The Lexile Framework for Reading Using Lexiles in
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The Lexile ® Framework for Reading Using Lexiles in the Classroom Presented by: Rick Dills, Ed. D Retired Oregon Teacher and School District Administrator Facilitator, Meta. Metrics, Inc. profdev@lexile. com
A Life-long Love of Reading?
Relationship between Time Spent Reading and Reading Achievement Fifth-Grade Students Percentile Rank Minutes of Text Reading per Day Estimated Number of Words Read per Year 98 90 70 50 20 10 90. 7 40. 4 21. 7 12. 9 3. 1 1. 6 4, 733, 000 2, 357, 000 1, 168, 000 601, 000 134, 000 51, 000 from Anderson et al. , 1988, Table 3, N = 155.
Warm-up and Stretch § Think of a skill or activity in which you have improved recently. § Describe your skills before and after your improvement. § How did you “measure” your improvement?
Improvement in Reading § In what ways does your experience relate to the reading improvement process? § How do you “measure” your students’ growth as readers?
Whom Am I Teaching? Jobs and Grade Levels? Always wanted to own one Experience with Lexiles 1 3 5 I’m Malbert Smith Experience with Differentiation Took biology in high school 1 3 5 I’m Carol Ann Tomlinson
Today’s Workshop Topics § Learning about Whom You Are Teaching § § through Lexiles Understanding the Lexile Framework Matching Readers to Texts, Forecasting Comprehension and Tracking Growth Using Lexile Resources to Support Instruction and Differentiation Accessing Lexile Resources Available to Teachers
Lexile Workshops: Teacher Objectives 1. 2. 3. 4. 5. 6. 7. Use Lexiles as a reading measurement system Profile students, predict comprehension, and match readers to text Understand, chart, and explain patterns of Lexile growth Access and use online resources Differentiate instruction by developing and using tiered reading/resource lists Empower students to be strategic, reflective readers who can use Lexile resources Communicate with parents about Lexiles, growth, and how to access resources
Workshop Materials § Slide Notes § Lexville SD Simulation Materials § Lexile Maps and Charts § Informational Handouts
Learning about Whom You Are Teaching Big Question: What can Lexile scores tell you about your students?
A Lexville School District Classroom Lexcel Elementary 4 th Grade Students Teacher: Alex Isles Fall Scores (T 1) (from a computer-based Reading Inventory) Sorted by alpha
Activity 1: Studying Classroom Patterns § What is the Lexile range for this classroom § § (lowest and highest scores)? What Lexile patterns do you see in the class? Which students (if any) have Lexile scores that are outside the class Lexile continuum? Based on the Lexile patterns, how might you group these students? What questions come to mind?
What is a Lexile? Big Idea: Lexiles provide a single measure of… Reader Ability and Text Readability
Lexiles: A measurement system § “lex-” - root word referring to “words” § § (e. g. “lexicon”) “-ile” - root word referring to “measures” (e. g. , “percentile”) Lexiles are units that measure text readability. Lexiles can also measure reading ability by determining the level of text a reader can comprehend. Lexiles are based on a sophisticated statistical model (Rasch modeling).
How do Lexiles measure reading? Inquiry Exercise § Three measurement tools… § An object in the room… § A doorway… § Meaning?
How are Lexiles like inches? § A universal, accurate measurement system § Used to measure a student’s current “size” and growth over time § Not grade specific: Students come in different sizes and grow at different rates
Growing Taller as a Reader Like pencil marks on a wall, Lexiles provide a measure of reading growth over time
The Lexile scale can measure… 2000 L § How “tall” a student is as a reader ― 1800 L Where he/she falls on a Lexile text map at any point in time 1400 L § How high a student can “reach” ― The Lexile range of text that the student can read and comprehend successfully 1000 L § How much “taller” a student has grown ― The change over time in the student’s Lexile level and the range of text he/she can read 600 L 200 L 0
Kids Come in All Sizes
Reading Scores in Lexiles …as Readers, Too 4 th graders lined up by height?
