cfn 609 text complexity professional development middle school - social studies march 5, 2013
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CFN 609 Text Complexity Professional Development Middle School - Social Studies March 5, 2013. Essential Question: How can we deepen our understanding of what makes texts complex as well as why and how we should read complex texts with students?. - PowerPoint PPT PresentationTRANSCRIPT
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Essential Question: How can we deepen our understanding of what makes texts complex as well as why and how we should read complex
texts with students?
CFN 609Text Complexity Professional Development
Middle School - Social Studies March 5, 2013
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Goal: Analyzing and assessing the complexity of informational
text.
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Close Reading of Text Please read Common Core State
Standards Appendix A pages 4-8 Jot down a :WordPhraseSentence that resonates with you
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Overview of Text Complexity
Text complexity is defined by:
Qua
litat
ive
1. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.
Quantitative
2. Quantitative measures – readability and other scores of text complexity often best measured by computer software.
Reader and Task
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.
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Measures such as:• Word length• Word frequency• Word difficulty• Sentence length• Text length• Text cohesion
Step 1: Quantitative Measures
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Step 1: Quantitative Measures
The Quantitative Measures Ranges for Text Complexity: http://www.ksde.org/Default.aspx?tabid=4605
This document outlines the suggested ranges for each of the text complexity bands using:
1. Lexile Text Measures
---or---
2. ATOS Book Levels (Accelerated Reader)
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Step 2: Qualitative Measures
Measures such as:• Levels of meaning• Levels of purpose• Structure• Organization• Language conventionality• Language clarity• Prior knowledge demands
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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
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Step 3: Reader and Task Considerations
Questions for Professional Reflection on Reader and
Task Considerations: http://www.ksde.org/Default.aspx?tabid=4605
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.
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Step 3: 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.
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Today’s in-depth focus will help us unpack the Essential Question By using the CCLS Qualitative criteria tool
Essential Question: • How can we deepen our understanding of what makes texts complex as well as why and how we should read complex texts with students?
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CCSS Text ComplexityDegree of Text Complexity Notes
Aspects of Text Less Complex More Complex
Levels of Meaning (literary) or purpose (informational)
Single level of meaning: clear, explicitly stated purpose ; straightforward
Multiple,implicit,ambiguous
Structure(organization/progression of text & use of graphics)
Organization: Simple, explicit,Conventional
Graphics: Simple or supplementary
Organization: Complex, implicit,unconventional
Graphics: Sophisticated or essential
Language Conventionality& Clarity
Literal,clear,compemporary,conversational
Figurative, or ironic; ambiguous or misleading ; archaic or unfamiliar; academic or domain specific
Knowledge demands : Life Experience
Simple or single themes; common experience or clearly fantastical; single or familiar perspectives
Complex or multiple themes; unfamiliar experiences; multiple or unfamiliar perspectives
Knowledge demands: Cultural/literary (literary)
Everyday knowledge and familiarity with genre conventions ; low intertexualuity
Cultural and literary knowledge useful; high intertexuality
Knowledge demands : Content/disciplinary(informational)
Everyday knowledge and familiarity with genre conventions; low intertexuality
Extensive or specialized discipline-specific content knowledge required; high intertexuality
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Applying CCLS Text Complexity Criteria of Informational Text:
Intended Learning:To become more familiar with the qualitative criteria for text complexity as defined in the CCLS
To practice applying the CCLS criteria for text complexity to evaluate the complexity of informational text
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Part 1 Informational TextTask Directions:
1. Preview the questions below.2. Independently read the “Biography of Amelia Earhart”
with the following questions in mind.3. When finished, discuss the answers to the following
questions.Questions for Small Group Discussion: What ideas should students include when summarizing
the gist of this text? What else would you want them to understand?
What difficulties, misunderstandings, or misconceptions might various groups of students (ELL, gifted students , SWD, etc. ) have about this text?
What prerequisite knowledge, if any, do students need to understand this text? How might a teacher address these needs?
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Partner And Table Group Work:
With your partner, assess the text by jotting down some notes on the CCLS organizer for assessing and selecting text.
With your table, complete the chart to share your assessment with the whole group. You don't need to share all of what’s on your organizers, but please share your assessment of at least 4 of the CCLS criteria. Use specific examples to support your assessment.
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Gallery Walk and Discussion: Review one another’s charts to determine degree of agreement across the groups in their evaluation of this text.
Discuss trends that you see.
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Part 2 Informational TextsTask Directions:
1. Preview the questions below.2. Independently, read “Earhart’s Final Resting Place
Believed Found by Rossella Lorenzi” with the following questions in mind.
3. When finished, discuss the answers to the following questions.
Questions for Small Group Discussion: What ideas should students include when
summarizing the gist of this text? What else would you want them to understand?
What difficulties, misunderstandings, or misconceptions might various groups of students (ELL, gifted students , SWD, etc. ) have about this text?
What prerequisite knowledge, if any, do students need to understand this text? How might a teacher address these needs?
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Partner And Table Group Work:
With your partner, assess the text by jotting down some notes on the CCLS organizer for assessing and selecting text.
With your table, complete the chart to share your assessment with the whole group. You don't need to share all of what’s on your organizers, but please share your assessment of at least 4 of the CCLS criteria. Use specific examples to support your assessment.
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Gallery Walk and Discussion:
Review one another’s charts to determine degree of agreement across the groups in their evaluation of this text.
Discuss trends that you see.
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Reflecting on the work we did so far…
What are the implications for :
Units of Study Lesson Planning Considerations for instruction
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Bridge to Practice Use the CCLS “Degree of Text Complexity” tool
analyze a piece of text in your upcoming unit Keeping in mind the following questions:What ideas should students include when
summarizing the gist of this text? What else would you want them to understand?
What difficulties, misunderstandings, or misconceptions might various groups of students (ELL, gifted students , SWD, etc. ) have about this text?
What prerequisite knowledge, if any, do students need to understand this text? How might a teacher address these needs?
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