes it easy for children to learn syllabic reading.

Didactic manual for teaching reading "Magic Windows"

At the stage of learning to read syllables, it is useful to use such a device. Making this educational game is not an easy task. But all preschoolers like to play with "windows", and you will not regret taking the time to make this manual. nine0021 You will need:

2 sheets of white or colored card stock;

sketchbook;

ruler;

simple pencil;

colored pencils or markers;

scissors, glue.
Make a markup on one sheet of cardboard: lay the sheet horizontally, divide it into 2 equal parts with a vertical line, mark windows at the same level in each half, observing the same indentation from the edges and from the middle line. Cut out the windows with scissors. On the reverse side, glue a cap from the second sheet of cardboard. Apply glue only along the middle line, along the right and left edges. nine0021 Open the album in the middle, unfasten the staples and pull out the double sheet of paper. Cut it in half lengthwise so that you get two identical strips. Mark each strip along its entire length: draw rectangles with a width corresponding to the height of the window in the part made of cardboard earlier. On one strip, write the vowels A, O, U, Y, I, E, E, I, Yu, E (one letter in each rectangle). On the second strip, write the consonants M, P, N, K, C, C, T, B, D, G, 3, F (also one letter in each rectangle). nine0021 Insert the strips into the cardboard frame: the vowel strip on the right, the consonant strip on the left.
Now set any consonant letter in the left window, and move the right bar so that vowels appear in turn in the right window. Let the child read the resulting syllables. For example: MA - MO - MU - WE - MI - ME - MY - MY - MU - ME. Move the bar on the left to make a new consonant appear, move the right bar again, inviting the child to read new syllables. nine0021 Next time, leave the vowel you chose unchanged, and change the consonant by moving the left bar in the boxes. Ask the child to read the resulting syllables. For example: MA - PA - NA - VA - TA - BA - KA - SA - GA, etc.
You can swap the stripes, in this version the child will read chains of so-called reverse syllables, where the first letter is a vowel and the second is a consonant . For example: AP - AM - AN - AB - AT - AS - AF - HELL, AK - OK - UK - KY - IR - EK - YOK - YUK - YAK - EK. nine0021 Invite the child to move the strips independently. Ask to compose any syllable according to your task or the desire of the baby. Organize a "School for Toys" where the teacher - your child - will show his toys different syllables with the help of this manual. Good luck!

What books to read in English with your level of knowledge ‹ Ingleks

Reading is one of the key English skills, so it is important to practice it from the very first stages of learning. In this article, we will tell you what to consider when choosing a text to read, give a list of books in English by level of knowledge, and also give some tips on how to read books in English correctly. nine0003

Content:

1. How to choose a book to read in English

2. What books to read with your level of knowledge

3. How to read books in English correctly: 7 tips

First, we advise you to watch the webinar of our methodologist Svetlana on the topic “What and how to read in English”.

How to choose a book to read in English

We have identified several criteria that will help you choose books to read in English. nine0003
1. Age and level of knowledge

Simple children's stories can be useful for those who do not yet have a wide vocabulary and do not know all grammatical structures. But popular science novels with serious vocabulary are suitable for people with an average and high level of knowledge, from there you will learn a lot of new words.

2. Goals of learning English

If you are learning English for work, choose professional literature, such books will help you learn useful vocabulary. If you need to build your vocabulary with colloquial expressions, choose modern prose with lots of dialogue. In this case, you will learn to speak like the heroes of your favorite work. nine0003
3. Genre of the book

Choose books that interest you: reading should bring not only benefits, but also pleasure, so you should not take the first female novel that comes across if your favorite genre is detective. Feel free to choose books of that genre and that author that you like to read in Russian. However, consider the fact that you may find it easier to read modern fiction with simple dialogue than science fiction or historical detective stories, where you will encounter a lot of unfamiliar words. nine0003
4. Year of writing

Classical works by British and American authors are written in accordance with all grammatical rules. In such books you will find interesting phrases, various comparisons and synonyms. At the same time, you may come across vocabulary that is not used in modern English, which will make it difficult for you to read the work, and you still cannot use the learned words in everyday speech, because for native English speakers you will sound too pretentious and grandiloquently. Agree, if you ask in Russian, “Is it far to the store with dishes?” instead of “Where is the nearest supermarket?”, it is unlikely that you will be answered adequately. nine0003
Modern literature is current words and phrases, slang expressions, dialogues from everyday life, and sometimes simplified grammar. In terms of benefits for learning English, modern literature is the best option for reading.

