Lexile Level to Guided Reading Conversion Chart

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Reading Level Chart

Booksource knows that reading levels tin can serve as a helpful tool for educators. Use this Reading Level Nautical chart to meliorate sympathize how the common leveling systems correlate to one some other and friction match students to texts that can exist read with success. To get-go shopping for books by reading level, click on your desired Course, Guided Reading or Lexile Level below.

To shop for books, tap on your desired Form, Guided Reading or Lexile Level below. View more information past swiping left and right.

	Grade Level	Guided Reading	Lexile Level	DRA Level	Reading Recovery
	Booksource relies but on reputable sources for our leveling information. Each reading level system is designed independently, using various metrics to decide form level targets. Every effort has been made to ensure the accuracy of the levels presented.
	Guided Reading is based on standards developed past Irene Fountas and Gay Su Pinnell. When leveling a title, Fountas & Pinnell consider factors such as text difficulty, vocabulary and developmental appropriateness. For example, a level P book is appropriate for grade three students in terms of both content and complication. When necessary, Booksource relies on publisher guided reading levels. Every endeavor is made to ensure that reading levels designated by publishers are comparable to Fountas & Pinnell reading levels.
	Lexile levels are determined through quantitative evaluation of sentence length and difficulty. Theme and developmental appropriateness are not considered. Lexile measures are from @2011 Metametrics, Inc., and appear by permission with all rights reserved. Lexile and related marks are registered trademarks of MetaMetrics, Inc.
	Developmental Reading Level Cess, better known as DRA, was developed past Joetta Beaver and published by Celebration Press, 1977. DRA is a method of assessing and documenting achievement within a literature-based instructional program.
	Developed past Marie M. Clay in the 1970s as a brusque intervention program, Reading Recovery helps low achieving first-graders accomplish course level standards through one-on-one tutoring. Reading Recovery is a registered trademark of The Ohio State Academy.
Emergent Books for emergent readers tell simple stories, with one to two lines per folio. They follow patterns and use repeated vocabulary. Emergent readers "read" from picture cues, and from hearing the story read aloud. Concepts are familiar. Emergent readers are developing an understanding of the alphabet and will recognize beginning letters and some sight words. They tin attend to brusque read alouds featuring familiar narratives and concepts. Emergent readers may "pretend" read, as they recount a familiar story or rely heavily on picture cues.	Kindergarten	A	BR	A-i	1
		B		2-3	2
		C		4	iii-4
		D		half-dozen	5-6
Early Books for early readers comprise more pages and longer sentences. There is more variety in sentence structure. They include high-frequency words and flick cues to provide support while introducing early readers to new vocabulary. Concepts are familiar. Early readers start to read unproblematic stories and tin sound out new words with one or 2 syllables. They will recognize and read some high-frequency words and begin self-monitoring for some comprehension. They predict words based on kickoff sounds and picture cues.	Grade one	E	190L-530L	8	seven-8
		F		10	9-10
		G		12	11-12
		H		fourteen	thirteen-14
		I		16	xv-17
		J		18	18-20
Transitional Books for transitional readers include a larger core of frequently-used words, new vocabulary and longer words that crave chunking. These books include text features and are on varied topics and from multiple genres. Transitional books tin be short chapter books or more complex moving picture books. Concepts are less familiar and the text encourages readers to make connections. Transitional readers have adult several reading strategies for decoding and monitoring comprehension. They read longer, more complex texts, including narratives and advisory texts, with fluency and phrasing. Their rate of reading has increased, and they are transitioning from reading to decode to reading to embrace and learn.	Course 2	Grand	420L-650L	20	xviii-twenty
		Fifty		24
		One thousand		28
	Class 3	Due north	520L-820L	30
		O		34
		P		38
Fluent Books for fluent readers come from dissimilar genres and sources. The text is longer and more complex and requires sustained understanding over a few days or weeks of reading. Text features are used to gain and infer pregnant. Fluent readers read for purposes such as enjoyment or for learning. Many concepts are new, equally fluent readers read to gain new ideas and explore new perspectives. Fluent readers read fluently with phrasing, inflection and expression. They read independently and silently. They will read for longer durations and maintain comprehension of the text over several days or weeks. They prepare purposes for reading, and react to text. Fluent readers empathise that reading volition build noesis, and influence ideas and attitudes.	Grade 4	Q	740L-940L	40
		R
		S
	Grade 5	T	830L-1010L	50
		U
		V
	Course half dozen	W	925L-1070L	sixty
		X
		Y
Proficient Skilful readers go on to read for a multifariousness of purposes, including learning or enjoyment. Books are specific to subject matter, such equally the sciences or the humanities. Text is in different styles and lengths and includes different genres, contents and authors to see a range of cocky-set purposes for reading. Skillful readers read beyond a wide variety of materials and for multiple purposes. They brand adjustments to their reading style based on the text and their purpose. They read regularly, for enjoyment and knowledge, and synthesize information from reading. Due to mature content, the Z+ titles should be reserved for high school and developed readers. Reader discretion is brash.	Form vii	Z	970L-1120L	lxx
	Grade 8	Z	1010L-1185L	lxxx
	Grade 9-12	Z (+)	1050L-1385L

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Source: https://www.booksource.com/reading-level-chart

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