Text Complexity and Text Complexity and the Common Core Standards the Common Core Standards

for Middle School ELAfor Middle School ELA

Waiver Day ~ November 8, 2011

Sherry Birchem

Session Overview…Session Overview…

Common Core Standards – Text Common Core Standards – Text ComplexityComplexity

How to measure Text Complexity – How to measure Text Complexity – Qualitative, Quantitative, Reader and Qualitative, Quantitative, Reader and TaskTask

Text Complexity and Text Complexity and the Common Corethe Common Core

Dr. Timothy ShanahanDr. Timothy Shanahan

Jigsaw – Appendix AJigsaw – Appendix A All groups –All groups – Page 2 – “Reading” and “Why Text Page 2 – “Reading” and “Why Text

Complexity Matters (stop before College, Careers, Complexity Matters (stop before College, Careers, and Citizenship).and Citizenship).

Group 1Group 1 – Page 2: College, Careers, and – Page 2: College, Careers, and Citizenship; Page 3: K-12 Schooling…Citizenship; Page 3: K-12 Schooling…

Group 2Group 2 – Pages 3 & 4: The Consequences: Too – Pages 3 & 4: The Consequences: Too Many Students…Many Students…

Group 3Group 3 – Pages 4, 5, and 6: The Standards’ – Pages 4, 5, and 6: The Standards’ Approach to Text Complexity; A Three-Part Model; Approach to Text Complexity; A Three-Part Model; Qualitative Measures of Text ComplexityQualitative Measures of Text Complexity

Group 4Group 4 – Pages 7 & 8: Quantitative Measures of – Pages 7 & 8: Quantitative Measures of Text ComplexityText Complexity

All groups – Pages 8 & 9: Key Considerations in All groups – Pages 8 & 9: Key Considerations in Implementing Text ComplexityImplementing Text Complexity

Appendix A SummaryAppendix A Summary

Group 1 Group 1 Students entering college are lacking skills they Students entering college are lacking skills they

need to read independently, but college need to read independently, but college professors have an increased expectation for professors have an increased expectation for students to read independently from sources that students to read independently from sources that include mainly scientific journals and periodicals.include mainly scientific journals and periodicals.

K-12 text complexity has decreased since 1962, K-12 text complexity has decreased since 1962, while college text complexity has increased. while college text complexity has increased. There is a need for sustained exposure to There is a need for sustained exposure to expository text for pre-college students, as the expository text for pre-college students, as the majority of required reading in college and the majority of required reading in college and the workplace is expository in nature.workplace is expository in nature.

Group 2Group 2The US population overall is reading less The US population overall is reading less

and reading less complex material. This and reading less complex material. This is getting worse at an accelerated rate. is getting worse at an accelerated rate.

Being able to read complex text Being able to read complex text independently and proficiently is independently and proficiently is necessary for high achievement in necessary for high achievement in college and the work place.college and the work place.

To grow students must read text that To grow students must read text that offer new language, new knowledge, offer new language, new knowledge, and new modes of thought.and new modes of thought.

Group 3Group 3 The Standards Approach to Text Complexity The Standards Approach to Text Complexity

has a Three-Part Modelhas a Three-Part Model 1. Qualitative dimensions of text complexity. 1. Qualitative dimensions of text complexity.

This refers to the overall quality of the writitng: This refers to the overall quality of the writitng: structure, clarity, meaning or purpose.structure, clarity, meaning or purpose.

2. Quantitative dimensions of text complexity. 2. Quantitative dimensions of text complexity. This refers to word length, text complexity, This refers to word length, text complexity, sentence length, text cohesion.sentence length, text cohesion.

3. Reader and task considerations. The first 3. Reader and task considerations. The first two parts of the model deal with the inherent two parts of the model deal with the inherent complexity of text, and the third element complexity of text, and the third element focuses on whether a text is appropriate for a focuses on whether a text is appropriate for a given student and their abilities.given student and their abilities.

Group 4Group 4 Traditionally, quantitative complexity has been determined by Traditionally, quantitative complexity has been determined by

(1) word & sentence length or (2) word frequency. The (1) word & sentence length or (2) word frequency. The problem with both is that the opposite can be true. Short, problem with both is that the opposite can be true. Short, choppy sentences lack the cohesiveness and transitions many choppy sentences lack the cohesiveness and transitions many readers need.readers need.

Lexiles typically use word frequency and sentence length to Lexiles typically use word frequency and sentence length to produce a lexile. The diffeence with lexiles would be that they produce a lexile. The diffeence with lexiles would be that they incorporate student performance on the instrument (???)incorporate student performance on the instrument (???)

Another readability formula is based on high (does work for Another readability formula is based on high (does work for reader) & low (reader must make connections) cohesion of reader) & low (reader must make connections) cohesion of text.text.

Ultimately, educators will be asked to employ their Ultimately, educators will be asked to employ their professional judgments to match particular texts to particular professional judgments to match particular texts to particular students.students.

AllAll

Appendix A SummaryAppendix A Summary

AllAllGroup 1 Group 1 Group 2Group 2Group 3Group 3Group 4Group 4AllAll

LexilesLexiles®® are like inches… are like inches…

A universal, accurate A universal, accurate measurement systemmeasurement system

Used to measure a Used to measure a student’s current student’s current “size” and growth “size” and growth over timeover time

Not grade specific— Not grade specific— students come in students come in different sizes and different sizes and grow at different ratesgrow at different rates

Source: www.lexile.com

The Lexile Framework for The Lexile Framework for ReadingReading

An educational tool that links text An educational tool that links text and readers under a common metricand readers under a common metric—Lexiles—Lexiles

Characterizes reader with a measure Characterizes reader with a measure and text with a measureand text with a measure

Allows educators to forecast the level Allows educators to forecast the level of comprehension a reader is of comprehension a reader is expected to experience with a expected to experience with a particular testparticular testSource: www.lexile.com

Limitations of Lexile Limitations of Lexile MeasuresMeasures

What Lexile text measures What Lexile text measures don’tdon’t address address

Text CharacteristicsText Characteristics Age-appropriateness of Age-appropriateness of

ContentContent Text Support (pictures, Text Support (pictures,

pull-outs)pull-outs) Text Quality (Is it a good Text Quality (Is it a good

book?)book?)

Reader CharacteristicsReader Characteristics Interest and MotivationInterest and Motivation Background KnowledgeBackground Knowledge Reading Context and Reading Context and

PurposePurpose

Lexile text measures only measure text readability. Therefore, input from readers, parents, teachers and

librarians is necessary.

Source: www.lexile.com

Lexile Book DatabaseLexile Book Database

Available free at Available free at www.Lexile.comwww.Lexile.comReading within the Lexile Range Reading within the Lexile Range

provides challenge without provides challenge without frustrationfrustration50 Lexiles above Lexile measure50 Lexiles above Lexile measure100 Lexiles below Lexile measure100 Lexiles below Lexile measure

Source: www.lexile.com

Let’s try it…Let’s try it…

Let’s evaluate the text complexity of Let’s evaluate the text complexity of Narrative of the Life of Frederick Narrative of the Life of Frederick DouglassDouglass