Kindergarten lexile range
Lexile levels: How to use this tool to understand your child’s reading skills
You might have seen it printed on the back of a book, inside a publisher’s catalog, or on a child’s progress report: a series of numbers and letters called a Lexile. What are these codes, and how do they apply to your learner?
Let’s demystify the Lexile system and learn how Lexile measures serve as a valuable tool to support your child’s reading growth.
What is a Lexile measure and why is it important to parents?
The Lexile Framework for Reading is a system used to match students with texts (books, articles, and other reading material), regardless of grade level. It takes a scientific approach to measuring reading levels. Its numeric measures can apply to both reader and text:
Lexile text measures reflect the readability of an individual book based on an analysis of word frequency, sentence length, and text complexity.
Lexile reading measures reflect a child’s ability to read texts in a certain range of difficulty.
When you know your child’s Lexile measure, you are better able to select books that will be “just right” for them: not too easy, not too tricky. This way, you can avoid picking inaccessible books that will leave them feeling discouraged, or too-simple books that will leave them bored and looking for something else to read!
What does the number in a Lexile measure mean?
Understanding a book’s Lexile measure code, which usually consists of a number followed by the letter L, is fairly intuitive: lower numbers mean that the material is simpler and easier to read, while higher numbers denote more complex and difficult texts. For example, Green Eggs and Ham has a Lexile measure of 210L, but The Great Gatsby clocks in at 1070L.
However, you can’t go on Lexile measures alone. The Grapes of Wrath often taught in high school, has a Lexile measure of 680L, while Charlotte’s Web, an elementary school staple, has the same Lexile measure.
Both books feature a simple, clear writing style, but The Grapes of Wrath contains advanced concepts and themes more appropriate for older readers.
When applied to your child, Lexile measures work the same way: a lower number means they should be reading books with less text complexity and a higher number signals that they need something more challenging.
An exception is BR, or Beginning Reader, Lexile measures—higher numbers are assigned to simpler books and earlier readers, while lower numbers represent trickier books and more advanced readers as they approach 0L. A book rated BR300L will be easier to read than one rated BR100L.
What do the letters in a Lexile measure mean?
In addition to Beginning Reader Lexile measures (BR), there are several letter codes you might encounter at the beginning of a Lexile measure:
AD: Adult Directed. These books are meant to be read aloud to children.
NC: Non-Conforming. These books contain content appropriate for advanced readers who are still on the young side.
HL: High-Low. These books are engaging for older students who need less complex texts.
IG: Illustrated Guide. These are nonfiction reference texts.
GN: Graphic Novel. These are comic books and graphic novels. If your child loves comics more than anything else, you can still find ones that will provide an appropriate reading challenge!
NP: Non-Prose. These are songs, plays, poems, and anything else besides a traditional prose book.
What is the scale of Lexile measures?
Lexile reader measures and Lexile text measures help narrow down reading ability and text complexity to match readers with appropriate books at all grade levels. There is no “correct” Lexile scale or range for your learner’s age or grade. However, according to an analysis published by the Lexile Framework for Reading, the correspondence of Lexile student measures to grade levels, based on the 50th-90th percentile range and measured at the end of the school year, are as follows:
Kindergarten: BR160L - 150L
1st Grade: 165L - 570L
2nd Grade: 425L - 795L
3rd Grade: 645L - 985L
4th Grade: 850L - 1160L
5th Grade: 950L - 1260L
6th Grade: 1030L - 1340L
7th Grade: 1095L - 1410L
8th Grade: 1155L - 1470L
9th Grade: 1205L - 1520L
10th Grade: 1250L - 1570L
11th Grade: 1295L - 1610L
12th Grade: 1295L - 1610L
Remember that although these numbers represent typical Lexile measures at different grade levels, Lexile measures vary more broadly within each grade.
If your young learner’s Lexile measure is far above or below the typical range, you can seek reading materials with Non-Conforming or High-Low Lexile measures that will be enjoyable as well as appropriate for their reading ability.
How to assess your learner’s Lexile level
Lexile levels are assessed in school through classroom assessments and standardized tests. Ask your child’s teacher if they have assessed Lexile measures, and if so, if they are able to share this information with you, as school’s policies regarding assessment data vary.
Keep in mind that although some schools assess Lexile measures, others use different assessments to determine a child’s reading level, and may not have Lexile measure data to share.
If you are able to view your child’s Lexile measure, it is important not to refer to this assessment result as a Lexile score; it is not intended to measure achievement, and treating it like a “test” can cause undue anxiety for kids and parents alike.
