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Module 3: Text Complexity

Supporting Rigorous CTE Teaching and Learning. Module 3: Text Complexity. Tennessee Department of Education CTE High School. Course of Study. Analysis of a Research Simulation Task in CTE Engaging in Rigorous CTE Lessons Text Complexity Academically Productive Talk

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Module 3: Text Complexity

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  1. Supporting Rigorous CTE Teaching and Learning Module 3: Text Complexity Tennessee Department of Education CTE High School

  2. Course of Study • Analysis of a Research Simulation Task in CTE • Engaging in Rigorous CTE Lessons • Text Complexity • Academically Productive Talk • Arguments and Explanatory Writing Packet 1: CTE Materials, page 37

  3. Goals • Deepen understanding of text complexity by • analyzing the complexity of various texts and • identifying supports to help students read and understand more complex texts. • Reflect on learning. Packet 1: CTE Materials, page 37

  4. Norms for Working Together • Keep students at the center. • Be present and engaged. • Monitor air time and share your voice. • Challenge with respect. • Stay solutions oriented. • Risk productive struggle. • Balance urgency and patience. Packet 1: CTE Materials, page 3

  5. Review of Module 2 • How can we start shifting CTE teaching and learning to reflect the key Common Core State Standards (CCSS) shifts? • How should the shifts influence the changing emphasis in CTE teaching and learning? Packet 1: CTE Materials, page 39

  6. Text Complexity: Background

  7. Publishers’ Criteria • Take five minutes to individually read the Introduction and Text Selection (section I). Think about… • What does the Publishers’ Criteria say about complexity, range, and quality of texts in History/Social Studies, Science, and Technical Subjects? • Discuss the question with a partner. • Be prepared to share you thoughts with the whole group. Packet 3: CCSS Resources, pink, pages 14-16

  8. Key Requirement for Reading All students must be able to independently read and comprehend texts of steadily increasing complexity as they progress through school. Packet 3: CCSS Resources, blue, page 2

  9. Student Reading Across The Grades* *The percentages on the table reflect the sum of student reading across the school day (Page 5 of CCSS Introduction). **Informational texts in ELA include literary non-fiction. Packet 3: CCSS Resources, goldenrod, page 5

  10. Why Text Complexity Matters • Reading demands in college, workforce, and life have increased while complexity of K-12 texts have declined. • Clearest differentiator on ACT was students’ ability to answer questions on complex texts. • “A high school graduate who is a poor reader is a post-secondary student who must struggle mightily to succeed.” • “The consequences of insufficiently high text demands…in K-12 school are severe for everyone.” Packet 3: CCSS Resources, blue, pages 2-4

  11. A Three-Part Model for Measuring Text Complexity • Qualitative dimensions—levels of meaning, structure, language conventionality and clarity, and knowledge demands (human reader). • Quantitative dimensions—readability and other scores of text complexity (computer scored). • Reader and task considerations—background knowledge of reader, motivation, interests, and complexity generated by tasks assigned (educators employing professional judgment). Packet 3: CCSS Resources, blue, page 4

  12. Part 1: Qualitative Dimensions • Purpose • Text Structure • Organization of Main Ideas • Text Features • Use of Graphics • Language Features • Conventionality • Vocabulary • Sentence Structure • Knowledge Demands • Subject Matter Knowledge • Intertextuality Packet 1: CTE Materials, yellow, pages 41 and 42

  13. Part 2: Quantitative Dimensions • Word length • Word frequency • Word difficulty • Sentence length • Text length • Text cohesion Packet 1: CTE Materials, salmon, pages 43 and 44

  14. Motivation Knowledge and experience Purpose for reading Complexity of task assigned regarding text Complexity of questions asked regarding text Part 3: Reader and Task Considerations Packet 1: CTE Materials, blue, pages 45 and 46

  15. Setting the Context • We are looking for a couple of texts to help students understand the use of vapor barriers in buildings. We know common misconceptions exist about the function of a vapor barrier, so the texts should help students to understand how they work and what type would you want to use in a building in a given location. • We also want to build students’ literacy skills to meet/exceed the Common Core State Standards (CCSS) Literacy in History/Social Studies, Science, and Technical Subjects reading and writing standards. Packet 1: CTE Materials, pink, page 47

  16. How to Find the Lexile® ScoreStep 1: Find a text and convert it to a Word document. Packet 1: CTE Materials, page 49

  17. How to Find the Lexile® ScoreStep 2: Prepare the text for measurement. • Keep all complete sentences. • Remove all non-prose content. Packet 1: CTE Materials, page 49

  18. How to Find the Lexile®ScoreStep 3: Convert and save as “Plain Text” file. Note: Page cannot be reproduced or distributed. Packet 1: CTE Materials, page 49

  19. How to Find the Lexile® ScoreStep 4: Use the Lexile Analyzer to analyze your text and get results. • Go to http://www.lexile.com. • Register and login. • Select Lexile® Tools. • Select Lexile® Analyzer. • Choose and Submit your file. • Get Your Results. Packet 1: CTE Materials, page 49

  20. Text Complexity Analysis Using the Text Complexity Analysis form, do the following: • Add title, author, and text description. • Add the following information to the Quantitative Measures box: • Range: 1050-1385 • Lexile: 1150 Packet 1: CTE Materials, pink, page 47

