independing reading with lexiles
TRANSCRIPT
Featuring the Lexile Framework® for Reading (LFR)
Engaging Students Through Independent Reading in Middle and High School
Kim Bowen, [email protected] Research Associate
Overview Independent Reading Matching Readers and Texts
• Lexile Framework for Reading • Other Tools
Facilitating, Enriching and Assessing Independent Reading
This I Believe
•Reading is essential to success •Reading has been essential to my success
•Reading can save lives •Reading has saved my life
Independent Reading Engaging to students Targeting “sweet spot” of challenge and
success Increasing fluency (accuracy,
automaticity, prosody) and confidence Improving stamina (length of time,
length & density of text)
Oklahoma Resources http://sde.state.ok.us/measure/Lexiles
/default.html http://sde.state.ok.us/measure/Lexiles
/pdf/ConversionTableGr3.pdf http://www.sde.state.ok.us/measure/Fi
ndabook/default.html
English Language Arts -- Reading Strong developmental foundation for
student reading Read literary & informational texts (within
& beyond ELA) Challenging reading material for students
Oklahoma & The Common Core Standards
Reading as Transactional Process LFR Foundation
• Iterative • Meaning-making transactions
• Reader • Text
MetaMetrics Technology • Analyze Text • Link to current assessments • Forecast comprehension • Match readers and texts
The Lexile Framework for Reading
An educational tool that links text and readers under a common metric—Lexiles
Typical range of readers within a classroom • 10th to 90th percentile or about 600 Lexiles
Lexile measure helps educators determine the amount of scaffolding needed by each student for a successful reading experience
Lexile Comprehension Model Reader Ability – Text Readability = Comprehension
“Targeted” Comprehension = 75% Independent Reading / Self-Engagement
600L (reader) – 600L (text) = 0 (75% forecasted comprehension)
0%
20%
40%
60%
80%
100%
-1000 -750 -500 -250 0 250 500 750
Reader - Text (in Lexile)
Fore
cast
ed C
ompr
ehen
sion
Rat
e
75
Less Challenging
More Challenging
50%
90%
The “sweet spot“ for Reading
This I Believe Activity Review the descriptions of the essays below
and select one to read: • A Duty to Heal • Be Cool to the Pizza Dude • Do What You Love • Remembering All the Boys • The Perfection of Character • We Are Each Other’s Business
Read the selected essay
This I Believe Activity Reread the essay, underlining the word,
phrase, or sentence that resonates with the concept of “identity”
Take a few minutes to write about how the selected lines reflect the concept of identity
“Jamming to the Text” • Stand and read your underlined sections • Don’t worry about repeated or echoing lines
Forecasted Independent Reading for Readers of Similar Ability with Texts of Different Difficulties
Reader Ability
Text Difficulty
Exploring Identity Unit Sample Texts
Expected Comprehension
1000L 500L Sit-In (Pinkney & Pinkney) 96%
1000L 750L Esperanza Rising (Ryan) 90%
1000L 1000L Warriors Don’t Cry (Beals) 75%
1000L 1250L Muchacho (Johnson) 50%
1000L 1500L On Equality Among Mankind (Rousseau) 25%
Success Rates for Readers of Different Ability with Texts of Similar Difficulty Reader
Ability Sports Illustrated Lexile
Expected Success
500
750
1000
1250
1500
1000L
1000L
1000L
1000L
1000L
25%
50%
75%
90%
96%
Stenner, Stone
Limitations of Lexile Measures What Lexile text measures don’t address
Text Characteristics Age-appropriateness of
Content Text Support (pictures, pull-
outs) Text Quality (Is it a good
book?)
Reader Characteristics Interest and Motivation Background Knowledge Reading Context and
Purpose
Lexile text measures only measure text complexity. Therefore, input from readers, parents, teachers and
librarians is necessary.
Available free at www.Lexile.com/Findabook Contains English and Spanish titles Reading within the Lexile Range provides
challenge without frustration • 50 Lexiles above Lexile measure • 100 Lexiles below Lexile measure
Add student interests to Lexile Range and students are likely to read more.