How to use lexile levels to help select appropriate reading material
If you have determined your child’s Lexile measure, it’s now time to help them find books they’ll love! Some books have Lexile measures printed on the jacket; Lexile measures for other books can be found on publisher websites and other online databases. A recommended Lexile text range is 100L below to 50L above your young learner’s Lexile reading measure.
Once you have determined an appropriate range, search for books with topics, content, and themes that interest your child. An easy way to do this is to use an online database and filter search results for the Lexile range you have determined. You’ll find that there are books available at every Lexile level that will capture your child’s interest and imagination!
Feel free to involve your learner in the process. Remember to discuss their Lexile measures in a neutral tone and treat the numbers like those in a matching game; you want your child to be able to express their reading preferences without feeling pressure to pick something “higher.
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Following these guidelines will allow you to choose “just right” books that pose a healthy challenge to your child, but are within or not too far outside of their comfort zone. That way, kids are freed up from unnecessary difficulties and are better able to focus on reading comprehension, learning, and enjoyment.
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*This article was originally published in July 2020 and was updated in November 2022.
Outschool Staff
📚 Making Sense of Reading Levels plus booklists for every Grade
Anyone else completely confused by reading levels? There are guided reading levels, Lexile numbers, and Book Levels like the library uses.
I found this especially confusing when my kindergarten and grade 1 students were beginning to read. I assumed you just get a beginner reader, but guess what – it’s NOT that easy! Many beginner readers are actually for 3rd graders! YIKES! Don’t worry, I can explain reading levels, give you book recommendations by grade, and take all the work out of finding your child the best books to read by reading level!
Making Sense of Reading Levels
What Level Books should my Child be reading by Grade!
I think one needs a masters degree in nonsense to make sense of reading levels! Seriously there are 3 different systems used: Lexile, Book Level (like most libraries) and Guided Reading (Scholastic) that parents must try to understand. And if you google it, there isn’t much useful information out there either.
I even talked with my local librarian who gave me a lot of misinformation, ugh! So I did deeper research so I could pick out readers for my kids.
Reading levels by grade
I don’t claim to be an expert on reading levels by any means, but for all you confused parents here is some help from a mom that was just as confused as you are!
Note: All kids read at their own pace and this is just an average generalization. Please work on reading books at your child’s reading level. For kids who are great readers, they may be reading at books above their reading level.
Kindergarten Reading Level
Kindergartners are just beginning to read using some basic sight words and decoding simple words. In the library look for books labeled 0.1 – 1.3. For those using the Scholastic Guided Reading level, look for A, B, or C. (That is 25-75 in Lexile). Remember they need 30 minutes of daily reading; practice makes perfect!
- 50 Books for Kindergartners to Read by Themselves
- 45 Must Read Books for Kindergartners (Read Aloud)
First Grade Reading Level
1st Grade students are decoding more words, learning rule breaker rules, and adding more and more sight words.
Through the course of the year they can be anywhere from a 1.0 – 1.9 for readers at the library. For those using Scholastic Guided Reading that is B-I or Lexile 50-275. Remember they need 30 minutes of daily reading; practice makes perfect!
- 100 Books for 1st Graders to Read Themselves
- Favorite 1st Grade Read Aloud Picture Books
- 17+ 1st Grade Read Aloud Chapter Books you won’t want to miss!
- Top 25 Chapter Book Series for 1st-3rd Grade
2nd Grade Reading Level
2nd Graders are reading well independently. Although they may start their year in advanced readers, most are ready for simple chapter books by the end of the year. Just like Kindergarten and 1st graders, they need lots of practice to continue advancing. Even though 2nd graders are reading well on their own, they still need time reading aloud to an adult who can help them correct pronunciation, flow, and check reading comprehension to ensure no issues creep up.
At the library look for books labeled 1.6-2.9. Using a Guided Reading system look for H-M or 225-450 in Lexile.
- Best 2nd Grade Reading List
- 2nd Grade Read Aloud Chapter Books
- Top 25 Chapter Book Series for 1st-3rd Grade
3rd Grade Reading Level
3rd Graders are comfortable reading simple chapter books on their own. They continue to need lots of practice and time reading aloud as well. At the library look for books 2.2 – 3.9, Guided Reading level L-P, and Lexile 400-650.
- 3rd Grade Reading List
- Top 25 Chapter Book Series for 1st-3rd Grade
4th-8th Grade Reading Level
Although at this point most kids are reading chapter books that are no longer labeled with a reading level, I wanted to give you some tools in case you feel the need to further assess what your child is reading.
- 4th Grade Book List – 3.3-5.5 Book Level, O-T Guided Reading, 600-850 Lexile
- 5th Grade Reading List – 5.
