Scholastic guided reading levels chart

Leveling Chart | Scholastic Guided Reading Program for the Classroom

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Guided Reading Leveling Charts (and How to Use Them)

Guided reading is one of the most effective ways to help your students develop core reading skills, boosting comprehension and helping young readers analyze plot, characters, complex themes, and more. Of course, to create a thriving guided reading program, you’ll need a diverse collection of high-interest books—and guided reading leveling charts are the perfect tool to help you find exactly what you need. Here’s everything you need to know about guided reading leveling charts and how to use them.

Add even more high-interest reads to your classroom library with these guided reading booklists for every level.

For your guided reading program to succeed, you’ll have to introduce books to your young readers that are both challenging and interesting to them. This Guided Reading Leveling Resource Chart from Scholastic helps you do this by making it easy to find and organize books by Guided Reading, Development Reading Assessment (DRA), and Lexile® levels.

Each book found through our leveling chart is assigned a guided reading level based on the increasing complexity of 10 common book characteristics your students will encounter as they progress as readers:

· Genre
· Text Structure
· Content
· Theme and Ideas
· Language and Literary Features
· Sentence Complexity
· Vocabulary
· Words
· Illustrations
· Book and Print Features

By keeping each of these characteristics in mind, you can find books that will challenge your students in specific areas and help them grow as readers.

How to create leveled book lists
Guided reading leveling charts aren’t only for finding and organizing books, they’re a useful tool for creating leveled books lists specifically tailored for your students. Our leveling chart lets you create dynamic books lists with selections leveled using different systems like DRA and guided reading.

These book lists are also a great way to inspire students to read beyond their current level, since you can tailor the list based on high-interest topics your students love. If you have a reluctant reader who lives and breathes outer space, create a reading list of books on the solar system with titles at their current reading level and selections that are a level or two above. This way, even if the books are challenging, their passion for the topic will keep them engaged.

By implementing a well-planned guided reading program, you’ll cultivate a classroom full of strong, independent readers and thinkers with a passion for books. And leveling charts are one of the most important tools you’ll use, helping you find the perfect books to meet your young readers needs and keeping your classroom library organized and accessible at the same time.

If you’re looking for one more must-have resource to add to your guided reading toolbox, be sure to check out our Book Wizard. With this tool, you can easily search books by guided reading level system, genre, and grade.

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Table of English levels ‹ Ingleks

According to the Common European Framework of Reference (CEFR), which was developed at the end of the 20th century, foreign language proficiency is usually divided into 6 levels. In 2001, the Council of Europe decided to use the CEFR to assess language proficiency in any language taught as a foreign language. According to the CEFR system, students' knowledge of a foreign language is divided into 3 groups, each of which, in turn, is divided into 2 groups. This is what CEFR English proficiency levels look like:

In this table you will be able to get acquainted with all aspects of the English language, which are studied at various levels of education. Vertically there are columns with types of speech activity (Listening, Speaking, Reading, Writing), two extreme columns display what grammatical material and vocabulary is studied at each stage. The levels of training are shown horizontally, from Beginner to Proficiency. At the intersection of the row and column, you can find a description of what skills and abilities are formed and developed at each stage. nine0003

Slovaria

Monologue

Dialog

A1

Beginner

(initial)

Teach you to welcome to the English language, thanks for the services.

Talk about yourself in 2-3 sentences, answer questions within the framework of elementary vocabulary.

Greet the interlocutor, participate in a small dialogue, ask about the affairs, interests of the interlocutor, about his family and profession, say goodbye. nine0003

Learn how to read elementary sentences (no more than 7-9 words) using familiar vocabulary.

Learn to listen to short sentences with elementary vocabulary.

You can write your name, date of birth, brief information.

• To be
• Simple WH questions
• Present Simple
• Past Simple
• Future Simple
• Singular and plural nouns

Elementary vocabulary, mainly simple nouns, verbs, adjectives, pronouns

A1

Elementary

(above the initial)

Learn to use the phrases and expression for a story about yourself and for a story about yourself family, about your preferences in food, music, etc.

You can exchange 2–3 phrases about yourself, your family, your city.

Express opinions about what you like. nine0003

Ask questions about the interests of the interlocutor.

Can recognize and understand familiar words and simple phrases (advertising, postcards).

You will read short texts and dialogues with familiar vocabulary.

Learn to listen to the simplest and most frequently used words and phrases.

Understand teacher's words and short instructions.

