ABSTRACT
Most teachers of guided reading understand that all texts on a particular level are not the same. Texts vary greatly along a host of traits. The use of a text gradient to label texts paves the way for using this same leveling structure to label readers. Buzzard and bluebird groups were traditionally supported by texts that systematically control vocabulary, such as The World of Dick and Jane and Friends. Text gradients also give teachers a skeleton around which they can organize instruction, monitor student progress, and engage in professional discussions. One of the biggest challenges in dealing with guided reading levels, or any text gradient for that matter, is the difficulty associated with helping parents understand their limitations. Parents can unintentionally perpetuate labels, competition, and categorical thinking. When teachers broaden their understandings of the text gradient, it becomes easier for them to flexibly group students.
