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Teaching with Complex TeXTs Greenwich Public Schools Leadership Institute August 2012

Teaching with Complex TeXTs Greenwich Public Schools Leadership Institute August 2012. PART I. Determining Text Complexity August 15, 2012. August 15, 2012 (Part 1 ) Provide ADMINISTRATORS with EXPERIENCE & MATERIALS to “turnkey” workshops and informations in your buildings.

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Teaching with Complex TeXTs Greenwich Public Schools Leadership Institute August 2012

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  1. Teaching with Complex TeXTsGreenwich Public Schools Leadership InstituteAugust 2012

  2. PART I. Determining Text ComplexityAugust 15, 2012

  3. August 15, 2012 (Part 1) Provide ADMINISTRATORS with EXPERIENCE & MATERIALS to “turnkey” workshops and informations in your buildings. Understand the three part model of text complexity and the final step of placing texts in grade bands. Future Leadership Meeting (Part 2) Apply close reading strategies to scaffold complex text. OBJECTIVES

  4. Complexity of texts students are expected to read is way below what is required to achieve college and career readiness: • High school textbooks have declined in all subject areas over several decades • Average length of sentences in K-8 textbooks has declined from 20 to 14 words The “CRISIS” OF Text Complexity Council of Chief State School Officers: Text Complexity

  5. Vocabulary demands have declined, e.g., 8th grade textbooks = former 5th grade texts; 12th grade anthologies = former 7th grade texts • Too many students are reading at too low a level (<50% of graduates can read sufficiently complex texts) Is This really A Crisis? CCSSO Text Complexity

  6. The most important implication of the study: “What students could read, in terms of its complexity, was at least as important as what they could do with what they read.” ACT, Inc., “Reading Between the Lines report” (2006) CCSS Appendix A. p. 2

  7. Building knowledge through content-rich nonfiction and informational texts • Reading and writing grounded in evidence from text • Regular practice and instruction with complex texts and its academic vocabulary CCSS Instructional Shifts

  8. All students must be exposed to grade level text complexity regardless of their reading ability CCSS Instructional Shifts CCSS, Appendix A

  9. Interactive Read - Alouds • Independent Reading (95% accuracy & comprehension) • Shared Reading • Close Reading of a passage • Multiple exposures • Reading for different purposes • Reading for extended periods of time across content-areas What does “exposED” To grade level text complexity MEAN ?

  10. Three-Part Model for Measuring Text Complexity Three Ways to Build Background Knowledge: *Choose ONE or More… Jigsaw – Hiebert Article Video with Graphic Organizer to Generate Discussion Jigsaw – Fisher & Frey Article

  11. Count off by “fours” and find your “like” numbers to form a “group”; you can sub-divide if groups still too large! All – Introduction (p. 2 to top of p. 3) Group 1 – Quantitative (p. 3) Group 2 – Qualitative (pgs. 3 – 4) Group 3 – The Reader (pgs. 4 – 7) Group 4 – The Task (pgs. 7 – 8) All – If time, Skim Conclusions and Appendixes (p.11…) In your “Like Number Group” discuss your section and in no more than 2-3 sentences, summarize your section. 1 person will report their summarization to the larger group Fisher & Frey PDF Activity C: Fisher & Frey Article Jigsaw (15 minutes)(distribute)

  12. Three-Part Model 1-2-3 for Measuring Text Complexity

  13. Text Complexity Model • Text complexity is defined by: Quantitative measures – readability and other scores of text complexity often best measured by computer software. Kansas Department of Education

  14. Text Complexity Model • 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. Kansas Department of Education

  15. Text Complexity Model • Text complexity is defined by: 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. Kansas Department of Education

  16. Three-Part Model for Measuring Text Complexity Determining Text Complexity of Salvador, Late or Early -Cisneros, S. (1992). Woman Hollering Creek. New York: Vintage -distribute short text

  17. Fill in blank PLACEMAT graphic organizer as we go… GOAL: After reflecting upon all three legs of the text complexity model educators can make a final recommendation of placement of a text in particular grade-band. Then we begin to document our thinking for future reference. With the End in Mind…Recommended Placement Handout 3

  18. A CLOSER LOOK Quantitative Measures

  19. Sentence and word length • Frequency of unfamiliar words • Word frequency • Number of syllables in words STEP #1: Quantitative measures

  20. Proposed Common Core Scale Bands

  21. Text Complexity Correlation Chart for Common GPS scales

  22. LET’S TRY IT OUT!!! Consider: • Sentence and word length • Frequency of unfamiliar words • Word frequency • Number of syllables in words Salvador, Late or Early(S. Cisneros) • Sentence length and vocabulary/word frequency • Reread Paragraph 1; consider sentence length! • Vocabulary/Word Frequency • Name of main character appears frequently • Challenging vocabulary words…identify… • vague • nub • Scuttles • Lexile= 960 • F & P = Z Step #1: Quantitative measures • Turn & Talk with someone next to you…

