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MEETING THE TEXT COMPLEXITY DEMANDS OF THE COMMON CORE
Christina Steinbacher-Reed
K-12 ELA Common
Core
Reading
Writing
Speaking & Listening
Language
Literature
Informational
Foundational Skills(K-5 only)
How do we meet the CC demands for text
complexity? How does CC define text complexity?
What do we need to consider when selecting texts?
How can we meet the rigorous demands of Common Core while meeting individual student needs?
What? So What? Now What?As the presentation unfolds, list at least five new understandings that resonate
with you.
1
2
3
4
5
What/So What?
Seasonal Partners
Common Core vs. PA Common Core
Common Core PA Common Core
All inclusive, nationally accepted literacy standards
Includes CC that are included in eligible content and state assessments
Assessment Shifts
2013 2014
Gr. 3-8 Reading PSSA Gr. 5 and 8 Writing PSSA Gr. 3-5 Writing Field Test
Gr. 3-5 ELA (based on CC and includes writing)
Gr. 6-8 Reading (eligible content)
Gr. 8 Writing Gr. 6-8 Writing Field Test
How do we begin the transition to Common Core?
The knowns:Full implementation in 2014
The tentatively knowns: Common Core vs. PA Common
Core
Assessments for Common Core
What are the ‘big shifts’?
1. Balance of literary and informational texts
2. Knowledge in the disciplines
3. Staircase of text complexity
4. Text-based Answers
5. Writing from Sources
6. Academic Vocabulary
Fe
Share your reactions to this blog. Have you experienced this ailment? How does your perspective of CC align
with your district’s?
Common Core Documents ELA Standard 10
Appendix A – Text Complexity Guidelines
Appendix B – Text Exemplars
Revised Publishers’ Criteria
Standard 10 - Vertical Progression
Appendix A - Text Complexity
Qualitative – levels of meaning, structure, clarity, knowledge demands
Quantitative – word length, readability level
Reader and Task - (motivation, background knowledge, purpose and complexity of task)Common Core
Appendix A - Page 2-9Appendix B – Text Examples
Qualitative Measures
Read pg. 5-6 of Appendix A and mark the text. Underline phrases or words that stand-out to you.
Share these phrases and new understandings with a partner
Review the qualitative measures rubric and share your reactions.
Quantitative Measures
Read pg. 7 of Appendix A and mark the text. Underline phrases or words that stand-out to you.
Share these phrases and new understandings with a partner
Key Considerations
Read ‘Key Considerations…’ on pg. 8-9 of Appendix A
With a partner: What has been affirmed for you? What has surprised you? What are you still wrestling with?
How do you currently select texts appropriate for your grade level? How does this compare to Common Core’s criteria?
What types of shifts might you need to consider in regards to text selection?
Realigned Levels- Adjusted Upward
20
The Hunger GamesThe boy from District 1 dies before he can pull out the spear. My arrow drives deeply into the center of his neck. He falls to his knees and halves the brief remainder of his life by yanking out the arrow and drowning in his own blood. Rue has rolled to her side, her body curved in and around the spear. I shove the boy away from the net. One look at the wound and I know it’s far beyond my capacity to heal. The spearhead is buried up to the shaft in her stomach. “
Impulsively I lean forward and kiss him, stopping his words. This is probably overdue anyway since he’s right, we are supposed to be madly in love. It’s the first time I’ve ever kissed a boy. “Well, there’s more swelling, but the pus is gone, “ I say in an unsteady voice. “I know what blood poisoning is, Katniss,” says Peeta.
1st Step – The Quantitative
Find the Lexile level – lexile.com
Or use another formula such as Fry’s
22
Fry’s Readability Formula
23
Text Complexity Grade Bands
Suggested Lexile Range
Suggested ATOS Book Level Range**
K-1 100L – 500L* 1.0 – 2.5
2-3 450L – 790L 2.0 – 4.0
4-5 770L – 980L 3.0 – 5.7
6-8 955L – 1155L 4.0 – 8.0
9-10 1080L – 1305L 4.6 – 10.0
11-CCR 1215L – 1355L 4.8 – 12.0
Quantitative Measures Ranges for Text Complexity Grade Bands
Pennsylvania Common Core Standards
* The K-1 suggested Lexile range was not identified by the Common Core State Standards and was added by Kansas.
