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Teaching with Complex Tests GPS Leadership Institute August 2012 (Part 1.). Some of the information within Part I. of this presentation comes from a PPT designed by CT RESCS to support Text Complexity. . PART I. Determining Text Complexity August 15, 2012. August 15, 2012 - PowerPoint PPT Presentation
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TEACHING WITH COMPLEX TESTS
GPS LEADERSHIP INSTITUTEAUGUST 2012
(PART 1.)
PART I.
DETERMINING TEXT COMPLEXITY
AUGUST 15, 2012
Some of the information within Part I. of this presentation comes from a PPT designed by CT RESCS to support Text Complexity.
OBJECTIVES
August 15, 2012 Understand the three part model of
text complexity and the final step of placing texts in grade bands.
Future Leadership Meeting Apply close reading strategies to
scaffold complex text.
THE “CRISIS” OF TEXT COMPLEXITY
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
CCSSO Text Complexity
IS THIS REALLY A CRISIS?
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)
CCSSO Text Complexity
ACT, INC., “READING BETWEEN THE LINES REPORT” (2006)
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.”
CCSS Appendix A. p. 2
CCSS INSTRUCTIONAL SHIFTS
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
All students must be exposed to grade level text complexity regardless of their reading ability
CCSS, Appendix A
WHAT DOES “EXPOSED” TO GRADE LEVEL TEXT COMPLEXITY MEAN ?
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
ACTIVITY A:VIMEO: SHIFT 3- STAIRCASE OF TEXT COMPLEXITY (ENGAGENY.ORG)
All – Watch 15 Minute Video (link on Wiki)Distribute Accompanying Discussion Worksheet (11 Discussion Questions in total) All – Summarize Q. 1 in 2-3 sentences Group 1 – Q. 2-3 Group 2 – Q. 4-5 Group 3 – Q. 6-7 Group 4 – Q. 8-9 Group 5 – Q. 10-11 All – Each group can then facilitate a
discussion around their questions Text
Complexity
Worksheet
ACTIVITY B:HIEBERT ARTICLE JIGSAW All – Introduction (p.1) Group 1 – Text Complexity and the CCSS (p. 2-3) Group 2 – Quantitative Information (p. 3 & 4) Group 3 – Qualitative Measures (p. 4 & 5) Group 4 – Readers and Tasks (p.5) All – How To Use The Three Forms Of Information:
The Text Complexity Multi-index (p.5 & 6) All – Conclusions and Recommendations (p.7)
CES Handout 1
ACTIVITY C: FISHER & FREY ARTICLE JIGSAW(DISTRIBUTE)
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) Group 5 – Build Capacity Through Close Reading (pgs. 8-11; skim to summarize strategies)
All – Conclusions and Appendixes (p.11…)
Fisher & Frey PDF
THREE-PART MODEL FOR MEASURING TEXT COMPLEXITY
TEXT COMPLEXITY MODEL
Text complexity is defined by:
1.Quantitative measures – readability and other scores of text complexity often best measured by computer software.
Kansas Department of Education
TEXT COMPLEXITY MODEL
Text complexity is defined by:
2.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
TEXT COMPLEXITY MODEL
Text complexity is defined by:
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.
