Lexile levels meaning

About Lexile® Measures for Reading

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Lexile measures provide educators with an interpretive — not prescriptive — tool for measuring student growth and predicting future success. The idea behind the Lexile® Framework for Reading is simple: if we know how well a student can read and how hard a specific book is to comprehend, we can predict how well that student will likely understand that book.

There are two Lexile measures: the Lexile reading measure and the Lexile text measure.

A student gets a Lexile reading measure from a reading test or program. For example, if a student receives an 880L on their end-of-grade reading test, their Lexile reading measure is 880L. More than 65 popular reading assessments and programs and 25 state assessments report Lexile reading measures.

A book, article or piece of text gets a Lexile text measure when it’s analyzed by MetaMetrics®. For example, the first Harry Potter book measures 880L, so its Lexile text measure is 880L.

The Lexile Scale

The Lexile Framework measures students and texts on the same developmental scale to seamlessly match readers to targeted texts.

You know your shoe size. But imagine how frustrating it would be to try to buy shoes if you couldn’t find out what size they were.

The same goes for non-Lexile reading scores. A student scored “286” in reading, for example— what would that mean? How would that student find materials to match a “286”?

That’s what makes the Lexile Framework for Reading different from other reading scales. It comes to life when you match a Lexile reading measure with a Lexile text measure. The Lexile scale is like a thermometer from below 0L for beginner readers to above 2000L. The Lexile measure is shown as a number with an “L” after it — 880L indicates an 880 Lexile measure. When a Lexile text measure matches a Lexile reading measure, this is called a “targeted” reading experience. The reader will likely have some challenge with the text, but not enough to get frustrated. This is the best way to grow as a reader — with text that’s not too hard but not too easy.

Lexile measures provide educators with valuable information about students’ abilities, as well as the difficulty of a text, such as a book or a magazine article. Here are just a few ways educators use Lexile measures:

• Personalize learning. Educators best serve students when they treat them like individuals. They can personalize learning by using free Lexile resources to connect students with materials in their Lexile range, or reading comprehension “sweet spot,” which is from 100L below to 50L above their reported Lexile measure.
• Differentiate instruction. When all students in a classroom are using the same textbook, Lexile measures help teachers predict which students might need extra help, and which ones might need enrichment (see the following Forecasted Comprehension figure).
• Communicate with parents. Lexile measures offer educators a way to communicate with parents about their children’s progress. When parents know their child’s Lexile measure, they can use that information at home to connect their child with reading material. Educators can direct parents to additional Lexile parent resources.

These are just a few of the ways educators work with Lexile measures. Please read about all the ways that Lexile measures can work for you.

Forecasted Comprehension

The Lexile Framework helps teachers forecast students' comprehension of a text by knowing their Lexile reading measures.

About Lexile Codes - Lexile

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Lexile measures helps you find books at the right reading level to match your child’s reading abilities, putting them on the path to success in school, college and careers. Our quantitative text complexity metric should serve as a starting point, as there are other factors to consider. To help you find books that are also aimed at your intended usage and are written for your child’s age, many books also receive Lexile codes.

You’ll see the two-letter code listed in front of the Lexile measure. For example, some children’s books seem simple, but are better when adults read them out loud to children. A book like this might get a two-letter designation — AD, or Adult Directed — which appears before the Lexile measure. A book labeled “AD580L” means that the book’s text can be read and understood by children reading at or near a Lexile measure of 580L, but that the content may be geared towards younger children.

Examples of the AD code, as well as the other text codes, are listed below. In addition, Spanish titles with Lexile measures can also receive these codes.

For each of these codes, more information and examples can be found below.

• AD: Adult Directed: Better when read aloud to a student rather than having the student read independently.
• NC: Non-Conforming: Good for high-ability readers who still need age-appropriate content.
• HL: High-Low: Content to engage older students who need materials that are less complex and at a lower reading level.
• IG: Illustrated Guide: Nonfiction materials often used for reference.
• GN: Graphic Novel: Graphic novels or comic books.
• BR: Beginning Reader: Appropriate for emerging readers with a Lexile reader measure below 0L.
• NP: Non-Prose: Poems, plays, songs, recipes and text with non-standard or absent punctuation.

