Path to Readiness - Reading Language Arts -English

Path to Readiness

Free Decodable Readers

Flyleaf (Available again for 2022-2023 school year)
Beyond Decodables
UFLI Decodable Passages
Teach My Kid To Read
Half-Pint Readers
Academic Success for All Learners
Core Knowledge
Success for All
Printable and Online Decodable Books
Dog on a Log
Sounds-Write (Requires you to create a free account to access)
Moon At Home Series (10 free books)

Reading Level Goals for K-8 Grade Level

Benchmark Goals for parents

Lexile Comparisons-Middle School

Find your child's reading level below for ways to help them at home.

Please reach out to your child's teacher if you need additional support.

KINDERGARTEN READING LEVELS

BR120L or Higher Activities

Practice letter names
Say 3 letter words like cat and have students name sounds they hear
Ask child to show you the front of a book
Ask them where they start reading
Ask them to show you which way you go when reading words
Read aloud simple text like (I like the dog.) see if they can point to each word as you read
Ask them to point to the following in the book (first part of a sentence, just one letter, two letters, one word, two words, first letter of a word, last letter of a word, a capital letter)
Point to a period or question mark and ask them what that is for
Point to an uppercase letter and see if they can find a lowercase letter that matches it
Say a sentence and see if your child can count how many words are in the sentence
Say 3 words-two that rhyme and one that doesn't to see if they can tell you the two words that rhyme
Say a word and see if they can say a word that rhymes with it

BR100L-BR60L Activities

Practice letter names and sounds
Say 3 letter words like cat and have students name sounds they hear
As you read aloud 1-2 pages from simple text like (I like the dog.) see if they can point to each word as you read
Have your child try to read aloud if they get stuck on a word teach them to sound out the word
Can they read at least 3 high frequency words
Read a word from the page and see if they can point to the word, ask them the first sound in that word
Read a word and see if they can point to the word, ask them the last sound in the word
Say a sentence and see if your child can count how many words are in the sentence
Say 3 words-two that rhyme and one that doesn't to see if they can tell you the two words that rhyme
Say a word and see if they can say a word that rhymes with it
Say a word and see if they can tell you the beginning sound

BR40L-OL Activities

Give them books to read with simple text like (I like the dog.)
See if they can retell the story with the beginning, middle and end after they have read it
See if they tell the difference between print and pictures
See if they hold a book and turn the pages from left to right
Practice high-frequency words (the, I, to, a, is, my, go, me, like, on, is, so, we, it, and, up, at, see, he, do, you, an, can, no, am)
Can they demonstrate one-to-one match by pointing to each word with one finger
Say a sentence and see if your child can count how many words are in the sentence
Say 3 words-two that rhyme and one that doesn't to see if they can tell you the two words that rhyme
Say a word and see if they can say a word that rhymes with it
Say a word and see if they can tell you the beginning sound, middle sound or end sound

40L-75L Activities

Give them books to read with simple text like (Can Pat ride to the tree?)
See if they can retell the story with the beginning, middle and end after they have read it
Practice high-frequency words quickly (went, are, this, look, for, get, come, got, play, was, had, they, will, too, all, be, as, ball, by, day, did, has, her, him, fun)
Can they read words from left to right, top to bottom across two lines of print
Can they demonstrate one-to-one match by pointing to each word with one finger
Say 3 words-two that rhyme and one that doesn't to see if they can tell you the two words that rhyme
Say a word and see if they can say a word that rhymes with it
Say a word and see if they can tell you the beginning sound, middle sound or end sound
Say a word and see if they can tell you how many syllables they have
Say a word and see if they can tell you each syllable (Example: cupcake- cup cake)

