simplifying text complexity module 4. the dilemma the difficulty in transitioning from high school...
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Simplifying Text ComplexityModule 4
The Dilemma
The difficulty in transitioning from high school to college and careers may be caused, in part, by a
substantial “gap” in text complexity between high school and college and workforce materials.
(renlearn.com)
The Importance of Complex Text
“The Common Core Standards hinge on students encountering appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge they need for success in school and life” (p. 3. CCSS).
Read and comprehend complex literary and informational texts independently and proficiently.
R.CCR.10
How the Standards Address Text Complexity
Grade Band Expectations
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Understanding the Dimensions of Text Complexity
Understanding Text Complexity
Understanding Text Complexity
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Let’s Talk
Why is it important to examine the three dimensions of text
complexity before implementing a text in the classroom?
The DimensionsLet’s take a closer look
Measures of Text Complexity
Complexity considers readability and underlying concepts
Quantitative measures
Qualitative measures
Reader and Task considerations
The Standards’ Model of Text Complexity
The Process
4. Recommend placement in the appropriate text complexity band.
3. Reflect upon the reader and task considerations.
2. Analyze the qualitative measures of the text.
1. Determine the quantitative measures of the text.
Quantitative Measures
Quantitative Measures
• Word length
• Word frequency
• Word difficulty
• Sentence length
• Text length
• Text cohesion
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Lexile® FrameworkLexile Analyzer Stretch Bands
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Aligning Lexile© Ranges to Standards
GradeBand
CurrentLexile Band
Appendix ALexile Band New Ranges
K–1 N/A N/A N/A
2–3 450L–725L 450L–790L 420L-820L
4–5 645L–845L 770L–980L 740-1010L
6–8 860L–1010L 955L–1155L 925L-1185L
9-10 960L–1115L 1080L–1305L 1050L-1335L
11–CCR 1070L–1220L 1215L–1355L 1185L-1385L
Source: International Center for Leadership in Education
ATOS Quantitative Measures
CCSS Grade Bands Recommended ATOS Level Ranges
2nd to 3rd grade 2.75 to 5.14
4th to 5th grade 4.97 to 7.03
6th to 8th grade 7.00 to 9.98
9th to 10th grade 9.67 to 12.01
11th grade to CCR 11.20 to 14.10
Text-Complexity Grade Bands for Instructional Use
Quantitative Measures Comparison
Qualitative Measures
Qualitative Measures
• Levels of meaning
• Levels of purpose
• Structure and Organization
• Language conventionality and Clarity
• Prior knowledge demands
Qualitative Measures
Qualitative Measures
Qualitative Measures
Low Medium HighThe Continuum
Reader and Task Considerations
Reader and Task
• Motivation
• Knowledge and experience
• Purpose for reading
• Complexity of task assigned regarding text
• Complexity of questions asked regarding text
Recommend Level
Decide where text should be placed on grade band, based on the three measures of complexity.
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In Depth
A discussion about text complexity
Supporting Research
• Betts (1946) Theory of instructional levels described how learning is optimized when students read texts of appropriate difficulty. However, this theory has been challenged over the years.
• Powell’s (1960) findings indicate students learn more from difficult texts because teaching facilitates comprehension.
• This theory also gels well with Vygotsky’s (1978) theory of social learning.
Shanahan on Complex Text
For further reading, visit:
Shanahan on Literacy
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Let’s Talk
Select one topic Dr. Shanahan talks about todiscuss its implications for your classroomwith a table partner.• CCSS for ELA/Literacy are intended to raise the
complexity level of texts students read at every grade level in all content areas
• Teaching more complex text stretches a student’s abilities
• Teachers need to use scaffolds that support students in comprehending complex text
SAMPLE PROCESSRate informational text
Read the text complexity annotation for
The Grapes of Wrath, on page 14 Appendix A
PLC Collaborative Practice
Step 4: Recommended Placement
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Scaffolding Instruction to Support All Students
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CCSS and English Language Learners
“Effectively educating these students requires diagnosing each student instructionally, adjusting instruction accordingly, and closely monitoring student progress.” Source: CCSS Application of the Standards with English Language Learners (page 1)
Supporting Research ELLs
Oral proficiency in English (including oral vocabulary, grammar, and listening comprehension) is critical for ELs to develop proficiency in text level English reading ‐comprehension: word identification skills are necessary but not sufficient
Instruction in the components of reading foundational skills—such as phonemic awareness, phonics, fluency, vocabulary, and text comprehension (NICHD, 2000)—benefits ELs.
ELs’ native language literacy skills can help them learn English foundational literacy skills.
Source: http://www.cde.ca.gov/sp/el/er/documents/sbeapdaliteracy.pdf
Breaking the Barrier Lily Wong Fillmore: Text
Complexity, Common Core, and ELLs
Helping English Language Learners
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SLPath
A Comprehensive Evaluation Process for English Learners (CEP---EL)
English Language Learners
Address foundational skills
Apply appropriate scaffolds for instruction
Provide access to a rigorous academic curriculum
Provide a balance of complex and instructional level text
Support for students’ needs
CCSS Application to Students with Disabilities
Students with disabilities
Provide supports and accommodations in instructional strategies and multiple demonstrations of learning.
Practice Universal Design
Align IEP goals with grade level academic CCSS
Support for students’ needs
UNIVERSAL DESIGN FOR LEARNING
“Universal design is the design ofproducts and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.” – Ron Mace
Universally designed instruction and Assessments
• Sensitive
• Flexibility
• Accessible
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Scaffolding Instruction
Identify the reading needs of all students.
Share the responsibility for providing explicit targeted instruction.
Variety of instructional methods
Variety of student response methods
Cooperative Grouping
Communication
The 4Cs
1. Communication2. Collaboration3. Critical Thinking4. Creativity
Importance of the 4 Cs
References
• Betts• Powell• Vygotsky (1978). Mind in Society.• CCSS.org• Hiebert• Lexile• Renassaince Learning (ATOS)
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Three Dimensions of Text Complexity
Susan Pimentelhttp
://mediasite.k12.hi.us/HIDOE/Viewer/?peid=1d2454866ec44a769623b25c287efe691d
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Meeting the Needs of English Learners
Challenges Meeting Student Needs
The language and literacy demands of the CCSS are high
Address the full foundation of language skills and English Language Development (ELD) needed by ELs
Currently many ELs are not achieving proficiency on the California English Language Development Test (CELDT)
Strengthen and focus on high quality ELD and scaffolding strategies across the curriculum
The narrowing of the curriculum has resulted in weak content knowledge in social studies and science
Provide a full rigorous academic curriculum
Many ELs have only engaged with simplified texts which offers them little or no examples of academic language
Engage ELs with a balance of rigorous and scaffolded text
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Meeting the Needs of Students With Disabilities
Challenges Meeting Student Needs
Lack of meaningful access to certain standards in both instruction and assessment based on their communication and academic needs.
Provide supports and accommodations to ensure that students receive multiple means of learning and opportunities to demonstrate knowledge
Lack of access to general education curriculum
Instructional supports for learning― based on the principles of Universal Design for Learning (UDL)―which foster student engagement by presenting information in multiple ways and allowing for diverse avenues of action and expression
Lack of rigorous, standards-based goals on an Individualized Education Plans (IEPs)
An IEP that includes annual goals aligned with and chosen to facilitate their attainment of grade-level academic standards