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1
The Lexile Framework®
for Reading
Lexiles in the Classroom:
II. Growing Stronger as Readers:Using Lexiles to Determine Readiness for
Learning, Match Readers to Text Resources,and Chart Reading Growth
Presented by: Rick Dills, Ed.D
Retired Gresham-Barlow Director of Student Achievement
Facilitator, MetaMetrics, Inc.
Consultant, Educational Design & Development
How do schools and teachers
use Lexiles to foster and
measure reading growth?! Lexiles indicate reading “height”
! Lexiles help build reading “strength”
! Lexiles match readers to accessible text
! Lexiles measure reading growth and support tracking and reporting of improvement
! Lexiles facilitate communication with parents
Kids Come in All Sizes
2
Re
ad
ing
Sco
res in
Le
xile
s
…as Readers, Too
4th graders lined up by height?
Growth Trajectories for Height and Reading
0
200
400
600
800
1000
1200
1400
1600
1 2 3 4 5 6 7 8 9 10 11 12 13
Grade
Lexile M
easu
re
Reading by Grade
20
40
60
80
100
120
140
160
180
Age (Years)
Sta
nd
ing
Heig
ht
(cm
)
Height by Age
1 2 3 4 5 6 7 8 910 11 12 13 14 15 16 17 18
Source: Malbert Smith
Classroom Score Report
LOW
HIGH
Ran
ge =
757L
Lexcel
Elementary
4th Grade
Students
Teacher:
Alex Isles
Fall Scores (T1)(from a computer-based
Reading Inventory)
Sorted by Lexiles
3
Text Demand Level by Grade
1100L to 1300L11th and 12th Grade
1100L to 1200L10th Grade
1050L to 1150L9th Grade
1000L to 1100L8th Grade
950L to 1075L7th Grade
850L to 1050L6th Grade
750L to 950L5th Grade
650L to 850L4th Grade
500L to 700L3rd Grade
300L to 500L2nd Grade
200L to 400L1st Grade
Typical Text Demand(from Lexile English Map)
Grade
Activity
Meeting Text Demands in Your Classroom
! What are the typical text measures for your grade levelclassroom? [Text Demand by Grade Chart]
! What is the Lexile range for your classroom?[Classroom Score Report]
! How well do your students “match up” with the typicaltexts at your level? With the actual texts in yourclassroom?
! What do you do to support students whose readinglevels don’t match your texts?
! What might you do? How might Lexiles help you?
Charting “Authentic” Growth with Lexiles
Lexile L
evel -
Text
& R
ead
ers
Adult Text Demands
TAKS Reading Standards - 05
Grade Level Text D
emands
Grade Level
Student’s State Test Scores
Student’s PAS Scores
4
Meeting Text Demands: The “River”
! Text demands - in
school and life - are
like a river that
meanders over time.
! An authentic goal:
All students are able
to “swim in the river”
of text demands
throughout their lives.
Promoting Reading Growth
Big Idea:Reading Growth is like weight training…
Readers improve when they work with
materials that match their Lexile level
Building Reading Strength…
! A reader builds “strength” by reading
matched text - text that is within his/her
Lexile range.
! As a reader builds “strength,”
comprehension and the text level he or
she can comprehend increase.
! While tests help us estimate reading
ability, the the best measure of a reader’s
“strength” is the level of text he/she can
read and comprehend.
5
How is reading growth like weight training?
The Classroom as a Reading “Gym”
! The levels of lifting (reading)ability vary - so should the levels ofchallenges.
! The weight (text level)can be adjusted to match theperson.
! A lifter (reader)gets stronger when challenged, butnot when overloaded.
! All lifters (readers) - no matterwhat their levels - can grow strongerin the same Gym (classroom).
Lexile Comprehension Model
Reader Ability (in Lexiles)
- Text Readability (in Lexiles)
Forecasted Comprehension
When RA - TR = 0, Comprehension = 75%
Predicting Comprehension & Matching
Text: The Lexile Calculator
0%
20%
40%
60%
80%
100%
-1000 -750 -500 -250 0 250 500 750
Reader - Text (in Lexiles)
Fo
rec
as
ted
Co
mp
reh
en
sio
n R
ate
75
Less Challenging
More Challenging
50%
90%
-50 to +100
Targeted textrange
6
Activity
Predicting Comprehension
! How well do you predict your students
will comprehend a typical grade level
science text passage?! Students in the middle of your Lexile range?
! Students in the upper quarter of your Lexile
range?
! Students in the bottom half of your Lexile
range?
! Students at the bottom of your Lexile range?
Identifying a Student’s Lexile Range
! Review the student’s Lexile score
! “Round” the student’s score to the nearest 50L(when in doubt, round down)
! Subtract 100L and add 50L to get a Lexilerange
150-300250261Letisha
Lexile RangeRounded ScoreLexile ScoreStudent
Developing a Classroom Profile
7
Activity
Grouping Students & Matching Text
1. Re-examine Lexile levels in your classroom.
2. “Round” students’ scores/ranges to the nearest 50L level(when in doubt, round down).
3. Build a Lexile range (100L below to 50L above) for eachstudent.
4. Cluster students who have similar Lexile ranges.
5. Chart in the range of typical text (or level of actual text)encountered at your grade level.
6. Group students for “text matching.”
7. Determine Lexile “target text” ranges for supplemental textneeded to match students’ Lexile ranges.
Student Groups for Text Matching
! Lexile levels match text range: able to read andcomprehend independently with growth
! Lexile levels above text range: may needsupplemental (higher Lexile) text to grow
! Lexile levels within 250L below text range: mayneed supplemental (lower Lexile) text to buildbackground and promote grow
! Lexile levels 250L+ below text range: needalternative materials to comprehend content
! Students outside the class range (either end): needalternative materials and instruction
Typical Grade 4Text Demands:
650-850L
Able to read and
comprehend textindependently and
grow as readers
May need supplemental
(higher Lexile) text to grow
May need supplemental
(lower Lexile) text to build
background and promote
growth
Will need alternative
materials and/or
scaffolding to
comprehend content,
avoid frustration, and
grow
Need alternative materials &
instruction
Need alternative materials &instruction
ScienceText
790L
850L-
1050L
600L-
900L
500L-700L
250L-550L
350L& below
Classroom Profile for Text Matching Text RangeTargets
8
Activity
Profiling Your Students
Create a Text Matching Profile for your classroom.