75L-100L Activities

Give them books to read with simple text like (“Is it fall?” said Teddy.)
Practice high-frequency words quickly (eat, if, jump, man, or, not, mom, out, now, of, put, ran, sat, read, run, she, sit, then, his, say, us, yes, saw, girl, how, when, your, about, from, than, away, them, came, big, been, after, who, back, I'm, because, very, could, have, make, any, into, there, were, mother, just)
Can they read words from left to right, top to bottom across more than two lines of print
Have them start to read with their eyes instead of pointing to each word
Can they track print with their eyes, only finger-pointing at points of difficulty
Say a word and see if they can say a word that rhymes with it
Say a word and see if they can tell you the beginning sound, middle sound or end sound
Say a word and see if they can tell you how many syllables they have
Say a word and see if they can tell you each syllable (Example: cupcake- cup cake)
Say each part of a two syllable word and see if they can put them together to say the whole word (Example: cup cake-cupcake)
Say the sounds in a word and see if they can put the together to say the word (Example: /c/ /a/ /t/-cat)
Can they read several lines of print per page
Can they use letter-sound information and word parts to solve new words
Say the sounds in a word and see if they can put them together to say the word (Example: /c/ /a/ /t/-cat)
Say a word and see if they can tell you each sound in the word (Example: cat-/c/ /a/ /t/)
Say a word and then ask them to change a sound and see if they can tell you the new word (Example: say cat, now change the /c/ to a /p/. What is the new word?)
Say a word and then add a sound and see if they can say the new word (Example: Say lash, now add a /f/ to the beginning. What is the new word?)
Say a word and then delete the first sound and see if they can say the new word (Example: Say the word stick. Now say stick without the /s/. What is the new word?)
Ask your child to recognize and name all letters of the alphabet
Show them a consonant and have them tell you the sound
See if they can retell the story with the beginning, middle and end after they have read it
Ask questions about a text’s key details, characters, setting, and main events
See if they can identify characters, settings, and major events with support
Can they name and identify the role of the author and illustrator
Can they compare and contrast the experiences of characters with prompting and support
See if they can tell you the main idea and at least two important details
Ask questions about some of the key details

1st GRADE READING LEVELS

100L-175L Activities

Give them books to read with simple text like (Alex can’t tie his sneakers.)
See if they can retell with beginning, middle, and end in the correct order.
Ask questions about the relationship of the characters, why the character does something or says something and why it is important
Practice high-frequency words quickly and easily (little, two, going, here, but, that, said, over, don't, our, what, with, three, there, where, want, today, home, down, under, much, love, know, take, let)
Have them use beginning and ending parts of words to solve them
Have them use what is known about a word to solve an unknown word while reading
Have them reread the sentence or beginning of a phrase to problem solve, self-correct or confirm.
Say a word and then ask them to change a sound and see if they can tell you the new word (Example: say cat, now change the /c/ to a /p/. What is the new word?)
Say a word and then add a sound and see if they can say the new word (Example: Say lash, now add a /f/ to the beginning. What is the new word?)
Say a word and then delete the first sound and see if they can say the new word (Example: Say the word stick. Now say stick without the /s/. What is the new word?)

175L-200L Activities

Give them books to read with more complex text like (Grandpa was a vet who took care of pets.)
Practice the following high-frequency words (things, school, walk, always, great, find, until, last, high, easy, next, pretty, more, idea, soon, often, such, best, think, family, never, house, wait, same, ask, again, each, begin, goes, together, goes, friend, enough, should, you're, through, ready, might, suddenly, special, beautiful, couldn't, either, thought, they're, while, themselves, without, probably, yourself)
Ask questions about why a character does or says something, which character says something, and at least three things that they can recall from the text
Ask questions like three reasons why something is important, how something in the book is different from another thing mentioned in the book, three things mentioned in the book that you could do if ___ happens, ask them to use the photos to explain something
Say a word and then ask them to change a sound and see if they can tell you the new word (Example: say cat, now change the /c/ to a /p/. What is the new word?)
Say a word and then add a sound and see if they can say the new word (Example: Say lash, now add a /f/ to the beginning. What is the new word?)
Say a word and then delete the first sound and see if they can say the new word (Example: Say the word stick. Now say stick without the /s/. What is the new word?)