“Find a Book with Lexiles” Web site
Use Internet databases to: Find on-line periodical articles and
instructional resources by Lexile measure on a variety of high-interest topics for “emergency” independent reading
Build tiered supplemental reading lists on content topics (to support differentiated instruction)
Lexile Analyzer Analyze short text to get Lexile measure
(LM) Requires free registration & file saved as
text (directions on www.lexile.com) Use to determine LM of published texts Use to determine LM of assignments
This I Believe Essay Lexile Measures
• A Duty to Heal (750L) • Be Cool to the Pizza Dude (1060L) • Do What You Love (1090L) • Remembering All the Boys (890L) • The Perfection of Character (560L) • We Are Each Other’s Business (940L)
Other Tools & Resources Reader Interest Inventories Reading Logs, Booklists Websites
• Goodreads.com • Teenreads.com • EnglishCompanion.Ning.com • Young Adult Library Association
• http://www.ala.org/ala/mgrps/divs/yalsa/yalsa.cfm
•
Setting up Independent Reading: Issues to Consider Supplement class study?
• Thematic, genre, general? Assessment?
• Process? Product? Individual? Small group? Whole group? Time in class? Out of class? Intensive (close analysis) or Extensive (fluency,
pleasure) Free Choice? Controlled (limited) choices?
Ex: Supplement Thematic Unit Unit: Exploring Identity
• Whole Group Reading • I Know Why the Caged Bird Sings autobiography (1070LM) by
Maya Angelou* • “I Am an American Day Address.”(850LM) by Learned Hand* • “Remarks to the Senate in Support of a Declaration of Conscience.”
(1160LM) by Margaret Chase Smith* • Model Reading Strategies – Literary Analysis Essays Excerpts from Maya Angelou’s I Know Why the Caged Bird Sings Modern
Critical Interpretations Ser. (1330LM ) Edited by Harold Bloom *Common Core State Standards Exemplar Texts for Grade 9
http://www.corestandards.org/assets/Appendix_B.pdf
Ex: Supplement Thematic Unit Unit: Exploring Identity
• Small Group Reading • Literary Analysis Essays Excerpts from Maya Angelou’s I Know Why the Caged Bird Sings
Modern Critical Interpretations Ser. (1330LM ) Edited by Harold Bloom
• This I Believe Essays (www.thisibelieve.org)
*Students can be grouped by reading challenge match OR by interest in topic
Ex: Supplement Thematic Unit Unit: Exploring Identity
• Individual/ Independent Reading • Informed by data
– Lexile – Interest Inventory – Observation – Other?
Ex: Supplement Thematic Unit Unit: Exploring Identity
• Individual/ Independent Reading • Options • Free Choice • Guided Choices – memoir, coming of age stories • Controlled Choices – Literature Circle or Book Club style
– Esperanza Rising (750L) – The Circuit (880L) – Warriors Don’t Cry (1000L) – Something to Declare (1100L) – Muchacho (1250L)
Enriching Independent Reading Discussion
• With co-readers • With others in class • With others outside the class
Making Connections Outside the Text (and the Classroom)
Assessing Independent Reading Process v. Product? Observable Behaviors
• Class Input / Posted • Checklist/Evidence
Reading Conferences Self-Assessment
For More Information Daniels, H. & Steineke. (2004). Mini-Lessons for Literature Circles.
Heinemann Gallagher, K. (2009) Readicide: How Schools are Killing Reading and
What You Can Do About It. Stenhouse Hiebert, E. (2009). Reading More, Reading Better. Guilford Press Lesesne, T. (2003). Making the Match: The Right Book for the Right
Reader at the Right Time, Grades 4-12. Stenhouse Lesesne, T. (2010). Reading Ladders: Leading Students from Where
They Are to Where We’d Like Them To Be. Heineman Mesmer, H. (2008). Tools for Matching Readers to Texts. Guilford Miller, D. (2009). The Book Whisperer: Awakening the Inner Reader in
Every Child. Josey-Bass Robb, L. (2009) Assessments for Differentiating Reading Instruction.
Scholastic