** Taken from Accelerated Reader and the Common Core State Standards, available at the following URL: http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf
Quantitative Level of Hunger Games
Lexile (810) – Gr. 4-5
ATOS Book Level – 6.2
Scholatic’s Book Wizard Level – 5.3
25
Text Complexity Grade Bands
Suggested Lexile Range
Suggested ATOS Book Level Range**
K-1 100L – 500L* 1.0 – 2.5
2-3 450L – 790L 2.0 – 4.0
4-5 770L – 980L 3.0 – 5.7
6-8 955L – 1155L 4.0 – 8.0
9-10 1080L – 1305L 4.6 – 10.0
11-CCR 1215L – 1355L 4.8 – 12.0
Quantitative Measures Ranges for Text Complexity Grade Bands
Pennsylvania Common Core Standards
* The K-1 suggested Lexile range was not identified by the Common Core State Standards and was added by Kansas.
** Taken from Accelerated Reader and the Common Core State Standards, available at the following URL: http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf
26
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.
“The use of qualitative and quantitative measures to assess text complexity is balanced in the Standards’ model by the expectation that educators will employ professional judgment to match texts to particular students and tasks.” Appendix A
28
Measures such as:• Layers of meaning• Levels of purpose• Structure• Organization• Language conventionality• Language clarity• Prior knowledge demands• Cultural demands• Vocabulary
Step 2: Qualitative Measures
29
Assessing Text
Where on the continuum?
30
Qualitative Measures Rubric for Literary Text http://www.ksde.org/Default.aspx?tabid=4605
• 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.
31
Qualitative Measures Rubric for Informational Text http://www.ksde.org/Default.aspx?tabid=4605
• 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.
32
Qualitative Measures Rubrics
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.
What are your conclusions?
Work with a partner to use the literary rubric to level the Hunger Games.
34
Step 2: Qualitative Measures
35
Remember . . .
Qualitative aspects are “best measured or only measurable by an attentive human reader, such as levels of meaning or purpose; structure; language conventionality and clarity; and knowledge demands.”
36
Step 2: Qualitative Measures
QuantitativeQ
ualit
ativ
e
Reader and Task
Our initial placement of The Hunger Games into a text complexity band has changed when we examined the qualitative measures.
Remember, however, that we have completed only the first two legs of the text complexity triangle.
The reader and task considerations still remain.
37
Considerations such as:
• Motivation• Knowledge and
experience• Purpose for reading• Complexity of task
assigned regarding text• Complexity of questions
asked regarding text
Step 3: The Reader and Task
38
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.
39
Step 4: Recommended Placement
Reflect back on all three ‘legs’ of text complexity. With your partner or team, make a final judgment
40
Hunger Games Recommended Placement
Describe the four step process we used to determine text complexity. What resources were used at each step?
With which points or parts of this process do you agree? Disagree?
What are you still wondering about?
42
Determining Text Complexity
Four Step Process
1. Determine the quantitative measures of the text.
2. Analyze the qualitative measures of the text.
3. Reflect upon the reader and task considerations.
4. Recommend placement in the appropriate text complexity band.
What? So What? Now What?As the presentation unfolds, list at least five new understandings that resonate
with you.
1
2
3
4
5
What/So What?
44
Applying the Text Complexity Measures to Informational Text“Letter From a Birmingham Jail” by Dr.
Martin Luther King Jr.
You may well ask: "Why direct action? Why sit ins, marches and so forth? Isn't negotiation a better path?" You are quite right in calling for negotiation. Indeed, this is the very purpose of direct action. Nonviolent direct action seeks to create such a crisis and foster such a tension that a community which has constantly refused to negotiate is forced to confront the issue. It seeks so to dramatize the issue that it can no longer be ignored. My citing the creation of tension as part of the work of the nonviolent resister may sound rather shocking. But I must confess that I am not afraid of the word "tension.”
