ela school team session welcome to eea, 2012! 10/2/2015msde1
TRANSCRIPT
ELA SCHOOL TEAM SESSION
Welcome to EEA, 2012!
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Outcomes for this session:
School team members will: Examine and apply the Maryland tools
for determining text complexity when selecting text across the curriculum
Explore ways of making grade appropriate complex text accessible to all students
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Common Core State Standards
CCR Anchor Standard 10 –Read and comprehend complex literary
and informational texts independently and proficiently
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TEXT COMPLEXITY
A multidimensional look at choosing the right text.
Text Complexity is defined by:
5Q
ual
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ive
1.Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands
Quan
titativ
e2.Quantitative measures – readability and other scores of text complexity Reader and
Task3.Reader and Task – background
knowledge of reader, motivation, interests, and complexity generated by tasks assigned
Quantitative Dimensions of Text Complexity
These are typically measured by computer software.
Examples: • Word length• Word frequency• Sentence length• Text cohesion
*Adapted from Appendix A, page 4 of the Common Core State Standards for English Language Arts.
Three Part Model for Text Complexity
Quantitative Measures of Text Complexity
Qualitative Dimensions of Text Complexity
These are best measured by a human reader.
Examples: • Levels of meaning or purpose• Structure• Language conventionality and clarity• Knowledge demands
*Adapted from Appendix A, page 4 of the Common Core State Standards for English Language Arts.
Three Part Model for Text Complexity
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Reader and Task ConsiderationsThese deal with variables specific to particular readers and/or to particular tasks. They are best made by teachers employing their professional judgment, experience, and knowledge of their students and the subject.
Examples of variables specific to readers:•Motivation•Knowledge•Experiences
Examples of variables specific to tasks:•Purpose •Complexity
*Adapted from Appendix A, page 4 of the Common Core State Standards for English Language Arts.
Three Part Model for Text Complexity
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Determining Text Complexity –
`Reader and Task Considerations
Using the Tools to Determine Text Complexity
1. Determine the quantitative level of the text
2. Use the “Qualitative Dimensions of Text Complexity Tool” (Informational Text or Literary Text) to evaluate the text
3. Use the “Reader and Task Considerations” tool to reflect on the relationship between the text and the readers.
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Let’s try a sample
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Lexile Level = 870L
Which of the 3 tools would you use to determine the grade band for this text?
Next: Examine the text for Qualitative Measures
Measures such as:• Text structure• Language
Conventionality• Clarity• Levels of Meaning• Levels of Purpose• Knowledge demands
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What is your thinking about level now?
Lexile Level Grade band 4-5
Qualitative Considerations
This text is mostly complex.
Source: 17
Considerations such as:• Cognitive Capabilities• Reading Skills• Motivation and Engagement with Task & Text•Prior Knowledge and Experience• Content and/or Theme •Associated tasks
Step 3: Reader and Task Considerations
Reader and Task Considerations
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Determining Text Complexity –
`Reader and Task Considerations
Deciding on the grade placement
Considering all 3 dimensions of text complexity, what grade levels would be most appropriate for this text?
Like any holistic scoring system, there is not a single correct answer.
pre-determine essential portions of text chunk portions of text for manageability within text chunk, guide student to important
understandings through questioning
Text ComplexityText Complexity
Text AccessibilityText Accessibility
Some UDL considerations
Grouping options to access (small group, partners, etc.)
Provide accessible print and digital sources and texts in a variety of formats (auditory, large print, Braille, closed caption/described video, and accessible websites).
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Developing the ability to read complex text will most likely occur at a broken pace. Students need the opportunity and time to stretch their reading abilities but also to experience the satisfaction and pleasure of easy fluent reading.
Text ComplexityText Complexity
A final thought…A final thought…
Closure
How can the teachers in your school utilize these tools to create content lessons around grade appropriate complex texts?
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