Why Text Complexity Matters

WHY TEXT COMPLEXITY MATTERS

Dr. Cristi Alberino, Ph. D.Amy RadikasJoanne White

SUPPORTING DISTRICTS WITH

DETERMINING TEXT COMPLEXITY

COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS

OBJECTIVES

Understand the three part model of text complexity and the final step of placing texts in grade bands.

Discuss how this understanding can be shared in a district/school to facilitate the placement and shifts of texts.

THE “CRISIS” OF TEXT COMPLEXITY

Complexity of texts students are expected to read is far 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

IS THIS REALLY A CRISIS?

The chief difference between students who succeed and students who struggle in introductory college courses is NOT: Question type (main idea, word meanings,

details) Question level (higher order vs. lower order;

literal vs. inferential)

The complexity of what students can read is greatest predictor of success in college (ACT study)

ACT, INC., REPORT

In 2006, ACT, Inc., released a report called Reading Between the Lines that showed which skills differentiated those students who equaled or exceeded the benchmark score (21 out of 36) in the reading section of the ACT college admissions

ACT, INC., REPORT

The most important implication of this 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?

Read - Alouds Independent Reading Shared Reading Close reading of a passage Multiple exposures Reading for different purposes Reading for extended periods of time

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



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




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.


A CLOSER LOOK

QUANTITATIVE MEASURES

Sentence and word length Frequency of unfamiliar words Word frequency Number of syllables in words


Sentence length and vocabulary/word

frequency Fire Cat – names of characters appear

frequently, challenging words are minimal Sarah Plain and Tall – challenging words

appear once or twice in a chapter


Elfrieda H. Hiebert, Fundamentals of Literacy Instruction and Assessment, Pre-K–6Edited by Martha C. Hougen, Ph.D., & Susan M. Smart

FIRE CAT

Joe took Pickles to the Chief, who was sitting

at his desk.

“Oh!” said the Chief. “I know this young cat.

He is the one who chases little cats.”

“How do you know?” asked Joe. The Chief

answered, “A Fire Chief knows many things.”

Just then the telephone began to ring.Elfrieda H. Hiebert, Fundamentals of Literacy Instruction and Assessment, Pre-K–6

Edited by Martha C. Hougen, Ph.D., & Susan M. Smart

SARAH PLAIN AND TALL

“Every-single-day,” I told him for the second

time this week. For the twentieth time this

month. The hundredth time this year? And

the past few years?

Elfrieda H. Hiebert, Fundamentals of Literacy Instruction and Assessment, Pre-K–6Edited by Martha C. Hougen, Ph.D., & Susan M. Smart

REVISED LEXILE BANDSGradeBand

CurrentLexile Band

"Stretch"Lexile Band*

K–1 N/A N/A

2–3 450L–725L 420L–820L

4–5 645L–845L 740L–1010L

6–8 860L–1010L 925L–1185L

9–10 960L–1115L 1050L–1335L

11–CCR 1070L–1220L 1185L–1385L

*Grade Bands reflect the 2012 Revised Appendix A of the Common Core State Standards for English Language Arts

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.)

A CLOSER LOOK

QUALITATIVE MEASURES

A.Levels of meaning or purpose B.StructureC.Language conventionality and

clarity D.Knowledge demands


CCSS, Appendix AElfrieda H. Hiebert, Fundamentals of Literacy Instruction and Assessment, Pre-K–6

Edited by Martha C. Hougen, Ph.D., & Susan M. Smartt, Ph.D.Publication Date: April 5, 2012

A.Levels of meaning or purpose

Stage 1: Single level of meaning (often supported by illustrations); explicitly stated purpose

Stage 3: More than one level of meaning

Stage 5: Multiple levels require drawing extensively on reading/experiences from other sources; implicit purpose, may be hidden or obscure


Elfrieda H. Hiebert, Fundamentals of Literacy Instruction and Assessment, Pre-K–6Edited by Martha C. Hougen, Ph.D., & Susan M. Smartt, Ph.D.

Publication Date: April 5, 2012

B.Structure Stage 1: Texts follow structure of common

genres (simple narrative)

Stage 3: Texts include less common genres (e.g., autobiography, cause-effect expository)

Stage 5: Traits specific to a content-area discipline or use of unique chronologies/perspectives




C. Language conventionality and clarity

Stage 1: Literal

Stage 3: Figurative; some irony/sarcasm

Stage 5: Literary: high level of figurative, metaphorical language (e.g., Hemingway)


Elfrieda H. Hiebert , Fundamentals of Literacy Instruction and Assessment, Pre-K–6Edited by Martha C. Hougen, Ph.D., & Susan M. Smartt, Ph.D.


HEMINGWAY, ERNEST. A FAREWELL TO ARMS.

There were mists over the river and clouds on the

mountain and the trucks splashed mud on the road

and the troops were muddy and wet in their capes;

their rifles were wet and under their capes the two

leather cartridge-boxes on the front of the belts, gray

leather boxes heavy with the packs of clips of thin,

long 6.5 mm cartridges, bulged forward under the

capes so that the men, passing on the road, marched

as though they were six months gone with child.

