List of Reading Behaviors: A Tool for Guided ReadingGuidance for Using this Document This document was designed to provide information about each reading level so that teachers ean make Informed decisions bout what to teach ther students and what to observe for and asses. As ths document represents a continuum of reading behaviors, not dscrete steps, you wil see that many reading behaviors canbe found in multiple levels. Students should practice those reading behaviors repeatedly, but with increasingly complex texts. You wil aso find suggested resdinga-.com texts that can be used to progress monitor students throughout the school year to determine If they are ready to ‘move tothe nest level. Please keep in mind that some readinga-.com levels do not exacty correlate to TRC/Fountas and Pinnel levels. We have Isted books that align to the TRC/Fountas and Pianll eves for consistency and have included a correlation chat for your reference Two suggestions for using this document ' Lesson Planning Too Primarily, this document serves asa planning guide, os ists the reading behaviors students should exhibit at each reading evel. For example, students reading on evel F should “use multiple sources of information while ceading to seltcorrect.” Teachers can ‘se this Ist to craft objectives foreach leveled group. During the lesson teachers should model the reading behavior they want students to try, students should have an opportunity during {guided reading to apply the behavior, and students should recelve "ust in time” feedback regarding their application. + Observation and Assessment Tool: Teachers can use the chechlsts during guided eading lestons as a tool on which to record the behaviors each child is demonstrating, This enables teachers to monitor student progress and provide more targeted instruction. During the lesson, the teacher should lstento as many students read as posible. While listening in, some teachers wil choose fo take informal running records whit others may find ithelpful to record ther observations or these checklists ‘The checklist that follow have been adapted fromthe following sources: ‘+ Fountas,C. &Pinnel, 6. (2011) The continuum of literacy learning: Grades pret-8 Portsmouth, NH: Heinemann ‘+ Fountas, 1c & Pinnel, 5. (2021), Scholastic guided reodig program: Teachers guide. NY, NY Scholastic. Dist of Glumbie Pub Choo ay 2042 Page 2 of 25Reading Behaviors to Teach and/or Observe ‘Reads words fom left to right Remembers and uses language patterns Locates bath known and new words Begins to match word by word, pointing with one finger under words Differentiate print rom pictures ‘Holds the book and urns pages corey eles on illustration otella story and begins to focus on print Understands familiar concepts in stories and illustrations Relates the book to his/her experience | Notices and interprets detain pctures Progress Monitoring Texts from Readings-z.com. 160 Vexetables Page 3 of 28‘of Realing Behaviors:A Too for Guided Resdin Level B Reading Behaviors to Teach and/or Observe Remembers and uses language patterns intext ‘Uses visual information, such a the fst letter ofthe word, to read known and new words Notices features of letters and words Demonstrates contro of left to right movement and return sweep Begins to contral word: by- word matching across two lines of text, pointing with one finger Begins to self monitor, noticing mismatches in meaning or language Uses word-by-word matching to check on reading Rereads to confirm or gure out new words ays close attention to print Uses knowledge of high Frequency words to check on reading | Notices and interprets detain pictures | Tats about eat intext "Notices mismatches in meaning or language Progress Monitoring Texts from Readinga-z.com The Sandwich This Turle Distt of Columbia Pube Setanta 2012Level C Reading Behaviors to Teach and/or Observe Uses picture deals to help igure out words Remembers and uses language patterns in text Solves some new words independently Demonstrates awareness of punctuation by pausing and using some phrasing ‘Demonstrates contra of lefv-to-ight drectonalty and word byword matching across severllines of print | Begins to track print with eyes Rereadso solve problems, suchas confirming or figuring outnew words | ‘Controls directionality and word by-word matching with eyes, using finger at | points of citfculty ecognies known words quicly and uses them to figure out the meaning of new words Uses visual information to predict, check, and confirm reading Searches for understanding wail reading Progress Monitoring Texts from Readinga-z.com [Ree tiees ve Can Fein, Distt of Cotunbia Pale Schoo July 2012 Page 8 of 28ccs Level D Reading Behaviors to Teach and/or Observe Pays dose