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CFN 609 Text Complexity Professional Development Middle School - Social Studies March 5, 2013

CFN 609 Text Complexity Professional Development Middle School - Social Studies March 5, 2013. Essential Question: How can we deepen our understanding of what makes texts complex as well as why and how we should read complex texts with students?.

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CFN 609 Text Complexity Professional Development Middle School - Social Studies March 5, 2013

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  1. CFN 609Text Complexity Professional Development Middle School - Social Studies March 5, 2013 Essential Question: How can we deepen our understanding of what makes texts complex as well as why and how we should read complex texts with students?

  2. Goal: Analyzing and assessing the complexity of informational text.

  3. Close Reading of Text • Please read Common Core State Standards Appendix A pages 4-8 Jot down a : • Word • Phrase • Sentence that resonates with you

  4. Overview of Text Complexity • Text complexity is defined by: Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Quantitative measures – readability and other scores of text complexity often best measured by computer software. Quantitative Qualitative Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment. Reader and Task

  5. Step 1: Quantitative Measures • Measures such as: • Word length • Word frequency • Word difficulty • Sentence length • Text length • Text cohesion

  6. Step 1: Quantitative Measures The Quantitative Measures Ranges for Text Complexity: http://www.ksde.org/Default.aspx?tabid=4605 This document outlines the suggested ranges for each of the text complexity bands using: Lexile Text Measures ---or--- ATOS Book Levels (Accelerated Reader)

  7. Step 2: Qualitative Measures • Measures such as: • Levels of meaning • Levels of purpose • Structure • Organization • Language conventionality • Language clarity • Prior knowledge demands

  8. Step 3: 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

  9. Step 3: Reader and Task Considerations Questions for Professional Reflection on Reader and Task Considerations: http://www.ksde.org/Default.aspx?tabid=4605 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.

  10. Step 3: Reader and Task Considerations The questions included here are largely open-ended questions without single, correct answers, but help educators to think through the implications of using a particular text in the classroom.

  11. Today’s in-depth focus will help us unpack the Essential Question By using the CCLS Qualitative criteria tool Essential Question: • How can we deepen our understanding of what makes texts complex as well as why and how we should read complex texts with students?

  12. Applying CCLS Text Complexity Criteria of Informational Text: Intended Learning: • To become more familiar with the qualitative criteria for text complexity as defined in the CCLS • To practice applying the CCLS criteria for text complexity to evaluate the complexity of informational text

  13. Part 1 Informational TextTask Directions: • Preview the questions below. • Independently read the “Biography of Amelia Earhart” with the following questions in mind. • When finished, discuss the answers to the following questions. Questions for Small Group Discussion: • What ideas should students include when summarizing the gist of this text? What else would you want them to understand? • What difficulties, misunderstandings, or misconceptions might various groups of students (ELL, gifted students , SWD, etc. ) have about this text? • What prerequisite knowledge, if any, do students need to understand this text? How might a teacher address these needs?

  14. Partner And Table Group Work: • With your partner, assess the text by jotting down some notes on the CCLS organizer for assessing and selecting text. • With your table, complete the chart to share your assessment with the whole group. You don't need to share all of what’s on your organizers, but please share your assessment of at least 4 of the CCLS criteria. Use specific examples to support your assessment.

  15. Gallery Walk and Discussion: • Review one another’s charts to determine degree of agreement across the groups in their evaluation of this text. • Discuss trends that you see.

  16. Part 2 Informational TextsTask Directions: • Preview the questions below. • Independently, read “Earhart’s Final Resting Place Believed Found by Rossella Lorenzi” with the following questions in mind. • When finished, discuss the answers to the following questions. Questions for Small Group Discussion: • What ideas should students include when summarizing the gist of this text? What else would you want them to understand? • What difficulties, misunderstandings, or misconceptions might various groups of students (ELL, gifted students , SWD, etc. ) have about this text? • What prerequisite knowledge, if any, do students need to understand this text? How might a teacher address these needs?

  17. Partner And Table Group Work: • With your partner, assess the text by jotting down some notes on the CCLS organizer for assessing and selecting text. • With your table, complete the chart to share your assessment with the whole group. You don't need to share all of what’s on your organizers, but please share your assessment of at least 4 of the CCLS criteria. Use specific examples to support your assessment.

  18. Gallery Walk and Discussion: • Review one another’s charts to determine degree of agreement across the groups in their evaluation of this text. • Discuss trends that you see.

  19. Reflecting on the work we did so far… What are the implications for :

  20. Bridge to Practice • Use the CCLS “Degree of Text Complexity” tool analyze a piece of text in your upcoming unit • Keeping in mind the following questions: • What ideas should students include when summarizing the gist of this text? What else would you want them to understand? • What difficulties, misunderstandings, or misconceptions might various groups of students (ELL, gifted students , SWD, etc. ) have about this text? • What prerequisite knowledge, if any, do students need to understand this text? How might a teacher address these needs?

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