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COLLABORATION: If you have a bulletin board option provided by us, your school,
your district, or a PLC you use, then you may use any of
those to collaborate with others by sharing at appropriate times or
on topics suggested in the lesson.
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address – [email protected]
Green Belt: Lesson 2
Understanding the
Qualitative and Reader Task
Elements with Lexiles:
The Three Elements of Text
Complexity
School Certification
A Process of Discovery, Support and Mastery
THE NATIONAL PATHWAY
CONDITIONS FOR SUCCESSFUL
IMPLEMENTATION
Curriculum
Mapping Implementation
Vision
+
Skills
+
Incentives
+
Resources
+
Plan
Action Plan
=
Sustainable
Change
Skills
+
Incentives
+
Resources
+
Plan
Action Plan
=
Confusion
Incentives
+
Resources
+
Plan
Action Plan
=
Anxiety
Resources
+
Plan
Action
Plan
= Resistance
Plan
Action
Plan
=
Frustration
=
Treadmill
Vision
+
Vision
+
Skills
+
Vision
+
Skills
+
Incentives
+
Vision
+
Skills
+
Incentives
+
Resources
Key
Questions:
Plan: Provides the direction to
Vision:
The “Why are we doing this?” to combat confusion.
Resources -- "Do we have tools, time, and training to map effectively?"
Vision
-"Why
are
we
doing
this?"
eliminate the treadmill effect.
Skills: The skill sets needed to combat anxiety.
Skills -- "How do we build effective maps?" Action Plan -- "Over the next three years, do we have attainable
Incentives: Reasons, perks, advantages to timelines
combat resistance
and goals? Who will be the responsible parties for
Incentives -- "How will mapping improve
Resources:
Tools
and
time
needed
to
combat
frustration.
implementations,
monitoring, and feedback?"
teaching and learning?"
Knoster, T., Villa, R., & Thousand, J. (2000)
Learner Objectives
• Describe the 3 element model for text
complexity
• Identify the Qualitative elements of Text
Complexity and describe how they change the
complexity of text
• Define Reader’s Task and describe its role in
text complexity
• Explain how to use Quantitative (Lexile levels),
Qualitative, and Reader’s Task elements to
determine Text Complexity
Pre-Lesson Reflection
Quantitative Factor
(Lexile Measure)
Qualitative
Factor
(Meaning &
Purpose,
Structure,
Language,
Knowledge
Demand)
Text
Complexity
Reader and
Reader’s
Task
Part I: A Close Look
at Text Complexity
Qualitative Factor of Text
Complexity
Informational Text
• Levels of Purpose
• Structure
• Language
Conventionality and
Clarity
• Knowledge Demands
Literary Text
• Levels of Meaning
• Structure
• Language
Conventionality and
Clarity
• Knowledge Demands
Informational
Text
Level of Purpose
Levels of Purpose
How difficult or easy is it to
determine the purpose of the
text?
Is the purpose subtle, implied,
or difficult to determine and to
what extent?
Purpose – “I Have a Dream”
Speech
Structure
Structure Structure involves the use of multiple features –
Organization of main ideas- Are the main ideas
stated in a highly complex way and require inference
from the reader or are they sequential and clearly
stated?
Text Features –If text features are used, are they
required by the reader to comprehend the text, or do
they merely support the content without being essential
to its comprehension?
Graphic features – Are graphics sophisticated or
simple? Do they provide essential information not
otherwise provided in the text and which are essential
to comprehending, or are they merely supports and
unnecessary for overall comprehension?
Structure-Text Features
x
Structure- Graphic
Features
Language Conventionality
and Clarity
Language
Meaning- Is the information stated in
Conventionality a clear, straight forward manner, or is
and Clarity
the message dense and abstract,
possibly containing figurative
language. Is it purposefully misleading
or ambiguous?
Register- Is the language used
contemporary, familiar and
conversational or generally unfamiliar,
archaic, subject-specific, or overly
academic?
Language Conventionality
and Clarity- Meaning
x
Knowledge Demands
Knowledge
Demands
Subject Matter Knowledge- Can the
reader comprehend the text with
everyday practical knowledge? Or does
the material require extensive,
specialized, or even theoretical
knowledge to understand the text?
Intertextuality- Is the text absent of
other references to texts, or are there
references to other texts and allusions
to them that the reader needs to be
aware of in order to understand?
