Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Text Complexity - More Than Just a Lexile (Corner Lake)

No description
by

Thomas Hames

on 4 October 2012

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Text Complexity - More Than Just a Lexile (Corner Lake)

What have you done
for me lately?? Text Complexity Step 1: Quantitative Measure (cc) photo by Metro Centric on Flickr (cc) photo by Franco Folini on Flickr (cc) photo by jimmyharris on Flickr (cc) photo by Metro Centric on Flickr 25% of students in the class of 2011 met all ACT College Readiness Benchmarks, which measure proficiency in English, mathematics, reading, and science. •%age of all ACT-tested high school graduates meeting the College Readiness Benchmark for each subject in 2011:

•52% met the reading benchmark

•45% met the math benchmark

•30% met the science benchmark (cc) photo by Metro Centric on Flickr (cc) photo by Franco Folini on Flickr (cc) photo by jimmyharris on Flickr (cc) photo by Metro Centric on Flickr Results What does the data say? Notes Place your own picture
behind this frame! Double click to crop it if necessary San Francisco Budapest (cc) photo by Metro Centric on Flickr (cc) photo by Franco Folini on Flickr (cc) photo by jimmyharris on Flickr Stockholm (cc) photo by Metro Centric on Flickr http://www.bls.gov/emp/ By 2018 . . .
63% of the fastest growing occupations wll require a college degree
26% of the fastest growing occupations will offer on-the-job-training
95% of the most rapidly declining occupations are in the manufacturing industry Only 51% of
2005 ACT-tested high school graduates are ready for college-level reading 25% of students in the class of 2011 met all ACT College Readiness Benchmarks, which measure proficiency in English, mathematics, reading, and science. •66% of all ACT-tested high school graduates met the English College Readiness Benchmark

•52% met the reading benchmark

•45% met the math benchmark

•30% met the science benchmark
more students are on track to being ready in 8th and 10th grade than are ready in 12th grade.

WHY??? Results What does the data say? Notes Place your own picture
behind this frame! Double click to crop it if necessary San Francisco Budapest (cc) photo by Metro Centric on Flickr (cc) photo by Franco Folini on Flickr (cc) photo by jimmyharris on Flickr Stockholm (cc) photo by Metro Centric on Flickr http://www.bls.gov/emp/ By 2018 . . .
63% of the fastest growing occupations wll require a college degree
26% of the fastest growing occupations will offer on-the-job-training
95% of the most rapidly declining occupations are in the manufacturing industry Only 51% of
2005 ACT-tested high school graduates are ready for college-level reading 25% of students in the class of 2011 met all ACT College Readiness Benchmarks, which measure proficiency in English, mathematics, reading, and science. •66% of all ACT-tested high school graduates met the English College Readiness Benchmark

•52% met the reading benchmark

•45% met the math benchmark

•30% met the science benchmark
more students are on track to being ready in 8th and 10th grade than are ready in 12th grade.

WHY??? Results What does the data say? Notes Place your own picture
behind this frame! Double click to crop it if necessary San Francisco Budapest (cc) photo by Metro Centric on Flickr (cc) photo by Franco Folini on Flickr (cc) photo by jimmyharris on Flickr Stockholm (cc) photo by Metro Centric on Flickr http://www.bls.gov/emp/ By 2018 . . .
63% of the fastest growing occupations wll require a college degree
26% of the fastest growing occupations will offer on-the-job-training
95% of the most rapidly declining occupations are in the manufacturing industry Only 51% of
2005 ACT-tested high school graduates are ready for college-level reading 25% of students in the class of 2011 met all ACT College Readiness Benchmarks, which measure proficiency in English, mathematics, reading, and science. •66% of all ACT-tested high school graduates met the English College Readiness Benchmark

•52% met the reading benchmark

•45% met the math benchmark

•30% met the science benchmark
more students are on track to being ready in 8th and 10th grade than are ready in 12th grade.

WHY??? Professional Development Benchmark:
2.2.3 - Learning Strategies That Increase Student Achievement

Essential Question:
How can the use of complex text positively impact
student achievement?

Learning Objectives:
To be able to identify the complexity of a given piece of text as it relates to the implementation of the "shifts".

To understand the necessity of teaching students to navigate
complex text as it relates to the implementation of the "shifts". http://www.lexile.com/ http://www.interventioncentral.org/ Reading Between the Lines
What the ACT Reveals about College Readiness in Reading

http://www.act.org/research/policymakers/reports/reading.html Microsoft Word So now what? What to look for . . .

Pay closer attention to the complexity of the text used for instruction
Use of non-fiction and primary source documents - these are inherently more complex
Text-based performance tasks that measure student mastery of content in all classrooms
Teachers encouraging students to approach text thinking like a historian, a mathematician, a scientist
Students reading their textbook
Complex text even in Intensive Reading Step 2: Assess content/concept level Step 4: Recommend placement At the top of your handout, please write the number associated with the description below that most accurately reflects your level of expertise with regard to today's learning goal.

4: In additional to all of level 3, participants will:
be able to integrate the Instructional Shifts into their coaching practice

3: As a result of this professional learning participants will:

understand and be able to discuss the Common Core State Standards Instructional Shifts.
•create a plan with their school leadership team for integration of the CCSS Instructional Shifts into on-going site-based professional development

2: As a result of this professional learning participants will:

•understand and be able to discuss the Common Core State Standards Instructional Shifts

1: As a result of this professional learning participants will:

understand the Common Core State Standards with assistance
be able to discuss Common Core State Standards Instructional Shifts

0•: Even with assistance, the participant is unable to understand the Common Core State Standards Instructional Shifts Please read and react to the quote below; how does this impact student achievement? Share with a shoulder partner.

"Fast skimming is the way of the screen. Blogs, chats, and comments are usually hastily produced and consumed . . . 18-year-olds will have difficulty suddenly downshifting when faced with a long modernist poem. Even when they realize that they need to slow down, the fast-skimming habit presses forward, for an individual's ways and means of reading are not a matter of choice."

- from "Too Dumb for Complex Texts?" in Educational Leadership, February 2011 Use complex texts across the curriculum! Step 3: Consider Reader and Task "Researchers have found a 350L (Lexile) gap between the difficulty of end-of-high school and college texts—a gap equivalent to 1.5 standard deviations and more than the Lexile difference between grade 4 and grade 8 texts on the National Assessment of Educational Progress (NAEP)2."

http://www.lexile.com/using-lexile/lexile-measures-and-the-ccssi/the-common-core-and-text-complexity/ But life is not just about
a test, right? 1 2 1290 Lexile In Reading and Language Arts . . . In Science . . . Lexile: 1000 Lexile: 1860 Sometimes one group of people decides to split off from another group, and to become an independent country, as the laws of Nature and of God say that they can. But when this happens, if they want other people to respect them, they should explain why they are splitting off.

We think these things are obviously true . . . WHEN, in the Course of human Events, it becomes necessary for one People to dissolve the Political Bands which have connected them with another, and to assume, among the Powers of the Earth, the separate and equal Station to which the Laws of Nature and of Nature's GOD entitle them, a decent Respect to the Opinions of Mankind requires that they should declare the Causes which impel them to the Separation.

We hold these Truths to be self-evident . . . If your students are to succeed in your content area, they MUST succeed with complex text.

All teachers are NOT reading teachers, but all teachers MUST help their students access their grade level content through text. Your students are not your students for only the time they sit in your classroom. Doesn't mention PowerPoint, notes, summary or Prezi. Doesn't mention PowerPoint, notes, summary or Prezi. Text Complexity 5101 Text Complexity 5101
Full transcript