200L-275L Activities

Give them books to read with more complex text like (Mama put a spoon full of pears in Hana’s mouth.)
Practice the following high-frequency words (near, everything, wouldn't, need, kind, different, myself, everyone, few, being, really, understand, question, against, old, happen, several, someone, slowly, follow, better, since, answer, plan, wanted)
Ask questions like what does a character do that shows that they (like to help, are upset ect), why does a character say something, what does the character learn, how does the character(s) feel at the end of the story

275L-325L Activities

Practice high-frequency words (once, night, young, half, whole, bought, caught, watch, around, something, sure, paper, tried, right, outside, dark, giant, move, water, people, year, anyone, worried, listen, long)
Give them books to read with more complex text like (Electricity makes likes and machines work)
Ask questions like what is this book mostly about, what sentence helps you understand the meaning of the word ____, how does an action makes something else happen (cause and effect), use a picture to explain what something is, what are three ways to (save energy, clean your teeth, etc) using pictures and text
Ask them to retell texts, including details and the central message
Ask them to describe characters, settings, and major events in a story and the connections between them, using text and illustrations
Ask them to identify words that suggest feelings or appeal to the senses
Can they use text features to locate information in a text
Ask them to identify who is telling the story
Ask them to compare and contrast the experiences of characters in stories

325L-375L Activities

Practice high-frequency words (stories, month, problem, another, neighbor, grew, change, tiny, quiet, learn, complain, notice, believe, carries, teach, certain, world, children, across, own, important, maybe, everywhere, anything, mystery, hurt, explain, suggest, laugh, places, example, realize, direction, almost, both, knew, between, seen, careful, group, promise, become, above, warm, difficult, behind, city, even, view, during)
Give them books to read with more complex text like (Africa had many wild animals, and Jane always wanted to study them.)
Ask questions like why is the person important, what made the person want to do something when they were young, how do the photographs help you understand the text, read three paragraphs and tell the main topic of those three paragraphs, what is the name of something the person started or invented and where did you find the answer
Ask questions like use an idea from the book to tell why it is (hard to look at snowflakes closely, important to turn of the lights when you leave the room, etc), what is the paragraph on this page mostly about, how are photographs on pg __ and drawings /diagram on pg __ alike, what does the word ___ mean and what words on the page helped you know the meaning, what is the main point the author wants the reader to know about ___

2ND GRADE READING LEVELS

375L Activities

Practice high-frequency words (hurt, explain, suggest, laugh, places, example, realize, direction, almost, both, knew, between, seen, careful, group, promise, become, above, warm, difficult, behind, city, even, view, during)
Give them books to read with more complex text like (After that, he took more than 5,000 snowflake pictures.)
Ask questions like use an idea from the book to tell why it is (hard to look at snowflakes closely, important to turn of the lights when you leave the room, etc), what is the paragraph on this page mostly about, how are photographs on pg __ and drawings /diagram on pg __ alike, what does the word ___ mean and what words on the page helped you know the meaning, what is the main point the author wants the reader to know about ___

400L-475L Activities

Practice high-frequency words (arrived, wrong, page, million, instead, surprise, scared, money, finally, air, second, quite, funny, although, trouble, thousand, hundred, point, already, gone, favorite, earth, suddenly, wonder, inside, decide, doesn't, covered, large, window, street, mountain, complete, huge, science, busy, feelings, while, meant, male, beneath, single, avenue, written, clothes, however, female, continue, started, tomorrow)
Give them books to read with more complex text like (She searched high and low, over rocks and under leaves, day after day.)
Ask questions like how is the character different from the other characters in the story, what does a character do when another character tells them something, who are the two most important characters in the story and why do you think so, what is the problem in the story and how is it solved, what lesson can we learn from the character
Ask questions like what do you think the author wants you to know about___, according to the book, why did _____ want to ____, what are two important ideas stated on a certain page
Can they answer questions about a text’s key details, central message, main topic, characters, and/or sequence of events or concepts
Can they recount stories and identify the central message or main topic of a text and its paragraphs
Can they describe connections between events, concepts, or steps
Can they use illustrations to understand a text’s characters, setting, and plot

