Table of Contents

Unit 2: Dimensions of Text Complexity

2.2.1 Increased Text Complexity Expectations

Time to Apply

The Lexile Framework provides guidance to select books based on a student’s reading ability, not by the student’s grade level. MetaMetrics has realigned its Lexile ranges to match the CCSS for ELA/Literacy text complexity grade bands. Review the chart below to see the changes in expectations for reading comprehension development.

Grade
Band
Current
Lexile Band
"Stretch"
Lexile Band
K–1 N/A N/A
2–3 450L–725L 450L–790L
4–5 645L–845L 770L–980L
6–8 860L–1010L 955L–1155L
9-10 960L–1115L 1080L–1305L
11–CCR 1070L–1220L 1215L–1355L

Source: CCSS Initiative Web page, Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects: Appendix A page 8. http://www.corestandards.org/assets/Appendix_A.pdf

CCSS for ELA/Literacy Appendix A describes the grade bands and expectations as follows:

Text complexity in the Standards is defined in grade bands: grades
2–3, 4–5, 6–8, 9–10, and …” 11 through ‘College and Career Ready’. Students in the first year(s) of a given band are expected by the end of the year to read and comprehend proficiently within the band, with scaffolding as needed at the high end of the range. Students in the last year of a band are expected by the end of the year to read and comprehend independently and proficiently within the band.”

Source: Please review CCSS for ELA/Literacy, Appendix A, page10. http://www.corestandards.org/assets/Appendix_A.pdf

Review page 10 from the CCSS for ELA/Literacy in the link above. This page presents the progression of Reading Standard 10, which defines grade-by-grade growth in students’ ability to read complex text. The development of this ability in individual students is unlikely to occur at an unbroken pace. Since students’ ability to read complex text does not always develop in a linear fashion, students reading well above and well below grade-band level need additional support.

Time to Reflect

What processes can you use to ensure students are reading texts at their individual comprehension level and are supported to read at their assigned grade level?

 

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