Guided DRA2 ISIP Early ISIP Advanced Reading Grade Developmental Lexile Reading Fountas & Reading Reading Level Reading Levels A-Z Ability Scores Ability Scores Pinnell Assessment Levels 184-186 A-1 A aa-A Kinder 187-190 2 B B < 200 3-4 C C 191-202 6 D D 8 E E 203-207 10 F F First 12 200-275 G G Grade 208-215 14 H H 16 I I 216-226 18 276-350 J J-K 227-230 1543 or less 20 K L Second 351-475 Grade 231-234 1544-1614 24 L M 235-239 1615-1652 28 476-550 M N-P 240-244 1653-1737 30 N Q-R 551-600 Third 245-250 1738-1785 34 O S Grade 38 P T 251-265 1786-1896 601-700 Q U-V Fourth 266-277 40 R W Grade 1897-2050 700-750 S X T Y Fifth 278-288 2051-2100 50 751-850 Grade U-V Z Sixth 289+ 60 W-X Grade 2101-2123 851-975 This table does not reflect an empirical study of alignment among the leveling systems. Each publisher uses its own technical definitions of grade level and implements its own criteria about the level of comprehension needed to demonstrate grade level performance. Educators should not interpret or treat this table as definitive and should take individual differences into account when selecting text and planning instruction.
Grade Level ISIP Early Reading Ability Scores ISIP Advanced Reading Ability Scores DRA2 Developmental Reading Assessment Lexile Levels Guided Reading Fountas & Pinnell Levels Reading A-Z Kinder 184-186 A-1 < 200 A aa-A 187-190 2 B B 191-202 3-4 C C First Grade 6 D D 203-207 8 200-275 E E 10 F F 208-215 12 G G 14 H H 216-226 16 I I 18 276-350 J J-K Second Grade 227-230 1543 or less 20 351-475 K L 231-234 1544-1614 24 L M 235-239 1615-1652 28 476-550 M N-P Third Grade 240-244 245-250 1653-1737 1738-1785 30 551-600 N Q-R 34 O S 251-265 1786-1896 38 601-700 P T Fourth Grade 40 Q U-V 266-277 1897-2050 700-750 R W S X Fifth Grade 278-288 2051-2100 50 751-850 T Y U-V Z Sixth Grade 289+ 2101-2123 60 851-975 W-X This table does not reflect an empirical study of alignment among the leveling systems. Each publisher uses its own technical definitions of grade level and implements its own criteria about the level of comprehension needed to demonstrate grade level performance. Educators should not interpret or treat this table as definitive and should take individual differences into account when selecting text and planning instruction.