Picture books are often labeled AD, or “adult directed,” because they are usually read to a child, rather than a child reading them independently. Picture a parent reading a book to a child on the sofa, or a teacher reading a book aloud to the class. Although these books seem like easy reading, some picture books can still present a challenging independent reading experience to an age-appropriate reader for reasons of text difficulty, book layout or design.

Take the example of Maurice Sendak’s Where the Wild Things Are (HarperCollins Publishers), a beloved read-aloud book for preschoolers. However, it has a Lexile text measure of 740L, which is around the average reading ability for a child completing fourth grade. When you look closely at the text, you can see why it gets a “higher” Lexile text measure than the intended audience. The sentences are long and contain fairly high-level vocabulary such as “mischief,” “private,” “gnash” and “rumpus.” The parent or educator would help the preschooler sound these words out and decipher these long sentences. Therefore, the book is coded AD (adult directed) and the measure is AD740L.

Additionally, picture books can have design elements that may visually complicate reading for a child. Factors such as font size, typeface, page layout, legibility and the relationship between pictures and text may significantly impact reading comprehension. The story and illustrations in Where the Wild Things Are are perfect for young children. But the lines of the text are close together and the sentences are spread over multiple pages, often in long horizontal lines. These design elements may challenge a child’s ability to read the book independently even if the text difficulty is well matched. Initially, a more advanced reader may need to read the book with a child.

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Sometimes, high-ability readers have trouble finding books that challenge their reading skills but still have age-appropriate content. The NC code helps identify these books, which have received a higher Lexile text measure but are appropriate for a younger audience.

For example, Seymour Simon’s Amazing Aircraft (SeaStar Books) is coded NC900L. Its spine reads “grades 1-3,” but its Lexile measure is higher than a typical early elementary school student’s ability range. This book might be hard to read for most students in grades 1-3, but engaging and challenging for students with above-average reading abilities. Therefore, the book is coded as NC (non-conforming) and would be appropriate for a student in grades 1-3 with a Lexile reader measure at or near 900L.

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A text designated as “HL” has a Lexile text measure much lower than the average reading ability of the intended age range of its readers. Librarians and booksellers sometimes refer to young adult books with disproportionately low Lexile measures as “high-low” books, meaning “high-interest” plus “low-readability.” These books receive an HL code. Fiction HL books are often useful when matching older (grade seven and beyond) struggling or reluctant readers with text at both an appropriate difficulty level and an appropriate developmental level.

Despite their short sentences and basic vocabulary, HL books are designed to appeal to readers at a more mature developmental level. For example, Beth Goobie’s Sticks and Stones (Orca Soundings) is classified as a young adult book and measures 430L — the average Lexile reader measure for second graders. The book’s characters are high-school students who struggle with the many challenges that face high-school students such as dating and gossip. Therefore, the book is coded HL430L.

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The IG code is applied to books that consist of independent pieces or sections of text such as in an encyclopedia or glossary. These text pieces could be moved around without affecting the overall linear flow of the book. Nonfiction IG books are often used as a reference resource rather than read in their entirety like a storybook. Their distinguishing text characteristics include:

• technical vocabulary, definitions and pronunciation guides in parentheses or contrasting type
• integration of illustrations and diagrams into the text
• pull-quotes, factoids and other categorical marginalia
• the presentation of each discrete topic on one to two pages

These text characteristics do not necessarily impact reading comprehension or developmental appropriateness. Instead, the IG code conveys an idea of the kind of book and what the book typically will be used for in the classroom or library

Birds of Prey by Dr. Gerald Legg (Franklin Watts Library) is coded IG. Separate paragraphs are arranged upon the page, functioning more like multiple-sentence captions. A particular reading order is neither indicated by the layout nor important to comprehension. Thus the book measure is IG980L.