Growth Trajectories for Height and Reading by Grade 180 160 1400 140 1200 Lexile Measure Standing Height (cm) Height by Age 120 100 80 1000 800 60 40 200 20 1 2 3 4 5 6 7 8 10 9 11 12 13 14 15 16 17 18 Age (Years) 0 1 2 3 4 5 6 7 8 9 10 11 12 13 Grade Source: Malbert Smith
“Unification” in Science Temperature 1700 Time 1890 Metric System Reading 1970 2000 Mathematics 2004
The Lexile Framework® for Reading Allows us to… § Measure reader ability and text readability with a common metric: Lexiles § Forecast the level of comprehension a reader is expected to experience with a particular text
Meta. Metrics: The Lexile Company § Founded in 1984 § R&D firm focused on integrating assessment and instruction § Research funded by five grants from National Institute of Child Health and Human Development § Commercialized The Lexile Framework for Reading in 1997
The Unification of Reading Textbook Publishers Addison-Wesley Britannica Glencoe/Mc. Graw-Hill Test Publishers Globe-Fearon CTB/Mc. Graw-Hill Hampton-Brown Educational Testing Services (ETS) Harcourt School Publishers Harcourt Educational Measurement Holt Rinehart & Winston Houghton Mifflin North Carolina Department of Public Instruction Prentice Hall Northwest Evaluation Association SRA/Mc. Graw-Hill Riverside Publishing Scott Foresman Texas Education Agency Utah State Office of Education Prebinde Periodical Databases Bigchalk/Pro. Quest EBSCO Questia Newsbank The rs Bound-to-Stay Booksource DEMC Bound Econoclad O Permabound Book Distributors & Databases School/Public Libraries Follett Library Services Follett Software Company Mackin Library Media Book Publishers Crabtree Modern Curriculum Dominee Pearson DK Publishing Scholastic Glencoe/Mc. Graw-Hill. Rand Mc. Nally Globe-Fearon Rigby Hampton Brown Rosen Harcourt SRA/Mc. Graw-Hill Holt Scott Foresman Leapfrog Steck-Vaughn Lee & Low The Wright Group Reading Motivation EBSCO Online Reader Hooked on Phonics HOSTS Scholastic Read 180 Scholastic Reading Counts! Success for All Baker & Taylor The Book Source Follett Library Services Follett Software Co. Ingram RRBowker Sundance
Current Impact of Lexiles § Millions of K-12 students receive Lexile measures from a linked test (national norm-referenced or state criterion-referenced) § Over 450 book publishers have titles with Lexile measures § Tens of millions of articles with Lexile measures are available through database-services partners § Tens of thousands of books with Lexile measures are available at www. lexile. com/lexilebookdatabase
States Currently Using Lexiles
Lexiles in Texas (Measuring Readers in El Paso) § The TAKS has been linked to the Lexile scale through a correlation study. § Students in grades 3 -10 and exiting students take the TAKS and receive a predicted Lexile score that correlates to their TAKS reading performance score. § TAKS student reports now include predicted Lexile scores. Schools/teachers have access to conversion tables that correlate TAKS raw/scale scores with Lexiles. § In addition, students in grades 3, 5, and 8 will be able to take the Pearson PASeries online formative assessment up to 3 times a year to attain a Lexile score and forecast their predicted TAKS performance. Teachers will be able to use Lexile scores/ranges to study classroom patterns, predict comprehension, inform instruction, and chart growth.
TAKS Confidential Student Report & Lexiles
TAKS to Lexile Conversion Tables Accessible at TEA Website http: //www. tea. state. tx. us/student. assessment/resources/lexile/
Classroom Score Report LOW Range = 757 L Lexcel Elementary 4 th Grade Students Teacher: Alex Isles Fall Scores (T 1) (from a computer-based Reading Inventory) HIGH Sorted by Lexiles
“Typical” Classroom § By the end of elementary school, there is an 800 -900 Lexile range in a typical classroom. § The extent of this range often increases in middle and high school. § How do students in a typical classroom “measure up” to the textbooks they are given?
Grade Level Text Demands: A Real-World Standard for Reading Achievement § Lexile researchers have analyzed thousands of texts to determine typical text demands for grades in school and pathways after school § Students’ Lexile levels predict how well they “measure up” to the text demands they will face
Text Demand Level by Grade Typical Text Demand (from Lexile English Map) 1 st Grade 200 L to 400 L 2 nd Grade 300 L to 500 L 3 rd Grade 500 L to 700 L 4 th Grade 650 L to 850 L 5 th Grade 750 L to 950 L 6 th Grade 850 L to 1050 L 7 th Grade 950 L to 1075 L 8 th Grade 1000 L to 1100 L 9 th Grade 1050 L to 1150 L 10 th Grade 1100 L to 1200 L 11 th and 12 th Grade 1100 L to 1300 L
Activity 2: Meeting Text Demands in Your Classroom § What are the typical text measures for your grade level § § classroom? [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 typical texts at your level? With the actual texts in your classroom? What do you do to support students whose reading levels don’t match your texts? What might you do? How might Lexiles help you?
