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Linking Text Complexity to Student Success

Teaching and Learning Department Kati Pearson, Director Tammy Demps , Program Specialist Rehana Insanally , Program Specialist Zhakima Spratley , Program Specialist. Linking Text Complexity to Student Success. 2011-2012 Goal: 551=A. 2011-2012 Goal : 551=A.

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Linking Text Complexity to Student Success

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  1. Teaching and Learning Department Kati Pearson, Director Tammy Demps, Program Specialist RehanaInsanally, Program Specialist ZhakimaSpratley, Program Specialist Linking Text Complexity to Student Success

  2. 2011-2012 Goal: 551=A

  3. 2011-2012 Goal: 551=A

  4. Bellwork: I know I know.. • Utilize the following frame to activate your prior knowledge: • “I know I know something about Cognitive Complexity. I know that….” • Share with the person sitting to your left and right.

  5. Common Board Configuration Agenda:Gradual Release Model I do: Review Cognitive Complexity &Define Text Complexity We do: Determining and identifying areas of support within Text Complexity You do: Develop a plan for students to receive frequent exposure to cognitively complex texts Date:September 2011 Bell work: I know I know... Benchmark: FL.TX.COG.2011 Essential Question: How does text complexity play a role in student achievement? Objective: Today we are defining Text Complexity by linking its significance to our work and identifying individual next steps. Summarizing Activity: Exit Ticket: What connections have I made about text complexity and student achievement? Homework: Collaborate within your PLC to develop a plan for students to receive frequent exposure to cognitively complex texts in your classroom.. Vocabulary:Academic Vocabulary, Cognitive Complexity Common Core, Text Complexity, Qualitative Measures, Quantitative Measures, Reader-Task Consideration

  6. Webb’s Depth of Knowledge

  7. Webb’s Levels of Cognitive Complexity • Low Complexityrelies on the recall, observe, question, or represent basic facts. Requires only basic understanding of the text. (Solving a one step problem) • Moderate Complexityinvolves two steps: comprehension and subsequent processing of text. Requires explanation, description, or interpretation. (Solving a two step problem) • High Complexityrequires students to engage in more abstract reasoning, planning, analysis, synthesis, judgment, and creative thinking. Requires explanation, generalizations, or multiple connections. Must be able to support thinking. What is Webb’s Depth of Knowledge?

  8. Cognitive Complexity is the demand of mental processing that must occur to answer a question, perform a task, or generate a product. • Cognitive Complexity is different from task/item difficulty. • Cognitive Complexity levels aid in alignment of standards and assessment, and therefore instruction. • 80% of the question on FCAT 2.0 and End-Of-Course Exams require Moderate to High Levels of Complexity. Points to Remember…

  9. We must expose students to these texts

  10. How does text complexity play a role in student achievement? AND Why is text complexity important for student success? Revisit Essential Question

  11. • Reported decline in high-school level text: • More 8th& 10thgraders are on track for college-level reading than late juniors/early seniors (ACT, 2006, Reading between the lines) • Increase in text difficulty of college/career texts: • College professors assign more periodical reading than high school teachers (Milewski, Johnson, Glazer, & Kubota, 2005) • Difficulty of scientific journals and magazines increased from 1930 to 1990 (Hayes & Ward, 1992) • Claimed decline in school texts overall: • “K–12 reading texts have actually trended downward in difficulty in the last half century.” (CCSS/ELA, Appendix A, p. 2) • Decrease from 1963 to 1975 in difficulty of Gr. 1, 6, & 11 texts (Chall, Conard & Harris,1977) • Decline in sentence length and vocabulary in reading textbooks (Hayes, Wolfer, & Wolfe (1996) Rationale for Text Complexity

  12. READING BETWEEN THE LINES:What the ACT Reveals About College Readiness in Reading • Half of high school graduates are ready for college level reading. • Approximately 6 million secondary students read below grade level nationally. • Three thousand students drop out of school every day.

  13. PERFORMANCE ON ACT BY DEGREE OF TEXT COMPLEXITY

  14. Standard #10 of the Common Core State Standards: English/Language Arts: • By the time they complete high school, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found in college and careers. The Goal of Text Complexity in Relation to Common Core Standards

  15. The inherent difficulty of reading and comprehending a text combined with consideration of reader and task variables. Vocabulary Development: Text Complexity

  16. Three Factors for Measuring Text Complexity • Readability Measures • Word length; word frequency/familiarity • Sentence length and text length • Lexile 1. Structure 2. Levels of Meaning 3. Language Conventionality and Clarity 4. Knowledge Demands Reader Variables (motivation, knowledge, and experience) and task variables (purpose and the complexity generated by the task assigned and questions posed) *YOU are the best judge of what your students can manage.