0-7.4 Book Level, S-W Guided Reading, 800-1000 Lexile - 6th Grade 6.7-8.6 Book Level, V-Y Guided Reading, 950-1050 Lexile
- 7th &8th Grade 8.0-9.0 Book Level, X-Z Guided Reading, 1035-1100 Lexile
Find out any Books Reading Level
You can find out any books reading level (Lexile, library Book Level, and Scholastic Guided Reading) by checking AR Book Finder.
Free Printable Reading Logs
- Monthly Reading Log – this free printable has ‘traditional’ monthly themes
- Bookshelf Free Printable Reading Logs – super cute and fun for kids of all ages!
- Pencil Free Printable Reading Logs -print reading worksheet and color a pencil for each book you read
- Frozen Free Printable Reading Logs – kids will have fun tracking their reading and the books they’ve read with this motivating free printable for kids of all ages
- Princess Free Printable Reading Logs – students will have fun tracking their reading with these free printable reading logs
- Super Hero Free Printable Reading Logs – using a favorite theme of kids will encourage kids to read
- Cars Free Printable Book Logs – children will have fun tracking the books they’ve read with these clever free reading log
- Summer Free Printable Reading Logs – students will be motivated to read this summer with these ideas
- Reading Comprehension Bookmarks – this is a great tool for making sure kids are understanding what they are reading
- Reading Levels by Grade – how to pick the right books for every reading level and tons of printable book lists too
Book Report Idea
Looking for other ways to help kids work on reading comprehension and summarizing a book they read? Try these free resources:
- Handy Reading Comprehension Bookmarks (any book: fiction or non fiction)
- Book Report Template
- Book Report for Kids
- Pizza Book Report Idea
- Sandwich Book Report Idea
- 26 more clever Book Report Ideas
- Library Scavenger Hunt – help kids learn to navigate a library, the Dewey decimal system, book genres, and so much more with this pack of free printable scavenger hunts for kids!
- Bookshelf Reading Log – to help encourage kids to read!
Plus, here are some great ideas for Creating a Reading Nook where kids will want to curl up and read a book!
Beth Gorden
Beth Gorden is the creative multi-tasking creator of 123 Homeschool 4 Me.
As a busy homeschooling mother of six, she strives to create hands-on learning activities and worksheets that kids will love to make learning FUN! She has created over 1 million pages of printables to help teach kids ABCs, science, English grammar, history, math, and so much more! Beth is also the creator of 2 additional sites with even more educational activities and FREE printables – www.kindergartenworksheetsandgames.com and www.preschoolplayandlearn.com
Children's voice and features of its development in senior preschool age | Music consultation (senior, preparatory group) on the topic:
Children's voice and features of its development at senior preschool age
Consultation for parents and educators
Children's voice apparatus has its own characteristics that must be taken into account when developing children's singing skills. Unlike the voice apparatus of an adult, the children's voice apparatus is in a state of continuous growth, development and improvement along with the psychophysical development of the child.
At older preschool age, the vocal apparatus is still very fragile. The larynx with the vocal cords is still underdeveloped. Ligaments are short. The sound originating in the larynx is formed during the marginal vibration of the vocal cords. They do not close completely - at the moment of sound formation, a small gap remains between the ligaments (marginal closure). The neuromuscular development of the larynx allows for the time being only such a closure.
The sound is very weak. It is amplified by resonators. The chest (low) resonator is less developed than the head (upper), so the voice of older preschoolers is not strong, although sometimes sonorous. The voice is purely childlike. It sounds high, as it is colored in the upper resonator.
The sound is gentle, light, the sound is “heady” (“falsetto”). There is no significant difference in the development of the vocal apparatus in boys and girls at this stage.
The voice of the child is still weak in strength.
In this regard, the teacher should avoid forcing the sound, during which the children develop a low, unusual sound.
Children at this age often try to sing loudly, noisily. In this case, you need to tell the guys: “Sing in an affectionate, kind voice. Then you will get very beautiful singing. The choir will sound nice, everyone will want to listen.”
If the children sing in a very flat tone, you should say: “Sing more seriously, like adults” or “Sing like me.”
For children at this age, explanations about how sound is formed, about resonators, etc. are not yet available and interesting. When learning a song, you must use a personal demonstration. The teacher should not sing loudly, but approximately as the children themselves can sing.
Children 5-6 years old can already sing in a wider range than younger preschoolers - from D of the first octave to the second octave. Low sounds sound more tense for them, so when working with children, you should use songs with a convenient tessitura - songs that contain more high sounds, and low sounds should be passing.
