Modesto. Common Core Reading October 11, 2012. Performance Tasks.
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October 11, 2012
Also see p. 20 in Using Rigor and Relevance to Create Effective Instruction
Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands
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 at High End of Grade Band
End of Year
Text Between Middle and High End of
Text Near Middle of Grade Band
Text Between Low End and Middle of
Text at Low End of Grade Band
Beginning of Year
Step 1: Qualitative Measures
Step 2: Quantitative Measures
Step 4: Recommended Placement
After reflecting upon all three legs of the text complexity model we can make a final recommendation of placement within a text and begin to document our thinking for future reference.
In small groups develop several questions that require close reading of the first paragraph of the Gettysburg Address
Which sentence best emphasizes ___?
Which statement best supports ___?
Which is the most accurate statement ___?
Use details and information from the text ___?
Which fact provides the best evidence ___?
Which detail best illustrates ___?
Developing a Unit