Reading Complex Text and Exemplary Text

1. Reading Complex Text and Exemplary Text Common Core State Standards Carrie Wozniak

2. Reading • One of the key requirements of the Common Core State Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. • By the time they complete the core, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found in college and careers.

3. The first part of this section makes a research-based case for why the complexity of what students read matters. In brief, while reading demands in college, workforce training programs, and life in general have held steady or increased over the last half century, K–12 texts have actually declined in sophistication, and relatively little attention has been paid to students’ ability to read complex texts independently. • These conditions have left a serious gap between many high school seniors’ reading ability and the reading requirements they will face after graduation.

4. Does this scene look familiar? http://cooperativelearning.learnhub.com/lesson/9592-seinfeld-teaches-history

5. Are these students ready for the ACT?Can they read complex text? • Probably not . . . fact focused and repositories of information

6. What chiefly distinguished the performance of those students who had earned the benchmark score or better from those who had not was not their relative ability in making inferences while reading or answering questions related to particular cognitive processes, such as determining main ideas or determining the meaning of words and phrases in context.

7. Instead, the clearest differentiator was students’ ability to answer questions associated with complex texts. Students scoring below benchmark performed no better than chance (25 percent correct) on four-option multiple-choice questions pertaining to passages rated as “complex” on a three-point qualitative rubric described in the report.

11. Performance on complex texts is the clearest differentiator in reading between students who are likely to be ready for college and those who are not. And this is true for both genders, all racial/ethnic groups, and all annual family income levels. - ACT Reading Between the Lines

12. The second part of this section addresses how text complexity can be measured and made a regular part of instruction. • It introduces a three-part model that blends qualitative and quantitative measures of text complexity with reader and task considerations.

13. What is complex text? Page 4

14. Turn and Talk • Identify the four qualitative factors for measuring complex text. • Think about a text you are currently teaching and apply the four factors to that text. Where does it fall?

15. Quantitative Factors OKAPI! is a web-based application that allows you to enter a text sample and to format that sample as a set of Examiner and Student Curriculum-Based Assessment (CBA) reading probes. The application also computes a readability index for the sample. OKAPI! can save you hours of work in creating correctly formatted CBA reading probes that include estimates of reading level.OKAPI! gives you a range of options. You can for example change the font-type and letter-size for the CBA probes. Additionally, you can specify that either the Spache or Dale-Chall Readability Formula be used to compute a passage's readability index.

16. http://www.lefthandlogic.com/htmdocs/tools/okapi/okapi.php Easier to just google OKAPI!

17. Grades 4-5 Alice was beginning to get very tired of sitting by her sister on the bank, and of having nothing to do: once or twice she had peeped into the book her sister was reading, but it had no pictures or conversations in it, 'and what is the useof a book,' thought Alice 'without pictures or conversation?'

18. Readers and Tasks • Students’ ability to read complex text does not always develop in a linear fashion. Although the progression of Reading Standard 10 defines required grade-by-grade growth in students’ ability to read complex text, the development of this ability in individual students is unlikely to occur at an unbroken pace. • Students need opportunities to stretch their reading abilities but also to experience the satisfaction and pleasure of easy, fluent reading within them, both of which the Standards allow for.

19. Such factors as students’ motivation, knowledge, and experiences must also come into play in text selection. Students deeply interested in a given topic, for example, may engage with texts on that subject across a range of complexity. • Particular tasks may also require students to read harder texts than they would normally be required to. • Conversely, teachers who have had success using particular texts that are easier than those required for a given grade band should feel free to continue to use them so long as the general movement during a given school year is toward texts of higher levels of complexity.

20. Think about Your students.

21. Pages 11-16 The section concludes with three annotated examples showing how the model can be used to assess the complexity of various kinds of texts appropriate for different grade levels.

23. Appendix B

24. Let’s take a look . . . • Find your grade band. • With a partner, select a text exemplar to read and review. • Reflect on the big three • Quantitative Analysis • Qualitative Analysis • Reader and Task Where do your student’s fit?

25. Think about . . . • How will the Common Core Reading Standards Impact your decisions on text?