Presentation on theme: "Lexile and Text Complexity Training Indian Knoll Elementary July 2012."— Presentation transcript:
Lexile and Text Complexity Training Indian Knoll Elementary July 2012
What is a Lexile? A Lexile measure gives valuable information about a child’s reading ability OR the difficulty of a text. : :: FF :
Two Lexile Measures Reader and Text If we know how well a student can read and we know how difficult a book is, we can predict how well that student will likely read the book.
How is a Text Lexile Calculated? word frequency sentence length
Lexile Limitations text characteristics (age appropriateness or content, text support, text quality) reader characteristics (interest and motivation, background knowledge, reading content and purpose)
Matching Readers and Texts At 75% comprehension: 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
Managing Comprehension Readers can experience frustration when text readability is 100L+ above their Lexile level. Readers can experience ease when text readability is 50-100L below their Lexile level. Readers can experience growth when text readability is within their Lexile range.
Target Lexile Range The targeted text range is 100L below to 50L above the student’s Lexile level. leisure reading range: 100 Lexiles below students’ Lexile score instructional reading range: 50 Lexiles above students’ Lexile score
Staircase of Complexity Complexity of texts students are expected to read is below what is required to achieve college and career readiness. High school textbooks have declined in all subject areas over the last several decades. Average length of sentences in K-8 textbooks has declined from 20 to 14 words. Vocabulary demands have declined since the 1960s. 8 th grade textbooks = former 5 th grade texts 12 th grade anthologies = former 7 th grade texts Complexity of college and careers texts has remained steady or increased, resulting in a gap (up to 350L).
New vs. Old GradeCurrent Lexile Band Stretch (CCSS) Lexile Band K – 1n/a 2 – 3450L – 725L450L – 790L 4 – 5645L – 845L770L – 980L 6 – 8860L – 1010L955L – 1155L 9 – 10960L – 1115L1080L – 1305L 11 – CCR1070L – 1220L1215L – 1355L
Postsecondary Options Box Plots for Selected Text Collections That Inform the Transition from High School to Postsecondary Experience (Percentiles: 5th, 25th, 50th, 75th, 95th) 60080010001200140016001800 High School (11-12) (n=23) SAT I, ACT, AP (n=20) Military (n=22) Citizenship (n=54) Workplace (n=1401) Community College (n=50) University (13-14) (n=100) Graduate Record Exam (n=8) Text Collections Lexile Text Measures
Lexiles and The News Associated Press Reuters Wall Street Journal USA Today Washington Post NY Times Chicago Tribune
Lexiles and The News USA Today (1200L) Associated Press (1310L) Chicago Tribune (1310L) Wall Street Journal (1320L) Washington Post (1350L) NY Times (1380L) Reuters (1440L)
Primary Source Documents Bill Of Rights Declaration of Independence Gettysburg Address Preamble to the Constitution Emancipation Proclamation Magna Carta 1540L 1450L 1490L 1930L 2040L 1740L
Lexiles and Lifelong Reading Installing Your Child Safety Seat GM Protection Plan Aetna Health Care Discount Form Federal Tax Form W-4 CD-DVD Player Instructions Application for Student Loan Medical Insurance Benefit Package Microsoft Windows User Manual
Lexiles and Lifelong Reading CD-DVD Player Instructions (1080L) GM Protection Plan (1150L) Microsoft Windows User Manual (1150L) Installing Your Child Safety Seat (1170L) Federal Tax Form W-4 (1260L) Application for Student Loan (1270L) Medical Insurance Benefit Package (1280L) Aetna Health Care Discount Form (1360L)
Quantitative Lexile word frequency sentence length Accelerated Reader average sentence length average word length vocabulary grade level number of words in book computer generated
Qualitative meaning or purpose structure language conventionality subject matter levels of meaning organization language clarity prior knowledge demands professional judgment
Reader and Task Reader motivation knowledge and experience Task teacher’s purpose types of questions posed complexity of task assigned regarding text complexity of questions asked regarding text professional judgment
Why We Need This Model The Grapes of Wrath 680L To Kill a Mockingbird 870L
How can my media specialist help? Helping to develop individualized or classroom reading lists tailored to provide appropriately challenging reading. Helping teachers to select a bank of titles at varying levels that support an instructional thematic unit. This allows all students to participate successfully in the theme with material at their own reading level. Locating and sequencing materials for classroom use. For example, increasing the difficulty of read-aloud books throughout the year.
RL.2.10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RL.3.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
RL.4.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. RL.5.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.