You can write short greeting cards, letters. nine0003

Fill in a questionnaire about yourself (your name, nationality, address).

• Verb to be
• WH questions
• Present Simple
• Prepositions in, on, at
• Be going to
• Past Simple
• Irregular Verbs
• Countable & Uncountable Nouns

• ≈ 1000–1500 words
• About myself (about myself, my family, hobbies)
• About likes/dislikes, routines

A2

Pre-
Intermediate

(Intermediate Beginner)

Can you tell us about yourself, work and leisure in a few sentences.

Express an opinion based on the material studied.

Participate in a small, simple dialogue in a typical situation (meeting people, in a store, etc.).

Request information about direction, location, request a favor. nine0003

Learn to read short texts with a small amount of unfamiliar vocabulary that does not interfere with general understanding of the text (400–500 words).

You will recognize and understand by ear numbers and dialogues with familiar vocabulary.

Understand simple short texts with a minimum of new words.

Learn to write messages or short notes using familiar vocabulary and vocabulary (up to 10-15 sentences). nine0003

• Present Continuous
• Word Order
• Past Continuous
• Future Simple
• Present Perfect
• Verb + Ing or to-infinitive
• Modal Verbs (have to, must)
• Conditional Sentences (1, 2)

• ≈ 1500-2000 words
• Holiday
• Celebrities
• Clothes & Fashion
• Animals in our lives
• Sport & Activities
• People around the world
• Food & Festivities
• Health

B1

Intermediate

(Intermediate)

Be able to describe an event or experience, express your opinion with a total duration of about 2–3 minutes, supporting it with examples for about 2–3 minutes

You will be able to take part in spontaneous dialogue in all typical situations, including the exchange of short phrases expressing a personal attitude to a phenomenon or object. nine0003

You will read texts of any type without special topics (letters, essays, articles), understand the main idea of ​​the text, despite the presence of 10% unfamiliar vocabulary.

You will be able to understand the plot, the main characters, their actions in the stories.

In dialogues up to 2 minutes, understand the point of view of the speakers.

Understand specific vocabulary from context.

You can easily write a personal letter or a short coherent text with a plot (more than 20 sentences, without using a dictionary). nine0003

• Passive Voice
• Future Forms
• Present Perfect & Present Perfect Continuous
• Comparatives & Superlatives
• Modal Verbs (can, could)
• Gerund/Infinitive
• Conditional Clauses

• ≈ 2000–3000 words
• Food & Restaurants
• Sport
• Money
• Transport & Traveling
• Describing People nine0093 Education
• Houses
• Friendship (people & emotions)
• Work
• Cinema
• Shopping

B2

Upper-Intermediate

(High Intermediate)

You will express your opinion clearly, describe your point of view in detail, develop and support with examples.

You will communicate with a fairly high level of spontaneity even with native speakers. nine0003

Understand fully the speech of native speakers and be able to respond in all typical situations.

You can read with almost complete understanding thematic articles and reports, literary texts in non-adapted English.

Comprehend relatively fluently long texts in Standard English, such as radio broadcasts, interviews.

Write detailed and easy to understand texts on a wide range of topics. nine0003

Write essays and articles on various topics.

Introduction to writing styles (formal and informal).

• Repeat:
• Question Formation
• Present Tenses
• Past Tenses
• Future Tenses
• Phrasal Verbs

• ≈ 3000-4000 words
• Illness & Treatment
• Clothes & Fashion
• Air travel
• Crime & Punishment
• Feelings & Emotions
• The body

C1

Advanced

(Advanced)

Express your opinion on a free topic spontaneously, using complex grammatical structures, synonyms.

You will communicate in any situation with native speakers, using reasoned answers.

You will read non-adapted articles and texts in English with a full understanding of the meaning. nine0003

Analyze the literature read.

Be able to comprehend long passages, including those in non-standard English (special accents, adverbs) with full understanding of what you heard.

You will be able to carry out business correspondence, write articles and essays on any given topic, using advanced grammar and stylistically colored vocabulary.

• The Past: narrative tenses, used to & would
nine0093 Stylistic Inversion
• Inversion in Conditionals
• Causative Form

• ≈ 4000-6000 words
• Work
• Emotions
• Environment
• Health & Sport
• Politics
• Traveling
• Education & ways of learning
• Technology & Progress
• Aspects of Culture

C2

Proficient

(Professional)

Express one's opinion freely, without training on any topic, even narrowly focused (medicine, law).

