Lexile Level to Guided Reading Level Conversion Chart

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Reading Level Chart

Booksource knows that reading levels can serve every bit a helpful tool for educators. Use this Reading Level Chart to better understand how the common leveling systems correlate to i another and friction match students to texts that can be read with success. To start shopping for books by reading level, click on your desired Grade, Guided Reading or Lexile Level below.

To shop for books, tap on your desired Grade, Guided Reading or Lexile Level beneath. View more information by swiping left and correct.

	Form Level	Guided Reading	Lexile Level	DRA Level	Reading Recovery
	Booksource relies only on reputable sources for our leveling information. Each reading level system is designed independently, using various metrics to make up one's mind class level targets. Every effort has been made to ensure the accurateness 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 equally text difficulty, vocabulary and developmental appropriateness. For case, a level P volume is appropriate for grade three students in terms of both content and complexity. When necessary, Booksource relies on publisher guided reading levels. Every effort is fabricated 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 Assessment, ameliorate known as DRA, was adult 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 by Marie Yard. Dirt in the 1970s equally a short intervention program, Reading Recovery helps low achieving first-graders reach grade level standards through one-on-one tutoring. Reading Recovery is a registered trademark of The Ohio State University.
Emergent Books for emergent readers tell simple stories, with one to ii lines per page. They follow patterns and use repeated vocabulary. Emergent readers "read" from picture show cues, and from hearing the story read aloud. Concepts are familiar. Emergent readers are developing an understanding of the alphabet and will recognize start letters and some sight words. They can attend to short 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-ane	one
		B		ii-3	2
		C		iv	3-4
		D		half dozen	five-6
Early Books for early readers comprise more pages and longer sentences. In that location is more variety in judgement structure. They include high-frequency words and flick cues to provide support while introducing early readers to new vocabulary. Concepts are familiar. Early readers commencement to read uncomplicated stories and can sound out new words with one or two syllables. They will recognize and read some high-frequency words and begin self-monitoring for some comprehension. They predict words based on beginning sounds and flick cues.	Grade 1	Due east	190L-530L	8	seven-8
		F		x	ix-10
		G		12	11-12
		H		14	xiii-14
		I		xvi	15-17
		J		18	18-20
Transitional Books for transitional readers include a larger core of frequently-used words, new vocabulary and longer words that require chunking. These books include text features and are on varied topics and from multiple genres. Transitional books can be curt chapter books or more complex flick books. Concepts are less familiar and the text encourages readers to brand connections. Transitional readers have developed several reading strategies for decoding and monitoring comprehension. They read longer, more than circuitous texts, including narratives and informational texts, with fluency and phrasing. Their rate of reading has increased, and they are transitioning from reading to decode to reading to comprehend and learn.	Class 2	Thousand	420L-650L	xx	eighteen-20
		L		24
		M		28
	Form 3	N	520L-820L	30
		O		34
		P		38
Fluent Books for fluent readers come from different 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 meaning. Fluent readers read for purposes such as enjoyment or for learning. Many concepts are new, as 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 volition read for longer durations and maintain comprehension of the text over several days or weeks. They set purposes for reading, and react to text. Fluent readers empathize that reading will build knowledge, and influence ideas and attitudes.	Class iv	Q	740L-940L	40
		R
		S
	Course 5	T	830L-1010L	fifty
		U
		V
	Grade 6	W	925L-1070L	60
		X
		Y
Proficient Proficient readers continue to read for a variety of purposes, including learning or enjoyment. Books are specific to subject matter, such as the sciences or the humanities. Text is in different styles and lengths and includes different genres, contents and authors to encounter a range of self-ready purposes for reading. Proficient readers read across a broad multifariousness of materials and for multiple purposes. They make adjustments to their reading style based on the text and their purpose. They read regularly, for enjoyment and cognition, and synthesize information from reading. Due to mature content, the Z+ titles should be reserved for high school and adult readers. Reader discretion is brash.	Grade 7	Z	970L-1120L	70
	Grade 8	Z	1010L-1185L	eighty
	Grade 9-12	Z (+)	1050L-1385L

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

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