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The GN code indicates that the book is a graphic novel or comic book. The text of GN books appears primarily in voice or thought bubbles integrated into comic book-style illustrations. Graphic novels tend to contain a larger percentage of dialogue than most other genres of books. They also typically lack some of the required text conventions of dialogue, such as putting “she said” after a quoted sentence, because illustrations are used to indicate spoken text. The impact of picture support on reading comprehension is not captured in the Lexile measure of a graphic novel.  To Dance: A Ballerina’s Graphic Novel (Aladdin), written by Siena Cherson Siegel and illustrated by Mark Siegel, is coded as GN610L.

Also see this article from Edutopia about the instructional value of using graphic novels and comics in the classroom.

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Beginning Reader (BR) is a code given to readers and text that are below 0L on the Lexile scale. In some cases, for readers, a BR code is followed by a number and L (e.g., BR150L). A Lexile reader measure of BR150L indicates that the Lexile measure of the reader is 150 units below 0L. The lower the number following the BR code, the more advanced the reader or text is. The higher the number, the less complex the text is or less skilled the reader is.

Note that Beginning Reader (BR) is the only Lexile code that applies to both readers and text. All other codes apply only to text. Learn more about the Beginning Reader code and the recent enhancements to more precisely match beginning reader to text.

Good Night, Gorilla by Peggy Rathmann (Random House) is a BR book with a Lexile measure of BR50L.

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Some books don’t receive Lexile text codes because they aren’t prose. These books might feature poems, plays, songs, recipes and text with non-standard or absent punctuation. The NP code is for any book comprising more than 50% non-standard or non-conforming prose. NP books do not receive a Lexile measure, merely the NP code.

An example of a book coded NP is Maurice Sendak’s Alligators All Around (HarperTrophy). The text of the book is not in complete sentences and lacks punctuation entirely. The text difficulty of such a book cannot currently be assigned a Lexile measure.

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Have more questions about finding the appropriate book for your child?

Visit the Lexile® Find a Book  tool or our Lexile Support Center.

Table of English levels ‹ Ingleks

According to the Common European Framework of Reference (CEFR), which was developed at the end of the 20th century, foreign language proficiency is usually divided into 6 levels. In 2001, the Council of Europe decided to use the CEFR to assess language proficiency in any language taught as a foreign language. According to the CEFR system, students' knowledge of a foreign language is divided into 3 groups, each of which, in turn, is divided into 2 groups. This is what CEFR English proficiency levels look like:

In this table you will be able to get acquainted with all aspects of the English language, which are studied at various levels of education. Vertically there are columns with types of speech activity (Listening, Speaking, Reading, Writing), two extreme columns display what grammatical material and vocabulary is studied at each stage. The levels of training are shown horizontally, from Beginner to Proficiency. At the intersection of the row and column, you can find a description of what skills and abilities are formed and developed at each stage.

Slovarny reserve

Monologue

Dialog

Beginner

(initial)

Teach you to welcome to the English language, thanks for the services.

Talk about yourself in 2-3 sentences, answer questions within the framework of elementary vocabulary.

Greet the interlocutor, participate in a small dialogue, ask about the affairs, interests of the interlocutor, about his family and profession, say goodbye.

Learn how to read elementary sentences (no more than 7-9 words) from familiar vocabulary.

Learn to listen to short sentences with elementary vocabulary.

You can write your name, date of birth, brief information.

• To be
• Simple WH questions
• Present Simple
• Past Simple
• Future Simple
• Singular and plural nouns

Elementary vocabulary, mainly simple nouns, verbs, adjectives, pronouns

A1

Elementary

(above the initial)

Learn to use the phrases and expression for a story about yourself and for a story about yourself family, about your preferences in food, music, etc.

You can exchange 2–3 phrases about yourself, your family, your city.

Express opinions about what you like.

Ask questions about the interests of the interlocutor.

Can recognize and understand familiar words and simple phrases (advertising, postcards).

You will read short texts and dialogues with familiar vocabulary.

Learn to listen to the simplest and most frequently used words and phrases.

Understand teacher's words and short instructions.

You can write short greeting cards, letters.

Fill in a questionnaire about yourself (your name, nationality, address).

