Text Complexity Text Complexity and the

College and Career Readiness Standards

Source: Kansas Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects

Common Core State Standards (CCSS)

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Developed in 2010 for K-12 English-language arts (ELA) and mathematics standards

College and Career Readiness Standards (CCRS)

Came from the CCSS

developed by OVAE for ABE in April 2013

Provides all adult learners the opportunity to be prepared for post secondary training without the need for remediation.

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NV Department of Education

ALL NV Dep. of Education’s AEFLA-funded programs are formally adopting the CCRS on January 2, 2013.

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Advantages to the CCRS:

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A focus on college and career readiness

Inclusion of the four strands of English Language Arts:

• Reading

• Writing

• Listening and speaking

• Language

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The benefits of an integrated literacy approach – all educators have a shared responsibility for literacy instruction, regardless of discipline or content area.

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A focus on results rather than means

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• Professional development

• Resource development

• Teaching tools

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Collaboration among states

The greatest predictor of success and careers is not a graduate’s SAT scores, GPA, or even their critical thinking skills, but rather the ability to read complex text.

Did you know…?

11Source: Williamson 2006

The complexity of texts that students read in their classes has eroded significantly over the past 50 years.

Did you know…?

12Source: Williamson 2006

The average student graduates roughly four grade levels behind where they need to be in order to succeed in the 21st century.

Did you know…?

13Source: Williamson 2006

Text Complexity: What Does This Mean?

more challenging

texts of increasing difficulty

cover a broad range of genres and topics.

Analyzing Texts: Overview of a Lesson Series

Grade 5

( (ESL HI, ABE LI)

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Read and comprehend complex literary and informational texts independently and proficiently.

(This standard applies to all levels)

CCRS Anchor 10

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So…So…

What is text complexity?

How do we measure it? What does it look like?

Where do we find resources for it?

Guiding Questions

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Overview of Text Complexity

Text complexity is defined by:

Quantitative measures – readability and other scores of text complexity often best measured by computer software. (i.e., Lexile, ATOS)

Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.

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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.

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Text Complexity Grade Levels

Suggested Lexile Range

Suggested ATOS Book Level Range

K-1 100L – 500L 1.0 – 2.52-3 450L – 790L 2.0 – 4.04-5 770L – 980L 3.0 – 5.76-8 955L – 1155L 4.0 – 8.0

9-10 1080L – 1305L 4.6 – 10.011-CCR 1215L – 1355L 4.8 – 12.0

Quantitative Measures Ranges for

Text Complexity

Where do we find texts in the appropriate text complexity band?

Choose an excerpt of text from Appendix B:

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We could….

or…

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

A Four-step Process:

Determining Text Complexity

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4. Recommend placement in the appropriate text complexity band (level).

3. Reflect upon the reader and task considerations.

2. Analyze the qualitative measures of the text.

1. Determine the quantitative measures of the text.

The Art of Questioning: Content, Meaning and Style

Grades 9 – 12

ESL Adv, ASE Adv

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Measures such as:• Word length• Word frequency• Word difficulty• Sentence length• Text length• Text cohesion

Step 1: Quantitative Measures

Step 1: Quantitative Measures

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Go to www.lexile.com/findabook

Finding a Lexile Book for Text Complexity

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Step 1: Quantitative Measures

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For texts not in the Lexile database, consider using the Lexile Analyzer: http://www.lexile.com/analyzer/

• Registration is required (free) http://www.lexile.com/account/register/

• Allows user to receive an “estimated” Lexile score• Accommodates texts up to 1000 words in length• Texts of any length can be evaluated using the

Professional Lexile Analyzer—educators can upgrade to this tool for free by requesting access http://www.lexile.com/account/profile/access/

Step 1: Quantitative Measures

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Additional Resources for Lexile Measures:

•Overview video http://www.lexile.com/about-lexile/lexile-video/

•“What Does the Lexile Measure Mean?”http://lexile.com/m/uploads/downloadablepdfs/WhatDoestheLexileMesureMean.pdf

•“Lexile Measures and the Common Core State Standards”http://www.lexile.com/using-lexile/lexile-measures-and-the-ccssi/

Go to www.arbookfind.com

Finding an ATOS Book for Text Complexity

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Step 1: Quantitative Measures