500L-550L Activities

Practice high-frequency words (pour, heavy, hungry, tough, whether, excited, photograph, super, relatives, whatever, machine, interesting, occasionally, cough, course, picture, touch, voice, wonderful, measure, frequently, supposed, someday, break, familiar)
Give them books to read with more complex text like (There, he went to the palace of a rich nobleman.)
Ask questions like reading a sentence and asking what a word means as it is used in that sentence, how did the character show that he had (heart, brains, and courage, etc), how does the illustration show that ____ happens, look at the settings on pg ___ and pg __ how are they different

3RD GRADE READING LEVELS

500L-550L Activities

Practice high-frequency words (pour, heavy, hungry, tough, whether, excited, photograph, super, relatives, whatever, machine, interesting, occasionally, cough, course, picture, touch, voice, wonderful, measure, frequently, supposed, someday, break, familiar)
Give them books to read with more complex text like (There, he went to the palace of a rich nobleman.)
Ask questions like reading a sentence and asking what a word means as it is used in that sentence, how did the character show that he had (heart, brains, and courage, etc), how does the illustration show that ____ happens, look at the settings on pg ___ and pg __ how are they different

575L-675L Activities

Give them books to read with more complex text like (As darkness fell, Maria slipped away and climbed the winding staircase to the observatory her father had built to study the stars.)
Give them books to read with more complex text like (In 1930, Pluto was discovered orbiting, or going around, the sun beyond Neptune.)
Ask questions like what is the name of _____, where did you find the answer, read the second paragraph, how do the dates help you connect the events, what part of the book can help you name ____ in order, what would be a good heading for these two paragraphs, what happened in ____(year) that changed the way we think of ____
Can they refer explicitly to text to answer questions about its key ideas, details, central message, characters, and/or sequence of events or concepts
Can they recount texts and their central message, main idea, and key details
Can they describe characters and how their actions contribute to events in the story
Can they describe relationships between a series of events or steps in a procedure from the text
Ask them to determine the meaning of grade-appropriate academic words and phrases within text
Can they explain how illustrations contribute to the meaning of words in a story and use information to demonstrate understanding
Can they describe the connections between sentences and paragraphs
Ask questions like why did the characters go to _____ instead of ____, what does the author mean when she says the character “slipped away”, what happens in this chapter that leads to ____, what does a character think of another character’s achievement, explain your response using a detail from the story

700L-725L Activities

Give them books to read with more complex text like (Gently, and with great care and pride, Ayasha picked up her Ojibwe, feather fan, and held it in her hand.)
Ask questions like according to the book, what is ____, how does the phrase “a puff of air” show what happened to ___, How does Ayasha’s grandmother help her, how does the author show that ___ is important, what moment in the story is shown in the art

4TH GRADE READING LEVELS

750L-825L Activities

Give them books to read with more complex text like (“No,” Pete said, ‘but I think I heard someone yell, ‘Don’t do it!”)
Ask questions like why does the character think that ____, use the details from the story to explain the picture, think about the scene in which ___ hears ___ and sees ____, why do all the clues make sense to ____, would the story work as a mystery if it were told from the point of view of ___ instead of ___, explain your answer
Ask questions like why does the wind offer no relief, how does the picture let you know how ___ is feeling, from whose point of view is this story told, how can you tell, how does ____ help his/her family change their minds about ___, what is the theme of this story
Can they refer to details and examples when explaining what the text says explicitly and when drawing inferences
Can they summarize a text, determine the theme or main idea, and explain how key details support it
Can they describe a character, setting, event, procedure, idea, or concept from the text in depth using specific text details
Can they determine the meaning of grade-appropriate academic words and phrases within text
Can they explain major differences between different genres of literature
Can they interpret information presented visually within the text and explain how it contributes to understanding