What are the implications for your students? § In your classroom? § In life?
Lexiles and Life After School § Adult Text Demands: What is the range of text typically encountered as an informed citizen, consumer, and worker? 1100 L to 1400 L
Lexiles and The News § Reuters § NY Times § Washington Post § Wall Street Journal § Chicago Tribune § Associated Press § USA Today
Lexiles and The News § Reuters (1440 L) § NY Times (1380 L) § Washington Post (1350 L) § Wall Street Journal (1320 L) § Chicago Tribune (1310 L) § Associated Press (1310 L) § USA Today (1200 L)
Lexiles and Lifelong Reading § § § § Aetna Health Care Discount Form Medical Insurance Benefit Package Application for Student Loan Federal Tax Form W-4 Installing Your Child Safety Seat Microsoft Windows User Manual GM Protection Plan CD-DVD Player Instructions
Lexiles and Lifelong Reading § Aetna Health Care Discount Form (1360 L) § Medical Insurance Benefit Package (1280 L) § Application for Student Loan (1270 L) § Federal Tax Form W-4 (1260 L) § Installing Your Child Safety (1170 L) § Microsoft Windows User Manual (1150 L) § GM Protection Plan (1150 L) § CD-DVD Player Instructions (1080 L)
Lexile Study: “Student Readiness for Postsecondary Options” Gary Williamson, Ph. D. (2004) Median Text Measures: § 11 th/12 th grade (LA/SS textbooks): 1090 L § Military (training/field manuals): 1180 L § Citizenship (newspapers, voting, jury): 1230 L § Workplace (Daggett study materials): 1260 L § Postsecondary - first two yrs (textbooks): 1355 L ― ― GED Test Materials: SAT/ACT Test Materials: 1060 L 1180 L
Job Level Lexiles and Jobs 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 • • scientist • accountant teacher executive nurse • supervisor • sales • 700 • • • secretary foreman clerk craftsman construction service labor 900 1100 1300 Reader measure (in Lexiles) Data: National Adult Literacy Study (1992) 1500
Lexiles and Salary 5. 2 5 • $50, 000 -$74, 999 4. 8 Log Income • $75, 000 + • $40, 000 -$49, 999 4. 6 4. 4 • • 4. 2 4 • 3. 8 700 • • $30, 000 -$39, 999 $20, 000 -$29, 999 $15, 000 -$19, 999 $10, 000 -$14, 999 $5, 000 -$9, 999 800 900 1000 1100 1200 Data: National Adult Literacy Study (1992) 1300 1400 1500
Understanding the Lexile Framework Big Idea: Lexiles allow us to… Match Reader Ability and Text Difficulty
Two Underlying Concepts of the Lexile Framework § Text Readability ― The difficulty of reading materials (based on dimensions or characteristics of the text) § Reader Ability ― The ability of readers to construct meaning from text (as measured on tests) Based on the relationship between Reader Ability and Text Readability, it is possible to… ― ― ― Predict Reading Comprehension Differentiate Instruction Measure Reader Progress and Growth
Lexile Framework Components The Lexile Analyzer® The Lexile® Map Linked Reading Test of Reading Development Measures Text Readability Measures Reader Ability Links Text & Reader
Activity Analyzing Text Readability § Read and examine the following two passages. § Write down 2 -4 ways that the passages differ. § Share and compare your observations with your neighbor’s.