You will be able to participate in any dialogue or discussion without problems using idioms and stylistic figures of speech.

Effortlessly read any text, be it an excerpt from a work of art or a popular science article.

You will be able to understand spoken language without problems, even if you speak very quickly. nine0003

Be able to listen to any audio program in English.

Without preparation, freely express your thoughts in writing on a given topic, after analyzing the information in advance.

Write in any style (formal or informal).

Strengthening the development of complex grammatical structures.

Features of the use of phraseological units.

• People & Relations
• Cinema & Television
• Preventing & punishing crime
• City life
• Sport
• The mind & unconscious
• Work & future

If you want to learn more about each level of study, then we bring to your attention articles about the levels of English language training.

We also advise you to watch a video on the topic "How to determine your level of English?". nine0003

If you're having trouble determining your level using the table, please take our online English proficiency test. And if you already know your level of English and want to improve it, we invite you to learn English via Skype at our school. Experienced attentive teachers will help you reach the heights of knowledge.

European system of levels of foreign language proficiency - Department of Foreign Languages ​​

The article was prepared on the basis of the monograph "Common European Competences in Foreign Language Proficiency: Study, Teaching, Assessment", the Russian translation of which was published by the Moscow State Linguistic University (http://www.linguanet. ru/) in 2003

Common European Framework of Reference for Languages: Learning, Teaching, Assessment

The document of the Council of Europe entitled "Common European Framework of Reference: Learning, Teaching, Assessment" reflects the result of the work begun in 1971 by experts from the countries of the Council of Europe, including and representatives of Russia, to systematize approaches to teaching a foreign language and standardize assessments of language proficiency levels. "Competencies" in an understandable form define what a language learner needs to master in order to use it for communication purposes, as well as what knowledge and skills he needs to master in order for communication to be successful. nine0003

What is the main content of this project carried out within the framework of the Council of Europe? The participants of this project tried to create a standard terminology, a system of units, or a common language to describe what constitutes the subject of study, as well as to describe the levels of language proficiency, regardless of what language is being studied, in what educational context - which country, institute, school , in courses, or privately, and what methods are used. As a result, a system of language proficiency levels and a system for describing these levels using standard categories. These two complexes create a unified network of concepts that can be used to describe any certification system, and, consequently, any training program, in the standard language, from setting goals - learning goals to the competencies achieved as a result of training.

Language proficiency system

When developing the European level system, extensive research was carried out in different countries, assessment methods were tested in practice. As a result, an agreement was reached on the issue of the number of levels allocated for organizing the process of learning the language and assessing the degree of proficiency in it. There are 6 major levels, which represent lower and higher sub-levels in the classic three-level system, which includes basic, intermediate and advanced levels. The level scheme is built on the principle of sequential branching. It begins with the division of the level system into three major levels - A, B and C:

The introduction of a pan-European system of language proficiency levels does not limit the ability of various pedagogical teams to develop and describe their own system of levels and modules of education. However, the use of standardized categories when describing one's programs contributes to the transparency of courses, and the development of objective criteria for assessing the level of language proficiency will ensure recognition of the qualifications obtained by students in examinations. It can also be expected that over time the system of levels and the wording of the descriptors will change as experience accumulates in the countries participating in the project. nine0003

Language proficiency levels are summarized in the following table:

Table 1

When interpreting a level scale, keep in mind that divisions on such a scale are not the same. Even if the levels appear to be equidistant on the scale, they take different times to reach. So, even if Waystage is halfway to Threshold Level, and Threshold is on the level scale halfway to Vantage Level, experience with this scale shows that that it takes twice as long to progress from "Threshold" to "Threshold Advanced" as it takes to reach "Threshold". This is due to the fact that at higher levels the range of activities is expanding and an increasing amount of knowledge, skills and abilities are required. nine0003

More detailed description may be required to select specific learning objectives. It can be presented as a separate table showing the main aspects of language proficiency at six levels. For example, table 2 is designed as a self-assessment tool to identify your knowledge and skills in aspects:

Table 2

A1 (Survival Level):

Comprehension	Listening	I can understand single familiar words and very simple phrases in slow and clear speech in everyday situations where people talk about me, my family and my immediate environment.
	Reading	I can understand familiar names, words, and very simple sentences in advertisements, posters, or catalogues.
Speaking	Dialogue	I can take part in a dialogue if my interlocutor repeats or paraphrases what I say in slow motion at my request, and also helps to formulate what I am trying to say. I can ask and answer simple questions about topics that I know or are interested in. nine0074
	Monologue	I can use simple phrases and sentences to talk about the place where I live and the people I know.
Letter	Letter	I can write simple postcards (for example, congratulations on a holiday), fill out forms, enter my name, nationality, address on the hotel registration sheet.

