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Understanding Complex Text
UNDERSTANDINGCOMPLEX TEXT
ALABAMA COLLEGE AND CAREER READY STANDARDS
MEGA 2013CITING
EVIDENCE
CLOSE READING
COMPLEXITY
ARI
ELA
LIT
Anchor Standards
ELA History/Social
Studies
Science &Technical Subjects
How do we measure text complexity?
Qualitative Quantitative
Reader and Text
Qualitative dimensions of text complexity. In the Standards,qualitative dimensions and qualitative factors referto those aspects of text complexity best measured or only measurable by an attentive human reader, such as levels ofmeaning or purpose; structure; language conventionality andclarity; and knowledge demands.
Quantitative dimensions of text complexity. The termsquantitative dimensions and quantitative factors refer tothose aspects of text complexity, such as word length or frequency, sentence length, and text cohesion, that are difficultif not impossible for a human reader to evaluate efficiently,especially in long texts, and are thus today typically measured by computer software.
Reader and task considerations. While the prior two elements of the model focus on the inherent complexity of text, variables specific to particular readers (such as motivation, knowledge, and experiences) and to particular tasks (such as purpose and the complexity of the task assigned and the questions posed) must also be considered when determining whether a text is appropriate for a given student. Such assessments are best made by teachers employing their professional judgment, experience, and knowledge of their students and the subject.
Quantitative Measures
Finding a Lexile Measure for Text: http://www.lexile.com/findabook/
Quantitative Measures
5
• Density and Complexity
• Figurative Language
• Purpose
• Genre• Organization• Narration• Text Features• Graphics
• Background• Prior• Cultural• Vocabulary
• Standard English
• Variations• Register
Levels of Meaning Structure
Knowledge Demands
Language Convention and Clarity
QUALITATIVE MEASURES
Closely Read the Text
First read: look for key ideas and details
Second read: look for qualitative measures of text (linguistic, semantic, structural, and cultural)
Third read: look for applications and connections you will want students to make
Reader and TaskGuiding Principles
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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Make close reading and rereading of texts central to lessons.
Based on your close reading of text, why is this important?
Provide scaffolding that does not preempt or replace text.
What does this statement mean?
How Should Instruction Address Text Complexity?
RA! RA! RA! Reading!
Read Aloud
Modeling of decoding and fluency
Heavy scaffolding for vocabulary and comprehension
Read Along
Some scaffolding, as needed, for decoding,
fluency, vocabulary, and comprehension
Read Alone
Independent, autonomous reading
Little to no scaffolding
Tea
che
r S
caff
old
ing
Gradual Release of Responsibility (I do, we do, you do)…
Stu
de
nt A
uto
no
my
Argumentation and Discussion
Now…
How would you scaffold this text for your students?
Requires students to return to the text to formulate responses
Moves from literal to
interpretive
Ask text dependent questions from a range of question types.
Progression of Text-dependent Questions
Opinions, Arguments, Intertextual Connections
Inferences
Author’s Purpose
Vocab & Text Structure
Key Details
General Understandings
Part
Sentence
Paragraph
Entire text
Across texts
Word
Whole
Segments
Text-Dependent Questions?
•In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.
•In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.
•In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?
What makes Casey’s experiences at bat humorous?
What can you infer from King’s letter about the letter that he received?
“The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?
Sample Literary Questions
Pre CCRS Question
From The Adventures of Tom Sawyer
Have the students identify the different methods of removing warts that Tom and Huckleberry talk about. Discuss the charms that they say and the items (i.e. dead cats) they use. Ask students to devise their own charm to remove warts.
CCRS QuestionFrom The Adventures of Tom SawyerWhy does Tom hesitate to
allow Ben to paint the fence? How does Twain construct his sentences to reflect that hesitation? What effect do Tom’s hesitations have on Ben?
Emphasize students supporting answers based upon evidence from the text
Which of the following questions require students to read the text closely and cite
evidence from the text?
1. If you were present at the signing of the Declaration of Independence, what would you do?
2. What are the reasons listed in the preamble for supporting their argument to separate from Great Britain?
1. If you were present at the signing of the Declaration of Independence, what would you do?
2. What are the reasons listed in the preamble for
supporting their argument to separate from Great
Britain?
Writing text dependent questions
• Using your text, work with a partner to write 1-2 text dependent questions
• Work with another set of partners to assess your questions using the Checklist for Evaluating Question Quality
• Choose one question and write on a sentence strip for display
YOUR TURN
Provide extensive research and writing opportunities (claims and
evidence).
Close writing requires close reading.
UNDERSTANDING WRITING ALABAMA COLLEGE AND CAREER READY STANDARDS
“…writing is treated as an equal partner to reading, and more than this, writing is assumed to be the vehicle through which a great deal of the reading work and assessments will occur.”
Pathways to the Common Core, pg. 102
Closely Read the Anchor Standards
First read: look for key ideas and details
Second read: look for evidence of how the reading and writing standards support one another
Third read: look for applications and connections you will want students to make
What’s new with CCRS?
PREVIOUSLYStudents wrote periodically• What are some examples?• What were some of the
challenges?• What were some of the
consequences?
NOWNow students must write
routinely • What are some examples?• What are some of the
opportunities?• What are some of the
rewards?
So what is another change you see in the writing standards?
What is the instructional shift in writing?
Increased emphasis on Analysis of individual texts Argument and evidence Informative/explanatory writing Frequent short, focused research projects Comparison and synthesis of multiple sources
Decreased emphasis on Narrative, especially personal narrative Writing in response to decontextualized
prompts28
Argument
Informational/Explanatory
Narrative
Close Reading to Write
• Closely read the text • Use RISC strategy to write about the text
Essential Question:What makes the American Dream so important?
Argumentation and
Discussion
Extended Writing
Close Reading
