Using the ULS Library
What is the ULS Library?
The ULS Library provides hundreds of books designed to support students across a wide range of literacy levels. Books can be used for independent reading, shared reading, literacy instruction and home learning.
Educators can browse books by:
- Category
- Topic
- Decoding level
- Comprehension level
Books are available in interactive and printable formats, with Spanish options available for many titles.
Step 1: Choose the right type of text
Decodable texts
Decodable texts help students practice phonics and decoding skills they have already been taught.
These books are organized into progressive levels that align with the ULS phonics sequence, from foundational sound-letter relationships through to multisyllabic words and advanced spelling patterns.
The decodable text levels are based on Unique Learning System’s scope and sequence for phonics instruction.
Use decodable texts when students are:
- Learning new phonics patterns
- Building decoding fluency
- Practicing word recognition
- Developing confidence as readers
Foundational I (F-I)
Consonant le er sounds
Short vowel sounds
VC words
CVC words
CVC-s words
Select high-frequency words
Foundational II (F-II)
Adjacent consonants (CCVC/CVCC/CCVCC)
Three-le er adjacent consonants (CCCVC)
FLSZ spelling (ff, ll, ss, zz)
-all, -oll, -ull
Two le er digraphs
-ng, -nk
Select high-frequency words
Developing I (D-I)
VC-e pa ern
Single open syllables
Three le er digraphs
-es, -ed, -ing endings
Select high-frequency words
Developing II (D-II)
Vowel teams
Long VCC (e.g., -ild, -ost)
R-controlled vowels
Diphthongs (/oi/, /ow/)
Silent le ers
Select high-frequency words
Advanced I/Advanced II (A-I, A-II)
Mul syllable words
Suffixes
Prefixes
Low frequency spellings
Spelling changes
How to use decodable texts
Before reading
- Identify and introduce the target phonics skill
- Have students write the letters related to the phonics skill and say the sound as they write
- Model blending
- Teach high-frequency words (HFWs) used in the text: Say the word in a sentence. Read the word (point out known sounds). Talk about any irregular spelling patterns. Spell and write the word. Use the word in oral and written sentences
- Identify and connect an academic vocabulary word related to the text: Define the word using an age-appropriate definition. Use the word in an example sentence
During reading
- Provide corrective feedback: Point out missed sound-spelling patterns. Model the spelling and sound and have the student repeat. Have the student blend the word again
- Have students whisper read, choral read or echo read the text
- Ask questions about the text to gauge comprehension. Ask questions that: Focus on a word with the target phonics skill. Prompt students to remember details and find textual evidence. Have students make an inference (use pictures or identify who/what a pronoun is referring to). Include higher-level questions. Connect the text with students' personal lives
- Focus on sentence comprehension. Identify the who, what, where, when, why and how in a sentence. Have students add more to the sentence by looking at the pictures
After reading
- Follow up the text with a writing activity. Have students: Retell the story. Write about the characters in a new setting. Write about what they learned. Use letter-sound spelling patterns from the text. Use sentence starters or sentence frames if needed
- Provide opportunities for students to read or write decodable words from the text to build fluency through: Partner reading. Independent reading. Reader's theatre. Taking texts home. Reading lists of decodable words from the text. Using letter tiles/cards to build words from the story
Differentiated texts
For students who are ready to move beyond decodable text, Differentiated texts support comprehension, vocabulary and knowledge building.
They are provided to support students who are independent readers or teachers engaging in read-aloud or shared reading activities with students who are not yet reading independently.
The differentiated texts leveling system is based on comprehension and does not necessarily align with how easy it is to decode the text.
