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Page 1: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

Text Complexity

From:

Page 2: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

Goals:

• To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards).

• To develop complex tasks that are appropriate for your grade level.

Part 1= Informational

Part 2= Experience

Page 3: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

3Source:

Overview of Text Complexity

Text complexity is defined by:

Qua

litat

ive2. Qualitative measures – levels of meaning,

structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.

Quantitative

1. 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.

Page 4: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)
Page 5: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

• Choose an excerpt of text from Appendix B:

We could….

or…

Page 6: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

6

Use available resources to determine the text complexity of other materials on our own.

Page 7: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

Determining Text Complexity

7

•A Four-step Process:

1. Determine the quantitative measures of the text.

2. Analyze the qualitative measures of the text.

3. Reflect upon the reader and task considerations.

4. Recommend placement in the appropriate text complexity band.

Page 8: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

8

Page 9: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)
Page 10: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)
Page 11: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)
Page 12: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)
Page 13: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)
Page 14: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

Step 1: Quantitative Measures

14

Remember, however, that the quantitative measures is only the first of three “legs” of the text complexity triangle.

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

Page 15: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

15

Step 2: Qualitative Measures

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

Page 16: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

Step 2: Qualitative Measures

16

The Qualitative Measures Rubrics for Literary and Informational Text:

http://www.ksde.org/Default.aspx?tabid=4605

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.

http://www.ksde.org/Default.aspx?tabid=4605
Page 17: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

Step 2: Qualitative Measures

17

Because the factors 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.

Page 18: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

Step 2: Qualitative Measures

18

http://en.wikipedia.org/wiki/File:Mockingbirdfirst.JPG
Page 19: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

Step 3:Reader and Task Considerations

19

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.

Page 20: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

Step 4: Recommended Placement

20

Step 4: Recommended Placement

After reflecting upon all three legs of the text complexity model we can make a final recommendation of placement within a text and begin to document our thinking for future reference.

Page 21: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

Step 4: Recommended Placement

21

Based upon all the information—all three legs of the model—the final recommendation for To Kill a Mockingbird is….

http://en.wikipedia.org/wiki/File:Mockingbirdfirst.JPG
Page 22: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

Step 4: Recommended Placement

22

In this instance, Appendix Bconfirms our evaluation of the novel. To Kill a Mockingbird is placed within the grade 9-10 text complexity band.

Page 23: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

Text Complexity Practice

• Read “Basketball, History of”• Annotate for features that might affect the

text’s complexity.

Page 24: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

Use the Informational Text Qualitative Measures Rubric to

evaluate the piece.

Page 25: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

• Review the Reader to Task Considerations Guide

• Using the Text Placement Template, place in the appropriate grade band.

Page 26: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

Take a Break

Page 27: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

Where do we find Sample Performance Tasks?

Page 28: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

Task Complexity

• Once we understand the complexity of text, we must explore the complexity of the task.

• Activity:Review the CCSS performance tasks and list the

standards that are taught through each task.

Page 29: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

Text-Dependent Questions are not…

Low-level, literal, or recall questions

Focused on comprehension strategies

Just questions…

29

Page 30: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

Text-Dependent Questions...• Can only be answered with evidence from the

text.

• Can be literal (checking for understanding) but must also involve analysis, synthesis, evaluation.

• Focus on word, sentence, and paragraph, as well as larger ideas, themes, or events.

• Focus on difficult portions of text in order to enhance reading proficiency.

• Can also include prompts for writing and discussion questions.

30

Page 31: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

Three Types of Text-Dependent Questions

• When you're writing or reviewing a set of questions, consider the following three categories:

• Questions that assess themes and central ideas

• Questions that assess knowledge of vocabulary

• Questions that assess syntax and structure31

Page 32: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

Non-Examples and Examples

32

•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?

Not Text-Dependent Text-Dependent

Page 33: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

Use the Guide to Text Dependent Questions to develop questions for

the Benchmark books at your table.

Page 34: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

Implementation Plan for

CCSS

Tuesday, May 28

Page 35: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

Streamline official assessments

•TCAP Achievement tests will be narrowed 20-35 percent in RLA (3-8)•TCAP EOCs will be narrowed 20-30 percent in English I, II, and III•K-2 ELA(SAT10) will be narrowed to focus solely on reading

Expand low-stakes assessments

•The Writing Assessment will be administered to grades 3-11 in February. This will be an online assessment.•The February Writing Assessment will be scored by Measurement Incorporated.