• Verb to be
• WH questions
• Present Simple
• Prepositions in, on, at
• Be going to
• Past Simple
• Irregular Verbs
• Countable & Uncountable Nouns

• ≈ 1000–1500 words
• About myself (about myself, my family, hobbies)
• About likes/dislikes, routines

A2

Pre-
Intermediate

(Intermediate Beginner)

Can you tell us about yourself, work and leisure in a few sentences.

Express an opinion based on the material studied.

Participate in a small, simple dialogue in a typical situation (meeting people, in a store, etc.).

Request information about direction, location, request a favor.

Learn to read short texts with a small amount of unfamiliar vocabulary that does not interfere with general understanding of the text (400–500 words).

You will recognize and understand by ear numbers and dialogues with familiar vocabulary.

Understand simple short texts with a minimum of new words.

Learn to write messages or short notes using familiar vocabulary and vocabulary (up to 10-15 sentences).

• Present Continuous
• Word Order
• Past Continuous
• Future Simple
• Present Perfect
• Verb + Ing or to-infinitive
• Modal Verbs (have to, must)
• Conditional Sentences (1, 2)

• ≈ 1500-2000 words
• Holiday
• Celebrities
• Clothes & Fashion
• Animals in our lives
• Sport & Activities
• People around the world
• Food & Festivities
• Health

B1

Intermediate

(Intermediate)

Be able to describe an event or experience, express your opinion with a total duration of about 2–3 minutes, supporting it with examples for about 2–3 minutes

You will be able to take part in spontaneous dialogue in all typical situations, including the exchange of short phrases expressing a personal attitude to a phenomenon or object.

You will read texts of any type without special topics (letters, essays, articles), understand the main idea of ​​the text, despite the presence of 10% unfamiliar vocabulary.

You will be able to understand the plot, the main characters, their actions in the stories.

In dialogues up to 2 minutes, understand the point of view of the speakers.

Understand specific vocabulary from context.

You can easily write a personal letter or a short coherent text with a plot (more than 20 sentences, without using a dictionary).

• Passive Voice
• Future Forms
• Present Perfect & Present Perfect Continuous
• Comparatives & Superlatives
• Modal Verbs (can, could)
• Gerund/Infinitive
• Conditional Clauses

• ≈ 2000–3000 words
• Food & Restaurants
• Sport
• Money
• Transport & Traveling
• Describing People
• Education
• Houses
• Friendship (people & emotions)
• Work
• Cinema
• Shopping

B2

Upper-Intermediate

(High Intermediate)

You will express your opinion clearly, describe your point of view in detail, develop and support with examples.

You will communicate with a fairly high level of spontaneity even with native speakers.

Understand fully the speech of native speakers and be able to respond in all typical situations.

You can read with almost complete understanding thematic articles and reports, literary texts in non-adapted English.

Comprehend relatively fluently long texts in Standard English, such as radio broadcasts, interviews.

Write detailed and easy to understand texts on a wide range of topics.

Write essays and articles on various topics.

Introduction to writing styles (formal and informal).

• Repeat:
• Question Formation
• Present Tenses
• Past Tenses
• Future Tenses
• Phrasal Verbs

• ≈ 3000-4000 words
• Illness & Treatment
• Clothes & Fashion
• Air travel
• Crime & Punishment
• Feelings & Emotions
• The body

C1

Advanced

(Advanced)

Express your opinion on a free topic spontaneously, using complex grammatical structures, synonyms.

You will communicate in any situation with native speakers, using reasoned answers.

You will read non-adapted articles and texts in English with a full understanding of the meaning.

Analyze the literature read.

Be able to comprehend long passages, including those in non-standard English (special accents, adverbs) with full understanding of what you heard.

You will be able to carry out business correspondence, write articles and essays on any given topic, using advanced grammar and stylistically colored vocabulary.

• The Past: narrative tenses, used to & would
• Stylistic Inversion
• Inversion in Conditionals
• Causative Form

• ≈ 4000-6000 words
• Work
• Emotions
• Environment
• Health & Sport
• Politics
• Traveling
• Education & ways of learning
• Technology & Progress
• Aspects of Culture

C2

Proficient

(Professional)

Express one's opinion freely, without training on any topic, even narrowly focused (medicine, law).