  17. 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 either the Lexile text measures or the ATOS (Advantage-TASA Open Standard) book level (or both). For illustrative purposes, let’s choose Harper Lee’s 1960 novel To Kill a Mockingbird.

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

  19. Step 1: Quantitative Measures

  20. Step 1: Quantitative Measures

  21. Step 1: Quantitative Measures

  22. Step 1: Quantitative Measures 870L Lexile Text Measure: 5.6 ATOS Book Level: In which of the text complexity bands would this novel fall?

  23. 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

  24. 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.

  25. Step 2: Qualitative Measures

  26. Step 2: Qualitative Measures

  27. Step 2: Qualitative Measures From examining the quantitative measures, we knew: 870L Lexile Text Measure: 5.6 ATOS Book Level:

  28. But after reflecting upon the qualitative measures, we believed:

  29. Step 3:Reader and Task Considerations Questions for Professional Reflection on Reader and Task Considerations: The questions provided in this resource are meant to spur teacher thought and reflection upon the text, students, and any tasks associated with the text.

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

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

  32. I will perform Step One of determining Text Complexity process. • You will work with a shoulder buddy to discuss steps two and three: • Step two: Qualitative measures • Step three: Reader and task Considerations • Determine the overall placement of the text based upon your discussion. Now You Try

  33. Step 1: Quantitative Measures The Grapes of Wrath by John Steinbeck Quantitative Measurement (Fry): 4.9

  34. Step 1: Quantitative Measures The Grapes of Wrath by John Steinbeck Quantitative Measurement (Fry): 4.9 Qualitative Measurement: The heavy use of symbolism and allusion result in multiple inferences and author commentaries. Adjusted text-complexity value: 9-10

  35. 1. Percent of expository reading assigned • 2. Degree of independence required when reading • 3. Vocabulary! What are the things to consider regarding text complexity, reader, and task?

  36. Increase percentage of expository text available to students Eliminate shallow reading from complex expository texts Increase authentic learning and reading from expository texts Provide more opportunities for students’ independent reading of expository texts Increase Emphasis on Expository Text

  37. Students are given considerable scaffolding to comprehend texts in K-12. • General movement should be toward decreasing scaffolding and increasing independence because that is what will be demanded in college and the workplace (and on new tests). NEED TO FOSTER INDEPENDENT READING

  38. Gradual Release of Support Provide opportunities for structured independent reading Variety of books at differing interest levels, genres, readability levels, and complexity levels Spread the love of reading Foster Independent Reading

  39. Vocabulary is empirically connected to reading comprehension. • Successful instruction incorporates and integrates morphology, phonology, etymology, orthography, and syntax as well as meanings. • Instruction needs to be developed from text • Instruction needs to teach how meanings of words vary with context (e.g., Florida was admitted to the union, he admitted his errors, admission was too expensive). • Devote special focus on academic vocabulary Systematically Focus on Vocabulary

  40. Utility and Importance • Words that are likely to appear frequently in a wide variety of texts/disciplines • Instructional Potential • Words that are necessary for understanding a text and allow for rich representations • Conceptual Understanding • Words that relate to other words and offer students more precise ways of referring to ideas they already know Academic Vocabulary

  41. Begin NOW to bring more INFORMATIONAL text into your curriculum. • Make an effort to “bridge the gap” for your students by making 20% of your classroom reading grade-level- challenging text. • Be sure to offer an appropriate amount of “scaffolding” in order for students to be able to access this challenging text! What big ideas SHOULD we take away, from the “Text Exemplar” List & the new Common Core?

  42. Text exemplars • Illustrates the complexity, quality, and range of reading appropriate for various grade levels with accompanying sample performance tasks. Common Core APPENDIX B

  43. Essential Question: How does text complexity play a role in student achievement? • Objective: Today we are defining Text Complexity by linking its significance to our work and identifying individual next steps. • Exit Ticket: • What connections have I made about text complexity and student achievement? Summarizing Activity: Exit Ticket

  44. Finding a Lexile Measure for Text: http://www.lexile.com/findabook/ • Finding a ATOS Book Level for Text: http://www.arbookfind.com/ • Common Core Text Exemplars-Appendix Bhttp://www.corestandards.org/assets/Appendix_B.pdf References

  45. Teaching and Learning Director Kati Pearson Program Specialists Tammy Demps RehanaInsanally ZhakimaSpratley 352-253-6528

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