Text Complexity and the Kansas Common Core Standards for English Language Arts and Literacy in History

2. The Common Core State Standards Initiative 2 The Kansas Common Core Standards have replaced our prior standards in the areas of reading, writing, and listening, speaking, and viewing.The Kansas Common Core Standards have replaced our prior standards in the areas of reading, writing, and listening, speaking, and viewing.

3. 3 As of 04/10/2011, currently 42 states, the District of Columbia, and the U.S. Virgin Islands have formally adopted the Common Core State Standards. (Minnesota has adopted the ELA standards but not the math standards.)As of 04/10/2011, currently 42 states, the District of Columbia, and the U.S. Virgin Islands have formally adopted the Common Core State Standards. (Minnesota has adopted the ELA standards but not the math standards.)

4. Kansas Advantages to Common Core Standards 4 Focus on Four Strands (reading, writing, speaking and listening, and language) The benefits of an integrated literacy approach (both in terms of reaching out to content areas beyond ELA and also in terms of research and media skills being integrated into the four strands) A focus on results rather than means (�the Standards leave room for teachers, curriculum developers, and states to determine how those goals should be reached and what additional topics should be addressed� (p. 4).) Focus on Four Strands (reading, writing, speaking and listening, and language) The benefits of an integrated literacy approach (both in terms of reaching out to content areas beyond ELA and also in terms of research and media skills being integrated into the four strands) A focus on results rather than means (�the Standards leave room for teachers, curriculum developers, and states to determine how those goals should be reached and what additional topics should be addressed� (p. 4).)

5. Text Complexity �The Common Core Standards hinge on students encountering appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge they need for success in school and life� (p. 3).

6. Specifically, within reading standard #10: Anchor Standard: R.CCR.10 Read and comprehend complex literary and informational texts independently and proficiently. Example Grade-level Standard (6th grade): RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Text Complexity 6 As stated in the Standards: Note on range and content of student reading To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success. As stated in the Standards: Note on range and content of student reading To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.

7. So� What do the Kansas Common Core Standards mean by text complexity? What is a text complexity band? and How do we ensure the texts our students are reading are in the appropriate text complexity band? Guiding Questions 7 This presentation seeks to answer these questions.This presentation seeks to answer these questions.

8. 8 Source:

9. What is a text complexity band? What is a text complexity band?

10. Where do we find texts in the appropriate text complexity band? Choose an excerpt of text from Appendix B: 10 (Even choosing excerpts from Appendix B is less effective because it removes the reader and task considerations from the equation.)(Even choosing excerpts from Appendix B is less effective because it removes the reader and task considerations from the equation.)

11. A Four-step Process: Determining Text Complexity 11 Overview of the protocolOverview of the protocol

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13. Step 1: Quantitative Measures 13

14. Step 1: Quantitative Measures 14

15. Finding a Lexile Measure for Text: http://www.lexile.com/findabook/ Step 1: Quantitative Measures 15

16. Step 1: Quantitative Measures 16

17. Step 1: Quantitative Measures 17

18. Step 1: Quantitative Measures 18

19. Step 1: Quantitative Measures 19

20. Step 1: Quantitative Measures 20

21. Step 1: Quantitative Measures 21

22. Step 1: Quantitative Measures 22

23. Step 1: Quantitative Measures 23

24. Step 1: Quantitative Measures 24

25. Step 1: Quantitative Measures 25

26. What is a text complexity band? What is a text complexity band?

27. Step 1: Quantitative Measures 27

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29. Step 2: Qualitative Measures 29

30. Step 2: Qualitative Measures 30

31. Step 2: Qualitative Measures 31

32. Step 2: Qualitative Measures 32 Users read across the four columns for each row of checkboxes on the rubric, identifying which descriptors best match the text by marking a particular checkbox. As Appendix A states, �Few, if any, authentic texts will be low or high on all of these measures.� The goal is not for all of the checkmarks to be in a single column; the goal is to accurately reflect these factors of the text. The marked rubric can then serve as a guide as educators re-evaluate the initial placement of the work into a text complexity band. Such reflection may validate the text�s placement or may suggest that the placement needs to be changed. In fact, this marked rubric represents the evaluation of To Kill a Mockingbird completed by a committee of teachers.Users read across the four columns for each row of checkboxes on the rubric, identifying which descriptors best match the text by marking a particular checkbox. As Appendix A states, �Few, if any, authentic texts will be low or high on all of these measures.� The goal is not for all of the checkmarks to be in a single column; the goal is to accurately reflect these factors of the text. The marked rubric can then serve as a guide as educators re-evaluate the initial placement of the work into a text complexity band. Such reflection may validate the text�s placement or may suggest that the placement needs to be changed. In fact, this marked rubric represents the evaluation of To Kill a Mockingbird completed by a committee of teachers.

33. Step 2: Qualitative Measures 33

34. Step 2: Qualitative Measures 34

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36. Step 3:Reader and Task Considerations 36

37. Step 3:Reader and Task Considerations 37

38. Step 3: Reader and Task Considerations 38

39. Step 4: Recommended Placement 39

40. Step 4: Recommended Placement 40 Using this protocol, we progressed through each leg of the text complexity model: (1) quantitative measures, (2) qualitative measures, and (3) reader and task considerations. Now we are ready to review all three legs one last time and make a final recommendation for placement of this text into a text complexity grade band.Using this protocol, we progressed through each leg of the text complexity model: (1) quantitative measures, (2) qualitative measures, and (3) reader and task considerations. Now we are ready to review all three legs one last time and make a final recommendation for placement of this text into a text complexity grade band.

41. Step 4: Recommended Placement 41 Based upon all three legs of the model, we felt the most appropriate placement for the novel was grades 9-10.Based upon all three legs of the model, we felt the most appropriate placement for the novel was grades 9-10.

42. Step 4: Recommended Placement 42 Validating our analysis, the Common Core Standards List of Exemplar Texts (Appendix B) came to this same conclusion.Validating our analysis, the Common Core Standards List of Exemplar Texts (Appendix B) came to this same conclusion.

43. Step 4: Recommended Placement 43 Once the recommended placement has been decided upon, educators might also find it useful to document some the thinking that led them to their conclusion.Once the recommended placement has been decided upon, educators might also find it useful to document some the thinking that led them to their conclusion.

44. Step 4: Recommended Placement 44 The template offers space to record information for each of the three legs of the model.The template offers space to record information for each of the three legs of the model.

45. An example of a completed template for To Kill a Mockingbird. An example of a completed template for To Kill a Mockingbird.

46. Additional Resources for Text Complexity 46

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