850L Activities

Give them books to read with more complex text like (All that changed on the fall day when Mrs. Swenson ran into the store, crying, “Mr. Swenson’s shoulder is hurting him terribly! He has to harvest the wheat, but he’s in dreadful pain. Do you have any medicine that might help him?”)
Ask questions like why doesn’t ____ get to ______, find the part of the story that explains this, what is an important idea that we can learn from this story, how does ____(character) change as the story goes on

875L-925L Activities

Can read most complex text

Ask questions like

Based on the photograph and the caption, how is ____ different from ___?
What does the author mean when he/she says they “worked around the clock”?
How does the use of dates in the selection help give structure to the selection?
What evidence does the author give to explain why there was a special need to know _____?
Why does the author begin the book with saying ___?
How are the headings used to organize the information in this book?
Why do you think the author wrote this book?
How does the photograph help you understand the description of ___?
Can they quote the text accurately when explaining what the text says explicitly and when drawing inferences
Can they summarize a text, determine the theme or main idea (or multiple main ideas when applicable), and explain how key details support it
Can they compare and contrast two or more characters, settings, events, ideas or concepts in a text using specific details
Can they determine the meaning of grade-appropriate academic words and phrases within text including figurative language
Can they describe how a narrator’s point of view influences how events are described
Can they analyze how visual elements contribute to the meaning of a text
Can they explain how an author uses evidence to support points in a text

5th GRADE READING LEVELS

875L-925L Activities

Can read most complex text

Ask questions like

Based on the photograph and the caption, how is ____ different from ___?
What does the author mean when he/she says they “worked around the clock”?
How does the use of dates in the selection help give structure to the selection?
What evidence does the author give to explain why there was a special need to know _____?
Why does the author begin the book with saying ___?
How are the headings used to organize the information in this book?
Why do you think the author wrote this book?
How does the photograph help you understand the description of ___?
Can they quote the text accurately when explaining what the text says explicitly and when drawing inferences
Can they summarize a text, determine the theme or main idea (or multiple main ideas when applicable), and explain how key details support it
Can they compare and contrast two or more characters, settings, events, ideas or concepts in a text using specific details
Can they determine the meaning of grade-appropriate academic words and phrases within text including figurative language
Can they describe how a narrator’s point of view influences how events are described
Can they analyze how visual elements contribute to the meaning of a text
Can they explain how an author uses evidence to support points in a text

950L-1000L Activities

Can read most complex text

Ask questions like

Which sentence from the text shows that the author assumes the readers believe ___?
What do the headings in the text have in common?
What evidence does the author give to prove that _____?
Why might the author have used the word ____ to describe ____?
Use the captions and text to describe what the diagram shows.
What is the difference between ancient people’s explanation of ___ and scientists’ explanation?

1025L-1075L Activities

Can read most complex text

Ask questions like

Why does the text begin with _____?
How did ____ inspire ______(person) to ___?
How does the book show that ____ thought that ___(person’s) actions were important?
What lesson can be learned from this book?
How does the author view ____(person)? How can you tell?
Why does the text begin with _____?
How did ____ inspire ______(person) to ___?
How does the book show that ____ thought that ___(person’s) actions were important?
What lesson can be learned from this book?
How does the author view ____(person)? How can you tell?
Can they cite textual evidence to support analysis of what the text says explicitly and when drawing inferences
Can they summarize a text, determine the theme or central idea and how it is conveyed through details
Can they describe how a text’s plot unfolds, how characters respond, and how the text introduces and elaborates key individual, events, or ideas
Can they determine the meaning of grade-appropriate academic words and phrases within text including figurative, connotative, and technical meanings
Can they analyze how a particular portion of a text fits into the overall structure
Can they determine an author’s point of view and explain how it is conveyed
Can they integrate information presented in different formats and words to develop a coherent understanding of a topic
Can they trace and evaluate the argument and claims in a text, distinguishing claims supported by evidence and those that are not

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