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Text Complexity

CCSS necessitates shifts in grade level expecations for text complexity

Nathan Lill

on 16 January 2013

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Transcript of Text Complexity

Y How do we prepare our kids for
increasingly difficult and challenging text? Learning Targets 1) I can understand the need for a balance of fiction and non-fiction texts across content areas.

2) I can understand qualitative and quantitative aspects of text complexity.

3) I can understand how complexity is impacted by reader and task considerations. Quantitative
Measures Quantitative Measure
The Lexile measure is a good starting point

Lexile ranges based on:
Word length
Word frequency
Sentence length

Use the Lexile website
Find a specific book’s Lexile level
OR books within a Lexile range

Analyze a text for Lexile
www.lexile.com/analyzer/ What “Range” of Texts? Literature:
Stories (Narrative fiction)

Literary non-fiction:
Personal essays
Opinion pieces

Textbooks (non-literary)
Lab procedures
Technical “explanatory” They say the eyes are the windows to the soul. I dont know what them eyes was the windows to and I guess I’d as soon not know. But there is another view of the world out there and other eyes to see it and that’s where this is goin. It has done brought me to a place in my life I would not of thought I’d of come to. Somewhere out there is a true and living prophet of destruction and I dont want to confront him. I know he’s real. I have seen his work. I walked in front of those eyes once. I wont do it again. I wont push my chips forward and stand up and go out to meet him. It aint just bein older. I wish that it was. I cant say that it’s even what you are willin to do. Because I always knew that you had to be willin to die to even do this job. That was always true. Not to sound glorious about it or nothin but you do. If you aint they’ll know it. They’ll see it in a heartbeat. I think it is more like what you are willin to become. And I think a man would have to put his soul at hazard. And I wont do that. I think now that maybe I never would. 1070 L 810 L Read the sentence from the text. Then answer the question.

“Nanodiamonds are stardust, created when ancient stars exploded long ago, disgorging their remaining elements into space.”

Based on the context of the sentence, what is the most precise meaning of disgorging?

A. scattering randomly

B. throwing out quickly

C. spreading out widely

D. casting forth violently Which of the following best identifies what the discovery of diamond icebergs teaches us about the nature and properties of diamonds?

A. Diamonds have a changeable state of matter.

B. Diamonds can reach sizes larger and heavier than the Earth.

C. Diamonds found on Earth can originate from distant parts of space.

D. Diamonds help scientists better understand the formation of galaxies. Read this sentence from the passage.

“Besides being beautiful to contemplate, space diamonds teach us important lessons about natural processes going on in the universe, and suggest new ways that diamonds can be created here on Earth.”

Explain how information learned from space diamonds can help scientists make diamonds on Earth. Use evidence from the passage to support your answer.

Type your answer in the space provided. Opening Task:
Read "Diamonds in the Sky" independently.
With a Partner: Attempt to answer the 3 comprehension questions. http://www.renlearn.com/video/jwplayer/videopop.asp?vid=CCSS/AR/TextComp_SD.mp4&ios=TextComp_iOS.mp4&ipath=_definst_/CCSS/AR Qualitative Measures:
(1) Levels of Meaning (literary texts) or
Purpose (informational texts).
(2) Structure.
(3) Language Conventionality and Clarity.
(4) Knowledge Demands. Quantitative
Measures Military Texts Workplace Texts Four-year College 610 L Rank Their Lexile Scores Rank Their Qualitative Measures Literature:
Stories (Narrative fiction)

Literary non-fiction:
Personal essays
Opinion pieces

Textbooks (non-literary)
Lab procedures
Technical “explanatory”
PLC Work Time:
1. Make a list of the text(s)
in an upcoming unit.
2. Attempt to rank their
complexity. Questions for PLC's
1) What text requires the most scaffolding
or support?

2) Which texts do you expect kids to access
independently and at what DOK level?

3) What are your text needs? Reflection and Exit Slip
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