Lexile Reading Level to Guided Reading Level

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Reading Level Nautical chart

Booksource knows that reading levels tin serve as a helpful tool for educators. Use this Reading Level Chart to better understand how the mutual leveling systems correlate to one another and lucifer students to texts that can exist read with success. To kickoff 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 below. View more data by swiping left and right.

	Grade Level	Guided Reading	Lexile Level	DRA Level	Reading Recovery
	Booksource relies only on reputable sources for our leveling information. Each reading level arrangement is designed independently, using various metrics to determine form level targets. Every endeavor has been fabricated to ensure the accurateness of the levels presented.
	Guided Reading is based on standards developed by Irene Fountas and Gay Su Pinnell. When leveling a championship, Fountas & Pinnell consider factors such as text difficulty, vocabulary and developmental ceremoniousness. For instance, a level P book is advisable for grade three students in terms of both content and complication. When necessary, Booksource relies on publisher guided reading levels. Every try 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 judgement length and difficulty. Theme and developmental appropriateness are non 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, better known as DRA, was developed past Joetta Beaver and published by Commemoration Printing, 1977. DRA is a method of assessing and documenting achievement inside a literature-based instructional program.
	Developed by Marie M. Clay in the 1970s as a short intervention plan, Reading Recovery helps low achieving beginning-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 elementary 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 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 flick cues.	Kindergarten	A	BR	A-ane	1
		B		ii-3	2
		C		4	three-4
		D		6	5-six
Early on Books for early readers contain more pages and longer sentences. There is more variety in sentence structure. They include high-frequency words and picture cues to provide support while introducing early on readers to new vocabulary. Concepts are familiar. Early readers commencement to read simple stories and can sound out new words with one or two syllables. They will recognize and read some high-frequency words and brainstorm cocky-monitoring for some comprehension. They predict words based on kickoff sounds and moving picture cues.	Grade 1	E	190L-530L	viii	vii-eight
		F		10	ix-10
		Thou		12	11-12
		H		xiv	13-14
		I		16	15-17
		J		18	18-twenty
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 short affiliate books or more circuitous picture books. Concepts are less familiar and the text encourages readers to make connections. Transitional readers take developed several reading strategies for decoding and monitoring comprehension. They read longer, more complex texts, including narratives and informational texts, with fluency and phrasing. Their charge per unit of reading has increased, and they are transitioning from reading to decode to reading to comprehend and larn.	Grade two	Chiliad	420L-650L	xx	18-20
		50		24
		M		28
	Form 3	N	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 significant. 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 sympathise that reading will build knowledge, and influence ideas and attitudes.	Grade 4	Q	740L-940L	forty
		R
		S
	Form 5	T	830L-1010L	50
		U
		5
	Grade 6	W	925L-1070L	60
		X
		Y
Proficient Proficient readers go along to read for a multifariousness of purposes, including learning or enjoyment. Books are specific to subject affair, such as the sciences or the humanities. Text is in different styles and lengths and includes different genres, contents and authors to meet a range of self-prepare purposes for reading. Proficient readers read across 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 data from reading. Due to mature content, the Z+ titles should be reserved for high school and adult readers. Reader discretion is advised.	Grade seven	Z	970L-1120L	lxx
	Grade eight	Z	1010L-1185L	80
	Grade nine-12	Z (+)	1050L-1385L

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

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