1. Differentiating Instruction Using Lexile Measures and OSLIS
Oregon Department of Education
Module I
Differentiating Instruction Using Lexile Measures and OSLIS
Developing Targets for Student Success
Module I
Training modules developed by an ESD/OEMA/OSL/ODE Collaborative
Posted July 2005

2. Developed by an ESD /OEMA /OSL /ODE Collaborative
Oregon Department of Education
Module I
Developed by an ESD /OEMA /OSL /ODE Collaborative
Oregon Education Service Districts
Oregon Educational Media Association
Oregon State Library
Oregon Department of Education
See Introduction to Module I for information on the partnership.
Training modules developed by an ESD/OEMA/OSL/ODE Collaborative
Posted July 2005

3. Workshop Goals/Objectives
Oregon Department of Education
Module I
Workshop Goals/Objectives
Understand the relationship between Lexiles and student comprehension
Understand how Lexiles help match readers to texts
Use the Lexile measure of each student to access appropriate reading materials for meeting Oregon’s content standards
Know that the Oregon School Library Information System (OSLIS) is the portal for Lexiled research databases
Training modules developed by an ESD/OEMA/OSL/ODE Collaborative
Posted July 2005

4. Oregon Department of Education www.ode.state.or.us
Module I
If I could . . .
… just get the students to where they could read the text…THEN I could teach!
- 7th grade Science Teacher
Training modules developed by an ESD/OEMA/OSL/ODE Collaborative
Posted July 2005

5. Oregon Department of Education www.ode.state.or.us
Module I
What are Lexiles?
A Lexile is a standard unit for measuring the comprehensibility of text
Semantics
Syntax
A Lexile measure or range can also be assigned to a student
Text comprehensibility is measured both on syntax and semantics. Most major textbook publishers are having their texts measured and those ranges are available to us. Over 450 book publishers have titles with Lexile measures and nearly 100,000 books have been Lexiled. There are more than 70 million Lexiled articles from magazines, newspapers and journals available through database services such as EBSCOhost.
A partnership between the Oregon Department of Education (ODE) and the Oregon State Library provides free access to Lexiled databases (EBSCOhost) through OSLIS for K-12 schools. Funding for Modules I and II of Lexile training materials has been provided by ODE.
The benefit of having students’ ranges is that we can now see how closely the actual text range matches students’ abilities and begin to look for supplementary materials that cover the same concepts but may be more appropriately challenging for students. Through OSLIS Lexiled databases, teachers have access to rich resources to support standards-based instruction that will increase a student’s likelihood of comprehension.
The word Lexile contains the root “lex,” which refers to words, and echoes the word “percentile,” a comparative unit of measure. A Lexile is a unit for measuring text difficulty. (The Lexile Framework: An Introduction for Educators, pg 23)
Training modules developed by an ESD/OEMA/OSL/ODE Collaborative
Posted July 2005

6. Determining Text Difficulty
Oregon Department of Education
Module I
Determining Text Difficulty
Semantic Difficulty
the frequency of the words in a corpus of written text
corpus has over 700-million words
Syntactic Complexity
the number of words per sentence
longer sentences are more complex and require more short-term memory to process
Source:
“Corpus” is a body of electronic texts. The analyzer checks how often these words are used in the English language. Low frequency, content specific vocabulary words are more difficult to read whereas high frequency common words are easier to read.
Training modules developed by an ESD/OEMA/OSL/ODE Collaborative
Posted July 2005

7. Oregon Department of Education www.ode.state.or.us
Module I
The Lexile Analyzer
Scan text into electronic format
Edit text
Examine words
Examine sentences
This slide shows the process by which text is analyzed in order to determine the Lexile measure.
Calculate Lexile measure
Review text and Lexile measure
Training modules developed by an ESD/OEMA/OSL/ODE Collaborative
Posted July 2005

