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ELA School Team Session

Explore Maryland tools for determining text complexity & making it accessible to all students. Learn about qualitative & quantitative measures to choose the right text. Improve reading abilities by utilizing reader and task considerations.

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ELA School Team Session

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  1. Welcome to EEA, 2012! ELA School Team Session MSDE

  2. Outcomes for this session: • School team members will: • Examine and apply the Maryland tools for determining text complexity when selecting text across the curriculum • Explore ways of making grade appropriate complex text accessible to all students MSDE

  3. Common Core State Standards • CCR Anchor Standard 10 – Read and comprehend complex literary and informational texts independently and proficiently MSDE

  4. A multidimensional look at choosing the right text. Text Complexity

  5. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative Quantitative measures – readability and other scores of text complexity Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned Reader and Task Text Complexity is defined by: Qualitative

  6. Three Part Model for Text Complexity • Quantitative Dimensions of Text Complexity • These are typically measured by computer software. • Examples: • Word length • Word frequency • Sentence length • Text cohesion • *Adapted from Appendix A, page 4 of the Common Core State Standards for English Language Arts.

  7. Quantitative Measures of Text Complexity

  8. Three Part Model for Text Complexity • Qualitative Dimensions of Text Complexity • These are best measured by a human reader. • Examples: • Levels of meaning or purpose • Structure • Language conventionality and clarity • Knowledge demands • *Adapted from Appendix A, page 4 of the Common Core State Standards for English Language Arts.

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  10. Three Part Model for Text Complexity • Reader and Task Considerations • These deal with variables specific to particular readers and/or to particular tasks. They are best made by teachers employing their professional judgment, experience, and knowledge of their students and the subject. • Examples of variables specific to readers: • Motivation • Knowledge • Experiences • Examples of variables specific to tasks: • Purpose • Complexity • *Adapted from Appendix A, page 4 of the Common Core State Standards for English Language Arts.

  11. Determining Text Complexity – `Reader and Task Considerations 11

  12. Using the Tools to Determine Text Complexity • Determine the quantitative level of the text • Use the “Qualitative Dimensions of Text Complexity Tool” (Informational Text or Literary Text) to evaluate the text • Use the “Reader and Task Considerations” tool to reflect on the relationship between the text and the readers. MSDE

  13. Let’s try a sample Lexile Level = 870L Which of the 3 tools would you use to determine the grade band for this text? MSDE

  14. Next: Examine the text for Qualitative Measures • Measures such as: • Text structure • Language Conventionality • Clarity • Levels of Meaning • Levels of Purpose • Knowledge demands

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  16. What is your thinking about level now? Lexile Level Qualitative Considerations This text is mostly complex. • Grade band 4-5 Source:

  17. Step 3: Reader and Task Considerations Reader and Task Considerations • Considerations such as: • Cognitive Capabilities • Reading Skills • Motivation and Engagement with Task & Text • Prior Knowledge and Experience • Content and/or Theme • Associated tasks

  18. Determining Text Complexity – `Reader and Task Considerations 19

  19. Deciding on the grade placement • Considering all 3 dimensions of text complexity, what grade levels would be most appropriate for this text? • Like any holistic scoring system, there is not a single correct answer.

  20. pre-determine essential portions of text chunk portions of text for manageability within text chunk, guide student to important understandings through questioning Text Complexity Text Accessibility

  21. Some UDL considerations • Grouping options to access (small group, partners, etc.) • Provide accessible print and digital sources and texts in a variety of formats (auditory, large print, Braille, closed caption/described video, and accessible websites). MSDE

  22. Developing the ability to read complex text will most likely occur at a broken pace. Students need the opportunity and time to stretch their reading abilities but also to experience the satisfaction and pleasure of easy fluent reading. Text Complexity A final thought…

  23. Closure • How can the teachers in your school utilize these tools to create content lessons around grade appropriate complex texts? MSDE

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