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ELA School Team Session

This session aims to equip school team members with essential strategies for selecting and implementing complex texts in alignment with Maryland's standards. Participants will examine tools for text complexity, focusing on qualitative and quantitative measures, as well as reader and task considerations. By the end, educators will understand how to make complex texts accessible to all students, enhancing their reading skills and motivation through tailored instructional approaches and varied text formats.

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ELA School Team Session

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Presentation Transcript

  1. Welcome to EEA, 2012! ELA School Team Session MSDE

  2. Outcomes for this session: • School team members will: • Examine and apply the Maryland tools for determining text complexity when selecting text across the curriculum • Explore ways of making grade appropriate complex text accessible to all students MSDE

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

  4. A multidimensional look at choosing the right text. Text Complexity

  5. 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

  6. 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.

  7. Quantitative Measures of Text Complexity

  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. 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.

  11. Determining Text Complexity – `Reader and Task Considerations 11

  12. Using the Tools to Determine Text Complexity • Determine the quantitative level of the text • Use the “Qualitative Dimensions of Text Complexity Tool” (Informational Text or Literary Text) to evaluate the text • Use the “Reader and Task Considerations” tool to reflect on the relationship between the text and the readers. MSDE

  13. 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

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

  17. Step 3: Reader and Task Considerations 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

  18. Determining Text Complexity – `Reader and Task Considerations 19

  19. 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.

  20. pre-determine essential portions of text chunk portions of text for manageability within text chunk, guide student to important understandings through questioning Text Complexity Text Accessibility

  21. Some UDL considerations • Grouping options to access (small group, partners, etc.) • Provide accessible print and digital sources and texts in a variety of formats (auditory, large print, Braille, closed caption/described video, and accessible websites). MSDE

  22. Developing the ability to read complex text will most likely occur at a broken pace. Students need the opportunity and time to stretch their reading abilities but also to experience the satisfaction and pleasure of easy fluent reading. Text Complexity A final thought…

  23. Closure • How can the teachers in your school utilize these tools to create content lessons around grade appropriate complex texts? MSDE

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