Subject Matter
Knowledge and
Intertextuality
Literary Text
Level of Meaning
Levels of Meaning (literary Does the literary piece have a
text)
single level meaning or
multiple levels of meaning?
Satires, for example, are
intentionally at odds with the
author’s underlying message.
Level of Meaning
Excerpt from George Orwell’s Animal Farm.
"Presently, the tumult died down. The four pigs
waited, trembling, with guilt written on every line
of their countenances. Napoleon now called upon
them to confess their crimes. They were the same
four pigs as had protested when Napoleon
abolished the Sunday Meetings. Without any
further prompting, they confessed that they had
been secretly in touch with Snowball ever since
his expulsion, that they had collaborated with him
in destroying the windmill, and that they had
entered into an agreement with him to hand over
Animal Farm to Mr Frederick.”
Structure
Structure
Structure involves the use of multiple features –
Narration- Is the story presented from one
point of view or are their shifts in points of view?
Order of Events –Are events in chronological
order or presented out of order?
Graphic – Are graphics sophisticated or simple?
Do they provide essential information not
otherwise provided in the text and which are
essential to comprehending, or are they merely
supports and unnecessary for overall
comprehension?
Structure- Narration
Harry Potter is told in third
person limited, but deviates
to the omniscient by
switching to the limited view
of the other characters from
time to time.
The Heroes of Olympus
also utilizes a change in
point of view of
characters at intervals.
Structure-Order of
Events
Nonlinear
presentation of ideas
in a text increase its
complexity and the
amount of cognitive
demand required to
comprehend it.
Structure- Graphics
• x
AD 500L
Lexile Codes
•
•
•
•
•
•
•
AD: Adult Directed
NC: Non-Conforming
HL: High-Low
IG: Illustrated Guide
GN: Graphic Novel
BR: Beginning Reading
NP: Non-Prose
Language
Conventionality and
Clarity
Language
Meaning- Is the information stated in a
Conventionality and clear, straight forward manner, or is the
Clarity
message dense and abstract, possibly
containing figurative language. Is it
purposefully misleading or ambiguous?
Register- Is the language used
contemporary, familiar and conversational
or generally unfamiliar, archaic, subjectspecific, or overly academic?
Language
Conventionality and
Clarity
1.
2.
3.
4.
5.
What would you say about the meaning for this piece?
Is it stated in a straight forward or abstract way?
Does figurative language obscure the message?
How about register?
Does the language used err on the side of contemporary
or archaic?
Knowledge Demands
Knowledge
Demands
Life Experiences- Can the reader comprehend
the text with everyday practical knowledge? Or
does the material require extensive, specialized,
or even theoretical knowledge to understand the
text?
Cultural/Literary Knowledge- Is the text
absent of other references to texts, or are there
references to other texts and allusions to them
that the reader needs to be aware of in order to
understand?
Subject Matter Knowledge- Does the text
only require everyday subject matter knowledge
or extensive or specialized knowledge?
Knowledge Demands
1. Think of at least two examples of complex texts
in the literary category where subject matter or
type of reading (as with poetry) adds to
complexity.
2. Think of one literary text that makes reference
or allusion to another text that the student needs
to be familiar with to understand.
Reader and
Reader’s
Task
The Reader
•
•
•
•
Cognitive Capabilities
Motivation
Knowledge
Experiences
The Reader’s Task
• Teacher- Led Tasks
• Individual Tasks
• Question Types
Teacher-led Tasks
• Does this text require modeling of
cognitive comprehension strategies?
• Does this text require modeling of text
structures?
• Does this text require modeling of text
features?
Individual Tasks
• Does the task provide sufficient
challenge for the reader while avoiding
protracted frustration?
• Are suitable supports for accountable
talk (e.g., language frames) furnished?
Question Types
Lesson Material for the
Gettysburg Address
Lesson Material for the
Gettysburg Address
Bloom’s Taxonomy
Part II: Stepping into
the Classroom with
Text Complexity
Determining Text
Complexity
A Four-Step Process:
1.
Determine the
quantitative
measures
of the text.
Determining Text
Complexity
A Four-Step Process:
1.
Determine the
quantitative
measures
of the text.
2.
Analyze the
qualitative
measures of the
text.
Determining Text
Complexity
A Four-Step Process:
1.
