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?

CFN 609Text Complexity Professional Development

Middle School - Social Studies March 5, 2013

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Goal: Analyzing and assessing the complexity of informational

text.

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Close Reading of Text Please read Common Core State

Standards Appendix A pages 4-8 Jot down a :WordPhraseSentence that resonates with you

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Overview of Text Complexity

Text complexity is defined by:

Qua

litat

ive

1. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.

Quantitative

2. Quantitative measures – readability and other scores of text complexity often best measured by computer software.

Reader and Task

3. 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.

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Measures such as:• Word length• Word frequency• Word difficulty• Sentence length• Text length• Text cohesion

Step 1: Quantitative Measures

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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:

1. Lexile Text Measures

---or---

2. ATOS Book Levels (Accelerated Reader)

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Step 2: Qualitative Measures

Measures such as:• Levels of meaning• Levels of purpose• Structure• Organization• Language conventionality• Language clarity• Prior knowledge demands

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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

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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.

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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.

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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?

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CCSS Text ComplexityDegree of Text Complexity Notes

Aspects of Text Less Complex More Complex

Levels of Meaning (literary) or purpose (informational)

Single level of meaning: clear, explicitly stated purpose ; straightforward

Multiple,implicit,ambiguous

Structure(organization/progression of text & use of graphics)

Organization: Simple, explicit,Conventional

Graphics: Simple or supplementary

Organization: Complex, implicit,unconventional

Graphics: Sophisticated or essential

Language Conventionality& Clarity

Literal,clear,compemporary,conversational

Figurative, or ironic; ambiguous or misleading ; archaic or unfamiliar; academic or domain specific

Knowledge demands : Life Experience

Simple or single themes; common experience or clearly fantastical; single or familiar perspectives

Complex or multiple themes; unfamiliar experiences; multiple or unfamiliar perspectives

Knowledge demands: Cultural/literary (literary)

Everyday knowledge and familiarity with genre conventions ; low intertexualuity

Cultural and literary knowledge useful; high intertexuality

Knowledge demands : Content/disciplinary(informational)

Everyday knowledge and familiarity with genre conventions; low intertexuality

Extensive or specialized discipline-specific content knowledge required; high intertexuality

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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

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Part 1 Informational TextTask Directions:

1. Preview the questions below.2. Independently read the “Biography of Amelia Earhart”

with the following questions in mind.3. 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?

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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.

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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.

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Part 2 Informational TextsTask Directions:

1. Preview the questions below.2. Independently, read “Earhart’s Final Resting Place

Believed Found by Rossella Lorenzi” with the following questions in mind.

3. 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?

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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.

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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.

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Reflecting on the work we did so far…

What are the implications for :

Units of Study Lesson Planning Considerations for instruction

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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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