atenton to words and thelr structural feature for ample, endings) ‘Solves new words using Knowledge of sound/leter relationships and word pans Reads fluent, with phrasing Sel-corects using visual information ‘Controls directionality and word-by-word matching with eyes using finger a points of dficuty Rereads to confirm or igure out new words ‘Rememberslanguage patiemns and repeating events over longer stretches oftext ‘Searches forunderstanding while reading Remembersdetais from text and pictures Progress Monitoring Texts from Readinga-z.com ‘The wheel ‘Who Runs ast? Dist of Comba Pub Schools uy 2012Reading Behaviors to Teach and/or Observe. Figures out some longer words by taking them apart Reads for meaning but checks with the visual aspects of print (liters, sounds, words) Uses language syntaxand meaning to read fluently, with phrasing ‘Demonstrates awareness of punctuation by using, phrasing, and reading with inflection Recognizes many words quickly and automatically “Tracks print with eyes except at points of difeuty Rereads to self-monitr or slf-correct phrasing and expression Rereads to search formearing and accuracy Relates tests to others previously read Remembers detals ad uses them to clarify meaning Demonstrates understanding by taking about text after reading Progress Monitoring Texts from Readinga-z.com. ath Tine TntheSea Distt of Columbia Pubic Senaole Jay 2012Reading Behaviors to Teach and/or Observe | Uses syntax of written languoge to figure out new words and their meaning | vsessoundieterelatonstips, word pars nd eter visual information ke out new words | usestnown words to figure out new words [roster weit | Demonstrates awareness of punctuation by using, phrasing, and reading |Lwith inflection f | Recognizes mos words quickly nd automaticaly [ooh [seen [inden neers ne ote Uses multiple sources of information to search and self correct ‘Rereads to figure out words, selfcorrect, or improve phrasing and expression Rereads to search fr meaning Talks about ies inthe tert and relates ther to his/her experiences and to other tents Progress Monitoring Texts from Readinga-z.com ‘Many Roads ‘Wonkey othe Top Distt of Columbia Pub Senooe| July 2012 Page 8 of 28Reading Behaviors to Teach and/or Observe ‘Uses sound/ieter relationships, word parts, and other visual information to figure out new words Uses meaning, visual information, and language syntax to figure out words Reads fuenty and rapidly, wit appropriate phrasing Notices and uses punctuation to assist smooth reading Recognizes most words quickly and automatically Follows print with eyes, occasionally using finger at points of ciiclty Reread to Riure out words, slf-corec, or improve phrasing and expression ‘ereads to search for meaning Remembers details to support the accumulation of meaning throughout the text Uses pictures for information but does net rely on them to make predictions Progress Monitoring Texts from Readinga-z.com ‘ADog for Sly Big and Smal Cats Diatit of Cotumbis Publ Seton Jy 2012 Page 8 of 28Reading Behaviors to Teach and/or Observe ‘Uses sound/leter relationships, words parts, and other visual information to ] | figure out new words i Reads fluenty and rapidly, with appropriate phrasing Notices and uses punctuationto asist smooth reading Recognizes most words rapidly Follows print with eyes, occasonally using finger at pints of ifclty Reread to igure out words selcorect, or Improve phasing and expression Rereads to search for meaning Uses mearing, visual informaton, and language syntax to solve problems ‘Remembers details to suppor the accumulations of meaning throughout the Uses pitures for information aut does nat rely on them to make predictions Searches for meaning while reading stopping to think or tak about ideas Progress Monitoring Texts from Readinga-t.com. How Long Does Take? Uving Together Date of Columbia Pune Senos | Juy 2012 Page 10 of 25errs ec Level | Reading Behaviors to Teach and/or Observe ‘Actively figures out new words, using 3 range of strategies Fxibly uses meaning, language syntax, and visual information to igure ovt ‘new words and to monitor reading Begins to sently reac some ofthe text Follows the orint with eyes Tn orl reading, rereads some words or phrases to self correct or improve expression Reread to search for meaning Seltcorrects errors that cause lss of meaning habit ereads when necessary to selfcorrect, but not Demonstrates understanding ofthe story and characters {Goes beyond tet in discussions and interpretations ‘Sustains problem solving and development of meaning trough a longer tet ‘and over a tuo- or three day period Progress Monitoring Texts from Readinga-r.com. Tand and Water ‘Oa vacation Dist of Columbia Pubic Senos Juy 2012Srna Level J