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 READING OBSERVATIONS
NEW TO LEVEL J
*BASED ON FOUNTAS AND PINNELL CONTINUUM
Read texts with some sentences starting in the middle of a line after punctuation
Search for and use information in texts with variety in placement of the body
text, sidebars, and graphics
Search for information in sentences with nouns, verbs, adjectives, or adverbs in a
series divided by commas
Search for and understand information over some long stretches of dialogue with
multiple characters talking
Search for information across chapters connected to a single plot
Notice parts of words and connect them to other words to solve them
Solve words rapidly while processing continuous text and with minimum overt
self-correction
Add to oral vocabulary through reading
Use a glossary to learn or check the meaning of words
Read both orally and silently at a rate that reflects fluent processing but also
maintains comprehension and accuracy
Read orally with appropriate phrasing, pausing, intonation, word stress, and rate
Reflect numbered and bulleted lists with the voice when reading orally
Adjust to accommodate embedded forms (e.g., letters, journal entries) within
narratives and expository texts
Adjust to read parts in a readers’ theater script or play
Understand that when you read a biography, you are reading the story of a
person’s life
Talk about important information in organized summary form after reading
Summarize simple narrative nonfiction or biography in time order
Use prior knowledge to understand the content in a nonfiction text
Distinguish between realistic fiction and fantasy
Understand what distinguishes nonfiction from fiction
Recognize a writer’s use of embedded forms (e.g., letters, journal entries, emails)
within narrative or expository texts
Recognize when a writer uses temporal (time) order to describe a prcoess
Recognize settings that are familiar, as well as some settings distant in time and
geography
Notice the evidence a writer provides to show character attributes
Notice and follow unassigned dialogue
Notice and understand literary language that is typical of traditional literature:
e.g., A long time ago there lived
Notice how a writer uses common connectives (e.g., but, because) to clarify
relationships between ideas
Use some academic language to talk about genres: e.g., fiction; family, friends and
school story; folktale; animal story; humorous story; nonfiction; informational
text; informational book; factual text
Use academic language to talk about literary features: e.g., beginning, ending,
problem, character, time and place, question and answer
Use some specific language to talk about book and print features: table of
contents, chapter, chapter title, dedication, sidebar
Take apart compound words and notice parts that appear in many compound
words: e.g., somebody, someone, sometime, someday
Recognize and use contracts with had or would (I’d, we’d, you’d he’d she’d, they’d)
Change y to I and add -es to a singular noun to make a plural noun (penny/pennies)
Read, make, break apart, and write one syllable words with a variety of
phonogram patterns including the use of y as a vowel (by, my)

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 READING OBSERVATIONS
NEW TO LEVEL K
*BASED ON FOUNTAS AND PINNELL CONTINUUM
Search for and use information from previous books when reading a series
Use organizational tools to search for information: e.g., title, table of
contents, chapter title, heading, sidebar
Use text resources to search for information: e.g., author’s note, glossary
Use background knowledge to search for and understand information
about settings
Read words that show comparison with the suffixes -er and -est
Notice phonogram patterns and use them to solve multisyllable words
Expand meaning of a word by connecting it to other words
Connect words to synonyms and antonyms to expand understanding
Understand that some words have multiple meanings
Understand many words that have multiple meanings and identify the
specific meaning that applies in a sentence or paragraph
Understand the meaning of verbs that show the action in a story,
adjectives that describe characters or setting, and adverbs that describe
the action
Understand key words in graphics such as maps, diagrams, and charts
Read parts in a script with expression
Adjust reading to process a graphic text
Use knowledge of grammatical structure (clauses, phrases) to anticipate
the text
Make predictions based on the meaning of the text, with or without
picture support
Make predictions throughout a text based on the organizational
structure (narrative, expository)
Make predictions based o knowledge of the genres of realistic fiction,
animal fantasy, traditional literature
Make connections among texts of the same genre
Make connections between the events in chapters that are connected to
a single plot
Access background knowledge acquired from reading to understand the
content of a text
Infer information about characters, setting, plot, and action from graphic
texts, in which illustrations carry much of the meaning
Understand and infer the importance of the setting of a biography that
may be distant in time and geography from students’ own knowledge
Understand and describe the characteristics of nonfiction genres: e.g.,
expository text, simple narrative nonfiction, biography, and procedural text
Understand that a biography is the story of a person’s life and is usually
told in chronological order
Understand the unique characteristics of graphic texts
Recognize settings that are familiar as well as some distant in time and
geography
Understand how a setting is important to the plot and the characters’
perspectives
Understand the role of supporting characters in a story
Understand the perspective from which a story is told and talk about
why a writer selected it
Understand first-person and third-person narrative