You will be able to participate in any dialogue or discussion without problems using idioms and stylistic figures of speech.

Effortlessly read any text, be it an excerpt from a work of art or a popular science article.

You will be able to understand spoken language without problems, even if you speak very quickly.

Be able to listen to any audio program in English.

Without preparation, freely express your thoughts in writing on a given topic, after analyzing the information in advance.

Write in any style (formal or informal).

Strengthening the development of complex grammatical structures.

Features of the use of phraseological units.

• People & Relations
• Cinema & Television
• Preventing & punishing crime
• City life
• Sport
• The mind & unconscious
• Work & future

If you want to learn more about each level of study, then we bring to your attention articles about the levels of English language training.

We also advise you to watch a video on the topic "How to determine your level of English?".

If you're having trouble determining your level using the table, please take our online English proficiency test. And if you already know your level of English and want to improve it, we invite you to learn English via Skype at our school. Experienced attentive teachers will help you reach the heights of knowledge.

Levels of language proficiency according to the European system

(A1) - elementary
(A2) - below average
(B1) - average
(B2) - above average
(C1) - Advanced
(C2) - Professional

There are two main recognized English language proficiency scales: International and European. The proposed table gives a description of each of the levels and shows the correspondence between the levels according to the International and European classification.

More information about the European scale can be found on the website of the Council of Europe at (in English): http://www.coe.int/t/dg4/linguistic/Cadre1_en.asp

(A1) – initial

According to the generally accepted method of teaching foreign languages, 4 types of speech activity develop at each level: Speaking, Reading, Listening and Writing. Chief among these is speaking, and it is to the goal of speaking fluently and correctly that all other learning is subordinated. Level A1 is the basics of a foreign language. Here they are introduced to the alphabet and the peculiarities of the pronunciation of sounds that have no analogues in our native language. They learn to understand foreign speech and speak within the framework of the studied vocabulary on certain topics.

(A2) - below average

Level A 2 is a kind of "key moment" in the life of a foreign language learner. It is at this level that all the basic grammar is laid down that is necessary to keep a conversation on a certain topic, expressing one's opinion or requirement in a familiar context. You can forget about the expression “I understand, but I can’t say”. Of course, it is important how conscientiously you worked throughout this level of language learning, as well as what knowledge you had at the start.

(B1) - intermediate

B1 - this is the so-called "average" level of language proficiency, but in fact this is already quite a decent level, allowing you to speak a foreign language quite fluently, discuss many professional and everyday topics, understand hearing almost everything said in a foreign language at a normal pace. Students understand what is being discussed in most radio and television programs, know how to express their own opinion, justify their views, retell the content of what they have read or seen, conduct personal and business correspondence of medium complexity, read literature in a foreign language. This level of language proficiency allows you to take entrance exams to Russian universities and preparatory courses abroad.

(B2) - above average

B2 is not just an average level of foreign language proficiency, it is already a serious level of knowledge sufficient for foreign language communication in almost all areas of communication. Knowledge at level B2 is enough to live and communicate in a country where the studied language is considered the main one. Knowledge at this level is consolidated, systematized and expanded by more complex cases of using grammatical structures. At this stage of learning in each of the main activities (Speaking, Reading, Listening, Writing) in more detail.

(C1) - advanced

This is a serious level of knowledge of a foreign language, because it is the level C1 that graduates of the philological faculties of higher educational institutions of our country should master. That is, for the most part, people who teach a foreign language as a foreign language speak it at an advanced level. At this level, a person already spontaneously (that is, without prior preparation) and relatively freely can verbally express his opinion on any topic, including narrowly focused ones. At the same time, he does not have difficulties using complex grammatical constructions and with a large number of synonyms that are used to reinforce his point of view with examples and so on. At this level of learning, the ability to speak about everything will develop, even if you do not know much about the topic of conversation, the main thing is not what you say, but how you say it.

(C2) - professional level of proficiency

This is the highest level of foreign language proficiency New grammatical material at this stage of training, students will not meet, since all the grammar was passed at the previous levels.

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