A2 (Pre-threshold):

I understand very short, simple texts. I can find specific, predictable information in simple everyday texts: advertisements, brochures, menus, timetables. I understand simple personal letters. nine0003 Speaking Dialogue

I can communicate in simple, typical situations that require direct exchange of information on topics and activities that are familiar to me. I can carry on an extremely brief conversation on everyday topics, and yet I do not understand enough to carry on a conversation on my own.

I can, using simple phrases and sentences, talk about my family and other people, living conditions, studies, current or previous job. nine0003 Letter Letter

I can write simple short notes and messages. I can write a simple letter of a personal nature (for example, to express my gratitude to someone for something).

B1 (Threshold):

B2 (Threshold Advanced):

C1 (professional level):

Comprehension	Listening	I understand extended messages, even if they have a fuzzy logical structure and insufficiently expressed semantic connections. I can almost fluently understand all television programs and films.
	Reading	I understand large complex non-fiction and fiction texts, their stylistic features. I also understand special articles and long technical instructions, even if they do not relate to my area of ​​work. nine0074
Speaking	Dialogue	I can express my thoughts spontaneously and fluently, without experiencing difficulties in choosing words. My speech is distinguished by the variety of language means and the accuracy of their use in situations of professional and everyday communication. I can accurately formulate my thoughts and express my opinion, as well as actively support any conversation.
	Monologue	I can explain complex topics clearly and in detail, combine parts into a single whole, develop individual points and draw appropriate conclusions. nine0074
Letter	Letter	I can express my thoughts clearly and logically in writing and explain my views in detail. I can describe complex problems in detail in letters, essays, reports, highlighting what seems to me the most important. I can use the language style appropriate to the intended recipient.

C2 (Excellence Level):

Comprehension	Listening	I can easily understand any spoken language in direct or indirect communication. I can easily understand the speech of a native speaker speaking at a fast pace, if I have the opportunity to get used to the individual characteristics of his pronunciation.
	Reading	I am fluent in all types of texts, including texts of an abstract nature that are compositionally or linguistically complex: instructions, special articles, and works of fiction. nine0003
Speaking	Dialogue	I can freely participate in any conversation or discussion, and I am fluent in a variety of idiomatic and colloquial expressions. I speak fluently and can express any shades of meaning. If I have difficulties in using language tools, I can quickly and imperceptibly paraphrase my statement.
	Monologue	I can express myself fluently and with reason, using appropriate linguistic means depending on the situation. I can structure my message logically in such a way as to capture the attention of the listeners and help them note and remember the most important points.
Letter	Letter	I can logically and consistently express my thoughts in writing, using the necessary language tools. I can write complex letters, reports, talks or articles that have a clear logical structure that helps the addressee note and remember the most important points. I can write summaries and reviews of both professional and artistic works. nine0003

In practice, one can focus on a certain set of levels and a certain set of categories, depending on specific goals. Such detailing makes it possible to compare training modules with each other and with the system of common European competencies.

Instead of identifying the categories that underlie speech activity, it may be necessary to evaluate language behavior on the basis of individual aspects of communicative competence. For example, table 3 was developed by to assess speaking , so it focuses on qualitatively different aspects of language use:

Table 3

A1 (Survival level):

RANGE	Possesses a very limited vocabulary of words and phrases that serve to present information about oneself and to describe specific private situations.
ACCURACY	Limited control over the use of a few simple grammatical and syntactic structures memorized. nine0074
FLUENESS	Can express himself very briefly, utter individual statements, mostly made up of memorized units. Makes many pauses to find the right expression, pronounce less familiar words, correct mistakes.
ACTION	Can ask personal questions and talk about himself. Can respond elementarily to the speech of the interlocutor, but in general, communication depends on repetition, paraphrasing and correcting mistakes. nine0074
CONNECTIVITY	Can connect words and groups of words with simple linear conjunctions such as "and", "then".

