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DETERMINING TEXT COMPLEXITY (6-12)

DETERMINING TEXT COMPLEXITY (6-12). Small Group Discussion. How do you select grade level appropriate, sufficiently complex text that engages the reader ? For instruction? For assessment?. ELA/Literacy Shifts at the Heart of PARCC Design:. Evidence. Complexity. Knowledge.

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DETERMINING TEXT COMPLEXITY (6-12)

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  1. DETERMINING TEXT COMPLEXITY (6-12)

  2. Small Group Discussion How do you select grade level appropriate, sufficiently complex text that engages the reader? • For instruction? • For assessment?

  3. ELA/Literacy Shifts at the Heart of PARCC Design: Evidence Complexity Knowledge

  4. CCSS AND PASSAGES • Complex, Rich Texts • Passage Selection Guidelines • Appendix B

  5. Overview of Text Complexity • Reading Standards include exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade. • Text complexity is defined by: Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative Quantitative measures – readability and other scores of text complexity Qualitative Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned Reader and Task

  6. Text Complexity Worksheets LITERARY CRITERIA INFORMATIONAL CRITERIA Purpose Text Structure Language Features Knowledge Demands Optional: Use of Graphics Audio Stimulus Visual/Video Stimulus • Meaning • Text Structure • Language Features • Knowledge Demands Optional: • Use of Graphics • Audio Stimulus • Visual/Video Stimulus

  7. Let’s Explore… • Take a look at the Literary Complexity Analysis Worksheet (blue) and the Informational Complexity Analysis Worksheet (yellow). • Note the differences between the two worksheets. • Note the differences among the readily accessible, moderately complex, and very complexcolumns.

  8. How to Use the Complexity Analysis Worksheets: • Record your quantitative measures: • Lexile—www.lexile.com • 6-8 (925-1185) • 9-10 (1050-1335) • 11-12 (1185-1385) • Source Rater--http://naeptba.ets.org/SourceRater3/ • 6-8 (5.85-10.87) • 9-10 (8.41-12.26) • 11-12 (9.62-13.47) **Some passages/texts cannot be effectively quantified!!**

  9. How to Use the Complexity Analysis Worksheets: • Determine an initial grade placement based on the quantitative numbers (if applicable). • Use the qualitative analysis rubric to determine text complexity. • Record text complexity and evidence for rating

  10. Dr. Jekyll and Mr. Hyde Excerpt: • Quantitative measures: • Lexile: 950 • Source Rater: 13.6 • Qualitative measures: • Meaning: Moderately/Very Complex • Text Structure: Moderately Complex • Language Features: Moderately Complex • Knowledge Demand: Moderately/Very Complex • Overall Rating: Moderately Complex • Multiple levels of meaning with subtle theme; two or more story lines; some academic and archaic language and use of figurative language; text makes references/allusions that are only partially explained

  11. Let’s Practice Please read “Oh Captain! My Captain!” by Walt Whitman (handout). • The initial placement of this poem is at grade 9. • Use the Literary Complexity Analysis Worksheet to determine the complexity level of the poem. (Poems can’t be quantified using current systems such as Lexile and Source Rater.) • Be prepared to share your text complexity determination (use evidence from the rubric).

  12. The results? • Complexity Level: • Reasons:

  13. Other Considerations when choosing appropriate text: • Does the passage/excerpt/book lend itself to the grade level Common Core Standards? • Is the passage/excerpt/book engaging? • Will the students gain knowledge through their interaction with the passage/excerpt/book?

  14. Questions?

  15. More Practice • Science: “How Underground Rodent Wards Off Cancer: Second Mole Rat Species Has Different Mechanism for Resisting Cancer” (Lexile: 1430; Source Rater:11.1)

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