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Literacy Online. Every child literate - a shared responsibility.
Ministry of Education.


Colour wheel.

Ready to Read levelled texts

Ready to Read student texts are crafted and levelled to ensure that students are presented with continual and appropriate challenges. The colour wheel indicates the level of each student text. The colour wheel levels are Magenta, Red, Yellow, Blue, Green, Orange, Turquoise, Purple, and Gold. All of the levels, except Magenta, are further divided into sub-levels to allow for a flatter gradient of text difficulty. A "G" (for guided reading) is placed within one of nine colour segments. 

Green colour wheel.

Green guided reading texts include some contexts and settings that may be outside students’ direct experience but can be easily related to it. Many high-frequency words are evident. Texts include a few words or phrases that may not be in the children’s oral vocabulary but are well supported within the text. Illustrations support and extend the meaning but may not exactly match the words.

Expected reading behaviours


  • draw on a developing range of problem-solving strategies to approach the challenges they meet as they read,
  • monitor their own reading, search for and use multiple sources of information, and self-correct errors with increasing competence,
  • think critically about what they read,
  • read with phrasing,
  • read some sections of texts silently.

Teacher support materials and audio files

Teacher support materials explain how teachers can use the text to engage students as they develop reading processing strategies, respond to the text, and think critically. 

Green TSM and audio are available online.

Archived texts

Following the 2013/14 review of the Ready to Read series, some texts will not be reprinted and the related TSM are shown here as “archived”. These titles can still be used as part of your classroom programme, however, current Ready to Read texts should be used for assessment purposes.

The zone of proximal development

Ready to Read texts' difficulty increases gradually in vocabulary, text length, complexity of text structure, students' familiarity with the content, and how explicitly the content is stated. This reflects the concept of the zone of proximal development (Vygotsky, 1978), the gap between what a student can do independently and what they can do with help. Teachers select texts and activities with the appropriate level of stretch for their students.

These texts are provided to all New Zealand primary schools. 
Additional copies can be ordered from the Ministry of Education resource catalogue. 
Contact  Down the Back of the Chair online or call 0800 660 662.

Updated on: 14 Jul 2017