Comfortable sounds for children 5-6 years old are most often fa (mi) - si of the first octave. In this range, the sound is most light and natural; the sound up to the first octave sounds heavy, tense, so it should be avoided.
“The program of education and training in kindergarten”, edited by
M. A. Vasilyeva, defines the following tasks for the senior group in the field of singing: “To form singing skills, the ability to sing with a light sound in the range from “re” of the first octave to “do” second octave; take a breath before the beginning of the song, between musical phrases, pronounce the words clearly, start and end the song in a timely manner, emotionally convey the nature of the melody, sing moderately, loudly and quietly. To promote the development of solo singing skills, with and without musical accompaniment. To promote the manifestation of independence and the creative performance of songs of a different nature. Develop musical musical taste.
Children of 6-7 years old have already developed enough speech, they can freely express their opinions on the content of the song, evaluate their singing and the singing of their comrades.
Musical perception at this age develops intensively and becomes purposeful. Children can already independently determine the nature of the music, the change in dynamics, the change in tempo in singing, the direction of movement of the melody, the gradual and abrupt decrease and increase in sounds; freely distinguish sounds by height and duration; their vocal-auditory coordination becomes stronger and more stable. All this has a positive effect on their creative manifestations in singing.
Singing breathing plays an important role in sound production during singing. In children 6-7 years old, the volume of the lungs increases and breathing becomes deeper. This allows the teacher to use songs with longer musical phrases in the work. The development of wide breathing is facilitated by the systematic demonstration of the correct performance, the instruction not to break the words, to hold the breath until the end of the musical phrase, as well as the process of singing itself. In children, the range is expanding.
Most can correctly intonate a melody within the D-B of the first octave. Purposeful, systematic work allows you to expand the range of all children to the first - re second octave.
The “Kindergarten education and training program” for the preparatory group in the field of singing defines the following tasks: “Improve the singing voice and vocal-auditory coordination. To consolidate the practical skills of expressive performance of songs ranging from “do” of the first octave to “re” of the second octave; learn to take the breath and hold it until the end of the phrase; pay attention to articulation (diction). To consolidate the ability to sing independently, individually and collectively, with and without musical accompaniment. To implement these tasks, it is necessary to pay great attention to chanting, i.e., learning exercises that contribute to the development of pitch hearing, the formation of purity of intonation and the expansion of the voice range.
At this age, the voice timbre of children is still very uneven, this is especially evident in the singing of various vowels: some children sing loudly, with an open sound, while others, on the contrary, clamp their jaws, which interferes with singing.
Singing at senior preschool age is recommended to be performed on chants. Sings are small songs, rhymes, jokes that not only prepare the vocal apparatus for working on songs, but also develop vocal and choral skills. Singing along chants has a number of advantages. Simple, clear in meaning words, figurative texts arouse interest in children, a desire to sing, and this activates the process of perception and increases efficiency. In addition, singing makes it possible to use game moments that develop the child emotionally. And even in inactive and shy children reveal creative initiative. Examples of songs - "Andrei the Sparrow", "Cat's House", "Owl", "How the fox walked on the grass", "Sleep, dolls", "Grandma-Hedgehog", "Fox", "Steam locomotive", "Jingle Bells" .
To achieve purity of intonation and develop musical ear, one should use a technique such as singing along musical phrases (chain). This technique also activates all the children, forcing them to be attentive, not to be distracted, in order to be able to continue the song in time and accurately intonation.
Singing in a chain also reinforces the skill of proper breathing in children.
Musical and didactic games and exercises should occupy a large place in music classes (for example, "Jingle Bells", "Scholarly Grasshopper", "Birds on a Wire", etc.). They put children in a search situation, make them think, decide, develop musical abilities, help to more successfully master singing skills and abilities. Musical didactic games are most often used before learning new songs.
References
- Ganenko TB Singing in the junior and senior groups of the children's choir. - St. Petersburg, LOKKiI, 2007. - 11 p.
- From birth to school. Approximate general educational program of preschool education (pilot version) / Ed. NOT. Veraksa, T. S. Komarova, M. A. Vasilyeva. – M.: MOSAIC-SINTEZ, 2014. – 368 p.
- Teach children to sing: songs and exercises for the development of voice in children
5 - 6 years old / Comp. T. M. Orlova, S. I. Bekina. - M.
: Enlightenment, 1987. - 147 p. - Teach children to sing: songs and exercises for the development of voice in children
6 - 7 years old / Comp. T. M. Orlova, S. I. Bekina. - M.: Enlightenment, 1988. - 143 p.
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