Listen and Write will provide lots of practice in writing individual letters and in hearing the sounds that letters make in simple words. This level is for a beginning reader who is still learning letter names and sounds and how to hold a pencil properly when writing.

If you answer “Yes” to these four questions, your student is ready to begin Listen and Write.

• Can my student focus on a worksheet for at least 10 minutes?
• Can my student identify most of the letters of the alphabet?
• Can my student hold a pencil and write a three-letter word?
• Does my student understand that letters make sounds?

Jack and Jill provides practice in writing individual letters and in hearing the sounds that letters make in simple words. It will also provide opportunities for students to study words in the context of nursery rhymes by marking letter patterns, copying words and passages, and writing from dictation.

This level is for the student who prints easily with lowercase letters and who knows most letter sounds, including long and short vowels.

Jack and Jill uses nursery rhymes because they provide a great deal of wordplay in a short passage. They include rhyming, alliteration, and, most importantly, a recognizable context that is essential to fostering confidence in an emerging reader.

If you answer “Yes” to these four questions, your child is ready to begin Jack and Jill.

• Can my student focus on a worksheet for at least 10 minutes?
• Can my student hold a pencil and write a sentence?
• Can my student give the sounds for most letters, including both long and short vowel sounds?
• Is my student beginning to read books like Hop on Pop by Dr. Seuss?

If you answer “No” to any of the questions above, try the readiness guidelines for the previous level, Listen and Write.

Read the passage below to your student, asking them to follow along.

Ask your student to read the passage aloud by themselves.

Dictate the following list of words, one at a time, to your student, asking them to write the words on a piece of paper.

If you can answer “Yes” to these three questions, your student is ready to begin Wild Tales.

• Can my student write two or three sentences at a time?
• Was my student able to read the paragraph aloud without sounding words out or pausing? Note that the paragraph is written at the minimum reading level for Wild Tales.
• Was my student able to spell correctly eight of the ten listed words?

If you answer “No” to any of the questions above, try the readiness guidelines for the previous level, Jack and Jill.

Read the passage below to your student, asking them to follow along.

Ask your student to read the passage aloud by themselves.

Dictate the following list of words, one at a time, to your student, asking them to write the words on a piece of paper.

If you answer “Yes” to these three questions, your student is ready to begin Americana.

• Can my student write two or three sentences at a time?
• Was my student able to read the paragraph aloud without sounding words out or pausing? Note that the paragraph is written at the minimum reading level for Americana.
•  Was my student able to spell correctly eight of the ten listed words?

If you answer “No” to any of the questions above, try the readiness guidelines for the previous level, Wild Tales.

NOTE: If your student is aged 10 or above and can read the passage but did not correctly spell eight of the ten listed words, please reach out for a consultation. Use the Contact Us link below and select “Chat with a Placement Specialist” or call 888-854-6284 (option 1).

Read the passage below to your student, asking them to follow along.

Ask your student to read the passage aloud by themselves.

Dictate the following list of words, one at a time, to your student, asking them to write the words on a piece of paper.

If you answer “Yes” to these three questions, your student is ready to begin American Spirit.

• Can my student write for 10 minutes at a time?
• Was my student able to read the paragraph aloud without sounding words out or pausing? Note that the paragraph is written at the minimum reading level for American Spirit.
• Was my student able to spell correctly eight of the ten listed words?

If you answer “No” to any of the questions above, try the readiness guidelines for the previous level, Americana.

Note: A student who struggles with spelling should not be placed higher than American Spirit, regardless of their level of reading proficiency.

Read the passage below to your student, asking them to follow along. The man’s first name is pronounced Fy-lo (rhymes with high-low).

Ask your student to read the passage aloud by themselves.

Dictate the following list of words, one at a time, to your student, asking them to write the words on a piece of paper.

If you answer “Yes” to these three questions, your student is ready to begin Ancient Achievements.

• Can my student write for 10 minutes at a time?
• Was my student able to read the paragraph aloud without sounding words out or pausing? Note that the paragraph is written at the minimum reading level for Ancient Achievements.
• Was my student able to spell correctly eight of the ten listed words?

If you answer “No” to any of the questions above, try the readiness guidelines for the previous level, American Spirit.

Read the passage below to your student, asking them to follow along.

Ask your student to read the passage aloud by themselves.

Dictatethe following list of words, one at a time, to your student, asking them to write the words on a piece of paper.

If you answer “Yes” to these three questions, your child is ready to begin Modern Milestones.

• Can my student follow written instructions and work independently?
• Was my student able to read the paragraph aloud without sounding words out or pausing? Note that the paragraph is written at the minimum reading level for Modern Milestones.
• Was my student able to spell correctly eight of the ten listed words?

If you answer “No” to any of the questions above, try the readiness guidelines for the previous level, Ancient Achievements.