Transcript 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,

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)
Developed in 2010 for K12 English-language arts
(ELA) and mathematics
standards
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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.
3
NV Department of Education
ALL NV Dep. of Education’s
AEFLA-funded programs are
formally adopting the CCRS on
January 2, 2013.
4
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Advantages to the CCRS:
A focus on college and career
readiness
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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
9
Collaboration among states
• Professional development
• Resource development
• Teaching tools
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Did you know…?
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.
Source: Williamson 2006
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Did you know…?
The complexity of texts that
students read in their classes
has eroded significantly over
the past 50 years.
Source: Williamson 2006
12
Did you know…?
The average student graduates
roughly four grade levels
behind where they need to be
in order to succeed in the 21st
century.
Source: Williamson 2006
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Text Complexity: What
Does This Mean?
more challenging
texts of increasing difficulty
cover a broad range of genres
and topics.
Video Break!
Analyzing Texts: Overview of a
Lesson Series
Grade 5
(
(ESL HI, ABE LI)
15
CCRS Anchor 10
Read and comprehend complex
literary and informational texts
independently and proficiently.
(This standard applies to all levels)
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Guiding Questions
So…
What is text complexity?
How do we measure it? What does it look
like?
Where do we find resources for it?
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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)
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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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Quantitative Measures Ranges
for
Text Complexity
Text Complexity
Grade Levels
K-1
2-3
Suggested
Lexile Range
100L – 500L
450L – 790L
Suggested ATOS
Book Level Range
1.0 – 2.5
2.0 – 4.0
4-5
6-8
770L – 980L
955L – 1155L
3.0 – 5.7
4.0 – 8.0
9-10
11-CCR
1080L – 1305L
1215L – 1355L
4.6 – 10.0
4.8 – 12.0
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.
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Determining Text
Complexity
A Four-step Process:
1. Determine the quantitative
measures of the text.
2. Analyze the qualitative
measures of the text.
3. Reflect upon the reader
and task considerations.
4. Recommend placement in
the appropriate text
complexity band (level).
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Video Break!
The Art of Questioning: Content,
Meaning and Style
Grades 9 – 12
ESL Adv, ASE Adv
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Step 1: Quantitative Measures
Measures such as:
• Word length
• Word frequency
• Word difficulty
• Sentence length
• Text length
• Text cohesion
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Step 1: Quantitative
Measures
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Finding a Lexile Book for Text
Complexity
Go to www.lexile.com/findabook
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Step 1: Quantitative Measures
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/
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Step 1: Quantitative
Measures
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/WhatDoesth
eLexileMe
sureMean.pdf
• “Lexile Measures and the Common Core State
Standards”
http://www.lexile.com/using-lexile/lexile-measures-and-theccssi/
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Finding an ATOS Book
for Text Complexity
Go to www.arbookfind.com
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Step 1: Quantitative Measures
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
book
2. 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.)
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Step 1: Quantitative
Measures
Additional Resources for ATOS Book Level
Measures:
• Accelerated Reader Website
http://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
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Step 1: Quantitative
Measures
Lexile Text Measure:
ATOS Book Level:
870L
5.6
In which of the text complexity bands would this novel fall?
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Quantitative Measures Ranges for
Text Complexity Grade Bands
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
* 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
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.
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Video Break!
College Talk: Improving Students’
Vocabulary
Grade 2
ESL LI, ABE Beg. Basic
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Step 2: Qualitative
Measures
Step 2: Qualitative Measures
Measures such as:
• Levels of meaning
• Levels of purpose
• Organization
• Language clarity
• Prior knowledge
demands
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Step 2: Qualitative
Measures
The Qualitative Measures
Rubrics
for Literary and Informational
Text:
http://www.ksde.org/Default.aspx?t
abid=4605
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Step 2: Qualitative
Measures
So…
How is the rubric used?
And how would To Kill a Mockingbird
fair when analyzed through the lens of
the Literary Text Rubric?
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Step 2: Qualitative Measures
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Step 2: Qualitative
Measures
From examining the quantitative measures,
we know:
Lexile Text Measure:
ATOS Book Level:
870L
5.6
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Step 2: Qualitative
Measures
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.
Reader and Task
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Video Break!
Getting Ready to Write: Citing
Textual Evidence
Grade 6-8
ESL 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
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Step 3:Reader and Task
Considerations
Questions for Professional Reflection
on Reader and Task Considerations:
http://www.ksde.org/Default.aspx?tabid=
4605
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Step 3: Reader and Task
Considerations
We’ve completed the
third leg of the text
complexity model and
are now ready to
recommend a final
placement for this
book.
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Step 4: Recommended
Placement
Based upon all the information—
all three legs of the model—the
final recommendation for To Kill a
Mockingbird is….
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Where Do We Find
Resources?
• 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
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More Resources
• 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
Source:
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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.
www.achievethecore.org
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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
www.achievethecore.org
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Text Dependent or Not?
What can you infer from King’s
letter about the letter that he
received?
www.achievethecore.org
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Text Dependent or Not?
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.
www.achievethecore.org
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Text Dependent or Not?
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?
www.achievethecore.org
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Text Dependent or Not?
In “Casey at the Bat,” Casey
strikes out. Describe a time when
you failed at something.
www.achievethecore.org
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Text Dependent or Not?
What makes Casey’s
experiences at bat humorous?
www.achievethecore.org
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Let’s look at some text exemplars
and example guiding questions!
www.achievethecore.org
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Some Challenges Implementing the
CCRS
• differentiated
learning/scaffolding
• students collaborating
• technology
• ESL learners (especially low levels)
• teacher resistance
www.achievethecore.org
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Some ELL Modifications
• 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)
www.achievethecore.org
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Our next webinar is Friday,
November 8, from 1:00 – 3:00
www.achievethecore.org
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