Reading Behaviors to Teach and/or Observe Uses multiple strateges to figure out new words while focusing on meaning ‘Analyzes words from Fett right, using knowledge of sound/letter relationships Uses known words and parts to figure out new words ‘Reads fluently, slowing down to figure out new words and then resuming speed Silently reads sections of text leily uses meaning language syntax, and visual information to ontor reading Seltcorrects errors that cause loss of meaning Rereads when necessary to sel-correct, but not as 2 habit ‘Rereads to search for meaning Uses multiple sources of information to process text smooth Demonstrates understanding ofthe story and characters Goes beyond the text n discussions and interpretations Sustains problem-soWving and development of meaning through a longer text ‘ead over several days | Makes inference, predits and anaes character and plot Progress Monitoring Texts from Readinga-z.com ‘Animal Omics ‘What Comes From Plants Gorillas The Malman’s Fat Page 12 0f 26Reading Behaviors to Teach and/or Observe Fiexibly uses multiple word-soWving strategies wile focusing on meaning ‘When reading oral, reads rapidly, with phrasing, slowing downto aroblem solve and then resuming speed Reads slenty much ofthe time Integrates multiple sources of information while reading with fluency Demonstrates understanding of the text after sent reading ‘Makes inferences, predicts and analyzes characters and plot Goes beyond the text in understanding of problems and characters Demonstrates ease with interpreting the text ‘Sustains attention to meaning and interpretation of longer tert ead over several days Progress Monitoring Texts from Readinga-z.com The Gray Woh Harold the Hungry Plat 1 Publ School | day 2012 Page 19 of 26Tor Level L Reading Behaviors to Teach and/or Observe {orl reading, uses rutile word-sohving strategies wit longer words ‘when reading orally, ead rapidly, with phrasing { ‘Reads oral, with acaacy, not stopping to self-corect inthe interest of 1 fluency and phrasing Reads sletly most of the time Integrates multiple scurces of information while reading with fluency | ‘Demonstrates undersanding and ease with interpreting the text after silent reading ‘After reading longer tions ofa tet predicts events outcomes, problem esolutions, and character changes, ‘Makes connection between the text read and other books “Sustains attention to meaning and interpretation oF onger text read over several dave Progress Monitoring Texts from Readinga-z.com. GoAway,Sunl Spiders ts ay 2018 Page 14 of 26Reading Behaviors to Teach and/or Observe ‘Uses multiple sources of information to figure out words rapily wile focusing on meaning Fexily apples word-solving rateges to more complex, mltsyllabic words ‘Reads orally with high accuracy in most instances, not stopping to sel correct errors inthe interest of fluency and phrasing Reads slenty, except during sessment or o demonstrate tot interpretation ‘Demonstrates fcity in interpreting text while reading orally, with Muency and phrasing ‘After reading longer sections of text predicts events, outcomes, problem resolutions, nd character changes Remembers details and sustals attention to meaning through @ longer text ‘Demonstrates understanding and ease with interpreting the text after sent reading ‘Makes connections between the txt read and other books {Goes beyond the text to make more sophisticated interpretations Progress Monitoring Texts from Readinga-z.com [Bivosaurs———SCS*S*S*SCSCSC*S Sal Takayama's Worst Day Ever Hattie inthe Atte Wiysterious Mars Dist of Columbia Publ Seta0! | July 2012 Page 15 0 28,Rea nd/or Observe 1g Behaviors to Teach Uses multiple strategies to figure out new words quickly Reads silent, except during assessment or when demonstrating tt Interpretation ‘Demonstrates ease with text interpretation while reading orally, with Ruency and ylvasing Remembers details om one section of text tothe next Sustains attention toa longer text, remembering detail and revising interpretations Notices how lusrations convey the author's meaning Demonstrates sophisticated interpretation of characters and plot Goes beyond the tet to speculate on alternative meanings ‘Makes connections among 2 wide varity of texts Progress Monitoring Texts from Readinga-z.com ie Cycles The Noreaster The Hunting Wie ature Reuses and Recycles abit of Columbia PbleCahola| Jay 2642 Page th aReading Behaviors to Teach and/or Observe Solves words quickly and automaticaly while focusing om meaning Searches to understand the subtle shades of meaning that words can convey In oral reading, figures out new words rapily while reading smoathy and expressively ‘Demonstrates ease text interpretation while reading oaly, with fluency and