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Choosing the right text

Choosing the right text. Common Core State Standards. CCR Anchor Standard 10 – Read and comprehend complex literary and informational texts independently and proficiently. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands.

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Choosing the right text

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  1. Choosing the right text

  2. Common Core State Standards • CCR Anchor Standard 10 – Read and comprehend complex literary and informational texts independently and proficiently MSDE

  3. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative Quantitative measures – readability and other scores of text complexity Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned Reader and Task Text Complexity is defined by: Qualitative

  4. Three Part Model for Text Complexity • Quantitative Dimensions of Text Complexity • These are typically measured by computer software. • Examples: • Word length • Word frequency • Sentence length • Text cohesion • *Adapted from Appendix A, page 4 of the Common Core State Standards for English Language Arts.

  5. Quantitative Measures of Text Complexity Copy/Paste Word Version on Laptops (Preferences Checklist) Google “Readability” Use Advanced Search to Find Articles in Databases, or Make account at Lexile.com These are the ones which matter.

  6. Search for articles in the databases by lexile. --Glenelghigh.org—Library—eResources --Use Advanced Search

  7. The Lexile Chart You Need is on -- Glenelg’s Library Common Core Page, Under “Text Complexity Resources” The Directions You Need for Using the Advanced Search Feature to Search by Lexiles in the Databases are on --Glenelg’s Library Common Core Page, Under “Text Complexity Resources” The Address and Abbreviated Directions You Need for Finding Lexiles on Lexile.Com are on --Glenelg’s Library Common Core Page, Under “Text Complexity Resources” The Directions for finding the FK Readability on Microsoft Word you might use are on --Glenelg’s Library Common Core Page, Under “Text Complexity Resources”

  8. Three Part Model for Text Complexity • Qualitative Dimensions of Text Complexity • These are best measured by a human reader. • Examples: • Levels of meaning or purpose • Structure • Language conventionality and clarity • Knowledge demands • *Adapted from Appendix A, page 4 of the Common Core State Standards for English Language Arts.

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  10. A copy of the Qualitative Dimensions for Text Complexity for Information Texts and the one for Literary Texts is on --Glenelg’s Library Common Core Page, Under “Text Complexity”

  11. Three Part Model for Text Complexity • Reader and Task Considerations • These deal with variables specific to particular readers and/or to particular tasks. They are best made by teachers employing their professional judgment, experience, and knowledge of their students and the subject. • Examples of variables specific to readers: • Motivation • Knowledge • Experiences • Examples of variables specific to tasks: • Purpose • Complexity • *Adapted from Appendix A, page 4 of the Common Core State Standards for English Language Arts.

  12. Determining Text Complexity – `Reader and Task Considerations 12

  13. A copy of the Reader and Task Considerations Chart is on --Glenelg’s Library Common Core Page, Under “Text Complexity”

  14. For more information . . . • Common Core State Standards website: http://www.corestandards.org/the-standards • PARCC http://parcconline.org/ • Links also on MDK.12 http://www.mdk12.org/

  15. These Links are on --Glenelg’s Library Common Core page, under “Text Complexity”

  16. Let’s try a sample Lexile Level = 870L Which of the 3 tools would you use to determine the grade band for this text? MSDE

  17. Next: Examine the text for Qualitative Measures • Measures such as: • Text structure • Language Conventionality • Clarity • Levels of Meaning • Levels of Purpose • Knowledge demands

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  19. Reader and Task Considerations • Considerations such as: • Cognitive Capabilities • Reading Skills • Motivation and Engagement with Task & Text • Prior Knowledge and Experience • Content and/or Theme • Associated tasks

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  21. What is your thinking about level now? Lexile Level Qualitative Considerations This text is mostly complex. • Grade band 4-5 Source:

  22. Deciding on the grade placement • Considering all 3 dimensions of text complexity, what grade levels would be most appropriate for this text? • Like any holistic scoring system, there is not a single correct answer. Adapted from a longer presentation by klauritzen@msde.state.md.us

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