! How do your students distribute within the fivetypical groups?
! What text range targets might you use in searching
for supplemental, matched text?
! What are the implications for instruction?
! What further information/resources do you need
so you can match text to your students and
encourage reading growth?
Scholastic Read 180
! Intervention based on Lexiletheory
! Matches texts to readersbased on Lexiles and interests
! Uses multi-media to buildinterest and background
! Instructional model translatesto regular classroom
Text Matching: A Vision of the Future
! Achieve 3000 KidBiz
and TeenBiz
! Online student
“news zine”
! Determines each
student’s Lexile
reading level
! Adjusts text level to
match student
9
Text Matching: Finding Resources Now
Use Internet databases (EBSCO, Proquest) to:
! Find on-line periodical articles and
instructional resources by Lexile measure
! Build tiered supplemental reading lists on
content topics (to support differentiated
instruction)
! Support student web-quest activities
Stepping on the Scale
! Like a person’sweight,measurements ofreading growth canfluctuate based onmany factors.
! Schools, students,and parents shoulduse multiple Lexilemeasures to monitorgrowth over time.
Tracking Lexile Growth: Some Considerations
! Lexiles provide an authentic measure of readinggrowth - because they relate to text readability levels.
! “True” growth takes time - from 6 months to 2 yearsbefore significant changes may be seen.
! Students’ Lexile measure/range (derived from tests)are only estimates and subject to measurement error.
! Scores may fluctuate up and down over shorterperiods of time, especially for students on either end ofthe spectrum.
! The increasing Lexile level of text that a studentcan successfully read is still the most authenticmeasure of growth.
10
Activity
Lexville Student Case Study! State Reading Test Scores:
! 3rd Grade Standard: 440L
! Teressa 3rd Grade Score: Not meeting - Lexile Equivalent: 410L
! 4th Grade Standard: 570L
! Teressa’s 4th Grade PAS scores: Sept-332L Dec-490L
Teressa
Observations: Teressa is an energetic andwilling student. Her reading fluency is typical ofher classmates, but in oral reading she seemsto “word call” and often does not comprehendwhat she reads. For independent reading, shechooses books that her more advanced friendsare reading, but often gets up and talks to otherstudents during reading time. She struggleswhen reading our science and social studiesbooks.
Communicating about Growth
! Explain both the power and limitations of
Lexiles as a measure of reading growth.
! Focus on ranges rather than specific numbers.
! Avoid referring to “grade levels” if possible.
! Use examples of books as reference points.
! Provide an honest picture of the student, but
also emphasize “destinations” and potential for
growth.
! Use a growth chart to picture growth graphically.
! Expect and celebrate growth for all students.
Chart Lexile Reading Growth Over Time
Lexile L
evel -
Text
& R
ead
ers
Adult Text Demands
OR Reading Standards
Grade Level Text D
emands
Grade Level
11
Classroom
Growth Chart:
! Use the Lexile scale as anorganizer.
! Record Lexile measuresfrom tests to show how “tall”a reader measures atvarious points in time.
! Record Lexile measures ofbooks read to show how“strong” a reader is atvarious points in time.
! Use multiple measures toshow varied “snapshots” ofgrowth.
Example Reading Growth Chart
400L
1200L
800L
600L
1000L
4th grade science text: 790L
High school math text: 1150L
Teressa’s goal: Harry Potter
USA Today
Arthur books
4th grade reading series (ave.): 660L
Teressa’s Lexile Range:
3th Grade Spring [310-460L]
Teressa’s Lexile Range: 4th Grade Spring [585-735L]
Growth: 275L4th Grade
Standard: 570L
5th grade social studies text: 930L
Encyclopedia Brown Saves the Day: 570L
Sept. SRI: 332L
Dec. SRI: 490L
State Test: 685L - Exceeds Standard!
3rd Grade State Test: 410L
Teressa
Classroom Growth Patterns
1Initial gains, but overall dropT1 to State Test
4Overall gains, but drop from T2to State Test
1No significant change
7Initial drop, but overall gains
from T1 to State Test
17Consistent gains T1 to T2 toState Test
Ave. Gains T1 to T2 = 87L
Ave. Gains T2 to ST = 68L
Ave. Gains T1 to ST = 155L
12
Activity
Charting Growth in Your Classroom
! How might you create a growth chartfor your classroom?
! Use the Lexile template?
! Create your own chart?
! What “reference” points might you usefor all students (text scores, texts)?
! How might you involve students inmonitoring their own growth asreaders?
Michelle - 7th Grade Reading/LA
! Profiled all 7th grade reading classes for Lexile text matching
- provided scores to students
! Taught students (and parents) about Lexiles and lexile.com
resources
! Tracked reading growth with Lexile scores
! Organized curriculum (Lit anthology), independent readinglogs, and research assignments around Lexiles
! Taught reading strategies in relation to matched text
! Sent home newsletters and end-of-year growth summaries
focused on Lexiles
60% of students exceeded standards; average growth of 160L!
Contact Information
! 1.888.LEXILES
(1.888.539.4537)
! www.Lexile.com