  23. General Rule: Use any one of the quantitative analyzer tools to place text into a complexity band level. In which of the text complexity bands would Salvador, Late or Early fall? Step #1: Implications for Educators

  24. Step #1: Common Core Scale Bands For Salvador, Late or Early

  25. Remember, however, that the quantitative measure is only the first of three “legs” of the text complexity model. Our final recommendation may be validated, influenced, or even over-ruled by our examination of qualitative measures and the reader and task considerations. Fill out the QUANTITATIVE MEASURE portion of the PLACEMAT- Handout #3. Step 1: quantitative measures Kansas State Department of Education

  26. A CLOSER LOOK Qualitative Measures

  27. Levels of meaning or purpose • Structure • Language conventionality and clarity • Knowledge demands Step #2: Qualitative measures • Elfrieda H. Hiebert – The Common Core State Standards and Text Complexity

  28. The Qualitative Measures Rubrics for Literary and Informational Text These rubrics 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. Step 2: qualitative measures Handouts 4 & 5 Kansas State Department of Education

  29. Because factors for literary texts are different from informational texts, these two rubrics contain different content. However, the formatting of each document is exactly the same. Since these factors represent continua rather than discrete stages or levels, numeric values are not associated with these rubrics. Instead, four points along each continuum are identified: high, middle high, middle low, and low. Pull out LITERARY rubric – Handout #5 Step 2: qualitative measures Kansas State Department of Education

  30. So…LET’S TRY IT OUT! How is the rubric used? Read the descriptivefactors.How would Salvador, Late or Early rate when analyzed through the lens of the Literary Text Rubric? Work together to discuss and MARK the rubric accordingly. Step 2: qualitative measures

  31. x x x x x x x x

  32. Step 2: qualitative measures Salvadore, Late or Early (S. Cisneros) Lexile Text Measure: 960L But after reflecting upon the qualitative measures, we believed:

  33. PROCESS: Our initial placement of Salvador, Late or Early into a text complexity band changed (between 4-5 and 6-8) when we examined the qualitative measures ( to the grade 6-8 band). Remember, however, we have completed only the first two legs of the text complexity model. The reader and task considerations still remain. Complete the QUALITATIVE MEASURES section of the text complexity PLACEMAT. Step 2: qualitative measures

  34. A CLOSER LOOK Reader and task considerations

  35. Considerations such as: • Motivation, knowledge and experience • Purpose for reading • Complexity of task assigned regarding text • Complexity of questions asked regarding text Step #3: Reader and task

  36. Questions for Professional Reflection on Reader and Task Considerations: The questions provided in this resource are meant to guide teacher thought and reflection upon the text, students, and any tasks associated with the text. Distribute Reader & Task Consideration Handout Step #3: reader and task Handout 6

  37. 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. Step 3: reader and task

  38. Review Salvador, Late or Early; discuss the guiding questions on HANDOUT #6 in a small group. Complete the Considerations for READER and TASK section of the PLACEMAT. Based upon our examination of the Reader and Task Considerations, we have completed the third leg of the text complexity model and are now ready to recommend a final placement within a text complexity band. Step 3: Reader and Task

  39. After reflecting upon all three legs of the text complexity model, we can make a final recommendation of placement of the text in a particular grade-band. Now, begin to document our thinking for future reference. Complete the “Recommended Placement” section of the PLACEMAT. Final Step: Recommended Placement Handout 3

  40. Next steps • In grade-level teams, develop a pool of annotated texts that exemplify and help benchmark the process of evaluating text complexity, using both quantitative and qualitative measures and the professional judgment of teachers -- complex text playlists! • The texts and the annotations accompanying them will provide educators with a deeper, more multidimensional picture of text complexity that they can use to help them select materials.

  41. Based on levels of complexity, current instructional materials will need to be supplemented, enhanced or moved to a different grade. Some of this work will be represented in the curriculum (units of study- suggested materials) and some can be done within our schools at grade-level or, course-specific, planning meetings. Implications for teaching and learning

  42. Connecticut State Department of Education: http://www.sde.ct.gov/sde/site/default.asp Council of Chief State School Officers: http://www.ccsso.org/Resources/Digital_Resources/Common_Core_Implementation_Video_Series.html Kansas State Department of Education: http://www.ksde.org/Default.aspx?tabid=4778#TextRes LexileAnalyzer: www.lexile.com/findabook Maine Department of Education: http://www.maine.gov/education/lres/commoncore/ National PTA: http://www.pta.org/common_core_state_standards.asp The Hunt Institute (video series): http://www.youtube.com/user/TheHuntInstitute#g/u Useful websites

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