No, there is not a direct correlation between common leveling systems and the controlled vocabulary texts in Small-Group Foundational Skills. Commonly used leveling systems take a variety of factors into account. For example, they may use criteria such as sentence length and how supportive the illustrations are. The texts in Sets 1-5 are based exclusively on decodability. Additionally, we find that leveling systems are limiting because students can read books at a range of reading levels based on their background knowledge, vocabulary, interest, and ability to read with accuracy and automaticity. For more support:
- The Grade-Level Expectations for Reading chart provides general guidelines for grade-level goals.
- The Stages of Reading Development Charts show the stages of reading along with the approximate levels and sets. These charts provide guidance for supporting readers and helping them choose books. They can be found in the Assessment Overview section of the Being a Reader Implementation Handbook.
- A print copy of the Handbook is included with your Being a Reader materials. It is packaged with the unit teacher manuals.
- A digital copy of the Handbook can be found on the Learning Portal.