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CCSS & Collection Development . [email protected] ELA COMMON CORE “SHIFTS”. Content and Language Goals. Participants will: Understand the CCSS text complexity model Participants will: Think about and discuss the impact of t ext c omplexity model on collection development. .

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Presentation Transcript
content and language goals
Content and Language Goals

Participants will:

Understand the CCSS text complexity model

Participants will:

Think about and discuss the impact of text complexity model on collection development.

what the research says
What the Research Says
  • The difficulty of high school textbooks have declined in all subject areas over the last several decades
  • Average length of sentences in K-8 textbooks has declined from 20 to 14 words
  • Vocabulary demands have declined since the 1960s:
    • 8th grade textbooks = former 5th grade texts
    • 12th grade anthologies = former 7th grade texts
  • Complexity of college and career texts has remained steady or increased, resulting in a gap.
why text complexity matters
Why Text Complexity Matters
  • Too many students are reading at too low a level - Less than 50% of high school graduates can read sufficiently complex texts
Critical thinking skills -- What students could read, in terms of its complexity, was at least as important as what they could do with what they read.
text complexity is defined by
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.
  • Reader and Task -background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.


  • Word length
  • Word frequency
  • Word difficulty
  • Sentence length
  • Text length
  • Text cohesion

Many formulas to determine

quantitative measures exist …

portrait of adult reading demands
Portrait of Adult Reading Demands

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What do you notice?


Our final recommendation may be validated, influenced, or even over-ruled by our examination of qualitative measures and the reader and task considerations.

  • Measures :
      • Levels of meaning
      • Levels of purpose
      • Structure
      • Organization
      • Language conventionality
      • Language clarity
      • Prior knowledge demands

Rubric for Literary Text AND for Informational Text

qualitative rubrics
Allows educators to evaluate the important elements of text that are often missed by computer softwareQualitative Rubrics

Literary Text Qualitative RubricInformational Text Qualitative Rubric

qualitative measures
Qualitative Measures

The last leg of the triangle involves the reader and task considerations– teachers employing their professional judgment, experience, and knowledge.

reader and task
Reader and Task
  • Considers :
      • Motivation
      • Knowledge and experience
      • Purpose for reading
      • Complexity of task assigned regarding text
      • Complexity of questions asked regarding text
questions for a using a text
Questions for a Using a Text

What aspects of the text will likely pose the most challenge for my students?

  • Mindy Hawley, ELA TOSA, PPT presentation
  • Websites
      • ODE - Text Complexity
      • TextProject - Using Multiple Sources of Information in Establishing Text Complexity
      • Lexile - Defining Text Complexity
      • Achieve the Core - Research Study of Text Analysis Tools