8. Oregon Department of Education www.ode.state.or.us
Module I
The Lexile Map
A graphic representation of book/text titles matched to levels of reading ability, the map provides an intuitive approach to understanding Lexile measures. The map also generates conversations about the concept of matching readers to text in order to differentiate instruction and improve comprehension.
Maps may be printed from the website on 11” x 17” paper. Provide time for participants to view and discuss the Lexile Map.
Training modules developed by an ESD/OEMA/OSL/ODE Collaborative
Posted July 2005

9. Linking Technology: Lexiled Assessments
Oregon Department of Education
Linking Technology: Lexiled Assessments
Module I
The Lexile Framework for Reading can be linked to any standardized assessment. Oregon has linked The Lexile Framework for Reading to the State Reading and Literature Assessment. Every student that takes the Oregon Reading/Literature Assessment now receives a Lexile measure on his/her Individual Student Report (as of Spring 2004).
Districts can download the Lexile measures along with the reading and math scores from the secure district site.
The district assessment director has the password.
Teachers can use this information to help match reader to text in their classrooms. (formative assessment)
Training modules developed by an ESD/OEMA/OSL/ODE Collaborative
Posted July 2005

10. Lexile Framework: 3 Components
Oregon Department of Education
Lexile Framework: 3 Components
Module I
The Lexile
Analyzer
The Lexile Map
Linking
Technology
Lexiled
Reading
Assessments
Lexile framework components include: The Lexile Analyzer (analyzes the difficulty of text), the Lexile Map (graphic representation of texts and titles matched to appropriate levels of reading ability), and Linking Technology (Lexiled student assessments that place readers on the Lexile Map).
Beginning with the spring 2004 state assessment in Reading/Literature, all Oregon students receive a Lexile measure. All major standardized test are also Lexiled. Other assessments such as the Scholastic Reading Inventory provide a Lexile measure for students.
Training modules developed by an ESD/OEMA/OSL/ODE Collaborative
Posted July 2005

11. The Lexile FrameworkTM for Reading
Oregon Department of Education
The Lexile FrameworkTM for Reading
Module I
An educational tool that links text and readers under a common metric
Characterizes reader with a measure and text with a measure
Allows educators to forecast the level of comprehension a reader is expected to experience with a particular text
Source:
The real benefit of Lexiles is two-fold: it places text and readers on the same scale, and it enables educators to forecast comprehension for individual students.
Training modules developed by an ESD/OEMA/OSL/ODE Collaborative
Posted July 2005

12. Why the Lexile FrameworkTM is Different
Oregon Department of Education
Why the Lexile FrameworkTM is Different
Module I
Readability based on entire text of each book or document
Individual reading ability is measured through tests that correspond to the same scale
Applied “universally”
Source: The Lexile Framework—An Introduction for Educators
First point: “Every word is counted; every sentence length is measured. Many other readability formulas are based only on samples from a text.” (The Lexile Framework: An Introduction for Educators, pg vi). The text is divided into slices of approximately 125 words. Each slice receives a Lexile measure. The Lexile measure for the whole text is the average of the Lexile measures of the slices.
Second point: “This methodology of linking between specific tests and Lexiles solves the apples-and-oranges problem of trying to convert test scores into grade equivalents.” (The Lexile Framework: An Introduction for Educators, pg vi)
Third point: “Because it can be linked to any text and any reading assessment, the Lexile Framework is an open system that can be applied wherever the English language is written and read.” (The Lexile Framework: An Introduction for Educators, pg vi)
Training modules developed by an ESD/OEMA/OSL/ODE Collaborative
Posted July 2005

13. Overall Goal of Lexiles is to…
Oregon Department of Education
Module I
Overall Goal of Lexiles is to…
… create Text Accessibility, a marriage between student ability and text level so that students can access content information.
When teachers know the Lexile measure of their text, the Lexile range of their students, and how to access Lexiled reading materials they are empowered to help students access informational text and experience success within the teacher’s own content area.
Training modules developed by an ESD/OEMA/OSL/ODE Collaborative
Posted July 2005

