Educational Alignments

Conserve Our Wild’s wildlife emergent readers contain stunning photography, great stories, fun facts, and conservation tips. They are designed to improve comprehension, excite children to read, and teach about wildlife. Conserve Our Wild books are professionally edited, guided reading level rated, Lexile rated, Fountas & Pinnell certified, and approved for Common Core and most state standards.

Guided reading is a teaching approach designed to help individual readers build an effective system for processing a variety of increasingly challenging texts over time. Guided reading levels are graded using the Fountas and Pinnell text level gradient.
Guided reading is not just an exercise to practice reading skills. It is research-based, professionally energized, highly targeted, scaffolded reading instruction that propels all students toward confident, independent reading of high-quality, grade-level books across a diverse array of literature and informational genres. Reading well means reading with deep comprehension and gaining maximum insight or knowledge from each source.


Beginning Readers Scale

Lexile text measures provide valuable information about a text’s complexity and are recognized as the standard for individually matching readers with texts. Thanks to extensive research, Lexile measures are now more precise for content used in K–2 classrooms and provide readers with a superior match to texts.

The Lexile scale has been extended for beginning readers and texts. A Beginning Reader (BR) code is given to readers and texts that have measures below OL on the Lexile scale. A Lexile measure BR100L indicates that the Lexile measure is 100 units below OL. Just like -10° is higher (warmer) than -30° on a thermometer, a BR100L book is more complex than a BR300L book.

Fountas & Pinnell

Reading Text Level Descriptions and Characteristics of Readers

 The goal of guided reading is to bring the child to the level of complex texts appropriate for the grade, in doing so, teaching must begin with where the child is able to engage with some success, so that there is a point of contact, thereby engaging the child’s development of a self-extending system for processing texts. 

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