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Texts for Analyses

Texts for Analyses. Life science: Cotton, Jacqueline. (2004). Polar Bears . Minneapolis, MN: Lerner.  Physical science: Simon, Seymour. (2010). Global Warming . New York: HarperCollins. Social studies: Freedman, Russell. (2012). The Boston Tea Party . New York: Holiday House .  

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Texts for Analyses

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  1. Texts for Analyses • Life science: Cotton, Jacqueline. (2004). Polar Bears. Minneapolis, MN: Lerner. •  Physical science: Simon, Seymour. (2010). Global Warming. New York: HarperCollins. • Social studies: Freedman, Russell. (2012). The Boston Tea Party. New York: Holiday House.   • Literature: Carroll, Lewis. (1865). Alice’s Adventures in Wonderland. Available from Gutenberg http://www.gutenberg.org/ebooks/11

  2. Alice was beginning to get very tired of sitting by her sister on the bank, and of having nothing to do: once or twice she had peeped into the book her sister was reading, but it had no pictures or conversations in it, 'and what is the use of a book,' thought Alice 'without pictures or conversation?' So she was considering in her own mind (as well as she could, for the hot day made her feel very sleepy and stupid), whether the pleasure of making a daisy-chain would be worth the trouble of getting up and picking the daisies, when suddenly a White Rabbit with pink eyes ran close by her. There was nothing so VERY remarkable in that; nor did Alice think it so VERY much out of the way to hear the Rabbit say to itself, 'Oh dear! Oh dear! I shall be late!' (when she thought it over afterwards, it occurred to her that she ought to have wondered at this, but at the time it all seemed quite natural); but when the Rabbit actually TOOK A WATCH OUT OF ITS WAISTCOAT-POCKET, and looked at it, and then hurried on, Alice started to her feet, for it flashed across her mind that she had never before seen a rabbit with either a waistcoat-pocket, or a watch to take out of it, and burning with curiosity, she ran across the field after it, and fortunately was just in time to see it pop down a large rabbit-hole under the hedge.

  3. Applying the Three-Part Model for Measuring Text Complexity

  4. Three-Part Model (Continued) • Quantitative Dimensions: Formulas • Classic readability formulas typically measure the semantic and syntactic features of text—usually with word difficulty and sentence length • Flesch-Kincaid, Dale-Chall, Lexile Framework for Reading, Degrees of Reading Power, ATOS • Coh-Metrix measures dimensions of text cohesion and language

  5. Three-Part Model (continued) • Examples of Qualitative Dimensions • Levels of meaning (literary texts) or purpose (informational texts) • Structure • Language conventionality and clarity • Knowledge demands Complements quantitative measures

  6. Three-Part Model (Continued) • Reader and Task Considerations: Use of professional judgment • Cognitive capacity: attention, memory, analytic ability, skill at drawing inferences, visualization • Motivation and engagement • Knowledge (vocabulary, content, linguistic, discourse, comprehension strategies) • Experiences • Task-related variables (e.g., purpose, complexity of task, questions posed)

  7. Text Complexity Measured in Grade Bands • Grades 2-3 • Grades 4-5 • Grades 6-8 • Grades 9-10 • Grades 11-CCR (college and career readiness) Goal is to align measures of text complexity with expectations for college and career readiness

  8. Task for Schools: Putting it All Together

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