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Text Complexity - Mission

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Marga Marshall

on 13 September 2012

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Transcript of Text Complexity - Mission

Text Complexity Task Defining Text Complexity "One of the key requirements of the Common Core State Standards for Reading is that all students must be able to comprehend texts of steadily increasing texts as they progress through school" (Appendix A) Why does text complexity matter? Successful students read and understand complex texts. ACT, Inc. Applying concepts to complex texts College and career reading demands have increased or held steady
Complexity of texts in
K-12 have decreased Step 1: Quantitative Measure
Word length
Word frequency
Word difficulty
Sentence length
Text length
Text cohesion Quantitative Measures: Readability and other scores of text complexity. Qualitative Measures: Levels of meaning, structure, language conventionality and clarity, and knowledge demands. Reader and Task Considerations:
Background knowledge of reader, motivation, and complexity generated by tasks assigned. Determining Text Complexity 1. Identify the quantitative measure 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. Quantitative Measure Ranges www.lexile.com Lexile Text Measure: 870 L AR(ATOS): 5.6 What about qualitative measures? Step 2: Qualitative Measures Measures:
Levels of meaning (fiction)
Levels of purpose (non-fiction)
Language conventionality and clarity
Knowledge demands Animal Farm by George Orwell Quantitative Measurement: 1170L (Lexile) Qualitative Measurement: Orwell uses political satire-the explicit purpose is different than the implicit purpose Adjusted text complexity value: 11 Similiar "stretch" text: Catch 22 by Joseph Heller Levels of Meaning or Purpose Qualitative: Qualitative Measures: Structure (Complicated text structures such as problem-solution will add to a text's complexity of level). Holes by Louis Sachar Quantitative Measurement: 660L (Lexile) Qualitative Measurement: Story jumps back and forth between three different time periods/settings, and character groups. Adjusted text complexity value: 5.9-7.5 for independent reading Step 3: Reader and Task Considerations:
Knowledge and experience
Purpose for reading
Complexity of task assigned to reading
Complexity of task assigned in regards to questions Questions for personal reflection Example of
a Rubric to determine
Qualitative Measurement After giving careful considerations to the text complexity model, the final step is make a final recommendation (3) (4) (5) (7) (23) (8) (9) (10) (11) (10) (12) (13) (16) (17) (18) (19) (20) (19) (20) (15) Resources www. arbookfind.com http://lexile.com Kansas State Dept. of Education Appendix B 4.6 (AR) 7.3 (AR) "Find a Book" CCCSS Grade Level Standard
for Text Complexity Grade 4 Reading Literature
Standard 10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiency, with scaffolding as needed at the high end of the range. Grade 4 Reading Informational Text
Standard 10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiency, with scaffolding as needed at the high end of the range. Connecting Reading to Writing CCCSS Grade Level Writing Standards Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
d. Provide a concluding statement or section related to the opinion presented. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
d.Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events. Writing Standard 3 Writing Standard 2 Writing Standard 1 CCCSS Comprehension Standards Grade 4 Reading Literature Grade 4 Reading Informational Texts Standard 1:
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Standard 2:
Determine the theme of a story, drama, or poem from details in the text; summarize the text.
Standard 3:
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). Standard 1:
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Standard 2:
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Standard 3:
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific informationin the text. Writing Connection: Grade 4 Writing Standard 9 a. Apply grade 4 reading standards to literature (e.g., "Describe in depth a character, setting or event...) b. Apply grade 4 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence...") Draw evidence from literary or informational texts to support analysis, reflection, and research. Today's Agenda 1. Review ELA Pre-Assessments (if needed)
2. Backwards plan (if needed)
2. Look at Text Exemplars
3. Plan lesson using text exemplar, CCCSS writing standards, and/or CCCSS reading standards
4. Plan coaching observation time (6) (25) (21) (22) (26) (27)
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