5. Difficulty of the text

For an English book to benefit your knowledge, it must be uncomplicated, but not too simple. On average, you should meet no more than 10 unfamiliar words on the page (3-5 are better). This amount of new vocabulary will allow you to understand the meaning of what you read and maintain an interest in reading. You can guess the meaning of most words from the context, and this is much more useful and interesting than constant peeping in the dictionary. nine0003
6. A familiar book or not

Try to take a work that you have already read in Russian. In this case, you will not get lost in the plot, you will be able to guess the meaning of many words from the context, remembering the text in Russian. If you feel sorry for wasting time rereading an already familiar text, take something new, in which case you will be motivated to read the work to the end to find out how the book ends.

7. Format

The choice of electronic or printed format depends on the habit and conditions in which you read. The advantage of an e-book is portability and the ability to connect a dictionary, which will make it easier to find the meanings of unfamiliar words with one click on them. Nevertheless, a paper book is more convenient to work with if you are going to return to what you read earlier in order to better remember new words and phrases or to remember the storyline after a break in reading. nine0003
Audiobooks have won the hearts of some readers and caused an uproar in others. We will share an interesting and useful way of reading - listen to the text of an audiobook and repeat the phrases after the announcer, trying to imitate his pronunciation. Thus, you will improve your pronunciation, develop the correct intonation, get rid of the accent. You can read more about this technique in the article “How to learn English from audiobooks + 7 cool resources”.

Don't have time to read books? Then pay attention to 7 excellent sites with texts for reading in English, on these resources you will find short stories for people with different levels of knowledge of English, including texts for beginners. nine0003
We asked our teachers to tell us about how they started reading books in English. You will find their answers in the article “What to read in English: our teachers advise”.

Which books to read with your level of knowledge

Next, we will consider in detail which books are better to read in English, depending on your level of knowledge. In order to correctly classify yourself as one or another category of readers, we recommend that you first take our test to determine the level of English. nine0003
In the table, we have listed books recommended for reading in English by level of knowledge. Many of the works we attributed to several levels at once. This is due to the fact that people at the same level may have a different stock of knowledge. In addition, we have sorted the books within the level from easy to hard. If you have never read a work in English, start at the top of the table and work your way down.

Under the table you will find detailed recommendations for each level of knowledge, be guided by them when choosing a book. nine0021 by A. A. Miln ✖ ✔ ✔ ✔ ✔ Tales of Beatrix Potter ✖ ✖ ✔ ✔ ✔ Charlotte’s Web
by E.B. White ✖ ✖ ✔ ✔ ✔ Matilda,
Charlie and the Chocolate Factory
by Roald Dahl ✖ ✖ ✔ ✔ ✔ The Wonderful Wizard of Oz
by L. Frank Baum ✖ ✖ ✖ ✔ ✔ Little Women
by Louisa May Alcott ✖ ✖ ✖ ✔ ✔ The Golden Compass,
The Subtle Knife,
The Amber Spyglass
by Philip Pullman ✖ ✖ ✖ ✔ ✔ Harry Potter
by J. K. Rowling ✖ ✖ ✖ ✔ ✔ The Chronicles of Narnia
by Clive Staples Lewis ✖ ✖ ✖ ✔ ✔ The Twilight Saga
Stephenie Meyer ✖ ✖ ✖ ✔ ✔ 0326 ✖ ✖ ✖ ✔ ✔ The Hunger Games
by Suzanne Collins ✖ ✖ ✖ ✔ ✔ Shopaholic series
by Sophie Kinsella ✖ ✖ ✖ ✔ ✔ Novels
by Nicholas Sparks ✖ ✖ ✖ ✔ ✔ EAT, Pray, Love
by Elizabeth Gilbert ✖ ✖ ✖ ✔ 908 IT, 908 908 IT, 908 908 908 IT, 908 908 908 908 908
by Stephen King ✖ ✖ ✖ ✔ ✔ Fahrenheit 451,
Dandelion Wine,
A Sound of Thunder
by Ray Bradbury ✖ ✖ ✖ ✔ ✔ The Catcher in the Rye
by J. D. Salinger ✖ ✖ ✖ ✔ ✔ Old Man and the Sea,
A Farewell to Arms,
For Whom the Bell Tolls
by Ernest Hemingway ✖ ✖ ✖ ✔ ✔ And Then There Were None,
detectives
by Agatha Christie ✖ ✖ ✖ ✔ ✔

Of course, we do not recommend beginners to read literature in the original: even children's fairy tales will still cause difficulties in reading. However, you can already study simple texts.

English textbooks

The textbooks at your level contain simplified texts filled with useful words and phrases, so we advise you to start with the texts in the textbooks.

