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Text Complexity

Text Complexity. 6-12. Session 1. Reading complex texts closely is at the heart of the Common Core State Standards (CCSS). The Focus is on:. Exposing students to appropriately complex texts. Instruction that reflects a balance of literary and informational text.

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Text Complexity

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  1. Text Complexity 6-12

  2. Session 1

  3. Reading complex texts closely is at the heart of the Common Core State Standards (CCSS). The Focus is on: • Exposing students to appropriately complex texts • Instruction that reflects a balance of literary and • informational text • Using a Three Part Model for measuring • text complexity R.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.

  4. Course Goal: To match readers with both appropriate and complex texts. Teachers will be able to… • Identify how Quantitative Dimension of • Text Complexity aids in text selection • Identify how Qualitative Dimension of • Text Complexity aids in text selection • Identify how the Reader and Task • Considerations play a role in text selection • Analyze how Text Complexity varies • across grade levels

  5. Reading Interest Survey Take a few minutes to complete the survey as you begin your study of Text Complexity thinking about yourself as a reader.

  6. Appendix A—The Research Group 1: Reading and Why Text Complexity Matters Group 2: College, Careers, and Citizenship Group 3: K-12 Schooling Group 4: The Consequences Group 5: The Standards’ Approach to Text Complexity

  7. Rank The Exemplars Group 1: Fiction Passages Group 2: Non-Fiction Passages

  8. Writing Break Reflections • 1“Ah Ha!” • 1“Now I Understand!” 2 Minutes

  9. Session 2

  10. The Quantitative Component of Text Complexity

  11. Three Part Model for Measuring Text Complexity 11 CLASS Text Complexity 23 May 2011

  12. Appendix A—The Research Chart the Important Information for the Quantitative Dimension of Text Complexity Pages 4 and 7-8

  13. Advantages of Readability Formulas Time & Energy-Efficient Objective and Reliable A History of Research 13

  14. Disadvantages of Readability Formulas Not Always Precise Does Not Consider the Reader Not Sensitive to Early Reading Stages 14

  15. Resources for Readability Formulas • Read information on Accelerated Reader • http://www.arbookfind.com • Read information on the Lexile analyzer. • http://www.lexile.com/analyzer/

  16. Figure 3. Text Complexity Grade Bands and Associated Lexile Ranges CLASS Text Complexity 23 May 2011 16

  17. Writing Break Reflections How will you use your new knowledge of the Quantitative Measure of Text Complexity as you select texts for your students and your classroom? 2 Minutes

  18. Session 3

  19. Qualitative Dimension • Measures such as: • Levels of meaning • Levels of purpose • Structure • Organization • Language conventionality • Language clarity • Prior knowledge demands

  20. Qualitative Measures The Qualitative Measures Rubrics for Literary and Informational Text: http://www.ksde.org/Default.aspx?tabid=4605 The rubric for literary text and the rubric for informational text allow educators to evaluate the important elements of text that are often missed by computer software that tends to focus on more easily measured factors.

  21. Qualitative Measures Because the factors for literary texts are different from informational texts, these two rubrics contain different content. However, the formatting of each document is exactly the same. And because these factors represent continua rather than discrete stages or levels, numeric values are not associated with these rubrics. Instead, four points along each continuum are identified: high, middle high, middle low, and low.

  22. Qualitative Measures So… How is the rubric used? And how would To Kill a Mockingbird fair when analyzed through the lens of the Literary Text Rubric?

  23. Qualitative Measures From examining the quantitative measures, we knew: 870L Lexile Text Measure: 5.6 ATOS Book Level: But after reflecting upon the qualitative measures, we believed:

  24. Qualitative Measures Our initial placement of To Kill a Mockingbird into a text complexity band changed when we examined the qualitative measures. Remember, however, that we have completed only the first two legs of the text complexity triangle. Qualitative Quantitative The reader and task considerations still remain. Reader and Task

  25. Let’s Practice… • Appendix B—Exemplars

  26. Writing Break Reflections How are the Qualitative and Quantitative dimension of text complexity different? 2 Minutes

  27. Session 4

  28. The Reader and Task Dimension of Text Complexity

  29. Three Part Model for Measuring Text Complexity

  30. Appendix A—The Research Chart the Important Information for the Readers and Tasks Considerations of Text Complexity Pages 4 and 7-8

  31. Reading Interest Inventories • Helps teachers determine quickly the interests and habits of their students • Should be ongoing and change throughout the year • Easy and powerful information at your fingertips

  32. Reading Interest Inventory • Do you like to read? • How much time do you spend reading? • What are some of the books you have read lately? • Do you have a library card? How often do you use it? • Do you ever get books from the school library? • About how many books do you own? • What are some books you would like to own?

  33. Questions for Personal Reflection for Readers and Tasks Dimension

  34. Design a Reading Interest Inventory to use in your classroom

  35. Finding a Lexile Measure for Text: http://www.lexile.com/findabook/

  36. Teaching to the ‘Match’by Doug Buehl http://www.weac.org/news_and_publications/education_news/2007-2008/readingroom_teaching.aspx

  37. Writing Break Reflections How will you use your new knowledge of the Readers and Tasks Considerations of Text Complexity as you select texts for your students and your classroom? 2 Minutes

  38. Session 5

  39. What are examples from my current practice? Literature: Stories, Drama, Poetry Literary Nonfiction

  40. What are the characteristics? Literature: Stories, Drama, Poetry Literary Nonfiction

  41. Let’s watch… • Watch the video, “The Common Core State Standards:  Complex Text and Its Implications in the Classroom” by Timothy Shanahan. • As you view the video, think about text complexity and its implication in the classroom. What stands out to you in this video?  What will this mean to you and your classroom? • http://www.youtube.com/watch?v=-dL1AuuE93M&feature=related

  42. How can I ensure the examples from my current practice are complex enough? Literature: Stories, Drama, Poetry Literary Nonfiction

  43. Session 5

  44. Watch the video "The Common Core State Standards: Emphasis on Complex Text" with Timothy Shanahan.  While watching the video, think about ideas that square with your beliefs, ideas that leave your mind circling with questions, ideas that you will try. http://www.youtube.com/watch?v=b5-uhmwsD6Y&feature=related

  45. Writing Break Reflections How will you use your knowledge of text variety as you select texts for your students and your classroom? 2 Minutes

  46. Session 6

  47. Text Complexity “The Common Core Standards hinge on students encountering appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge they need for success in school and life” (p. 3).

  48. Specifically, within reading standard #10: Anchor Standard: R.CCR.10 Read and comprehend complex literary and informational texts independently and proficiently. Example Grade-level Standard (6th grade): RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

  49. So… How do we ensure the texts our students are reading are in the appropriate text complexity band?

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