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Text Leveling Correlation GuideGrades K-6 Because every reader is different, teachers often rely on a system of leveled books to match their students with just-right
books. There are many systems and methods for leveling books and leveling characteristics may differ among the various leveling systems. This chart is designed to assist teachers in correlating the reading levels across five of the most commonly used K-6 leveling systems. The chart approximates how these levels correlate to each other and to school levels. This level-ing correlation is presented for general purposes only. Teachers are encouraged to adjust this correlation according to their personal evaluation and professional judgment.
STAG
ES OF
READ
ING
D
EVELO
PMEN
T
GRA
DE
LEVEL
BASA
L LEV
EL
GU
IDED
REA
DIN
G
LEVEL
READ
ING
RECO
VERY
LEV
EL
DRA
LEV
ELLEX
ILE* LEV
ELA
R LEVEL
(ATOS)
LEXILE*
RAN
GES TO
CCR
Emergent
KReadiness
Pre–Primer
A1
A–2
0.2–0.4
N/A
B2
1–20.2–0.4
C3
30.5–0.6
40.5–0.6
D5
40.5–0.6
60.7–0.9
Early1
Pre–Primer
Primer
Grade 1
A1
A–2
190L-530L
0.2–0.4
190L-530L
B2
1–20.2–0.4
C3
30.5–0.6
40.5–0.6
D5
40.5–0.6
60.7–0.9
E7
6–80.7–0.9
80.7–0.9
F9
100.7–0.9
101.0–1.2
G11
121.0–1.2
121.3–1.5
H13
141.3–1.5
141.6–1.9
I15
161.6–1.9
162.0–2.4
Fluent
2G
rade 2
E7
6–8
420L-820L
0.7–0.9
420L-820L
80.7–0.9
F9
100.7–0.9
101.0–1.2
G11
121.0–1.2
121.3–1.5
H13
141.3–1.5
141.6–1.9
I15
161.6–1.9
162.0–2.4
J17
18–202.0–2.4
182.5–2.9
K19
18–202.5–2.9
202.5–2.9
L21
24–282.5–2.9
M22
24–283.0–3.4
N30
3.4–3.9
3G
rade 3
J18–20
420L-820L
2.5–2.9
420L-820L
K18–20
2.5–2.9L
24–282.5–2.9
M24–28
2.5–2.9N
303.0–3.4
O34–38
3.4–3.9P
34–384.0–4.4
Q40
4.0–4.4
4G
rade 4
M24–28
740L-1010L
2.5–2.9
740L-1010L
N30
3.0–3.4O
34–383.4–3.9
P34–38
4.0–4.4Q
404.0–4.4
R40
4.5–4.9S
44–504.5–4.9
T44–50
5.0–5.4
5G
rade 5
Q40
740L-1010L
4.0–4.4
740L-1010L
R40
4.5–4.9S
44–504.5–4.9
T44–50
5.0–5.4U
44–505.0–5.4
V44–50
5.5–5.9
6G
rade 6
T44–50
925L-1185L
5.0–5.4
925L-1185L
U44–50
5.0–5.4V
44–505.5–5.9
W60
6.0–6.4X
606.0–6.4
Y60
6.5–6.9
Z70
6.5–6.980
7.0–7.5
*New
Lexile Bands for MetaM
etrics © 2012