Reading Level Expectations

2018 - 2019

Initial

Does not meet Approaches Meets Expectations Exceeds Expectations

expectation Expectations (stop assessing after
the last letter)
K N/A N/A Pre A A–D
1 Below B B C–D E–J
2 Below H H I–J K–M
3 Below L L M N–P
4 Below O O P Q–S
5 Below R R S T–V

First Trimester

Does not meet Approaches Meets Expectations Exceeds Expectations

expectation Expectations (stop assessing after
the last letter)
K N/A Pre A - A B C–F
1 Below E E F G–K
2 Below I I–J K L–N
3 Below M M N O–Q
4 Below P P Q R–T
5 Below S S T U–W

Second Trimester

Does not meet Approaches Meets Expectations Exceeds Expectations

expectation Expectations (stop assessing after
the last letter)
K Pre A A–B C D–H
1 Below G G H I–L
2 Below K K L M–O
3 Below N N O P–R
4 Below Q Q R S–U
5 Below T T U V–X

Third Trimester

Does not meet Approaches Meets Expectations Exceeds Expectations

expectation Expectations (stop assessing after
the last letter)
K Below B B–C Independent C D–J
1 Below H H I-J K–M
2 Below L L M N–P
3 Below O O P Q–S
4 Below R R S T–V
5 Below U U V W–Y
To guide your thinking:

 No single assessment can be used to determine intervention needs. Assessments should not be
used in isolation to determine instructional and intervention support.
 Reading records are used to guide teaching, capture progress, and match text to readers.
Reading records should be analyzed to gather information for grouping and instructional
purposes.
 A reading record, like any assessment, is a snapshot, and can be affected by many things that
are not reading related.
 Keep in mind that the trajectory of literacy development in English for English Learners will be
different than it will be for English Only students.
 Teachers need to be able to communicate with parents, colleagues and supervisors around kids’
progress towards and against a grade level benchmark.