These books are organized by comprehension level and can be used with:
- Independent readers
- Shared reading groups
- Teacher-led read alouds
Use differentiated texts when students are:
- Building background knowledge
- Developing comprehension skills
- Discussing literature
- Participating in shared reading experiences
Level aa
Focuses on a single idea
Labels for objects, actions, descriptors
Captioned text relates directly to the illustration on the page
Illustrations are simple with minimal background
Print appears at the same place on each page
Vocabulary relates to personal experience
Level A
Focuses on a single idea
Simple story line
Direct links between text and illustration
Print appears at the same place on each page
One line of text on each page
Repeated line with one word change
Level B
Focuses on a single idea
Simple story line
Direct links between text and illustration
Print appears at the same place on each page
One to two lines of text on each page
Sentences directly relate to illustration
Level C
Simple story line
Illustrations help support meaning with direct correspondence of text and illustrations
Oral language structures used in sentences
Simple syntax in sentences
Two to four lines per page
Full range of punctuation
Level D
Simple but more detailed storyline
Sentences a little longer than Level C
Topics related to students’ experiences
Two to six lines per page
Known vocabulary is used
Quotes used for statements and ques ons
Vocabulary may include inflec onal endings: -ing, -ed, -s
Level E
Two to eight lines of text per page
Text placement varies
More complex storylines
Repeated language patterns are varied within text
Illustrations support the story but may contain several ideas
Vocabulary required word analysis
Level F/G
Text increasingly longer
Three to eight lines of text per page
Text carries more meaning than illustra ons
Oral language structures
Storylines include episodes
Distinct beginning, middle and end
Punctuation supports phrasing and meaning
Word analysis required
New vocabulary introduced
Level E
Longer stories with fewer repeated lines
Four to eight lines per page
Illustrations provide moderate comprehension support
Large number of Tier 1 vocabulary
Tier 2 vocabulary introduced
Characters are memorable
Level J/K
Stories are longer and more complex
Variety of familiar and new text - nonfic on and realistic stories
Beginning chapter books
Amount of text on each page varies
Introduction of Tier 3 vocabulary
Level L
Longer chapter books
More characters and character development
Stories with a plot
Sophisticated language structures
More detail and description
Higher level conceptual work
More complex ideas and topics
Unique Learning System is a dynamic curriculum. There are additional special collections of books that are unleveled. These books may contain posters with information, or interactive components for students to write their own books or songs for various holidays. Additional levels may be added at anytime.
How to use differentiated texts
Before reading
- Activate background knowledge by: Looking at the pictures. Connecting the topic to students' lives. Determining what students already know. Asking questions to learn more.
- Identify a letter or sound pattern to point out while reading the text and review it with students.
- Identify and connect a Tier 2 vocabulary word related to the text: Define the word using an age-appropriate definition. Use the word in an example sentence.
During reading
For Students Reading with an Adult or Peer Tutor (CAR Strategy)
Comment and wait
- Describe illustrations or something in the text.
- Example: "I see the sky. I think they are outside."
Ask and wait
- Ask open-ended questions.
- Example: "What do you see?"
Respond by adding a little more
- Repeat what the student said and add more information.
- Example: "Yes, there are football players. The players are playing a game outside."
For students using AAC
- Model how to comment on the story using CORE vocabulary words or the text-specific Communication Board.
For independent readers
Encourage self-monitoring by focusing on one comprehension skill or using a graphic organizer, such as:
- Characters
- Plot
- WH-questions
- Text-to-self connections
- Genre
Types of prompts (CROWD)
- Completion
- Recall
- Open-ended
- WH-Questions
- Distancing
After reading
Students can complete an activity to demonstrate understanding of the text.
- Summarizing: Provide an oral or written summary of the text, including the main idea
- Retelling: Retell the story to a partner, including the key details
- Drawing: Draw a favourite part or something remembered from the story. Label the drawing or write a sentence explaining it
- Questioning: Write questions about the text or look back in the text to find evidence to answer teacher-created questions
- Extending: Complete a writing prompt to demonstrate understanding of the text using features and vocabulary from the text
Library text levels
The complexity levels in the library can be compared to other text levelling systems. These levels should be used for knowledge-building and comprehension activities, not for guided or independent practice to teach word recognition to developing readers.
Grade | ULS | Lexile | Guided reading | DRA |
|---|---|---|---|---|
Pre-K–K | aa | BR40L–220L | A | K |
K-1 | A | BR40L–220L | B | K-1 |
K-1 | B | BR40L–220L | C | K-1 |
1 | C | 190L–500L | D | 1 |
1 | D | 190L–500L | E | 1 |
1 | E | 190L–500L | F/G | 1 |
2 | F/G | 450L–620L | H/I | 10-12 |
2-3 | H/I | 450L–620L | J/K | 14-16 |
2-3 | J/K | 550L–620L | L | 18-24 |
3 | L | 620L–820L | M | 28 |
3 | M | 620L–820L | N | 30 |
4 | N | 735L–820L | O | 34 |
4 | O | 735L–820L | P | 38 |
4 | P | 735L–820L | Q | 40 |
Step 2: Select books for your students
When selecting books, consider:
Reading goals
Are students practising decoding, comprehension or both?
Student interests
Use categories and topics that connect with student interests and experiences.
Support needs
Choose texts that provide the right balance of challenge and success.
Language supports
Use Spanish texts and symbol-supported resources when appropriate.