Adapted literature

Adapted books are a great help in learning English. The simplification of the text consists in the fact that complex, rarely used words are replaced by simpler and more frequently used ones. You can find books for your level of knowledge at english-e-reader.net. We also recommend reading the article Adapted Books: Is It Worth Reading? nine0003
Plain texts

Plain texts adapted to your level of knowledge will be a great alternative to books in English. Try to read the texts on the rong-chang.com website - they will be clear even to people with a very small vocabulary. In addition, at the Elementary level, you can try reading English books for toddlers, such as the adventures of Paddington Bear.

Books in English for the intermediate level

In the intermediate level of knowledge, we included Pre-Intermediate, Intermediate and Upper-Intermediate. nine0003
At the Pre-Intermediate level, we recommend reading adapted literature. Keep in mind an important detail: some publishers simplify the texts too much, so the text of your level may seem very easy. In this case, we recommend taking the book to a more difficult level. If you see those same 3-10 new words per page, feel free to start reading. At the same level, you can try reading children's books, for example, by Roald Dahl. His stories can be safely read to an adult: the author's original humor will not leave you indifferent. nine0003
At the Intermediate level, you can already start reading literature in the original. We want to warn you right away: the first few pages of any book in the original in English will be a real test of your stamina. You will immerse yourself in the world of living English with a variety of grammatical structures, new words, idioms, phrasal verbs. And here the main thing is not to dive into the dictionary for every word. Take note of only those words without which it is impossible to understand the meaning of the text. After a few pages, you will get used to the author's style, get involved in the plot, and it will become easier to read. nine0003
The Upper-Intermediate level provides even more reading opportunities. You have a solid vocabulary and a good knowledge of grammar, so you will be able to read most books without difficulty, using a dictionary on rare occasions. The advice remains the same: do not look up every unfamiliar word in the dictionary and enjoy reading.

Books in English for advanced levels

Advanced and Proficiency people are the luckiest - they can read almost any book in English. The only exception may be specialized literature, but if you are fond of quantum physics, then in order to gain new knowledge, you can take up books on this topic. nine0003
How to read books in English correctly: 7 tips

1. Write down unfamiliar words

To get the most out of reading, learn new vocabulary from the text. Write down whole phrases or fragments of phrases in which you met an unfamiliar word. In context, vocabulary will be easier to learn and you will know which words go with the word you have learned. Do not want to spoil the pleasure of reading? Then set yourself the task of writing down words from just a few pages a day, and then just read the book, using a dictionary only as a last resort. And don't forget to read about how to expand your vocabulary through reading. nine0003
2. Pay attention to grammatical constructions

While reading, pay attention to how English tenses and grammatical constructions are used in the text. This is a very useful exercise, because the more a person reads, the more competently he speaks and writes. The logic is simple: you get used to seeing correctly formulated sentences, memorize them and subsequently reproduce them in your speech. Find out some useful tricks for learning grammar constructions from the article "How to improve your knowledge of English grammar while reading." nine0003
3. Read aloud

When you read aloud, you practice correct pronunciation, but only if you know the rules of reading English well. We recommend reading our article “TOP-13 “Russian” mistakes in English pronunciation”. At the same time, reading aloud can quickly tire you out, so alternate it with reading to yourself.

4. Use the correct dictionary

As we have already written, the dictionary should be used sparingly and in most cases try to do without it. Moreover, if you have already reached the Pre-Intermediate level, try using an explanatory (English-English) dictionary instead of Russian-English. So you learn not only a new word, but also its definition in English. Read our article about the benefits of an English-English dictionary. nine0003
5. Don't use translation software

Machine translation is bad for fiction and English learning in general. So far, none of the most advanced programs can translate phrases taking into account the context. If you have a desire to use the help of the program, think about whether the text you have chosen is too complicated. Perhaps you should take something simpler so that when reading, you can manage with your knowledge.

6.
Be patient
Of course, we painted a very rosy picture: take a book in English and read it easily. In fact, the first pages will be given with great difficulty, because you have actually been pulled out of the Russian-speaking environment and plunged headlong into the English language. Our advice is to stick with the first few pages and try not to go into too much detail. While reading, do not try to analyze every word. Remember what happens while reading in Russian: you do not read each word separately and do not think about it, but perceive the text as a whole and imagine what is happening in your head. Do the same with the English text: draw the plot in your mind, try not to think that some words are unfamiliar to you. nine0003
7. Read regularly

Try to read at least 4-6 pages a day. It will take quite a bit of time, but the results of your classes will be noticeable very soon. Particular attention should be paid to reading for those who take a break from learning, for example, during a vacation.
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