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For texts not in the AR Bookfinder database, consider using The ATOS Analyzer: http://www.renlearn.com/ar/overview/atos/ • No registration required• Three methods of analysis

are available:1. ATOS for Books – for submitting complete text of a

book2. ATOS for Books with Estimated Word Count – does

not require full text, just three 150-word passages

3. ATOS for Text– works well for short, full-text submissions (short stories, magazine/newspaper articles, etc.)

Step 1: Quantitative Measures

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Additional Resources for ATOS Book Level Measures:

•Accelerated Reader Websitehttp://www.renlearn.com/ar/

•“Accelerated Reader and the Common Core State Standards”http://doc.renlearn.com/KMNet/

R004572117GKC46B.pdf •Kansas All Books Connect Website

http://kansas.bookconnect.com/default.aspx

Step 1: Quantitative Measures

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Lexile Text Measure: ATOS Book Level:

870L

5.6In which of the text complexity bands would this novel fall?

Text Complexity Grade Bands

Suggested Lexile Range

Suggested ATOS Book Level Range*

K-1 100L – 500L 1.0 – 2.5

2-3 450L – 790L 2.0 – 4.0

4-5 770L – 980L 3.0 – 5.7

6-8 955L – 1155L 4.0 – 8.0

9-10 1080L – 1305L 4.6 – 10.0

11-CCR 1215L – 1355L 4.8 – 12.0

Quantitative Measures Ranges for Text Complexity Grade Bands

* Taken from Accelerated Reader and the Common Core State Standards, available at the following URL: http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf

Step 1: Quantitative Measures

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Remember, however, that the quantitative measure 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.

College Talk: Improving Students’ VocabularyGrade 2

ESL LI, ABE Beg. Basic

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Step 2: Qualitative Measures

Measures such as:• Levels of meaning• Levels of purpose• Organization• Language clarity• Prior knowledge

demands

Step 2: Qualitative Measures

Step 2: Qualitative Measures

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The Qualitative Measures Rubrics

for Literary and Informational Text:

http://www.ksde.org/Default.aspx?tabid=4605

Step 2: Qualitative Measures

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So…

How is the rubric used?And how would To Kill a Mockingbird fair when analyzed through the lens of the Literary Text Rubric?

Step 2: Qualitative Measures

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Step 2: Qualitative Measures

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Lexile Text Measure:

ATOS Book Level:

870L

5.6

From examining the quantitative measures, we know:

Step 2: Qualitative Measures

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QuantitativeQ

ualit

ativ

e

Reader and Task

Our initial placement of To Kill a Mockingbird into a text complexity band changed when we examined the qualitative measures.

The reader and task considerations still remain.

Getting Ready to Write: Citing Textual Evidence

Grade 6-8ESL Adv, ABE HI

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Step 3: Reader and Task

Considerations such as:•Motivation•Knowledge and experience•Purpose for reading•Complexity of questions asked regarding text

Step 3:Reader and Task Considerations

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Questions for Professional Reflection on Reader and Task Considerations:

http://www.ksde.org/Default.aspx?tabid=4605

Step 3: Reader and Task Considerations

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We’ve completed the third leg of the text complexity model and are now ready to recommend a final placement for this book.

Step 4: Recommended Placement

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Based upon all the information—all three legs of the model—the final recommendation for To Kill a Mockingbird is….

• Use parts of your program textbooks using Lexile and ATOS

• Use online resources (provided by David)

• State Leadership will be developing curriculum as an option to use – coming soon!

• Get volunteer teachers to develop curriculum

Where Do We Find Resources?

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• Some states have already begun to write lessons and units – will share

• Publishers like McGraw Hill are developing materials – promise to be made available soon

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More Resources

www.achievethecore.org

Text-Dependent Questions...

• Using 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.

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www.achievethecore.org

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

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www.achievethecore.org

Text Dependent or Not?

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What can you infer from King’s letter about the letter that he received?

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Text Dependent or Not?

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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.

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Text Dependent or Not?

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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?

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Text Dependent or Not?

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In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.

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Text Dependent or Not?

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What makes Casey’s experiences at bat humorous?

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Let’s look at some text exemplars and example guiding questions!

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Some Challenges Implementing the CCRS

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• differentiated learning/scaffolding

• students collaborating

• technology

• ESL learners (especially low levels)

• teacher resistance

www.achievethecore.org

Some ELL Modifications

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• more work on writing, spelling rules, listening/speaking, sentence structure, pronunciation

• culture and experiences taken into account

• Students’ own culture used as source of materials (readings, discussion topics)

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Our next webinar is Friday, November 8, from 1:00 – 3:00