45
Quantitative Analysis of Informational Text
“Letter from a Birmingham Jail”
Flesch-Kincaid: 9.4
Gunnings Fog Index: 12.5
Automated Readability
Index: 9.6
46
Qualitative Analysis of Informational Text
47
Reader/Task Considerations for Informational Text
Will the reader be able to remember and make connections among the various details presented in this specific text?
Does the reader possess the necessary comprehension strategies to manage the material in this specific text?
Will the reader be interested and engaged with the style of writing and the presentation of ideas within this specific text?
Does the reader possess the maturity to respond appropriately to any potentially concerning elements of content or theme?
Will the complexity of any before-, during-, or after-reading tasks associated with this specific text interfere with the reading experience?
48
“Letter of Birmingham” Recommendation According to the ELA CCSS RL.9-10.9:
Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
The recommended placement of this piece of informational text is in grade span 9-10.
49
Text Complexity Resource
Appendix A: Research Supporting the Key Elements of the Standards
Appendix B: Text Exemplars and Sample Performance Tasks
http://www.pdesas.org/ Lexile.com iu17commoncore.wikispaces.com (includes
professional reading book lists)
Your Turn!
Using the four step process, explore the
text complexity of your texts.
Feeling like this a little heavy?
Where do we begin in meeting the Common
demands for text complexity?
Step 1 - Collaborate
Do not do this alone!
Now more than ever
we need each other.
Collaborate with
colleagues to make
joint decisions
regarding text levels
and grade
placements.
Step 2 - Evaluate
Don’t totally scrap your
current reading material!
Instead, use the CC
resources to evaluate
where you’re at and
where you need to be in
terms of selecting
reading materials.
Step 3 – Innovate
One bite at a time! Begin
shifting amount of
informational vs. literary;
shift 20% of students’ reading
to grade level with scaffolding;
Continue referring back to
Common Core document for
guidance
What? So What? Now What?As the presentation unfolds, list at least five new understandings that resonate
with you.
1
2
3
4
5
What/So What?
Part 2 – A Shift in Instruction The Common Core was designed as the
“WHAT”, not the “HOW”
Common Core is NOT:
Shift in Instruction
“. . . it is important to recognize that scaffolding often is entirely appropriate. The expectation that scaffolding will occur with particularly challenging texts is built into the Standards’ grade-by-grade text complexity expectations, for example. The general movement, however, should be toward decreasing scaffolding and increasing independence both within and across the text complexity bands defined in the standards.”
Appendix A
Publisher’s Criteria - REVISED
K-2Reading FoundationsText SelectionQuestions and Tasks
Gr. 3-12Text SelectionQuestions and TasksAcademic VocabularyWriting to Sources and Vocabulary
Criteria Jigsaw
1. Select a K-2 or 3-12
2. Work in a team of 3
3. Each member read and mark a different section
4. Regroup with your team and share out key ideas
60
Engaging Students with the TextsStudents need to engage with:
Age/grade appropriate materials for exposure to structures, content, vocabulary
Instructional level materials that allow them to progress
“Easy” materials that allow them to practice
Source: KAREN WIXSON, PHD
UNIVERSITY OF MICHIGAN/UNCG
How do we meet the demands of CC and the needs of the individual?
Read AloudShared Reading
Small Group Differ. Reading
Independent Reading
TE
AC
HE
R
STUDENT
Standards Aligned Whole Group Instruction with Grade Level + Texts
Read AloudShared Reading
Small Group Differ. Reading
Independent Reading
TE
AC
HE
R
STUDENT
Application and transfer of skills and strategies to differentiated reading levels
Read AloudShared Reading
Small Group Differ. Reading
Independent Reading
TE
AC
HE
R
STUDENT
Close, critical reading
What is Shared Reading? • Heterogeneous, whole group, curriculum aligned
instruction using grade level appropriate complex texts
• Teacher controlled text with a specific teaching point
• All students can see and engage in a close reading of the text
• Text is at or above grade level readability
• Provide strong teacher scaffold for ‘close reading’
Shared Reading is not . . . A Read Aloud
Small, homogeneous groups
Round-Robin (ie: popcorn reading)
Students reading by themselves
How is this approach similar to what you already doing?