2.
3.
Determine the
quantitative
measures
of the text.
Analyze the
qualitative
measures of the
text.
Reflect upon the
reader and task
considerations.
Reader and Task
Determining Text
Complexity
A Four-Step Process:
1.
2.
3.
4.
Determine the
quantitative
measures
of the text.
Analyze the
qualitative
measures of the
text.
Reflect upon the
reader and task
considerations.
Recommend
placement in the
appropriate text
complexity band.
Reader and Task
Where do we find texts in the
appropriate text complexity band?
We could….
Choose an
excerpt of text
from Appendix B:
or…
Use available resources to
determine the text
complexity of other
materials on our own.
Rubrics for Measuring
Qualitative Component
Checklist for
Considering Reader
and Reader Task
Understanding the
Reader
• Personal Interaction and
Relationships
• Student Surveys
• Student Interviews
• Information Learned about
Students through Journaling
• Background Information about
Behaviors or Special Needs
• Socio-economic Information
Planning the Task
• Determine whether students will need support
to complete the task.
• If students will need support, will it be
teacher-led activities or student collaborative
support.
• Ensure all question types are text-based and
lead the learners to develop higher order
thinking skills.
• Two resources for developing higher order
thinking skills offered in this lesson: Bloom’s
Taxomony PDF and The Four Question Types.
Why not use
simplified text?
 Simplified texts often synonymous with
restricted, limited, and thin in meaning
 Academic vocabulary can only be learned
from complex texts
 Mature language skills can only be gained
by working with demanding materials
 No evidence that struggling readers—
especially at middle and high school—
catch up by gradually increasing the
complexity of simpler texts
What it looks like in
your curriculum?
• Evaluate and integrate
exemplars where appropriate
• Utilize department or grade
level meetings to select
appropriate books with
colleagues and evaluate
currently used texts
• Consider selecting texts that
can be taught across the
curriculum
• Teaching of literacy strategies
across the content areas to
decipher complex text
What it looks like in
your classroom?
• More teacher-led instruction with complex text
and less focus on changing the text.
• Reliable methods of moving students to more
challenging levels of reading at a quicker pace
• Independent reading assignments for all
students including at-risk students.
What it looks like in
your assessment?
Formative Assessment is Key!
• Ask students to apply a concept or skill
taught in class to a new, yet comparable,
situation.
• Make students aware of Bloom’s taxonomy,
and then ask students to form high-level
questions about the material for other
students to answer.
Knowledge Check
Question: Which of the following
is NOT an element of the
qualitative component of text
complexity?
a)Structure
b)Language Conventionality and
Clarity
c) Knowledge Demands
d)Question Types
Knowledge Check
Question: View the book page presented on
the next slide from the story Bats at the
Beach. Which of the following do you know
you should consider in its text complexity
measurement?
a)Text Features
b)Intertextuality
c) Graphic Features
d)Register
Knowledge Check
Question: View the book page presented on
the next slide from the story Bats at the
Beach. Which of the following do you know
you should consider in its text complexity
measurement?
a)Text Features
b)Intertextuality
c) Graphic Features
d)Register
Homework
Assignments
Green Belt Lesson 2
Please log into the Common Core Institute Wiki to access
materials you will need.
http://schoolcertgblesson2.wikispaces.com/
64
Homework
• Go to
http://www.corestandards.org/assets/Appendix_
B.pdf and visit exemplars for both literary, social
studies, and science/math/technology in your
grade level. Share the name of one with your
peers or PLC that you would like to use in the
near future, and explain briefly why you chose it.
http://schoolcertgblesson2.wikispaces.com/
• Then go to http://www.achievethecore.org/stealthese-tools/text-complexity and explore the
resources for text complexity. Share one thing
you found and describe to your peers or your
PLC. http://schoolcertgblesson2.wikispaces.com/
Homework
Assignment
• Print the qualitative evaluation rubric
and use it to assess one of the texts
that you use in class. Share the name
of the text and the score you gave it
for the qualitative element with your
peers or PLC. http://schoolcertgblesson2.wikispaces.com/
• Go to the link below and watch a video
about how a group of schools planned
for text complexity into their
curriculum.
• http://www.youtube.com/watch?v=l1M
e6tH8jQk&feature=youtu.be
http://schoolcertgblesson2.wikispaces.com/
THANK YOU!