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Text Complexity

Text Complexity. Defining Rigor through Research and the Common Core Standards. Outcomes. Define text complexity and describe why it matters Practice reading complex text and using text-based evidence in discussion Identify implications for our work as school and district leaders.

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Text Complexity

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  1. Text Complexity Defining Rigor through Research and the Common Core Standards

  2. Outcomes • Definetext complexity and describe why it matters • Practice reading complex text and using text-based evidence in discussion • Identify implications for our work as school and district leaders

  3. Text Complexity Specifically, within reading standard #10: Anchor Standard: R.CCR.10 Read and comprehend complex literary and informational texts independently and proficiently. Progression of the Reading Standard 10 - Appendix A, page 10 What are some key words you notice in this standard?

  4. Protocol – part 1 • Read Appendix A, pages 2, 3 and top half of 4 • Identify a passage that you feel has implications for your work • Identify a back up passage

  5. Three Levels of Text Protocol • Form a group of three people • Identify a time keeper and a facilitator • One person has up to three minutes to: Level 1- read the passage you selected aloud Level 2 – tell about what he/she thinks about the passage Level 3 – Tell about what implications for his/her work • The group responds for up to two minutes • Repeat steps 3 and 4 until everyone has shared their passage.

  6. Overviewof Text Complexity • Text complexity is defined by: Quantitative measures – readability and other scores of text complexity often best measured by computer software. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Qualitative Quantitative Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment. Reader and Task

  7. Where do we find texts in the appropriate text complexity band? We could... Choose an excerpt of text from Appendix B: Use available resources to determine the text complexity of other materials on our own. or…

  8. Determining Text Complexity • A Four-step Process: Determine the quantitative measures of the text. Quantitative Qualitative Analyze the qualitative measures of the text. Reader and Task Reflect upon the reader and task considerations. Recommend placement in the appropriate text complexity band.

  9. Step 1: Quantitative Measures Step 1: Quantitative Measures • Measures such as: • Word length • Word frequency • Word difficulty • Sentence length • Text length • Text cohesion

  10. Lexiles The Quantitative Measures Ranges for Text Complexity

  11. Step 1: Quantitative Measures Let’s imagine we want to see where a text falls on the quantitative measures “leg” of the text complexity triangle, using the Lexile text measures. For illustrative purposes, let’s choose Harper Lee’s 1960 novel To Kill a Mockingbird.

  12. Step 1: Quantitative Measures • Finding a Lexile Measure for Text: http://www.lexile.com/findabook/

  13. Step 1: Quantitative Measures

  14. Kansas Common Core Standards Quantitative Measures Ranges for Text Complexity Grade Bands * The K-1 suggested Lexile range was not identified by the Common Core State Standards and was added by Kansas. ** Taken from Accelerated Reader and the Common Core State Standards, available at the following URL: http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf

  15. Step 1: Quantitative Measures 870L Lexile Text Measure: ATOS Book Level 5.6

  16. Step 1: Quantitative Measures For texts not in the Lexile database, consider using the Lexile Analyzer: http://www.lexile.com/analyzer/ • Registration is required (free) http://www.lexile.com/account/register/ • Allows user to receive an “estimated” Lexile score • Accommodates texts up to 1000 words in length • Texts of any length can be evaluated using the Professional Lexile Analyzer—educators can upgrade to this tool for free by requesting access http://www.lexile.com/account/profile/access/

  17. Step 2: Qualitative Measures • Measures such as: • Levels of meaning • Levels of purpose • Structure • Organization • Language conventionality • Language clarity • Prior knowledge demands

  18. Step 2: Qualitative Measures The Qualitative Measures Rubrics for Literary and Informational Text: 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.

  19. Partner Share • How do the demands for text complexity increase from low to high?

  20. Step 2: Qualitative Measures

  21. Step 2: 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:

  22. Step 3:Reader and Task Considerations • Considerations such as: • Motivation • Knowledge and experience • Purpose for reading • Complexity of task assigned regarding text • Complexity of questions asked regarding text

  23. Step 3:Reader and Task Considerations The questions included here are largely open-ended questions without single, correct answers, but help educators to think through the implications of using a particular text in the classroom.

  24. Step 4: Recommended Placement Based upon all the information—all three legs of the model—the final recommendation for To Kill a Mockingbird is….

  25. Step 4: Recommended Placement In this instance, Appendix B confirms our evaluation of the novel. To Kill a Mockingbird is placed within the grade 9-10 text complexity band.

  26. Step 4: Recommended Placement Template for Text Complexity Analysis and Recommended Placement Form:

  27. Implications What are some implications for your school or district as you consider the levels of text complexity called for in the Common Core Standards?

  28. Building Capacity • How will you share the your new learnings about Common Core back to your building or district?

  29. Wrap Up • Exit Ticket • Feedback Form • Clock Hours

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