Clifford’s Manners (Bridwell, 300 L) Clifford loves to go visiting. When he visits his sister in the country, he always calls ahead. Clifford always arrives on time. Don’t be late. Knock before you walk in. He knocks on the door before he enters. He wipes his feet first. Wipe your feet. Clifford kisses his sister. He shakes hands with her friend. Shake hands. Wash up before you eat. Clifford’s sister has dinner ready. Clifford washes his hands before he eats. Clifford chews his food with his mouth closed. He never talks with his mouth full. Don’t talk with your mouth full. Help clean up. Clifford helps with the clean-up. Say good-bye. Then he says thank you and good-bye to his sister and to his friend. Everyone loves Clifford’s manners. (260 L)
Discourse on the Methods and Meditations on First Philosophy (R. Descartes, 1720 L) To such a class of things pertains corporeal nature in general, and its extension, the figure of extended things, their quantity or magnitude and number, as also the place in which they are, the time which measures their duration, and so on. That is possibly why our reasoning is not unjust when we conclude from this that Physics, Astronomy, Medicine and all other science which have as their end the consideration of composite things, are very simple and very general, without taking great trouble to ascertain whether they are actually existent or not, contain some measure of certainty and an element of indubitable. (1870 L)
Text Characteristics that Influence Readability § Syntactic Complexity ― ― The number of words per sentence Longer sentences are more complex and require more short-term memory to process § Semantic Difficulty ― ― The frequency with which words appear in Meta. Metrics’ Corpus of written text (which contains over 1 -billion words) Less familiar words impede reading fluency and affect comprehension
Determining Text Readability
Teachers can use the free Lexile Analyzer to: § Determine the readability level of: ― ― ― Documents saved as text (. txt) files Teacher-prepared materials Scanned documents (translated to text with optical character recognition - OCR software) ― Text copied from the Internet
Activity 4 Predicting Lexile Measures § Think of a book you have read recently § Consider what you recall about its syntactic complexity (sentence length) and semantic difficulty (word familiarity) § Predict your book’s Lexile measure and write down your prediction
Limitations of Lexile Measures What Lexiles don’t address § Text Characteristics ― Age Appropriateness of Content ― Text Support ― Text Quality § Reader Characteristics ― Interest and Motivation ― Background Knowledge ― Reading Context and Purpose Lexiles only measure text readability. Therefore, input from readers, parents, teachers, and librarians is always necessary.
Readability of Harry Potter and the… § Order of the Phoenix § Chamber of Secrets § Goblet of Fire § Prisoner of Azkaban § Sorcerer’s Stone
Readability of Harry Potter and the… § § § Order of the Phoenix (950 L) Chamber of Secrets (940 L) Goblet of Fire (880 L) Prisoner of Azkaban (880 L) Sorcerer’s Stone (880 L) Half-Blood Prince (1030 L)
Michael Crichton Titles: Lexile Measures? § § § § Rising Sun Disclosure Sphere Timeline Airframe A Case of Need The Lost World The Terminal Man Jurassic Park The Andromeda Strain Congo The Great Train Robbery Eaters of the Dead
Michael Crichton Titles: Lexile Measures § § § § Rising Sun Disclosure Sphere Timeline Airframe A Case of Need The Lost World The Terminal Man Jurassic Park The Andromeda Strain Congo The Great Train Robbery Eaters of the Dead 540 L 590 L 610 L 620 L 640 L 650 L 670 L 690 L 710 L 840 L 940 L 1060 L 1090 L
Use the Lexile Book Database to: § Determine the Lexile measure of a book (using title, author, or ISBN#) § Find books related to a topic or theme in a targeted Lexile range through a Keyword Search
Activity 4 Lexiles in Your Classroom § How might you help your students (parents? ) understand Lexiles? § How will you get Lexile scores for your students? § How might you use Lexiles to support teaching and learning in your classroom? § What questions do you have about Lexiles and reading?
Matching Reader Ability and Text Readability Big Idea: Students read, comprehend, and grow more if… Reader Ability and Text Readability Match
Growing Stronger as a Reader
How is reading growth like weight training? The Classroom as a Reading “Gym” § The levels of lifting (reading) ability vary - so should the levels of challenges. § The weight (text level) can be adjusted to match the person. § A lifter (reader) gets stronger when challenged, but not when overloaded. § All lifters (readers) - no matter what their levels - can grow stronger in the same Gym (classroom).
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 best measure of a reader’s “strength” is the level of text he/she can read and comprehend.
Lexile Comprehension Model Reader Ability (in Lexiles) - Text Readability (in Lexiles) Forecasted Comprehension When RA - TR = 0, Comprehension = 75%
Predicting Comprehension & Matching Text: Lexile Calculator Forecasted Comprehension Rate The 100% Less Challenging Targeted text range 80% 90% 75 60% 50% 40% 20% More Challenging 0% -1000 -750 -500 -250 -50 to +100 0 250 500 Reader - Text (in Lexiles) 750
Activity 5 Predicting Textbook Comprehension § Determine the Lexile level of a textbook passage from your classroom level. § Study the patterns of students’ Lexile levels in your classroom. § Predict how well different groups of students will comprehend the text.
