Text Complexity

1. Text Complexity “The Common Core Standards hinge on students encountering appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge they need for success in school and life”(p. 3).

2. Why Complexity Matters Reading demands in college, workforce and life have increased over the last 50 years.

3. Statistics: Research • College textbook complexity measured by lexiles increased since 1962. • Word difficulty in scientific journals and magazines increased from 1930-1990. • College professors assign more reading from journals (reported in 2005). • Work place reading exceeds grade 12 complexity significantly. • Only vocabulary in newspapers has remained stable from 1963-1991.

4. ACT Research Students were able to make inferences BUT ONLY 25% OF STUDENTS male/female, all racial and ethnic groups and from families of varying incomes were able to read complex texts.

5. Strategies without complexity create no reading growth at all… What students read in terms of complexity is as important as what they DO WITH WHAT they read!!

6. What We See in the Classroom • Students are not asked to read independently, teachers do the reading and explain the texts rather than letting kids struggle. • Students are provided summaries, glossaries, fill in the blanks and note-taking by teachers. • Students do not read information in its actual or original format!

7. Consequences Only 30% of high school graduates who need to take remedial reading in college finish a degree.

8. CCR Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently. Grade 5: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently. Grade 6: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

9. CCR Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently. Grade 7: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Grade 8: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band independently and proficiently.

10. STUDENTS KNOW: Techniques for making meaning from complex stories, poems and informational text Techniques for engaging with and appreciating complex texts Techniques for selecting texts that are interesting, motivating and appropriate. STUDENTS ARE ABLE TO: Make meaning from difficult stories, dramas, poetry Make meaning from difficult informational texts Engage with and appreciate appropriately complex text. Vocabulary for teachers: read and comprehend, text complexity band, scaffolding as needed, high end of range. Complexity Standard: 10 Unpacked

11. Three Part Model to Text Complexity

12. A Three-Part Model for Measuring Text Complexity Quantitative Dimensions Refers to: word length or frequency, sentence length, and text cohesion. Qualitative Dimensions Levels of: meaning, purpose, structure, language conventionality and clarity, and knowledge demands. Reader and Task Considerations Includes: purpose and the complexity of the task assigned, and questions posed, and prior knowledge of subject of students involved is also essential.

13. Quantitative Measure • Readability and other scores of text complexity often best measured by computer software (Lexiles, Fleish-Kincaid, other readability tools) • CAUTION! These can underestimate the complexity of a text that uses simple, familiar language to convey sophisticated ideas

14. Quantitative Measures for Text Complexity Grade Bands

15. Quantitative Measures for Text Complexity Grade Bands http://www.lexile.com/findabook/ Additional Resources for Lexile Measures:Overview videohttp://www.lexile.com/about-lexile/lexile-video/ What Does the Lexile Measure Mean?http://lexile.com/m/uploads/downloadablepdfs/WhatDoestheLexileMeasureMean.pdf Lexile Measures and the Common Core State Standards http://www.lexile.com/using-lexile/lexile-measures-and-the-ccssi/ KSDE Lexile Resource Pagehttp://www.ksde.org/Default.aspx?tabid=367 Kansas Lexile Maphttp://www.ksde.org/LinkClick.aspx?fileticket=LoE9gJxEzAc%3d&tabid=3670&mid=8721

16. Qualitative Measure • Length of text • Format and layout of text • Level of meaning & reasoning required by reader • Genre and characteristic features of the text (“transfer” - I know what to expect of this text) • Text structure (or combination of structures in longer texts) & discourse style • Word difficulty and language features & structure • Background knowledge and/or degree of familiarity with content

17. Structure of Text Creates Complexity Can use short amount of text to discern the following: • Sequence: directions/steps in a process (recipe-science procedure, technical “how-to” texts) • Chronology: from logical order to more complex (e.g. use of flashback/flash forward, foreshadowing to implicitly establish time order) • Description: employs concrete & sensory details & elaboration • Definition: uses terms/examples, how categorized (function, type, etc.)

18. Structure of Text Creates Complexity cont. • …top level structures (listed below) require “more text” to establish relationships… • Compare/Contrast: subheadings may provide extra support; must understand both things being compared • Cause/Effect: antecedent/consequence (1 or more) • Problem/Solution: motivation must be explicit vs Question & Answer structure • Judgment/Critique: complicated by discourse style • Inductive (specific examples move to general conclusions) - Deductive (general concepts to specific illustrations/examples)

19. The Qualitative Measures Rubrics for Literary and Informational Text: http://www.ksde.org/Default.aspx?tabid=4778#TextRes The rubric for literary text and the rubric for informational text allow educators to evaluate the important elements of text that are often missed by computer software that tends to focus on more easily measured factors.

20. Reader and Task Considerations such as: • Motivation • Knowledge and experience • Purpose for reading • Complexity of task assigned regarding text • Complexity of questions asked regarding text

21. Reader and Task Considerations Questions for Professional Reflection on Reader and Task Considerations: http://www.ksde.org/Default.aspx?tabid=4778#TextRes The questions provided in this resource are meant to spur teacher thought and reflection upon the text, students, and any tasks associated with the text.

22. Template for TextComplexity Analysis and Recommended Placement Form: http://www.ksde.org/Default.aspx?tabid=4778#TextRes The one-page template provides an opportunity to record the thinking involved in recommending the placement of a specific text into a text complexity band.Keeping a record of such analysis and thinking might be useful documentation in the case that any questions arise in the future.

23. Let’s Try It! • Find the Lexile number on the text you brought • Review the Qualitative Measures Rubric for the type of text you brought • Review the questions for Reader and Task Considerations • Fill in the Template for Text Complexity Analysis and Recommended Placement Form

24. Resources • Kristina Elias-Starron PPT slides • www.newton.k12.ks.us/home/curr/CCS_ELA_Text_Complexity.pdf • http://www.ksde.org/Default.aspx?tabid=4778#TextRes • http://tech.smokyvalley.org/groups/commoncoresummeracademy2011/wiki/7822e/