Lexile Text Measures

Overview and Introduction

“The Lexile® Framework for Reading is a scientific approach to reading and text measurement. There are two Lexile measures: the Lexile reader measure and the Lexile text measure. Students receive a Lexile reader measure as a score from a reading test – it describes his or her reading ability. Books and other texts receive a Lexile text measure from a software tool called the Lexile Analyzer – it describes the book’s reading demand or difficulty.

When used together, the Lexile measures can help match a reader with reading material that is at an appropriate difficulty, or help give an idea of how well a reader will comprehend a text. When a Lexile text measure matches or is in the range of a Lexile reader measure, this is called a targeted reading experience.”

Extensive information about the development of the Lexile Framework for Reading can be found in the Researchers section of the Lexile website.

Lexile Scores for Textbooks

Core Connections Series

Course Title:

Core Connections, Course 1

Core Connections, Course 2

Core Connections, Course 3

Core Connections, Algebra

Core Connections, Geometry

Core Connections, Algebra 2

Core Connections, Integrated I

Core Connections, Integrated II

Core Connections, Integrated III

ISBN-13:

9781603280778

9781603280846

9781603280914

9781603281010

9781603281089

9781603281157

9781603283229

9781603283489

9781603283939

Lexile Score:

980

920

910

930

960

980

940

1020

1040

Typical Reader and Text Measures by Grade

Grade:

1

2

3

4

5

6

7

8

9

10

11 and 12

Text Demand Study 2009 25th percentile to 75th percentile (IQR):

230L to 420L

450L to 570L

600L to 730L

640L to 780L

730L to 850L

860L to 920L

880L to 960L

900L to 1010L

960L to 1110L

920L to 1120L

1070L to 1220L

2012 CCSS Text Measures:

190L to 530L

420L to 650L

520L to 820L

740L to 940L

830L to 1010L

925L to 1070L

970L to 1120L

1010L to 1185L

1050L to 1260L

1080L to 1335L

1185L to 1385L

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Algebra Tiles Blue Icon

Algebra Tiles Session

  • Used throughout CPM middle and high school courses
  • Concrete, geometric representation of algebraic concepts.
  • Two-hour virtual session,
  •  Learn how students build their conceptual understanding of simplifying algebraic expressions
  • Solving equations using these tools.  
  • Determining perimeter,
  • Combining like terms,
  • Comparing expressions,
  • Solving equations
  • Use an area model to multiply polynomials,
  • Factor quadratics and other polynomials, and
  • Complete the square.
  • Support the transition from a concrete (manipulative) representation to an abstract model of mathematics..

Foundations for Implementation

This professional learning is designed for teachers as they begin their implementation of CPM. This series contains multiple components and is grounded in multiple active experiences delivered over the first year. This learning experience will encourage teachers to adjust their instructional practices, expand their content knowledge, and challenge their beliefs about teaching and learning. Teachers and leaders will gain first-hand experience with CPM with emphasis on what they will be teaching. Throughout this series educators will experience the mathematics, consider instructional practices, and learn about the classroom environment necessary for a successful implementation of CPM curriculum resources.

Page 2 of the Professional Learning Progression (PDF) describes all of the components of this learning event and the additional support available. Teachers new to a course, but have previously attended Foundations for Implementation, can choose to engage in the course Content Modules in the Professional Learning Portal rather than attending the entire series of learning events again.

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Building on Instructional Practice Series

This series contains three different courses, taken in either order. The courses are designed for schools and teachers with a minimum of one year of experience teaching with CPM curriculum materials. Teachers will develop further understanding of strategies and tools for instructional practices and assessment.

Building on Equity

In this course, participants will learn how to include equitable practices in their  classroom and support traditionally underserved students in becoming leaders of their own learning. Participants will reflect on how their math identity and mindsets impact student learning. They will begin working on a plan for implementing Chapter 1 that creates an equitable classroom culture and curate strategies for supporting all students in becoming leaders of their own learning. Follow-up during the school year will support ongoing implementation of equitable classroom practices.

Building on Assessment

In this course, participants will apply assessment research to develop methods to provide feedback to students and to inform equitable assessment decisions. Participants will develop assessment action plans that will encourage continued collaboration within their learning community.

Building on Discourse

This professional learning builds upon the Foundations for Implementation Series by improving teachers’ ability to facilitate meaningful mathematical discourse. This learning experience will encourage participants to adjust their instructional practices in the areas of sharing math authority, developing independent learners, and the creation of equitable classroom environments. Participants will plan for student learning by using teaching practices such as posing purposeful questioning, supporting productive struggle, and facilitating meaningful mathematical discourse. In doing so, participants learn to support students collaboratively engaged with rigorous, team-worthy tasks with all elements of the Effective Mathematics Teaching Practices.