Science Textbook Estimate this passage’s Lexile level Matter is anything that takes up space and has mass. Matter also has properties which can be observed. These properties are color, texture, shape, size, hardness, smell, temperature, magnetic attraction, dissolvability in liquid, and buoyancy. Buoyancy is the upward force of water or air that keeps things afloat. An example of buoyancy is a boat floating on top of water. Mass is the amount of matter that makes up an object. It can be measured in kilograms and grams. A balance can be used to measure mass. The three states of matter are solid, liquid, and gas. A solid has definite shape and amount of space. Examples of solids are a book, pencil, and desk. A liquid takes the shape of its container and takes up a definite amount of space. Orange juice, water, and oil are examples of liquids. A gas does not have a definite shape or take up a definite amount of space. Helium and oxygen are examples of gases.
Science Textbook Estimate this passage’s Lexile level Matter is anything that takes up space and has mass. Matter also has properties which can be observed. These properties are color, texture, shape, size, hardness, smell, temperature, magnetic attraction, dissolvability in liquid, and buoyancy. Buoyancy is the upward force of water or air that keeps things afloat. An example of buoyancy is a boat floating on top of water. Mass is the amount of matter that makes up an object. It can be measured in kilograms and grams. A balance can be used to measure mass. The three states of matter are solid, liquid, and gas. A solid has definite shape and amount of space. Examples of solids are a book, pencil, and desk. A liquid takes the shape of its container and takes up a definite amount of space. Orange juice, water, and oil are examples of liquids. A gas does not have a definite shape or take up a definite amount of space. Helium and oxygen are examples of gases. 790 L
Predicting Comprehension § How well do you think Alex Isles’ Lexville students will comprehend the science text passage? Jordyn and David? ― Maria and Jon? ― Peter and Caitlin? ― Letisha? ―
Why 75% Comprehension? Years of MM research suggests that at 75%… § A reader can have a successful reading experience without frustration or boredom § A reader can achieve “functional comprehension” of the text § A reader will be sufficiently challenged (by vocabulary and syntax) to improve 75% is the “right amount of challenge”
Managing Comprehension § Readers can experience frustration when… Text readability is 100 L+ above their Lexile level § Readers can experience ease when… ― Text readability is 50 -100 L below their Lexile level § Readers can experience growth when… ― Text readability is within their Lexile range ― General Reading Recommendation: Targeted text range of 100 L below to 50 L above the student’s Lexile level Note: This range may vary based on text type, reading context and purpose, reading strategies and support, and reader motivation.
Identifying a Student’s Lexile Range § Review the student’s Lexile score § “Round” the student’s score to the nearest 50 L (when in doubt, round down) § Subtract 100 L and add 50 L to get a Lexile range Student Lexile Score Rounded Score Lexile Range Letisha 261 250 150 -300
Developing a Classroom Profile
Activity 6 Grouping Students & Matching Text 1. 2. 3. 4. 5. 6. 7. Re-examine the patterns of Lexile levels in your Lexville classroom. “Round” students’ scores/ranges to the nearest 50 L level (when in doubt, round down). Build a Lexile range around the rounded number (100 L below to 50 L above) for each student. Cluster students who have similar Lexile ranges. Chart in the range of typical text (or level of actual text) encountered at your grade level. Group students for “text matching” based on the relationship of their Lexile levels and the text level/range. Determine Lexile ranges for supplemental text needed to match students’ Lexile ranges.
Student Groups for Text Matching § Lexile levels match text range: able to read and § § comprehend independently with growth Lexile levels above text range: may need supplemental (higher Lexile) text to grow Lexile levels within 250 L below text range: may need supplemental (lower Lexile) text to build background and promote grow Lexile levels 250 L+ below text range: need alternative materials to comprehend content Students outside the class range (either end): need alternative materials and instruction
Classroom Profile for Text Matching Text Range Targets Typical Grade 4 Text Demands: Science Text 790 L 650 -850 L Need alternative materials & instruction 350 L & Will need alternative materials and/or scaffolding to comprehend content, avoid frustration, and grow 250 L 550 L May need supplemental (lower Lexile) text to build background and promote growth 500 L 700 L Able to read and comprehend text independently and grow as readers 600 L 900 L May need supplemental (higher Lexile) text to grow 850 L 1050 L Need alternative materials & instruction below
Classroom Profile for Text Matching Text Range Targets Need alternative materials & instruction Science Text 1025 L Typical Grade 7 Text Demands: 950 -1075 L 400 L & below Will need alternative materials and/or scaffolding to comprehend content, avoid frustration, and grow 550 L 800 L May need supplemental (lower Lexile) text to build background and promote growth 700 L 950 L Able to read and comprehend text independently and grow as readers 900 L 1150 L May need supplemental (higher Lexile) text to grow 1050 L 1200 L Needs alternative materials & instruction 1200 L+
Text Matching: A Vision of the Future § Achieve 3000 Kid. Biz and Teen. Biz § Online student “news zine” § Determines each student’s Lexile reading level § Adjusts text level to match student
Why is text matching important? Matched Text = Increased Reading Growth
Tracking Lexile Growth: Some Considerations § Lexiles provide an authentic measure of reading § § growth - because they relate to text readability levels. “True” growth takes time - from 6 months to 2 years before 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 shorter periods of time, especially for students on either end of the spectrum. The increasing Lexile level of text that a student can successfully read is still the most authentic measure of growth.