Kansas Department of Education
Determining Text Complexity ofSalvador, Late or Early
-distribute short text
Cisneros, S. (1992). Woman Hollering Creek. New York: Vintage Cisneros
A CLOSER LOOK
QUANTITATIVE MEASURES
Sentence and word length Frequency of unfamiliar words Word frequency Number of syllables in words
STEP #1:QUANTITATIVE MEASURES
PROPOSED COMMON CORE SCALE BANDS
Common Core Bands:
Text Analyzer Tools
DRP FK Lexile
2nd - 3rd 42 - 54 1.98 - 5.34 420 - 820
4th – 5th 52 - 60 4.51 - 7.73 740 - 1010
6th – 8th 57 - 67 6.51 – 10.34 925 - 1185
9th – 10th 62 - 72 8.32 – 12.12 1050 - 1335
11th - CCR 67 - 74 10.34 – 14.2 1185 - 1385
PROPOSED TEXT COMPLEXITY CORRELATION CHART FOR COMMON GPS SCALES
Salvador, Late or Early (S. Cisneros) Sentence length and vocabulary/word
frequency Salvator, Late or Early– Reread Paragraph 1;
consider sentence length! Name of main character appears frequently Challenging vocabulary words…identify…
vague nub scuttles
Lexile= 960 F & P = Z
STEP #1: QUANTITATIVE MEASURES
STEP #1: IMPLICATIONS FOR EDUCATORS
General Rule: Use any one of the quantitative analyzer tools to
place text into a complexity band level. For decisions about whether to place a text at the
upper, lower, or middle of a band, use qualitative analysis.
(For drama and poetry, use qualitative measures.)
In which of the text complexity bands would Salvador, Late or Early fall?
STEP #1: COMMON CORE SCALE BANDS FOR SALVADOR, LATE OR EARLY
Common Core Bands:
Text Analyzer Tools
DRP FK Lexile
2nd - 3rd 42 - 54 1.98 - 5.34 420 - 820
4th – 5th 52 - 60 4.51 - 7.73 740 - 1010
6th – 8th 57 - 67 6.51 – 10.34 925 - 1185
9th – 10th 62 - 72 8.32 – 12.12 1050 - 1335
11th - CCR 67 - 74 10.34 – 14.2 1185 - 1385
STEP 1: QUANTITATIVE MEASURES Remember, however, that the quantitative
measures is only the first of three “legs” of the text complexity triangle.
Our final recommendation may be validated, influenced, or even over-ruled by our examination of qualitative measures and the reader and task considerations.
Kansas State Department of Education
A CLOSER LOOK
QUALITATIVE MEASURES
A.Levels of meaning or purpose B.StructureC.Language conventionality and
clarity D.Knowledge demands
STEP #2: QUALITATIVE MEASURES
Elfrieda H. Hiebert – The Common Core State Standards and Text Complexity
STEP 2: QUALITATIVE MEASURES Because the factors for literary texts are different
from information texts, these two rubrics contain different content. However, the formatting of each document is exactly the same.
And because 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.
Distribute 2 rubrics (informational and literary)
Kansas State Department of Education Handouts 4 & 5
STEP 2: QUALITATIVE MEASURES The Qualitative Measures
Rubrics for Literary and Informational Text
The rubric for literary text and the rubric for informational text 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.Kansas State Department of Education
STEP 2: QUALITATIVE MEASURES So…
How is the rubric used? And how would Salvadore, Late or Early fair when
analyzed through the lens of the Literary Text Rubric?
xx
xx
x
x
x
x
STEP 2: QUALITATIVE MEASURESLexile Text Measure: 960L
But after reflecting upon the
qualitative measures, we
believed:
Salvadore, Late or Early (S. Cisneros)
STEP 2: QUALITATIVE MEASURES Our initial placement of Salvador, Late or Early into
a text complexity band changed when we examined the qualitative measures (between 4-5 and 6-8 to the grade 6-8 band).
Remember, however, that we have completed only the first two legs of the text complexity triangle.
The reader and task considerations still remain.
A CLOSER LOOK
READER AND TASK CONSIDERATIONS
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
STEP #3: READER AND TASK Questions for Professional
Reflection on Reader and Task Considerations:
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.
Distribute Reader & Task Consideration Handout
Handout 6
STEP 3: READER AND TASK
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
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.
Final Step: Recommended Placement After reflecting upon all three legs of the text
complexity model we can make a final recommendation of placement within a text and begin to document our thinking for future reference.
Distribute Blank Graphic Organizer
Handout 3
NEXT STEPS
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.
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!
IMPLICATIONS FOR TEACHING AND LEARNING
Current instructional materials will need to be supplemented, enhanced or moved to a different grade.
USEFUL WEBSITES 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
Lexile Analyzer: 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