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Text Complexity

Text Complexity. Grades 2-5. Session One. Learning Outcomes. Understand the urgency of implementing Common Core Reading Anchor Standard 10. U nderstand and be able to explain the three-part model for measuring text complexity and how that will impact decisions on classroom text selection.

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Text Complexity

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  1. Text Complexity Grades 2-5

  2. Session One

  3. Learning Outcomes • Understand the urgency of implementing Common Core Reading Anchor Standard 10. • Understand and be able to explain the three-part model for measuring text complexity and how that will impact decisions on classroom text selection. • Analyze texts using the three-part model for measuring text complexity in order to make informed decisions about choosing appropriate texts for all students in the classroom.

  4. What does the CCSS say about text complexity ? “The Common Core Standards hinge on students encountering appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge they need for success in school and life.” CCSS, page 3

  5. Why Text Complexity Matters • ACT report Reading Between the Lines • College, Careers, and Citizenship: Steady or Increasing Complexity of Texts and Tasks • K-12 Schooling: Declining Complexity of Texts and a Lack of Reading of Complex Texts Independently • The Consequences: Too Many Students Reading at Too Low a Level CCSS, Appendix A, pages 2-4

  6. Video: Timothy Shanahan “The Common Core State Standards: Complex Text and Its Implications in the Classroom” http://www.schooltube.com/video/c06b25c976d22dadf36e/ - 2-5 Text Complexity

  7. College and Career Readiness Anchor Standards for Reading: Standard 10 “Read and comprehend complexliterary and informational text independently and proficiently.” CCSS, page 10

  8. Range of Text Types http://www.youtube.com/watch?v=k7yQk6a501s&list=UUF0pa3nE3aZAfBMT8pqM5PA&index=8&feature=plcp

  9. Discussion: Range of Text Types • How do you view the shift to more reading of informational text in your school? • What might be some advantages of such a shift? • What do you foresee as problems or challenges as a result of this shift?

  10. Publishers’ Criteria for the CCSS in ELA, Grades 3-12 Publishers’ Criteria for the CCSS in ELA, pages 3-5 Are Dr. Shanahan and the Publishers’ Criteria in agreement concerning the urgency of all students reading complex texts within their grade-level bands? What is your conclusion?

  11. Publishers’ Criteria for the CCSS in ELA, Grades 3-12 All readers need access to complex text. Curriculum developers build progressions of texts of increasing complexity within grade-level bands. Curriculum materials must provide opportunities for differentiation—supplementary texts, read alouds, group reading activities, and independent reading. All readers need access to a variety of text.

  12. Three-Part Model for Measuring Text Complexity CCSS, Appendix A, page 4

  13. The Standards’ Grade-Specific Text Complexity Demands CCSS, Appendix A, page 10 Is your classroom at the low end or the high end of a grade band? How will the words “proficiently” and “independently” affect your instructional planning?

  14. Text Exemplars and Sample Performance Tasks CCSS, Appendix B Text exemplars reveal the level, quality, and range of texts in a grade band. Text exemplars provide sample texts for literary as well as informational texts. Sample performance tasks illustrate the application of the standards to texts of sufficient complexity, quality, and range.

  15. Incorporating Text Complexity Understand the three-part model for measuring text complexity Know your students as readers Know the texts currently being used Implement appropriate instruction for scaffolding students Set appropriate tasks for student interaction with texts

  16. Final Word of Caution 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 is unlikely to occur in a linear fashion. Students need opportunities to stretch their reading abilities, but also to practice easy, fluent reading –the standards allow both.

  17. Session Two

  18. Resources • CCSS Document Appendix A, pages 2-16 • Computer Availability • Internet Access • Text Selection Files through email attachment • H.O. - Quantitative Grid • H.O. - Lexile Correlation Chart • Readability Formula Links: • http://www.readabilityformulas.com/newdalechall-readability-formula.php • http://www.readabilityformulas.com/spache-readability-formula.php • http://www.readabilityformulas.com/fry-graph-readability-formula.php • http://www/readabilityformulas.com/the-raygor-estimate-graph.php • www.lexile.com/analyzer

  19. What is Quantitative Measure? • Quantitative measure indicates the complexity of a text • The complexity is calculated by formulas that use different measures • Quantitative measure is not sufficient when used in isolation

  20. What features affect text readability? • Word Difficulty : word length, meaning, frequency, letter-sound complexity • Sentence Complexity: longer sentences, text formatting, font, layout, spacing

  21. Traditional Readability Formulas • An extensive history • Foundational to understanding text analysis tools as a whole • Designers of the Lexile Framework have based their work on traditional readability formulas • Represent both the past and, in many cases, the present of text analysis Mesmer, 2008

  22. Traditional Readability Formulas • Measure written words • Mathematical equations • The formulas obtain the estimated grade level • The Flesch-Kincaid formula: (o.39 = *average words/sentence) + (11.8 * average syllables/word) – 15.9

  23. Sample Text for Flesch-Kincaid Formula “Whenever the students had free time, they were permitted to go to the Light Bulb Lab in the back of the classroom. They expressed their ideas creatively through drawing and writing. Lilly went often. She had a lot of ideas. She drew pictures of Mr. Slinger. And she wrote stories about him, too.” Lilly’s Purple Plastic Purse, Henkes, 1996, page 6