phrasing Sustains attention to a text read over several days, remembering details and revising interpretations as new events are encountered ‘After reading slentiy, demonstrates understanding and sophistication fa text interpretation ‘Makes connections among texts to enhance interpretation Goes beyond the text to speculate on alternative meanings ‘Shows the ably to summarize the text in writing Progress Monitoring Texts from Readinga-z.com. Polar Regions ofthe Earth The wal Distt of Cokumbia Pub Sehace uly 2012 Pose 17 of 38Level P Reading Behaviors to Teach and/or Observe, os ‘Actively acquires new vocabulary through reading I ‘orl rea, figures out new words rapily while reding smooth and expressively | While reading silently, reads rapidly and with attention to meaning ‘Demonstrates interest in reading an extended text over a longer time period ‘Demonstrates ease with text interpretation while reading orally, with Nueney and phrasing ‘Sustains attention to tnt read over several day, remembering details ane ‘revising interpretations as new events are encountered ‘Alter reding silently, demonstrates understanding and sophistication it interpretingmearing ‘Compares te text with other books in an analytic way {Goes beyond the text to speculate on alternative meanings ‘Shows the aoity to summarize and extend the text in writing Progress Monitoring Texts from Readinga-z.com “The ntin the Photograph abate Dist of Clumbla Public Schools July 2012 Page 10 of 26Level Q-T Reading Behaviors to Teach and/or Observe -atvelyrapiy acquis new vocabulary tough ceding Tn orl ending Tigres out new words apy while randng Smoainy a5d expressively Reads rap (bath rally and lent with aero Ta meaning, when reading sen ‘Demonstrates eae with toe interpetaion Whe eaing oli with Mueney and phrasing Demonstrates eit nealing texts of iferent sls and genres ‘Sustaing ater to text ead over many days, remembering deals and revsng interpretations 3s new events ae encountered Demonstrates interest in eading an extended text vera fnger time period sesilutrations to hep anaye text meaning ‘Aites euding seni, demonsricsundertanding od rophaiation in nterpreting meaning Compares text to other booksin an ana way ‘Goes beyond the texto interpret character? thoughts ad feelings to speculate on “steratve meanings ‘Shows the ablty to analyz, nterpet and extend the extn writing ‘xends and demonsvatesundestaning othe tax Uvough wingin a vavety of | eences Uses comparison with other tents to asi imerpretaion ‘Aer reading Sen, demonsiies understanding ad ably to analyze characters, ‘and lot Refets nowdge of erry gene In conversation ad weting Progress Monitoring Texts from Readinga-z.com. ‘Magnificent Meattall Maker ‘Chick-2 Dude (F8° Level) (E&P Level R) ‘Many Happy Returas Early Birds: Fossls and Feathers (F&PLevels) (8? Level) {r0 tevels) District of Columola Publ Schoo uy 2012 Page 19 028Level U Reading Behaviors to Teach and/or Observe Learns technical wards fom reading ‘Notices graphic lustratons and gets information from them ‘Synthesizs information from graphic information with the body ofthe text ‘Uses the table of cntents to help the understanding ofthe organization fe teat ‘Grasp “ayers” of meaning ina story; for example, speci understandirgs lus the “bier picture” Reads, understands, and appreciates itera Ingusge Interprets ilustrations and thelr connections to the text ‘Keeps up with several diferent themes and many characters Interprets characters’ motives and the influences on ther development ‘Recognizes and appreciates a wide range of genes, both fiction and on fievon ‘Uses reading to learn about self and others Progress Monitoring Texts from Readinga-z.com [Rareresnvoe [anette Disiret of Columbia Pble Schools July 2012Level V Reading Behaviors to Teach and/or Observe ‘Leas technicallanguage and concepts through reading ‘Understands and talks about complex themes, analyzing them and appiving ‘them to current fe situations ‘Understands many diferent perspectives that are encountered in ition and nonfiction texts ‘Evalites both felon and nonfiction text for their authentcty and accuracy Deals with mature topics such a death, war, prejudice and courage ‘Thinks eriealiy about and discusses the content ofa iterary workor the quay of wrlting Notices aspects ofthe writers craft and looks at the text from a writer's point of view ‘Sustains attention and thinking over the reading of text that ae long and ‘have smal fonts “Tries new genres, topics, and authors, and isable to compare thera with ‘known genres, topes and authors Mao enanectane sere rat to anicn an athe’ tye technique “Understands symbolism in both reals ition and fontasy; discusses what “symbols mean ir terms of today's society Brings prior