independing reading with lexiles
TRANSCRIPT
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Featuring the Lexile Framework® for Reading (LFR)
Engaging Students Through Independent Reading in Middle and High School
Kim Bowen, [email protected] Research Associate
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Overview Independent Reading Matching Readers and Texts
• Lexile Framework for Reading • Other Tools
Facilitating, Enriching and Assessing Independent Reading
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This I Believe
•Reading is essential to success •Reading has been essential to my success
•Reading can save lives •Reading has saved my life
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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)
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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
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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
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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
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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
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Lexile Comprehension Model Reader Ability – Text Readability = Comprehension
“Targeted” Comprehension = 75% Independent Reading / Self-Engagement
600L (reader) – 600L (text) = 0 (75% forecasted comprehension)
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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
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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
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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
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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%
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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
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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.
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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
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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)
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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
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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)
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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
•
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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?
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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
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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
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Ex: Supplement Thematic Unit Unit: Exploring Identity
• Individual/ Independent Reading • Informed by data
– Lexile – Interest Inventory – Observation – Other?
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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)
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Enriching Independent Reading Discussion
• With co-readers • With others in class • With others outside the class
Making Connections Outside the Text (and the Classroom)
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Assessing Independent Reading Process v. Product? Observable Behaviors
• Class Input / Posted • Checklist/Evidence
Reading Conferences Self-Assessment
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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