  24. The Flesch-Kincaid Formula (o.39 = *average words/sentence) + (11.8 * average syllables/word) – 15.9 Average number of words per sentence in sample: 8.3 Average number of syllable per word in sample: 1.37 GLE= Grade Level Estimate • Step 1 [(o.39 * 8.3) + (11.8 * 1.370)] -15.9 = GLE • Step 2 (3.237 + 16.16) – 15.9 = GLE • Step 3 19.397 – 15.9 = 3.497 GLE • Grade Level Estimate = 3. 5

  25. Traditional Readability Formulas For the purpose of this presentation we will use two types traditional readability formulas and one new generation formula: • New Dale-Chall and RaygorWord List Readability Formulas • Frye and Raygor Graph Readability Formulas 3. Lexile

  26. Word Difficulty Formula Dale-Chall- Fourth grade and above Spache- Third grade and below The Dale-Chall and the Spache compare words in a passage to the formula’s list of easy words.

  27. Word Length Formula Frye- Elementary Level Rayon-Secondary Level Flesh-Kincaid- All Levels The Frye, Raygor, and Flesh-Kincaid formulas use the number of syllables in a sentence.

  28. Sentence Complexity To estimate sentence difficulty, formula developers take into account the number of words in a sentence because longer sentences are usually more complex.

  29. Directions for Using Traditional Readability Formulas Online • When accessing the traditional readability formulas, all directions will be the same. • Follow the address to formula’s website. • Read the information about the history and the readability calculations • Cut and paste (right click) a plain text file into the formula portal. Some plain text files have been included for instructional purposes. • Record the readability of the text onto the grid for reflection later in the session.

  30. Quantitative Measure Grid

  31. New Generation Readability Formula • Lexile is a new generation readability formula. Its use is free and is referenced in the Common Core State Standards. • Like traditional readability formulas, there are two major aspects of the Lexile text analysis: word difficulty and sentence difficulty.

  32. Lexile Readability Formula • You may use the Lexile measurement on any piece of text that uses standard punctuation and is formatted in plain text. • The Lexile service is free but you must register and use a password to access the readability portal. • The website link is: https://www.lexile.com/analyzer/

  33. Adapted from, Text Complexity Raising Rigor in Reading, 2011, Fisher, Frey, Lapp, p.38

  34. Discuss How did the readability scores on the grid change and/or reinforce what you know when you are considering the readability of text?

  35. Reflect • Reflect on the knowledge of readability formulas you’ve gleamed during this session. • How will you use this information when selecting text for your students?

  36. Additional information about Quantitative Measure, can be found in Tools for Matching Readers to Texts by Heidi Anne E. Mesmer • Text Complexity Raising Rigor in Reading by Douglas Fisher, Nancy Frey, Diane Lapp • An online MOODLE course on Text Complexity is offered through the ADE

  37. Session Three

  38. Qualitative Dimensions of Text Complexity • Levels of Meaning (literary texts) or Purpose (informational texts) • Structure • Language Conventionality and Clarity • Knowledge Demands: Life Experience Knowledge Demands: Cultural/Literary Knowledge Demands: Content/Discipline CCSS, Appendix A, page 6

  39. Qualitative Dimensions of Text Complexity • Levels of Meaning (literary texts) or Purpose (informational texts) • Structure • Language Conventionality and Clarity • Knowledge Demands: Life Experience Knowledge Demands: Cultural/Literary Knowledge Demands: Content/Discipline CCSS, Appendix A, page 6

  40. Qualitative Dimensions of Text Complexity • Levels of Meaning (literary texts) or Purpose (informational texts) • Structure • Language Conventionality and Clarity • Knowledge Demands: Life Experience Knowledge Demands: Cultural/Literary Knowledge Demands: Content/Discipline CCSS, Appendix A, page 6

  41. Qualitative Dimensions of Text Complexity • Levels of Meaning (literary texts) or Purpose (informational texts) • Structure • Language Conventionality and Clarity • Knowledge Demands: Life Experience Knowledge Demands: Cultural/Literary Knowledge Demands: Content/Discipline CCSS, Appendix A, page 6

  42. Qualitative Dimensions of Text Complexity • Levels of Meaning (literary texts) or Purpose (informational texts) • Structure • Language Conventionality and Clarity • Knowledge Demands: Life Experience Knowledge Demands: Cultural/Literary Knowledge Demands: Content/Discipline CCSS, Appendix A, page 6

  43. Qualitative Measures of Text Complexity Rubric

  44. You try it! • Examine the following exemplar texts from CCSS. Grade Band 2-3 4-5 LiteraryTop and Bottoms pg. 40 Tuck Everlasting pg. 64 InformationalFrom Seed to Plant pg. 54 Volcanoes pg. 73

  45. Reflection Considering the four qualitative factors for measuring text complexity. • What are the benefits you see for students? • What are the challenges you foresee as ateacher?

  46. Session Four

  47. Reader and Task

  48. Read and Discuss • Read pages 7-8 in CCSS, Appendix A • How does the information contained in this document influence your thinking about current reading practices in your classroom? • What does it confirm ? • What practices does it challenge?

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