Activity 7 Lexville Student Case Study § State Reading Test Scores: ― ― ― § 3 rd Grade Standard: 440 L Teressa 3 rd Grade Score: Not meeting - Lexile Equivalent: 410 L 4 th Grade Standard: 565 L Teressa’s 4 th Grade PAS scores: Observations: Teressa is an energetic and willing student. Her reading fluency is typical of her classmates, but in oral reading she seems to “word call” and often does not comprehend what she reads. For independent reading, she chooses books that her more advanced friends are reading, but often gets up and talks to other students during reading time. She struggles when reading our science and social studies books. Sept-332 L Dec-490 L Teressa
Positive Communication to Increase Growth § How would you prepare to talk with this student and his/her family about Lexiles, reading status, and growth? § What key information would you emphasize to the student? To his/her family? § How might you work together to establish reading growth goals and track progress? § How might you empower the student and family to encourage reading growth?
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.
Using a Reading Growth Chart § A reading growth chart is a tool that displays graphically the reading development of students. ― A student’s progress in relation to standards n n ― Performance standards on tests “Authentic” standard: reading demands of grade-level materials The student’s pattern and rate of Lexile growth § Sources for reading growth charts: ― ― ― Charts built from the Lexile Map Charts from classroom assessment programs Charts created by a school or teacher.
Lexile Level - Text & Readers Charting “Authentic” Growth with Lexiles Adult Text Demands a em s nd t. D ev e. L rad ex l. T e Student’s PAS Scores Student’s State Test Scores G TAKS Reading Standards - 05 Grade Level
Classroom Reading Growth Chart Teressa High school math text: 1150 L 1200 L USA Today 1000 L 5 th grade social studies text: 930 L Teressa’s goal: Harry Potter 4 th grade science text: 790 L Teressa’s Lexile Range: 4 th Grade Spring [585 -735 L] 800 L State Test: 685 L - Exceeds Standard! 4 th grade reading series (ave. ): 660 L 600 L Growth: 275 L Encyclopedia Brown Saves the Day: 570 L 4 th Grade Standard: 565 L Dec. SRI: 490 L Teressa’s Lexile Range: 3 th Grade Spring [310 -460 L] 3 rd Grade State Test: 410 L Sept. SRI: 332 L 400 L Arthur books
Use the On-line Lexile Calculator to: § Illustrate to parents how Lexiles are used to predict reading comprehension and match readers to text. § Talk about a student’s growth within a school year - and forecast how well he or she will match up with text in the future.
Classroom Growth Chart: § Use the Lexile scale as an organizer. § Record Lexile measures from tests to show “tall” a reader measures at various points in time. § Record Lexile measures of books read to show “strong” a reader is at various points in time. § Use multiple measures to show varied “snapshots” of growth.
Activity Studying Classroom Growth Patterns § Study the Sample Class Growth Data from your Lexville sample classroom (4 th, 7 th, or 10 th grade) § What patterns of growth do you see across the three points of Lexile data? § How do the patterns compare within the class? § What are the implications for tracking and talking about Lexile growth?
Classroom Growth Patterns Consistent gains T 1 to T 2 to State Test 17 Initial drop, but overall gains from T 1 to State Test 7 No significant change 1 Overall gains, but drop from T 2 to State Test 4 Initial gains, but overall drop T 1 to State Test 1 Ave. Gains T 1 to T 2 = 87 L Ave. Gains T 2 to ST = 68 L Ave. Gains T 1 to ST = 155 L
Typical Lexile Growth Source: Achieve 3000 Grade Level Typical Growth in One Year Time Necessary to Observe a “True” Difference 3 rd-5 th 100 L 37 weeks 6 th-7 th 70 L 55 weeks 8 th-9 th 50 L 110 weeks 10 th-12 th 25 L 110 weeks
Stepping on the Scale § Like a person’s weight, measurements of reading growth can fluctuate based on many factors. § Schools, students, and parents should use multiple Lexile measures to monitor growth over time.