CCSS, Appendix B, p. 150

D. Knowledge demands (literary text) Stage 1: Simple theme; everyday knowledge and familiarity with

genre conventions required; low intertextuality (few if any references/allusions to other texts)

Stage 3: Complex ideas interwoven

Stage 5: Interconnected theme; cultural and literary knowledge useful; high intertextuality (many references/allusions to other texts)




BARBERY, MURIEL. THE ELEGANCE OF THE HEDGEHOG

In our building there are two dogs: the whippet

belonging to the Meurisses who looks like a

skeleton covered over with beige leather hide, and

a ginger cocker spaniel who belongs to Diane

Badoise, an anorexic blond woman who wears

Burberry raincoats and who is the daughter of a

very la-di-da lawyer. The Whippet is called Athena

and the cocker Neptune. Just in case you don’t yet

understand what sort of place I live in…


D.Knowledge demands (chiefly informational texts) Stage 1: Everyday knowledge and familiarity with genre

conventions required; low intertextuality (few if any references to/citations of other texts)

Stage 3: Complex knowledge and familiarity with genre conventions

Stage 5: Extensive, perhaps specialized discipline-specific content knowledge required; high intertextuality (many references to/citations of other texts)



A CLOSER LOOK

READER AND TASK CONSIDERATIONS


Reasoning skills/strategic planning Motivation and engagement Knowledge and experience Purpose for reading Complexity of associated tasks Skills and strategies


Complexity of task assigned regarding

text Complexity of questions asked regarding

text Differences between literary texts and

informational texts

A CLOSER LOOK

DETERMINING TEXT COMPLEXITY

STEP 1: QUANTITATIVE MEASURES

Lexile Text Measure: 870L

ATOS Book Level: 5.6

In which of the text complexity bands would this novel fall?

Kansas State Department of Education www.lexile.com

Text Complexity Grade Bands

“Stretch”Lexile Range

Suggested ATOS

Book Level Range**

K-1 100L – 500L* 1.0 – 2.5

2-3 420L – 820L 2.0 – 4.0

4-5 740L – 1010L 3.0 – 5.7

6-8 925L – 1185L 4.0 – 8.0

9-10 1050L – 1335L 4.6 – 10.0

11-CCR 1185L – 1385L 4.8 – 12.0

http://www.lexile.com/

http://en.wikipedia.org/wiki/File:Mockingbirdfirst.JPG

Text Complexity Grade Bands

“Stretch”***Lexile Range

Suggested ATOS Book Level

Range**

K-1 100L – 500L* 1.0 – 2.5

2-3 420L – 820L 2.0 – 4.0

4-5 740L – 1010L 3.0 – 5.7

6-8 925L – 1185L 4.0 – 8.0

9-10 1050L – 1335L 4.6 – 10.0

11-CCR 1185L – 1385L 4.8 – 12.0

* 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 ***Grade Bands reflect the 2012 Revised Appendix A of the Common Core State Standards for English Language Arts

QUANTITATIVE MEASURES RANGES FOR TEXT COMPLEXITY GRADE BANDS

Kansas State Department of Education www.lexile.com

http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf






http://www.lexile.com/

STEP 1: QUANTITATIVE MEASURES The quantitative measures is only the

first of three “legs” of the text complexity triangle.

Final recommendation may be validated, influenced, or even over-ruled by examination of qualitative measures and the reader and task considerations.

Kansas State Department of Education


STEP 2: QUALITATIVE MEASURES

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



STEP 2: QUALITATIVE MEASURESRubrics 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.




Because the elements 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.



STEP 2: QUALITATIVE MEASURES So…

How is the rubric used?How would To Kill a Mockingbird fair when analyzed through the lens of the Literary Text Rubric?



x

x

xx

x

x

x

x

x

X

X

X

X

X

X

X



Lexile Text Measure: 870L ATOS Book Level: 5.6

But after reflecting upon the

qualitative measures, we

believed:

Text ComplexityGrade Band

"Stretch"

Lexile Band*Suggested ATOS

Book Level Range**

K–1 N/A 1.0-2.5

2–3 420L–820L 2.0-4.0

4–5 740L–1010L 3.0-5.7

6–8 925L–1185L 4.0-8.0

9-10 1050L–1335L 4.6-10.0

11–CCR 1185L–1385L 4.8-12.0

Text ComplexityGrade Band

"Stretch"

Lexile Band*Suggested ATOS

Book Level Range**

K–1 N/A 1.0-2.5

2–3 420L–820L 2.0-4.0

4–5 740L–1010L 3.0-5.7

6–8 925L–1185L 4.0-8.0

9-10 1050L–1335L 4.6-10.011–CCR 1185L–1385L 4.8-12.0







Initial placement of To Kill a Mockingbird into a text complexity band changed when the qualitative measures were examined.

Remember, this completes only the first two legs of the text complexity triangle.

The reader and task considerations still remain.


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



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.



The questions 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.



Based upon the examination of the Reader and Task Considerations, the third leg of the text complexity model has been completed and final placement within a text complexity band may be determined.


NEXT STEPS

The texts and the annotations accompanying them will provide educators with a deeper, more multidimensional picture of text complexity that can be used 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 The Fundamentals of Literacy Instruction & Assessment, PreK-6

http://products.brookespublishing.com/The-Fundamentals-of-Literacy-Instruction-and-Assessment-Pre-K6-P256.aspx

http://www.sde.ct.gov/sde/site/default.asp



http://www.ksde.org/Default.aspx?tabid=4778

http://www.lexile.com/findabook

http://www.maine.gov/education/lres/commoncore/

http://www.pta.org/common_core_state_standards.asp



http://www.youtube.com/user/TheHuntInstitute

http://www.youtube.com/user/TheHuntInstitute


Documents

Why Text Complexity Matters