# 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

#### 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

9781603280778

9781603280846

9781603280914

9781603281010

9781603281089

9781603281157

9781603283229

9781603283489

9781603283939

980

920

910

930

960

980

940

1020

1040

1

2

3

4

5

6

7

8

9

10

11 and 12

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

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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# 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

The Building on Instructional Practice Series consists of three different events – Building on Discourse, Building on Assessment, Building on Equity – that are designed for teachers with a minimum of one year of experience teaching with CPM instructional materials and who have completed the Foundations for Implementation Series.

# Building on Equity

In Building on Equity, participants will learn how to include equitable practices in their classroom and support traditionally underserved students in becoming leaders of their own learning. Essential questions include: How do I shift dependent learners into independent learners? How does my own math identity and cultural background impact my classroom? The focus of day one is equitable classroom culture. Participants will reflect on how their math identity and mindsets impact student learning. They will begin working on a plan for Chapter 1 that creates an equitable classroom culture. The focus of day two and three is implementing equitable tasks. Participants will develop their use of the 5 Practices for Orchestrating Meaningful Mathematical Discussions and curate strategies for supporting all students in becoming leaders of their own learning. Participants will use an equity lens to reflect on and revise their Chapter 1 lesson plans.

# Building on Assessment

In Building on Assessment, participants will apply assessment research and develop methods to provide feedback to students and inform equitable assessment decisions. On day one, participants will align assessment practices with learning progressions and the principle of mastery over time as well as write assessment items. During day two, participants will develop rubrics, explore alternate types of assessment, and plan for implementation that supports student ownership. On the third day, participants will develop strategies to monitor progress and provide evidence of proficiency with identified mathematics content and practices. Participants will develop assessment action plans that will encourage continued collaboration within their learning community.

# Building on Discourse

In Building on Discourse, participants will improve their 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 rich tasks with all elements of the Effective Mathematics Teaching Practices incorporated through intentional and reflective planning.