  21. Read and Analyze Text 1 Using the Informational Text Rubric • Take a few minutes to individually read Understanding Vapor Barriers(Packet 2, goldenrod) • Working with a partner, use the Text Complexity: Qualitative Measures Rubric Informational Text (Packet 1, yellow, page 41) to identify the complexity of the text. Packet 1: CTE Materials, yellow, page 41 Packet 2: CTE Texts, goldenrod

  22. How does your analysis compare? Packet 1: CTE Materials, yellow, page 41

  23. Text Complexity Analysis Revisited • Add notes to the Qualitative Measures box. • Purpose • Text Structure • Language Features • Knowledge Demands • Add notes to the Considerations for Reader and Task box. • Potential Challenges • Major Instructional Areas of Focus • Differentiation/Supports for Students Packet 1: CTE Materials, pink, page 47

  24. The Challenge of Challenging Text

  25. The Challenge of Challenging Text • Please take 10 minutes to individually read the article The Challenge of Challenging Text. • With a partner, discuss the questions within the text: • What makes text complex? • What can teachers do about text complexity? • Be prepared to share your thinking with the whole group. Packet 2: CTE Texts, yellow pages

  26. Task SheetInstructional Scaffolds and Supports Part I—Partner Work • Review the categories on the rubric (Packet 1, yellow, page 41) as well as the questions on the back of the rubric. • Discuss strategies/supports that you use (personally or with students) to help comprehend complex text. Generate a list of strategies/supports. • Purpose • Organization of Main Ideas • Text Features • Use of Graphics • Conventionality • Vocabulary • Sentence Structure • Subject Matter Knowledge • Intertextuality • General Packet 1: CTE Materials, page 51

  27. Task SheetInstructional Scaffolds and Supports Part II—Categorize Strategies Ten charts are organized around the room. • Start at one of the 10 charts, add strategies, then move. • Read, add, and move. • Rotate through all 10. • Vocabulary • Sentence Structure • Subject Matter Knowledge • Intertextuality • General • Purpose • Organization of Main Ideas • Text Features • Use of Graphics • Conventionality Packet 1: CTE Materials, page 51

  28. Task SheetInstructional Scaffolds and Supports Part III—Whole Group Questions and Clarifications Share questions and clarifications about the strategies/supports listed on the charts. Packet 1: CTE Materials, page 51

  29. Practice Analyzing Texts forText Complexity

  30. Task SheetPractice Analyzing Texts for Text Complexity Part I—Individual Work • Add title, author, and text description for each text on a Text Complexity Analysis form (pink, pages 55 and 57). • Add the range (1050-1385) and Lexile score for each text to the Quantitative Measures box. • Side Bar: Hygrothermal Regions (Packet 2, pink) Lexile: 2470 • Selecting Vapor Barriers (Packet 2, buff) Lexile: 1030 • Individually read each text and complete the Text Complexity: Qualitative Measures Rubric Informational Text (yellow, pages 59 and 61) and the Text Complexity Analysis form (pink, pages 55 and 57). Packet 1: CTE Materials, page 53, 55, 57, 59, and 61 Packet 2: CTE Texts, pink and buff pages

  31. Task SheetPractice Analyzing Texts for Text Complexity Part II—Comparing and Discussing Analysis • With your partner, compare and discuss your analysis of each text. • As a table group, compare and discuss your analysis of each text. Packet 1: CTE Materials, page 53

  32. Side Bar: Hygrothermal Regions Packet 1: CTE Materials, page 59

  33. Selecting Vapor Barriers Packet 1: CTE Materials, page 61

  34. Task SheetPractice Analyzing Texts for Text Complexity Part III—Selecting a Text • Which text would you use? Why? • Based on your analysis, what supports might students need? • Which Common Core State Standards (CCSS) Literacy reading and writing standards might this text address? Packet 1: CTE Materials, page 53

  35. Task SheetPractice Analyzing Texts for Text Complexity Part IV—Whole Group Discussion • Take a few minutes to individually reflect on the following: • What insights did you gain from engaging in analyzing texts for complexity? • What do you see as implications for teaching and learning in CTE? 2. Be prepared to engage in a whole group discussion. Packet 1: CTE Materials, page 53

  36. Reflection Take a few minutes to reflect personally and/or share with a partner what you learned from this session.

  37. Takeaways An understanding that • there are three facets to assessing text complexity: qualitative, quantitative, and reader/task (quantitative measures alone are not sufficient); and • analyzing texts is useful in both making text selection decisions as well as determining scaffolds for students. Packet 1: CTE Materials, page 63

  38. Gots and Needs • Think about the module takeaways and your current level of understanding for each takeaway. • What messages are clear (you got it)? Use a “sticky” note to share your “Gots.” Write one “Got” per sticky note. • What questions do you still have? Use a “sticky” note to share your “Needs.” Write one “Need” per sticky note. • Post your “Gots” and “Needs” on the appropriate chart. Packet 1: CTE Materials, page 63

  39. Participant Reflection Form Take a few moments to respond to the Reflection Form on page 65. Packet 1: CTE Materials, yellow, page 65

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