Differences?
Wonderings?
Shared Reading vs. Read Aloud
Shared Reading All eyes on same text
Students interact with text
15-30 minutes
Same text can be used over multiple days for different purposes
Read Aloud
All ears (not eyes) on same text
Highly teacher controlled
5-15 minutes
New text read at each session
What does Shared Reading look like? Grade 4 Shared Reading Demonstration
Note what the teacher is doing vs. what the students are doing
Shared Reading Texts
May be used multiple times to serve different purposes
May include excerpts of a longer text
May include high interest, modern texts (magazine articles, cereal boxes, blogs, song lyrics, etc.)
Think about ‘bundling’
Remember…
Shared Reading is where you directly teach a strategy or concept to the whole class at one time. Differentiated small groups is where students apply it at their instructional or independent reading level.
Thoughts?
What is ‘close reading’?
Depends on who you ask!
The Shift To Text-Dependent Questions
In “A Letter from a
Birmingham Jail,” Dr.
King discusses
nonviolent protest.
Discuss, in writing, a
time when you
wanted to fight against
injustice.
Based on this text, and this text alone, what do you know? What can you make out about the letter Dr. King received?
What is ‘close reading’?
“the careful, sustained interpretation of a brief passage of text. Such a reading places great emphasis on the particular over the general, paying close attention to individual words, syntax, and the order in which sentences and ideas unfold as they are read.” – wikipedia
Close Reading in Action CCSS.ELA-Literacy.RI.9-10.9 Analyze seminal
U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
David Coleman Presentations: Bringing the Common Core to Life
Walking through MLK Letter (10 min) http://vimeo.com/25206110,
In the ‘narrow’ . . .
Little, if any, focus on context Only rely on what is in ‘the four corners’ Avoid imputing to the author any ideas or
arguments that aren’t evident in the text Avoid substituting our ideas for the authors Limit pre-reading strategies Re-read multiple times searching for textual
evidence
Proceed with Caution!
Another Perspective
Oh the Places You’ll Go!
Language Narrative Syntax Context
Another perspective . . . Meaning emerges from the transaction
between the reader and the text
“The words give us information, but the meaning doesn’t emerge until each reader brings his thinking to bear upon it.” (Beers and Probst, 2012)
Until then, words are merely ‘ink on paper’ (Rosenblatt, 1938/1995)
An Example of this Approach My Papa’s Waltz
What is my own definition of ‘close reading’? How does it compare with what has been shared today?
In your own reading, how do you engage in ‘close reading’? What motivates you to read in this way?
In Action . . .
Pattern Folders – A Literary Analysis Tool (Gr. 9-12)
Thinking Notes (Gr. 9-12) Little Notes for Big Ideas (Gr. 3-12) Analyzing Informational Text - Gr. 5 Evidence and Arguments - Gr. 9-12 Poetic Elements - High School Embedded Vocabulary – Elementary
Text Complexity: A Teacher’s Perspective
Next Steps
Collaborate, Evaluate, Innovate
Continue referring back to the actual Common Core document and publisher’s criteria
iu17commoncore.wikispaces.com
Remember, it’s a process . . .
How do we meet the CC demands for text
complexity? How does CC define text complexity?
What do we need to consider when selecting texts?
How can we meet the rigorous demands of Common Core while meeting individual student needs?
Ticket out the Door
Red light – Stop or hold off doing
Yellow – think about doing or points to ponder
Green – definitely need to move forward with
Upcoming ELA Common Core Learning Opportunities Feb 6 (C) and 13 (W) – Meeting Common
Core’s Demand for Text Complexity
March 13 (C) and March 18 (W) – Meeting Common Core’s Demand for Rigorous Writing Across the Gr. 4-12 Curriculum – Canton
April 30 (C) and May 1 (W) – Meeting the Common Core Demands for Writing at the Elementary Level