Activity 3 Charting Growth in Your Classroom § How might you create a growth chart for your classroom? Use the Lexile template? ― Create your own chart? ― § What “reference” points might you use for all students (text scores, texts)? § How might you involve students in monitoring their own growth as readers?
Using Lexile Resources to Support and Differentiate Instruction Big Idea: Lexiles help teachers respond to students’ needs by… Matching Readiness and Content
Lexiles can empower… § Teachers: ― ― ― by helping them know more about their students by informing their efforts to differentiate instruction by providing access to text resources that “match” their students § Students: ― ― by connecting them to “accessible” text by allowing them to measure and celebrate their own growth as readers § Families: ― by making it possible for them to participate in their students’ reading development
Differentiated Instruction: Teacher Decision Making What am I teaching ? Whom am I teaching ? How will I teach ?
What teachers need… § Classroom reports of their students’ Lexile scores ― Fall (to profile, group, and match text) ― Spring (to chart and celebrate growth) § Lexile levels for their textbooks and books in their classrooms and library § Access to the Internet and to resources such as lexile. com, online databases, and other search tools § Opportunities to collaborate and develop tiered reading/resource lists
…and need to know How to: § Use Lexiles as a reading measurement system § Profile students, predict comprehension, and match readers to text § Access and use online resources § Develop and use tiered reading/resource lists to support differentiation § Understand, chart, and explain patterns of Lexile growth
What is Differentiated Instruction? Carol Ann Tomlinson’s Model (1999)
Lexiles and Differentiation Diagnosing and Planning Instruction § Profiling: How does what I am teaching (text Lexile measure) match my students’ Lexile measures? § Assessing Readiness: What do I know or can I learn about my students’ readiness for learning? § Assessing Interest: How can I learn about my students’ interests and combine this with Lexile levels?
Lexiles And Differentiation Finding Appropriate (Matched) Text § Matching Text: How can I supplement my teaching materials to reach more of my students at their Lexile level? ― ― ― Develop tiered book lists: Use the Lexile Book Database, your school/community library, and on-line resources to find relevant books at varied Lexile levels. Develop tiered resource lists: Use online resources and the Lexile Analyzer to find supplementary materials to address topics or themes you are teaching. Empower students and families to use Lexile resources to find materials that match their Lexile levels and interests.
Activity 2 Using Lexile Tools to Build a Tiered Reading/Resource List Identify a theme or topic. Review the text range targets from your classroom profile. 3. Use Internet search engines to find interesting, relevant text that matches your text range targets: 1. 2. ― ― Lexile Book Database Lexiled Resource Databases (EBSCO, Pro. Quest) Teacher Search Tools (Net. Trekker) Google (or other search engines) Use the Lexile Analyzer to measure the level of any text not already Lexiled. 5. Build a student web quest worksheet. 4.
Activity Building a Webquest Worksheet § § § Use the Internet to find resources at targeted Lexile levels. Record resource information in the worksheet. Build in links to resource web sites. Sort by Lexile levels? Email worksheet to students.
Immigration Unit: 7 th Grade Social Studies
Immigration Unit: 7 th Grade Social Studies
Making a Difference with Lexiles Appropriate Text: A Tiered Resource List § § Class: 4 th or 5 th grade Lexile range: 500 L-1000 L Topic: Native Americans Teacher Resources: Net. Trekker, Lexile Analyzer
A Tiered Reading List for HS Science § Class: 9 th grade Integrated Science Lexile range: 700 -1320+ § Topic: Stem Cell Research § Teacher Resources: EBSCO, § Google, Lexile Analyzer § Activities: Web Quest, article jigsaw, concept mapping (graphic organizer)
Lexiles And Differentiation Grouping § Grouping: How can I organize learning (grouping) based on what I know about my materials, students, and their readiness? ― ― ― Ability groups: Use Lexile and pre-test information to put students in ability-based groups some of the time. Interest groups: Jigsaw (reorganize) students in cross. Lexile heterogeneous groups some of the time. Experts: Organize students and materials so that all students are “experts” in some area, and the entire group/class depends on their expertise.
