Levelled Text Emergent Readers in Kindergarten-Year 1

Levelled Text Emergent Readers in Kindergarten-Year 1
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Levelled Text Emergent Readers in Kindergarten-Year 1

***This file is for Book 2: Emergent Readers in Kindergarten-Year 1 only.

Please click on the individual book links below the curriculum links for each separate book in my levelled text collection.

Levelled Text Collection

My entire levelled text set comprises 8 books for Kindergarten to Year 6. With the exception of Book 1 (which focuses on teaching the letter sounds of the alphabet and the changing vowel sounds of regular and sight words), each book contains at least 40 levelled stories designed to build sight word knowledge, reading fluency, decoding skills and vocabulary knowledge.

Book 1: Pre-Emergent Readers in Kindergarten

Book 2: Emergent Readers in Kindergarten - Year 1

Book 3: Beginning Readers in Year 1 - Year 2

Book 4: Becoming Fluent Readers in Year 2 - Year 3

These 4 initial reading books are specifically crafted to promote word-focused reading when young children begin to make the connections to words they use in their oral language and words they read in text. Each story fits on 1 page and includes words to learn by sight as well as targeted vocabulary used in each text.


Following this program will program young readers with many thousands of common usage words to ensure generalisation of all words being recognised and read automatically. When children begin to read, they need to be exposed to thousands of oral language words – too often today teachers only use the little reading booklets that have extremely repetitive texts and limited vocabulary in each story.


This levelled text program promotes word-focused reading (decoding skills) as opposed to the reliance on picture cues to work out unknown words. The process of decoding allows children to remember the connections to letter/sound correspondence; it trains them to rely on their own ability to ‘sound out’ effectively and it assists in the process of learning how to spell these words, as reading is the direct opposite of spelling:


Reading is the transfer of graphemes to phonemes – Spelling is the transfer of phonemes to graphemes. The two skills go hand in hand.


The aim of this section of the program is for all children to achieve mastery of all stories in these first 4 books by the end of Year 2, so that they have the skills to access texts that are becoming more complex in their vocabulary usage; contain a mix of factual and narrative texts; transition from first and second person to third person in reading texts, and to begin to read texts that are structured in longer sentences and paragraphs.

Book 5: Fluency Level 1 - Year 3

Book 6: Fluency Level 2 - Year 4

Book 7: Fluency Level 3 - Year 5

Book 8: Fluency Level 4 - Year 6

These next 4 books provide a plethora of levelled text stories that take students into the realms of advanced reading across a range of different text types. They also provide exemplary models of stories for creative and structural writing purposes (writing skills is not the intent of this program, but it is a useful associative resource).


This program has the potential to be used by any students at any stage of their reading development. Children in Kindergarten are not limited to the stories contained in the Emergent Reading levels, nor are students in Year 5 or 6 prohibited from accessing stories within the lower levels of reading. All stories are carefully crafted to be appropriate for any age of student.

Key Transition Phases of Reading

Emergent – making the connection that words we speak can be interpreted in text form and have the same meanings. Making the connection that objects in pictures also have a text form.

● Beginning Reading – making the connection that words can be linked to form phrases and sentences in the same way children build their oral language ideas.

● Becoming Fluent – building automatic reading – recalling a vast range of words in their working memories that allow fluency when reading short texts.

● Fluency Level 1 – the transition from reading first and second person oral language structures to reading third person structures within low level literary and technical language informative and creative texts.

● Fluency Level 4 – the transition to Year 7 skills of reading widely across all curriculum domains – this includes understanding the demands of literacy skills required of each subject area.


Links to the Australian Curriculum for English Foundation Level

ACELA1430 - Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes.

ACELA1432 - Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences.

ACELA1434 - Recognise that texts are made up of words and groups of words that make meaning.

ACELA1438 - Understand how to use knowledge of letters and sounds including onset and rime to spell words.

ACELA1439 - Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words.

ACELA1440 - Recognise and name all upper and lower case letters (graphemes) and know the most common sound that each letter represents.

ACELA1817 - Know how to read and write some high-frequency words and other familiar words.

ACELA1818 - Understand that words are units of meaning and can be made of more than one meaningful part.

ACELA1819 - Segment sentences into individual words and orally blend and segment onset and rime in single syllable spoken words, and isolate, blend and manipulate phonemes in single syllable words.

ACELA1820 - Write consonant-vowel-consonant (CVC) words by representing some sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words.

ACELY1649 - Read decodable and predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge.

ACELY1650 - Use comprehension strategies to understand and discuss texts listened to, viewed or read independently.

Levelled Text 8-Book Set Links:

Book 1: Pre-Emergent Readers in Kindergarten

Book 2: Emergent Readers in Kindergarten-Year 1

Book 3: Beginning Readers in Year 1-Year 2

Books 4 - 8 - still being uploaded.

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►Note: I am an Australian-based seller; thus, all resources are written in Standard British/Australian English and are designed to be printed in A4 format, unless otherwise stated. I am also approved to sell to Australian schools. Non-editable PDF.

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►All resources created by Read for Success are completely original in content and design, and all artwork has been created in-house in an effort to create truly unique educational resources that inspire students to Read for Success!

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Terms of Use: All resources are created by Susanna Elliott-Newth and all content and illustrations are the intellectual property of Susanna Elliott-Newth, Vandernoot Press, Read for Success. An individual licence permits purchasers to reproduce this resource for their own classroom and personal use. A multi-use licence allows for a third party to exercise these same rights. Cover pages may be used for social media promotion so long as purchasers provide a link back to my Read for Success TpT store.

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Susanna Elliott-Newth - Read for Success - susannanewth@gmail.com

Total Pages
86 pages
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