14. Oregon Department of Education www.ode.state.or.us
Module I
Lexiles
Match readers to text
A tool for differentiation
Allow teachers to prepare students to work with more difficult texts
Knowing the Lexile range for students in their classroom and the Lexile measure of the text being used in the classroom, teachers can quickly determine whether the basic text is too difficult or too easy for the learners.
If gaps exist between the text and the Lexile range of each student, the teacher can provide supplemental materials that will allow the student to develop background knowledge prior to entering more difficult text. A teacher may be able to target students and teach them reading strategies prior to encountering more difficult texts, providing scaffolding for the reader. Scaffold when text or activity is too difficult. Use strategies such as Reciprocal Reading, Group Work, Key Vocabulary, Guided Learning, Build Prior Knowledge.
Note: “Student Owned Strategies” (SOS) and “Sheltered Instruction Observation Protocol” (SIOP) are two training series that help teachers know strategies to help scaffold readers when the Lexile measure of the text is high.
Finally, by knowing these gaps between readers’ abilities and the texts used in class, the teacher may be able to bridge the gap. Bridge when text readability and/or activity are almost in line with ability. Use strategies such as Graphic Organizers, Activate Prior Knowledge, Set Purpose, Anticipation Guides.
Training modules developed by an ESD/OEMA/OSL/ODE Collaborative
Posted July 2005

15. Oregon Department of Education www.ode.state.or.us
Module I
Lexiles Do Not Address
Student interest
Age-appropriateness
Text support
Quality of text
Using Lexile ranges to provide supplemental reading materials will not automatically increase test scores because it does not take into account student motivation—or lack thereof—to read a particular text. Students who have Lexile ranges lower than the text measured may be interested in and, therefore, very motivated to read and understand the text. (On the other hand, students with Lexile ranges higher than the text measured may not be interested in or motivated to read the text.) While providing materials at the appropriate reading levels is essential, all students still need to be taught good reading strategies that can be used in any content area. The use of these strategies need to become habitual so that the reader can become self-sufficient as they encounter challenging text.
Providing supplemental materials with various Lexile ranges to students with wide ranges of reading abilities is a big step toward differentiation. Once you have selected materials with the ranges appropriate for your students, you must still provide instruction in how to access the information within the text using various reading strategies (activating background knowledge, pre-reading, vocabulary, etc.). Using appropriate reading materials provides students with opportunities to successfully use these strategies and become empowered learners.
Age-appropriateness must be considered when selecting texts for students to read. A teacher would probably not recommend House of the Spirits (1280L) to a 6th grader with a Lexile range of On the other hand, it’s helpful for teachers to know that a book for mature readers such as The Catcher in the Rye (790L) is accessible to high school students who read at lower levels. Likewise, Ernest Hemingway’s books range from 610L to 730L making them accessible to high school students with a wide range of Lexile measures.
Lexiles also do not consider text support or quality, but only text difficulty. Materials should always be previewed.
Training modules developed by an ESD/OEMA/OSL/ODE Collaborative
Posted July 2005

16. Oregon Department of Education www.ode.state.or.us
Module I
Other Considerations
Aspects of text that influence a student’s performance:
Difficulty of the text at hand
Presence or lack of illustration
Length of a book or article
Density and type size of the text
Topic, genre, author and so on
Many aspects of a text can be cues that influence a student’s performance including:
Difficulty of the text at hand
Presence or lack of illustration
Length of a book or article
Density and type size of the text
Topic, genre, author and so on
These aspects also need to be considered when selecting appropriate text for students.
Training modules developed by an ESD/OEMA/OSL/ODE Collaborative
Posted July 2005

