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Cynde Snider

Common Core Georgia Performance Standards Making Challenging Texts Accessible, K-12 Part 2: Understanding the Complexity of Complex Text. Cynde Snider. Essential Question. How can I be sure the texts I select are at an appropriate level of complexity for my students?. Learning Target.

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Cynde Snider

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  1. Common Core Georgia Performance StandardsMaking Challenging Texts Accessible, K-12Part 2: Understanding the Complexity of Complex Text Cynde Snider

  2. Essential Question How can I be sure the texts I select are at an appropriate level of complexity for my students?

  3. Learning Target I can use specific descriptors to determine whether a text is appropriately complex.

  4. What Makes a Text Complex • Subtle and/or frequent transitions • Multiple and/or subtle themes and purposes • Density of information • Unfamiliar settings, topics, or events • Lack of repetition, overlap, or similarity in words and sentences • Complex sentences • Uncommon vocabulary • Lack of words, sentences, or paragraphs that review or pull things together for the student • Longer paragraphs • Any text structure that is less narrative and/or mixes structures • Use of passive voice Source: Liben, D. (May 9, 2012).

  5. Determining Appropriately Complex Texts • Number of possible combinations of 11 features—2036 • Text may lack complexity on a number of features, while the complexity of one or two features deems it appropriate for a specific grade band • Determining appropriately complex texts provides powerful professional learning for grade band teachers

  6. Using Descriptors for Reliability & Validity • Georgia’s Text Complexity Rubric—handout #1 • Qualitative Measures Rubrics—handout #2 • Qualitative Dimensions Tool—handout #3 Other resources: Handouts 4 and 5: Qualitative Features of Complex Texts and AUSSIE’s NYC DOE Text Complexity Rubrics

  7. CCGPS Text Complexity Rubric

  8. Text Complexity Rubric with Descriptors

  9. Applying the Process • Meet collaboratively with teacher peers • Randomly select passages from a text • Use text complexity descriptors to gauge level of complexity • Transfer information to CCGPS rubric

  10. fromA Beginner’s Guide to Text Complexity AUSSIE, NYCDOE Secondary Literacy Pilot

  11. Learning Target I can use specific descriptors to determine whether a text is appropriately complex.

  12. Essential Question How can I be sure the texts I select are at an appropriate level of complexity for my students?

  13. Resources—Text Complexity AUSSIE. A beginner’s guide to text complexity. NYCDOE Secondary Literacy Project. Liben, D. (May 9, 2012). Transitioning to the Common Core State Standards: Making your efforts effective through a focus on text complexity demands. ASCD: Webinar. Retrieved from http://www.ascd.org/commoncorewebinars. Text complexity. Common Core State Standards Initiative. Retrieved from http://www.corestandards.org/the-standards/english-language-arts-standards/standard-10-range-quality-and-complexity/measuring-text-complexity-three-factors/. Shanahan, T., Fisher, D., & Frey, N. (March, 2012). “The challenge of challenging text.” Educational Leadership Vol. 69, No. 6, pp. 58-62. Retrieved from http://www.ascd.org/publications/ educational-leadership/mar12/vol69/num06/The-Challenge-of-Challenging-Text.aspx?utm_source=ascdexpress&utm_medium=email&utm_campaign=express721

  14. Cynde SniderGeorgia Department of Educationcsnider@doe.k1.ga.us404-657-9971

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