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 READING OBSERVATIONS
NEW TO LEVEL K
*BASED ON FOUNTAS AND PINNELL CONTINUUM
Recognize when the writer uses second person (speaks dirty to the
reader): e.g., you, your
Notice language used to show chronological order
Notice a writer’s use of figurative language (metaphor, simile)
Notice how a writer uses more sophisticated connectives that are not
typically used in oral language: e.g., meanwhile
Notice parenthetical material set off by commas or parentheses
Understand that illustrations carry the dialogue and action in graphic texts
Use some academic language to talk about genres: e.g., factual text;
how-to book
Use some academic language to talk about forms: e.g., chapter book, letter
Use some academic language to talk about literary features: e.g., main
character, character change, message, dialogue, topic
Use some specific language to talk about book and print features: e.g.,
glossary, map, diagram, author’s note, illustrator’s note, section
Talk critically about what a writer does to make a topic interesting or
important
Talk about why the subject of a biography is important or sets an
example for others
Take apart compound words and notice how the parts contribute to
meaning
Recognize and use contractions with not, am, are, is, has, will, have, had, and
would
Add the suffix -er or the suffix -est to a word to show comparison
(dark/darker/darkest; clean/cleaner/cleanest)
Add the suffix -er to a word to form a noun that names a person or
thing that does something (teach, teacher)
Recognize, make, and break apart words that end with a consonant
cluster or a consonant digraph (band, bang, bank, help, himself; enough,
knock, mouth
Recognize ands words with consonant letters the have no sound (lamb,
light, sign, knock, eight, listen)
Contrast short and long vowel sounds in words (bit/bite, hop/hope)
Recognize and use vowel sounds with r (chair, care, card, corn, floor)
Break apart two syllable words by syllable (care/ful, din/ner)
Hear, say, clap, and identify syllables in words with 3 or more syllables
(an/oth/er, bi/cy/cle, bas/ket/ball, be/gin/ning)
Recognize and use homographs - words with the same spelling, different
meanings, and origins, and may have different pronunciations (ex: read,
present)
Sort words based on any word feature

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 READING OBSERVATIONS
NEW TO LEVEL L
*BASED ON FOUNTAS AND PINNELL CONTINUUM
Read many words with affixes (prefixes and suffixes)
Expand meaning of a word by connecting it to other words
Understand the meaning of verbs that become nouns using -er and -ing
Identify base words and understand prefixes and suffixes that add or
change meaning or function
Adjust expectations to process different parts of a simple hybrid text
Adjust to recognize and use characteristics of special types of fiction
such as mystery, adventure story, sports story
Adjust to read parts in a readers’ theater script or a play
Make predictions based on knowledge of nonfiction genres: e.g., expository
text, simple narrative nonfiction, biography, memoir, procedural text,
hybrid text
Infer character traits, feelings, and motivations from what characters
say, think, or do and what others say or think about them
Recognize and understand traits in complex characters that change
Infer reasons for character change
Understand that there may be different genres in each of the larger
categories of fiction and non fiction
Identify and understand characteristics of special types of fiction: e.g.,
mystery; adventure story; animal story; family, friends, and school story
Think analytically about the significance of a title
Notice the evidence a writer provides to show character attributes and
motives as well as characters’ changes
Notice a fiction writer’s use of poetic and expressive language in dialogue
Use some academic language to talk about literary features: e.g., events
Recognize letter patterns that look the same but represent different
vowel sounds (dear, bear) as well as letter patterns that look different
but represent the same vowel sound (said, bed)
Break apart multi syllable words by syllable (cor-ner, hap-pen,
eve-ry,where)

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 READING OBSERVATIONS
NEW TO LEVEL M
*BASED ON FOUNTAS AND PINNELL CONTINUUM
Understand a few words particular to academic disciplines (Tier 3)
Use knowledge of grammatical structure and experience with written
language to anticipate the text
Predict the plot and characters of a sequel to a known book
Make connections to other areas of study: e.g., science, social studies

Talk about the lessons the story teaches

Notice elements and basic motifs of fantasy: e.g., the supernatural,
imaginary, and otherworldly creatures, gods and goddesses, talking animals,
struggle between good and evil, magic, fantastic or magical objects, wishes,
tricker, transformations
Understand that a nonfiction book may have “how-to” procedures
embedded within it
Use some academic language to talk about literary features: e.g., solution
Take apart words with a variety of endings (tables/table; seeming,
seemed/seem; roundest, rounder/round; rancher/ranch)
Recognize and break apart words with some prefixes (return, unhappy,
inside, discover, nonstop)
Work flexibly with a base word, adding or taking away one or more affixes
to make a new word (write/writing/rewrite)
Recognize and break apart words with an open syllable and a long vowel
sound (o/pen, ti/ger) and a closed syllable with a short vowel sound
(can/dle, din/ner, pop/corn)

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 THANK YOU
FOR YOUR PURCHASE!
If you have questions, comments, or problems with
this product please contact me by email:
ThePrimaryParade@gmail.com

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