Level Correlation Chart is one of the Raz-Kids Leveling systems to determine a student’s reading level. In this case, the Level Correlation Chart illustrates how Learning A-Z levels roughly correlate to other leveling systems which are commonly found in leveled reading materials. However, the Learning A-Z Text Leveling System in English and Spanish uses subjective (qualitative) and objective (quantitative) leveling criteria to measure text complexity.
From our post below, let’s learn about Raz-Kids Level Correlation Chart in both English and Spanish, here you go!
Level Correlation Chart English
Here’s a Level Correlation Chart English that you should know:
| Learning A-Z Text Leveling System | Grade | Ages | Lexile | Accelerated Reader (ATOS) | DRA | Fountas & Pinnell | Reading Recovery | PM Readers |
| aa | K | 4 – 6 | BR70L-10L | 0 – .9 | A-1 | A | 1 | Starters 1 |
| A | K | 4 – 6 | BR70L-10L | 0 – .9 | A-1 | A | 1 | Starters 1 |
| B | K | 4 – 6 | BR40L-160L | 0 – .9 | 2 | B | 2 | Starters 2 |
| C | K | 4 – 6 | BR40L-160L | 0 – .9 | 3-4 | C | 3-4 | 3-4 red |
| D | 1 | 4 – 7 | 160L-310L | 1 – 2.4 | 6 | D | 5-6 | 5-6 red/yellow |
| E | 1 | 6 – 7 | 160L-310L | 1 – 2.4 | 8 | E | 7-8 | 7-8 yellow |
| F | 1 | 6 – 7 | 300L-450L | 1 – 2.4 | 10 | F | 9-10 | 9-10 blue |
| G | 1 | 6 – 7 | 300L-450L | 1 – 2.4 | 12 | G | 11-12 | 11-12 blue/green |
| H | 1 | 6 – 7 | 430L-530L | 1 – 2.4 | 14 | H | 13-14 | 13-14 green |
| I | 1 | 6 – 7 | 430L-530L | 1 – 2.4 | 16 | I | 15-16 | 15-16 orange |
| J | 1 | 6 – 8 | 430L-530L | 1 – 2.4 | 18 | J | 17 | 17 turquoise |
| K | 2 | 7 – 8 | 510L-620L | 2.5 – 3.5 | 18 | J | 17 | 18 turquoise |
| L | 2 | 7 – 8 | 510L-620L | 2.5 – 3.5 | 20 | K | 18 | 19-20 purple |
| M | 2 | 7 – 8 | 530L-810L | 2.5 – 3.5 | 24 | L | 19 | 21 gold |
| N | 2 | 7 – 8 | 530L-810L | 2.5 – 3.5 | 28 | L | 20 | 22 gold |
| O | 2 | 7 – 8 | 600L-850L | 2.5 – 3.5 | 28 | M | 20 | 22 gold |
| P | 2 | 7 – 8 | 600L-850L | 2.5 – 3.5 | 28 | M | 28 | 22 gold |
| Q | 3 | 7 – 9 | 660L-930L | 3.6 – 4.2 | 30 | N | 30 | 23 silver |
| R | 3 | 8 – 9 | 660L-930L | 3.6 – 4.2 | 30 | N | 30 | 23 silver |
| S | 3 | 8 – 9 | 790L-940L | 3.6 – 4.2 | 34 | O | 34 | 24 silver |
| T | 3 | 8 – 9 | 790L-940L | 3.6 – 4.2 | 38 | P | 38 | 25 emerald |
| U | 4 | 8 – 11 | 820L-1030L | 4.3 – 4.9 | 40 | Q | 40 | 26 emerald |
| V | 4 | 9 – 11 | 820L-1030L | 4.3 – 4.9 | 40 | R | 40 | 26 emerald |
| W | 4 | 9 – 11 | 820L-1030L | 4.3 – 4.9 | 40 | S | 40 | 27 ruby |
| X | 5 | 9 – 11 | 890L-1080L | 5.0 – 5.5 | 40 | S | 40 | 28 sapphire |
| Y | 5 | 9 – 11 | 890L-1080L | 5.0 – 5.5 | 40 | T | 40 | 29 sapphire |
| Z | 5 | 9 – 11 | 890L-1080L | 5.0 – 5.5 | 50 | U-V | N/A | 30 sapphire |
| Z1 | 5+ | 9 – 11+ | 920L-1120L | 5.6 – 6.3 | 60 | W-X | N/A | N/A |
| Z2 | 5+ | 9 – 11+ | 920L-1120L | 6.4 – 6.9 | 70+ | Y-Z | N/A | N/A |
Level Correlation Chart Spanish
Here’s a Level Correlation Chart Spanish that you should know:
| Learning A-Z Spanish Text Leveling System | Grade | Ages | Lexile |
| aa | K | 4 – 6 | BR |
| A | K | 4 – 6 | BR-245 |
| B | K | 4 – 6 | BR-245 |
| C | K | 4 – 6 | 140-390 |
| D | 1 | 4 – 7 | 140-390 |
| E | 1 | 6 – 7 | 210-430 |
| F | 1 | 6 – 7 | 210-430 |
| G | 1 | 6 – 7 | 340-520 |
| H | 1 | 6 – 7 | 340-520 |
| I | 1 | 6 – 7 | 400-605 |
| J | 1 | 6 – 8 | 400-605 |
| K | 2 | 7 – 8 | 520-680 |
| L | 2 | 7 – 8 | 520-680 |
| M | 2 | 7 – 8 | 520-680 |
| N | 2 | 7 – 8 | 610-760 |
| O | 2 | 7 – 8 | 610-760 |
| P | 2 | 7 – 8 | 650-830 |
| Q | 3 | 7 – 9 | 650-830 |
| R | 3 | 8 – 9 | 720-870 |
| S | 3 | 8 – 9 | 720-870 |
| T | 3 | 8 – 9 | 720-870 |
| U | 4 | 8 – 11 | 770-920 |
| V | 4 | 9 – 11 | 770-920 |
| W | 4 | 9 – 11 | 770-920 |
| X | 5 | 9 – 11 | 810-990 |
| Y | 5 | 9 – 11 | 810-990 |
| Z | 5 | 9 – 11 | 910-1010 |
| Z1 | 5+ | 9 – 11+ | 910-1010 |
| Z2 | 5+ | 9 – 11+ | 910-1010 |
Okay, those are the criterias that the Raz-Kids use to determine the student’s reading level.
Criterias in Determining a Student’s Reading Level
This post will also show you what criteria are used in determining a student’s reading level, here are they:
Qualitative Measures
- Predictability of text
- Text structure and organization; Logical nature of organization, Text and feature distractions and Labeling and reader supports
- Illustration support
- Infographics; Complexity and Text reliance on
- Knowledge demands; Familiarity of topic, Concept load, Single vs. multi-themed and Intertextual dependence
Quantitative Measures
- Total word count
- Number of different words
- Ratio of different words to total words
- Sentence length
- Sentence complexity
- Ratio of high frequency words to total words
- Ratio of low frequency words to total words
- Number of low frequency words
- Number of high frequency words
About Running Records
Running Records are one part of a three-part process to put the students in instructionally appropriate level texts and determine whether the students are ready to move up a level or yet. To place the students into proper texts, it uses the three-part assessment process at the beginning of the school year. To monitor the students’ progress, it uses the process throughout the year. To give assessments as students complete self-paced assignments at each reading level, it uses the schedule below.
- Determine a Benchmark Passage or Benchmark Book (Level aa-J) which best approximates a student’s reading level by clicking on the Assign button and choosing the student. Then, a recorded retelling and comprehension quiz will automatically be assigned for the book or passage you choose.
- The next time a student logs into Kids A-Z, they will view the assessment that they have been assigned.
- You will listen and score the running record and then retell it once a student submits the recordings to your Kids A-Z In Basket.
