Leveled Readers

       So my poor husband did not feel well today, so we did not work on the crate seats. Hopefully, he will feel better tomorrow, and we can make them. On another note, I would like to share how I organize my leveled readers. I teach 5th and 6th grade reading with over 80 students. So that means a lot of leveled readers are needed to meet all the needs.

       I organize all the readers into baskets. A basket for each unit arranged by the week. I further organize them by color. Green for below basic, yellow for on-level, and blue for advance. The yellow word strip marks where the books I have out belong. This makes it much easier to keep all the books organized and in order.

      Students never get their books from the baskets. Students get their leveled reader and activities from the pocket chart. The pocket chart is labeled with their grade and color. The first column is for their books, second column for blank activities, and the third column is for their completed work.

     Please let me know if you have any questions about my leveled reader system or if you have suggestions.


  1. What are some of your activities? This is an interesting concept, great for differentiation. I would love to know more about what exactly the kids are doing.
    Teaching in Room 6

  2. Stephanie,

    Thank you so much for following my blog! The leveled readers come with my Reading Street curriculum. Each leveled reader comes with a worksheet. One side has a vocabulary lesson and the other side a reading skill. I create my own activities as well. I use graphic organizers, sequence sticks, scavenger hunts, and other activities. I will take some pictures of my activities and post them soon.

  3. What are sequence sticks?

    1. I take events from the story the students are reading and type them into my template. Students then put them into sequence. You can find my template at http://oodlesofteachingfun.blogspot.com/p/free-stuff.html
      You click inside the shape and start typing. Thank you for visiting.


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