17. Determining a Student’s Lexile Range
Oregon Department of Education
Determining a Student’s Lexile Range
Module I
Independent Reading Range of difficulty should be Lexiles above to 100 Lexiles below
Instructional Reading Range of difficulty should be to 150 Lexiles above
When assessing students’ Lexile ranges for independent reading of text, keep in mind that the text to be read should include a range that isn’t more than 50 Lexiles above or 100 Lexiles below each student’s measure. If text matches this range, you can expect about a 75% comprehension rate. If the text is more than 50 Lexiles above the student’s range, it will be so difficult that the student will not be able to infer meaning from the text while a text more than 100 Lexiles below will not be challenging enough (The Lexile Framework: An Introduction for Educators, pg 60).
Texts at or below the student’s Lexile measure: Use texts at this level when factors make the reading situation more challenging, threatening or unfamiliar—an example would be that some of our special education or ELL students have other issues that are affecting their abilities to learn.
Texts at or above the student’s Lexile measure: Use these texts to provide readers with a challenge or when the teacher will be providing scaffolding support through the use of reading strategies.
Note: Presenters may wish to again mention that SOS and SIOP are two training series that help teachers know strategies to help scaffold readers when the Lexile measure of the text is high.
Training modules developed by an ESD/OEMA/OSL/ODE Collaborative
Posted July 2005

18. Oregon Department of Education www.ode.state.or.us
Module I
Three Key Concepts
Reading Ability
The cognitive set students use to construct meaning from text as measured on tests
Readability
The difficulty of reading materials based on dimensions or characteristics of the text
Reading Comprehension
The construction of meaning from local text
Source:
An understanding of these concepts is critical to understanding Lexiles.
Training modules developed by an ESD/OEMA/OSL/ODE Collaborative
Posted July 2005

19. Individual Student Report
Oregon Department of Education
Individual Student Report
Module I
Lexile Measure
A student’s Lexile measure represents the level at which that student can read with about 75 percent comprehension. (The Lexile Framework: An Introduction for Educators, pg 60)
A student’s Lexile measure can be found on the Individual Student Report.
Training modules developed by an ESD/OEMA/OSL/ODE Collaborative
Posted July 2005

20. Oregon Department of Education www.ode.state.or.us
Module I
Questions to Answer
What is the Lexile range of students in your classroom?
Can you develop 3 or 4 Lexile targets?
Plotting Lexile data is the first step in differentiating instruction.
This is a good time to pause in the PowerPoint. You may wish to have participants fold a blank piece of paper into three or four sections. Using the Lexile measures for students in their classroom (elementary level) or a class period (middle and high school level) have teachers create three or four groups.
After participants have created their groupings, ask the question “Is there a need for differentiating instruction?”
Training modules developed by an ESD/OEMA/OSL/ODE Collaborative
Posted July 2005

21. How do I find Lexiles for texts or other materials I use?
Oregon Department of Education
How do I find Lexiles for texts or other materials I use?
Module I
The ODE website links you to two resources
Textbooks
Books
Resources
Databases
If participants in the workshop always begin at the ODE website, they are more likely to see and make use of other Lexile resources that are not available either at or at
Teachers may find it helpful to bookmark the ODE website for home access.
Most school library web pages link directly to OSLIS.
Training modules developed by an ESD/OEMA/OSL/ODE Collaborative
Posted July 2005

22. Oregon Department of Education www.ode.state.or.us
Module I
Lexile Tools
Lexile Book Database
Lexile Analyzer
Lexile Calculator
Lexile Power Vocabulary
Lexile Reading Pathfinders
Five Lexile tools are available at to assist teachers.
Lexile Book Database contains tens of thousands of English and a selection of Spanish fiction and nonfiction books with Lexile measures.
Lexile Analyzer® allows licensed customers to analyze text, literature and supplementary materials and generate a Lexile measure. A free, limited version is available at All you need to do is register for first time use.
Lexile Calculator is a free online tool for calculating text comprehension at various Lexile measures.
Lexile Power Vocabulary™ offers a systematic and individualized series of vocabulary development activities to improve reading comprehension.
Lexile Reading Pathfinders are book lists that help readers select texts that relate to particular topics within their Lexile range.
Training modules developed by an ESD/OEMA/OSL/ODE Collaborative
Posted July 2005