Provide additional resources

•The Tennessee Department of Education will create an online literacy portal for use throughout the year with operational practice items.•Two writing “performance tasks” will be released for each grade band for ELA, Science, Social Studies, and CTE and will be recommended for teacher, school, and district use. More detailed information about the grade bands and timeline for these prompts will be shared by May 1, 2013.•The literacy portal will include scoring rubrics and student work samples. Scoring of student work on the literacy portal will be done locally by teachers.

Assessment transition: ELA

Page 36: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

• The design of the TCAP Writing Assessment will be modified to more closely mimic PARCC. Students will read two passages and write a summary and analysis across both passages. The time for the Writing Assessment will be expanded to accommodate this change.

• All Writing Assessments will move online .• The online administration portal will be updated from the

2012-13 administration to reflect the PARCC design and functionality as closely as possible.

Assessment transition: ELA

Page 37: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

• There will be a four-week window for the completion of the Writing Assessment across grades in February.

• As announced last year, the genre for the Writing Assessment at all grade levels could be any of the following: narrative, persuasive, or expository. There will no longer be pre-determined genre administration at each grade level.

• The list of dropped SPIs for the TCAP Achievement and EOC tests for the 2013-2014 school year has been posted on www.tncore.org.

Assessment transition: ELA

http://www.tncore.org/
Page 38: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

Content Area Resources Release Timeline

ELA Two model units per grade band (4-5, 6-8, 9-10, 11-12)

TBD Reading Resource Supports

August December

Science Two model literacy units designed for Science classes per grade band (6-8, 9-12)

August December

Social Studies Two model literacy units designed for Social Studies classes per grade band (6-8, 9-12)

August December

CTE Model literacy resources (and some math tasks, as application) designed for Career and Technical Education classes in each career cluster group

August December

Page 39: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

Assessment Type

Windows Grades Scoring Dates

ELA Pilot September 2013 3-11 October 4, 2013

ELA Pilot November 2013 3-11 January 6, 2014

Writing Assessment

February 2014 3-11 MI- state scored

ELA Pilot and Writing Assessment (Grades 3-11)

Draft

Page 40: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

DRA 2013-2014

DRA Testing Windows Assessment Type Data Conference Window

August 19-September 6, 2013 Progress Monitoring September 9-20, 2013

October 21-November 8, 2013 Full DRA November 11-22, 2013

January 7-17, 2014 Progress Monitoring January 21-31, 2014

March 10-21, 2014 Progress Monitoring April 7-18, 2014

May 1-20, 2014 Full DRA N/A

Draft

Page 41: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

3rd Grade

Page 42: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

4th Grade

Page 43: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

5th Grade

Page 44: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

Benchmark Education• Tomorrow you will attend the Benchmark

Education training. • Benchmark was purchased to be a resource. You

are NOT required to go through the units in order or to use all parts of the program.

• This program offers teachers more support so that they can have more time to focus on meeting the needs of each student.

• Book rooms are still necessary to offer appropriate support and resources.

Page 45: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

• It is important to note that this program was created prior to the implementation of the Common Core standards. It is an excellent resource that matches our philosophy and best practices. However, in this time of transition to Common Core, we must continue to develop our understandings and meet the needs of students.

Page 46: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

Maps

• The teacher leaders updated the maps in order to offer support to teachers.

• These are a first draft. Please make notes as you go through the year so that you can offer suggestions for changes.

• The titles are meant to be suggestions, do not feel obligated to limit yourself to the titles on the maps.

Page 47: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

• The structure of the literacy block remains the same.

• The support of the teacher adjusts to the need of the student.

• The work that we have done in writing is essential in preparation for PARCC. We can celebrate this success and hard work.

• The Benchmark online resources will enhance the literacy block and support our technology goals.

Page 48: Text Complexity From:. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards)

Thank you for your work!

• Please complete a reflection and leave it on your table. Enjoy the rest of your day!

Group Location

K-2- Adams, Jefferson, Johnson and Lincoln

Robinson Middle School (room 205)- Annie Stewart

K-2-Washington, Jackson, Roosevelt and Kennedy

Washington Elementary

3-5 –Washington, Jackson, Roosevelt and Kennedy

Administrative Support Center- TN Room

3-5-Adams, Jefferson, Johnson and Lincoln

John Adams Elementary


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