A2 (Pre-threshold):

RANGE	Uses elementary syntactic structures with learned constructions, collocations and standard expressions to convey limited information in simple everyday situations. nine0003
ACCURACY	Uses some simple structures correctly, but still systematically makes elementary mistakes.
FLUENESS	Can express himself intelligibly in very short sentences, although pauses, self-corrections, and reformulation of sentences are immediately obvious.
ACTION	Can answer questions and respond to simple statements. Can show when he/she is still following the interlocutor's thought, but very rarely understands enough to carry on a conversation on his own. nine0074
CONNECTIVITY	Can connect groups of words with simple conjunctions such as "and", "but", "because".

B1 (Threshold):

RANGE	Has sufficient language skills to take part in a conversation; vocabulary allows you to explain yourself with a number of pauses and descriptive expressions on topics such as family, hobbies, hobbies, work, travel and current events. nine0003
PRECISION	Fairly accurate use of a set of constructs associated with familiar, regularly occurring situations.
FLUENESS	Can speak clearly, despite the fact that pauses for the search for grammatical and lexical means are noticeable, especially in statements of considerable length.
ACTION	Can initiate, maintain, and end a one-on-one conversation if the topics of discussion are familiar or individually meaningful. Can repeat previous lines to demonstrate understanding. nine0074
CONNECTIVITY	Can link several fairly short sentences into a linear text consisting of several paragraphs.

B2 (Threshold Advanced):

C1 (professional level):

C2 (Excellence):

The above tables of assessment of levels are compiled on the basis of a bank of "illustrative descriptors" , developed and tested in practice, and subsequently graded by levels during the course of a research project. Descriptor scales are based on a detailed to the category system to describe what language proficiency/use means and who can be called a language proficient/user.

The description is based on the activity approach . It establishes the relationship between language use and language learning. Users and language learners are considered as subjects social activities , i.e. members of the society who solve tasks (not necessarily related to language) in certain conditions , in a certain situation , in a certain field of activity . Speech activity is carried out in a wider social context, which determines the true meaning of the statement. The activity approach makes it possible to take into account the entire range of personal characteristics of a person as a subject of social activity, primarily cognitive, emotional and volitional resources. Thus, any form of language use and its studies can be described in the following terms :

• Competencies represent the sum of knowledge, skills and personal qualities that allow a person to perform various actions. nine0094
• General competencies are not linguistic, they provide any activity, including communication.
• Communicative language competencies allow you to carry out activities using language tools.
• Context is a spectrum of events and situational factors against which communicative actions are carried out.
• Speech activity is the practical application of communicative competence in a certain area of ​​communication in the process of perception and / or generation of oral and written texts, aimed at performing a specific communicative task. nine0094
• Types of communicative activity involve the implementation of communicative competence in the process of semantic processing / creation (perception or generation) of one or more texts in order to solve the communicative task of communication in a certain field of activity.
• Text - is a coherent sequence of oral and / or written statements (discourse), the generation and understanding of which occurs in a specific area of ​​communication and is aimed at solving a specific problem. nine0094
• Under the sphere of communication refers to a wide range of social life in which social interaction is carried out. In relation to language learning, educational, professional, social and personal spheres are distinguished here.
• Strategy is a course of action chosen by a person to solve a problem.
• Task is a purposeful action necessary to obtain a specific result (solving a problem, fulfilling obligations or achieving a goal). nine0094

The concept of multilingualism

The concept of multilingualism is central to the approach of the Council of Europe to the problem of language learning. Multilingualism arises as a person's linguistic experience expands in the cultural aspect from the language used in the family to mastering the languages ​​of other peoples (learned at school, college or directly in the language environment). A person “does not store” these languages ​​separately from each other, but forms communicative competence on the basis of all knowledge and all language experience, where languages ​​are interconnected and interact. According to the situation, the individual freely uses any part of this competence to ensure successful communication with a particular interlocutor. For example, partners can move freely from one language or dialect to another, demonstrating the ability of each to express an idea in one language and understand in another. A person can use multilingualism to understand text, written or spoken, in a language they did not previously know, recognizing words that sound and are spelled similarly in multiple languages ​​in a "new form". nine0003

From this point of view, the goal of language education is changing. Now the perfect (at the level of a native speaker) mastery of one or two, or even three languages, taken separately from each other, is not the goal. The goal is to develop such a linguistic repertoire, where there is a place for all linguistic skills. The latest developments in the language program of the Council of Europe are aimed at developing a tool with which language teachers will contribute to the development of a multilingual personality.

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