Accessing Lexile Resources Available to Teachers www. Lexile. com Big Idea: Lexile resources support teachers in… Matching Reader Ability and Text Difficulty
Using All the Tools in the Toolbox § Teachers, students, and parents can access many free Lexile resources through the Internet § When teachers, students, and parents can use Lexile resources and tools strategically and reflectively, they are empowered
Lexiling Your Library § Web site—www. Lexile. com (http: //educators. lexile. com) - Free - Continuously updated § Library Software Services - Follett Software Company’s Find-a-Book Service - Update MARC Record Tag 521 - Similar services also available through Alexandria and Sagebrush
Use the On-line Lexile Calculator to: § Estimate the forecasted reading-comprehension rate for a student or class on a grade-level “book bag” § Estimate what reading ability a student needs to achieve a targeted reading-comprehension rate
Use the Lexile Book Database to: § Determine the Lexile measure of a book (using title, author, or ISBN#) § Find books related to a topic or theme in a targeted Lexile range through a Keyword Search
Use the Lexile Analyzer to: § Determine the readability level of: ― ― ― Documents saved as text (. txt) files Teacher-prepared materials Scanned documents (translated to text with optical character recognition - OCR software) ― Text copied from the Internet
Use Lexile Reading Pathfinders to: § Find the Lexile levels and range for a reading series (e. g. , Nancy Drew) § Find a pre-established set of books on a topic or theme with an identified Lexile range 700 L Big-Air Snowboarding, by Mc. Kenna, Anne T. Extreme Sports Describes the history, equipment, techniques, and safety measures of Big-Air Snowboarding. 740 L Extreme Snowboarding, by Ryan, Pat Extreme Sports Follow the history of Snowboarding, from its invention as a little girl's toy, to the daredevil sport of today. 740 L Extreme Wakeboarding, by Mc. Kenna, Anne T. Extreme Sports Describes the history, equipment, and safety measures of Extreme Wakeboarding. 770 L Snow Mountain Biking, by Glaser, Jason Extreme Sports Describes the history, equipment, and contemporary practice of Snow Mountain Biking. 780 L Bungee Jumping, by Glaser, Jason Extreme Sports Discusses the history, stunts, competitions, equipment, and safety measures of Bungee Jumping. 800 L Aggressive In-Line kating, by Mc. Kenna, Anne T. Extreme Sports Describes the history, equipment, and safety measures of Aggressive Style In-Line Skating.
Use Lexile Power Vocabulary™ to: § Find vocabulary development resources, games, and tests that have been developed for 80+ Lexiled books ― ― Downloadable and printable in PDF format Titles and levels range from Amos and Boris to Heart of Darkness (410 L to 1190 L)
Lexiled Classroom Resources Available by Subscription
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
Use Net. Trekker Search Engines to: § Search for teacher-reviewed websites and on- line resources related to: ― ― ― Content areas Topics and themes Famous persons § Search by readability and Lexile levels and/or determine levels for relevant resources
Use Other Lexile Partner Resources § Scholastic SRI, Reading Counts, Read 180, and book catalogs: Reading improvement products based on Lexiles § Ed. Gate Total Reader: Content reading passages used to assess students’ Lexile levels § Achieve 3000 Kid. Biz and Teen. Biz: Online student periodicals that adapt to students’ Lexile levels
The Scholastic Reading Inventory § SRI uses modified Cloze item format § Computer adaptive § Student selects interest areas § Generates Lexiled reading lists, letters, growth reports
Scholastic Reading Counts § Reading motivation § § program (like AR) Books leveled by Lexiles Computer-generated quizzes SRI can be integrated Reports progress in Lexiles
Scholastic Read 180 § Intervention based on Lexile theory § Matches texts to readers based on Lexiles and interests § Uses multi-media to build interest and background § Instructional model translates to regular classroom
Teachers Workshop: Using Lexile Resources Go to: Lexile Professional Development Click on “ Lexile Full-day” Download: “Teachers’ Workshop Follow-up Activities
Michelle - 7 th Grade Reading/LA § § § Profiled all 7 th 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 reading logs, 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 160 L!
Debbie - High School Health § Existing Context: A problem-based environmental health unit for 9 th grade students ― ― Given a problem (e. g. , asbestos, nuclear testing) and a community (e. g. , a Canadian mountain town, a Marshall Island village) Research the environmental health problem Develop a community site map Produce a paper and group media presentation § NEW: Organized materials/topics by Lexile level and students by Lexile scores (to facilitate text matching) § NEW: Assigned students to find additional resources on their topic at their Lexile level (using EBSCO) All students successfully completed the project (a first)!
Contact Information § 1. 888. LEXILES (1. 888. 539. 4537) § www. Lexile. com § profdev@lexile. com § rick_dills@gbsd. gresham. k 12. or. us
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