knowledge to ad in understanding of Iterary references {earns about se¥ and athers trough reading, especially about societies that are diferent rom one's own, ic of Columba Publ Schools uly 2012 Page 21 of 25Rending Level W Reading Behaviors to Teach and/or Observe exily and automaticaly uses tools such as glossary, references, Index, credential for authors, legend, charts, and diagrams ‘Sustains reading over longer and more complex texts isnot intimidated by varying layouts and styles of print Bulls understanding ofa wide variety of human problems Uses reading to expand awareness of people who are different from oneself ‘Understands and learns from :haactes’ experiences of people different from oneself by culture, period of history, etc. {earns about self and others trough reading: actively seeks understanding ‘Deals with mature themes such as prejudice, war, death survival, 3nd poverty, ands able to discussthem in relation to one’s own experiences ‘Understands the complexities of human characters as they develop and change; dscusses one's own int of vew and relationship to characters Integrates understandings deived fom graphic ilustrations and the text | pends world knowledge tough eaog Dist of Columbla Public Senoois ly 2012 ce 22 of 25Level X Reading Behaviors to Teach and/or Observe ‘Understands ard sable to use the sophisticated, scholarly, technical, language thats found in informational texts Flexibly and automatically uses tools such as glossary, references, inde, credentials for authors, legends, charts, and diagrams ‘Sustains attention over longer tests with more abstract, mature, and ‘complex theres Notices, understands and discusses a wide range of lterary devices, such a= ashbocks and stories within stories Deals with mature themes, such a family relationships, death social Injustice, andthe supernatural Uses descriptive text asa way to understand settings and thelr importance to the plotof character development Discusses the setting as an element ofthe text, deciding whetheritis important or unimportant Notices aspect of author s ra, including the ways characters are decribed and presented 3 “real” ‘Talks shout the tet in an analytic way, Including Finding specific evidence of the author's sule -Appreciates, urderstands and discusses irony and satire Dietiet of Columbia Pub Sehaoe Jay 2012Level Y Reading Behaviors to Teach and/or Observe “Understands and discusses the fact that words can have muliple meanings Inrelation to the context in which they are used Flexibly and automaticaly uses tools suchas glossary references, index, credentials for zuthors, legends, charts, and dagrams Understands ani siscusses subtle and complex plots and themes ‘Understands, dicusses, and deals ina mature way with a wide range oF soda problems, including socal injustice and tragedy ‘Understands and discussesina mature way texts that present expt detais of social probiens ‘Understands literary Wony and satire as they ae used to communicate big ideas ‘Understands couple fantasy, entering into whole new worlds, and understands concepts in elation tothe imagined setting Interprets evens in ight ofthe setting—time, place and culture Engages critica thinking about fiction and nonfiction texts ‘ically evalusies nonfiction texts for accuracy and presentation oF information Distt of Columbia Publ Shoals | uly 2012Penn 30 for Guided Reading Level Z Reading Behaviors to Teach and/or Observe Switches easly from one genre to another, accesing knowledge of the structure and nature cf the text wile begloning to reed Flexibly and automaticaly uses tools such as glossary, references, index, credentials for authors, legends, charts and dlagrams Sustains readin nd understand over much longer texts Deas wth a great range of texts from diaries to narratives to plays ‘Understands and discusses how a text "work Ta terms ofthe writers organization eas wth controversal socal and poltical issues, seeing multiple perspectives Uses reading to gain technical knowledge in a wide varety of areas ‘Understands the symbolism in heroic quests; applies concepts encountered In fontasy to todays ie ‘Deals with and discusses in amature way graphic detals uth as accounts of brutality, hardship or violence "Notices understands, appreciates complex language, archaic language, and cultural mati Learns about epilogue, bibliographies and forewords ‘Builds information across tex, even when very unusual formats are used (for example, bref interviews with many characters) Fully understands the subtle differences between fiction and nonfiction te say 2012Correlation Chart Resting Az Level Fountas Pinnell bevel a a . € D = F € a T 7 7 « t ™ ™ ™ w cy o P a a R s T uw District of Columbia Pub Sehoos|suy 2012 Page 26 of 26