Lexile Requirements in the Customized Classroom

Lexile requirements are a major part of the Common Core (CCSS). There are expectations built in for each grade level. These expectations come into play as students work within a particular Measurement Topic (e.g. - Reading Informational Text). At some point a student needs to show that he/she can read a particular level of text. This is crystal clear in the wording of Learning Target 10 in each of the CCSS Reading Measurement Topics.

However,  times are changing! One big change is a move from grade level standards (the organization of the CCSS) toward progression levels (using more of a customized approach, meeting students where they are individually). Do lexiles still play a role in this new approach? The answer is, "Yes!"

In a customized approach, students work through levels of Reading Learning Targets.  As students work through the Learning Targets, the level of text complexity that is required increases. This is important because, if they were using very simplistic texts, students could meet all of the Reading Learning Targets very easily and without encountering enough developmental rigor, obviously not the intent of either CCSS or a customized approach. By assigning a required lexile range to each Reading Learning Target, however, a teacher can ensure that students are being held to reading text complexity that is repeatedly referenced in CCSS. (Ideally, the required lexile levels would be common throughout a school/district.)

Another benefit of matching lexile requirements to Reading Learning Targets is that it presents a curriculum sequence to guide instruction and learning. Obviously, an early reader isn't going to work on a Reading Learning Target that has a lexile requirement near 1000 (where CCSS would place a middle school student). Rather, that student is going to work on Reading Learning Targets that fall within his/her current instructional level. It's not an exact science, but a general sequence does present itself.

The hard work is forming a marriage between the Reading Learning Targets and lexiles. Fortunately, some schools are already doing this work, so there are models out there. A good model will present a path of gradual growth, both through the Reading Learning Targets and lexile ranges. As students encounter each pair of Reading Learning Targets / lexile ranges, they should find that both are accessible without being too simplistic. On the other hand, a poor model will result in many students trying to tackle Reading Learning Targets that are beyond their current intellectual levels or encountering too many Reading Learning Targets without a gradual growth in reading development.

And so, lexiles are still in the picture despite a shift toward a more customized approach. In fact, they are more important than ever. We can thank the developers of CCSS for bringing them to the table, and we can thank the promoters of customized learning for putting them to good use!