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Text Complexity

Text Complexity. From:. Goals:. To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards). To develop complex tasks that are appropriate for your grade level. Part 1= Informational. Part 2= Experience.

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Text Complexity

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  1. Text Complexity From:

  2. Goals: • To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards). • To develop complex tasks that are appropriate for your grade level. Part 1= Informational Part 2= Experience

  3. Overview of 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. Quantitative Qualitative 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 Source: 3

  4. Choose an excerpt of text from Appendix B: We could…. or…

  5. Use available resources to determine the text complexity of other materials on our own. 6

  6. Determining Text Complexity • A Four-step Process: Determine the quantitative measures of the text. Analyze the qualitative measures of the text. 3. Reflect upon the reader and task considerations. Recommend placement in the appropriate text complexity band. 7

  7. 8

  8. Step 1: Quantitative Measures Remember, however, that the quantitative measures is only the first of three “legs” of the text complexity triangle. Our final recommendation may be validated, influenced, or even over-ruled by our examination of qualitative measures and the reader and task considerations. 14

  9. Step 2: Qualitative Measures • Measures such as: • Levels of meaning • Levels of purpose • Structure • Organization • Language conventionality • Language clarity • Prior knowledge demands 15

  10. Step 2: Qualitative Measures The Qualitative Measures Rubrics for Literary and Informational Text: http://www.ksde.org/Default.aspx?tabid=4605 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. 16

  11. Step 2: Qualitative Measures Because the factors for literary texts are different from information texts, these two rubrics contain different content. However, the formatting of each document is exactly the same. And because these factors represent continua rather than discrete stages or levels, numeric values are not associated with these rubrics. Instead, four points along each continuum are identified: high, middle high, middle low, and low. 17

  12. Step 2: Qualitative Measures 18

  13. 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. 19

  14. Step 4: Recommended Placement 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. 20

  15. Step 4: Recommended Placement Based upon all the information—all three legs of the model—the final recommendation for To Kill a Mockingbird is…. 21

  16. 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. 22

  17. Text Complexity Practice • Read “Basketball, History of” • Annotate for features that might affect the text’s complexity.

  18. Use the Informational Text Qualitative Measures Rubric to evaluate the piece.

  19. Review the Reader to Task Considerations Guide • Using the Text Placement Template, place in the appropriate grade band.

  20. Take a Break

  21. Where do we find Sample Performance Tasks?

  22. Task Complexity • Once we understand the complexity of text, we must explore the complexity of the task. • Activity: Review the CCSS performance tasks and list the standards that are taught through each task.

  23. Text-Dependent Questions are not… • Low-level, literal, or recall questions • Focused on comprehension strategies • Just questions…

  24. Text-Dependent Questions... • Can only be answered with evidence from the text. • Can be literal (checking for understanding) but must also involve analysis, synthesis, evaluation. • Focus on word, sentence, and paragraph, as well as larger ideas, themes, or events. • Focus on difficult portions of text in order to enhance reading proficiency. • Can also include prompts for writing and discussion questions.

  25. Three Types of Text-Dependent Questions • When you're writing or reviewing a set of questions, consider the following three categories: • Questions that assess themes and central ideas • Questions that assess knowledge of vocabulary • Questions that assess syntax and structure

  26. What makes Casey’s experiences at bat humorous? What can you infer from King’sletter about the letter that he received? “The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech? Non-Examples and Examples Not Text-Dependent Text-Dependent In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair. In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

  27. Use the Guide to Text Dependent Questions to develop questions for the Benchmark books at your table.

  28. Implementation Plan forCCSS Tuesday, May 28

  29. Assessment transition: ELA

  30. Assessment transition: ELA • The design of the TCAP Writing Assessment will be modified to more closely mimic PARCC. Students will read two passages and write a summary and analysis across both passages. The time for the Writing Assessment will be expanded to accommodate this change. • All Writing Assessments will move online . • The online administration portal will be updated from the 2012-13 administration to reflect the PARCC design and functionality as closely as possible.

  31. Assessment transition: ELA • There will be a four-week window for the completion of the Writing Assessment across grades in February. • As announced last year, the genre for the Writing Assessment at all grade levels could be any of the following: narrative, persuasive, or expository. There will no longer be pre-determined genre administration at each grade level. • The list of dropped SPIs for the TCAP Achievement and EOC tests for the 2013-2014 school year has been posted on www.tncore.org.

  32. Implementation plan: ELA materials and resources

  33. Draft ELA Pilot and Writing Assessment (Grades 3-11)

  34. DRA 2013-2014 Draft

  35. 3rd Grade

  36. 4th Grade

  37. 5th Grade

  38. Benchmark Education • Tomorrow you will attend the Benchmark Education training. • Benchmark was purchased to be a resource. You are NOT required to go through the units in order or to use all parts of the program. • This program offers teachers more support so that they can have more time to focus on meeting the needs of each student. • Book rooms are still necessary to offer appropriate support and resources.

  39. It is important to note that this program was created prior to the implementation of the Common Core standards. It is an excellent resource that matches our philosophy and best practices. However, in this time of transition to Common Core, we must continue to develop our understandings and meet the needs of students.

  40. Maps • The teacher leaders updated the maps in order to offer support to teachers. • These are a first draft. Please make notes as you go through the year so that you can offer suggestions for changes. • The titles are meant to be suggestions, do not feel obligated to limit yourself to the titles on the maps.

  41. The structure of the literacy block remains the same. • The support of the teacher adjusts to the need of the student. • The work that we have done in writing is essential in preparation for PARCC. We can celebrate this success and hard work. • The Benchmark online resources will enhance the literacy block and support our technology goals.

  42. Thank you for your work! • Please complete a reflection and leave it on your table. Enjoy the rest of your day!

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