Why Text Complexity Matters
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Transcript of Why Text Complexity Matters
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WHY TEXT COMPLEXITY MATTERS
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SUPPORTING DISTRICTS WITH
DETERMINING TEXT COMPLEXITY
COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS
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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.
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THE “CRISIS” OF TEXT COMPLEXITY
Complexity of texts students are expected to read is way 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
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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
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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)
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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
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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
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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
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CCSS INSTRUCTIONAL SHIFTS
All students must be exposed to grade level text complexity regardless of their reading ability
CCSS, Appendix A
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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
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HIEBERT JIGSAW
All – Introduction (p.1) Group 1 – Text Complexity and the CCSS (p. 2-3) Group 2 – Quantitative Information (p. 3 & 4) Group 3 – Qualitative Measures (p. 4 & 5) Group 4 – Readers and Tasks (p.5) All – How To Use The Three Forms Of Information:
The Text Complexity Multi-index (p.5 & 6) All – Conclusions and Recommendations (p.7)
Handout 1
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THREE-PART MODEL FOR MEASURING TEXT COMPLEXITY
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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
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TEXT COMPLEXITY MODEL
Text complexity is defined by:
2.Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.
Kansas Department of Education
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TEXT COMPLEXITY MODEL
Text complexity is defined by:
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.
Kansas Department of Education
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A CLOSER LOOK
QUANTITATIVE MEASURES
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Sentence and word length Frequency of unfamiliar words Word frequency Number of syllables in words
QUANTITATIVE MEASURES
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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
QUANTITATIVE MEASURES
Elfrieda H. Hiebert – The Common Core State Standards and Text Complexity
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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 – The Common Core State Standards and Text Complexity
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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 – The Common Core State Standards and Text Complexity
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PROPOSED COMMON SCALECommon Core Bands:
Text Analyzer Tools
DRP FK Lexile
2nd - 3rd 42 - 54 1.98 - 5.34 420 - 820
4th – 5th 52 - 60 4.51 - 7.73 740 - 1010
6th – 8th 57 - 67 6.51 – 10.34 925 - 1185
9th – 10th 62 - 72 8.32 – 12.12 1050 - 1335
11th - CCR 67 - 74 10.34 – 14.2 1185 - 1385
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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.)
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A CLOSER LOOK
QUALITATIVE MEASURES
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A.Levels of meaning or purpose B.StructureC.Language conventionality and
clarity D.Knowledge demands
QUALITATIVE MEASURES
Elfrieda H. Hiebert – The Common Core State Standards and Text Complexity
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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
QUALITATIVE MEASURES
Elfrieda H. Hiebert – The Common Core State Standards and Text Complexity
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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
Elfrieda H. Hiebert – The Common Core State Standards and Text Complexity
QUALITATIVE MEASURES
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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)
QUALITATIVE MEASURES
Elfrieda H. Hiebert – The Common Core State Standards and Text Complexity
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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
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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)
Elfrieda H. Hiebert – The Common Core State Standards and Text Complexity; CCSS, Appendix A
QUALITATIVE MEASURES
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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…
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QUALITATIVE MEASURES
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)
Elfrieda H. Hiebert – The Common Core State Standards and Text Complexity; CCSS, Appendix A
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A CLOSER LOOK
READER AND TASK CONSIDERATIONS
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READER AND TASK CONSIDERATIONS
Reasoning skills/strategic planning Motivation and engagement Knowledge and experience Purpose for reading Complexity of associated tasks Skills and strategies
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READER AND TASK CONSIDERATIONS
Complexity of task assigned regarding
text Complexity of questions asked regarding
text Differences between literary texts and
informational texts
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A CLOSER LOOK
DETERMINING TEXT COMPLEXITY
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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
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Text Complexity Grade Bands
Suggested Lexile Range
Suggested ATOS Book Level Range**
K-1 100L – 500L* 1.0 – 2.5
2-3 450L – 790L 2.0 – 4.0
4-5 770L – 980L 3.0 – 5.7
6-8 955L – 1155L 4.0 – 8.0
9-10 1080L – 1305L 4.6 – 10.0
11-CCR 1215L – 1355L 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
QUANTITATIVE MEASURES RANGES FOR TEXT COMPLEXITY GRADE BANDS
Kansas State Department of Education
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STEP 1: QUANTITATIVE MEASURES 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.
Kansas State Department of Education
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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
Kansas State Department of Education
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STEP 2: QUALITATIVE MEASURES The Qualitative Measures
Rubrics 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.
Kansas State Department of Education
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STEP 2: QUALITATIVE MEASURES 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.
Kansas State Department of Education
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STEP 2: QUALITATIVE MEASURES So…
How is the rubric used? And how would To Kill a Mockingbird fair when
analyzed through the lens of the Literary Text Rubric?
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STEP 2: QUALITATIVE MEASURESLexile Text Measure: 870L ATOS Book
Level: 5.6
But after reflecting upon the qualitative
measures, we believed:
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STEP 2: QUALITATIVE MEASURES Our initial placement of To Kill a Mockingbird
into a text complexity band changed when we examined the qualitative measures.
Remember, however, that we have completed only the first two legs of the text complexity triangle.
The reader and task considerations still remain.
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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 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.
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STEP 3: READER AND TASK
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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STEP 3: READER AND TASK
Based upon our examination of the Reader and Task Considerations, we have completed the third leg of the text complexity model and are now ready to recommend a final placement within a text complexity band.
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Final Step: 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.
Handout 2
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NEXT STEPS
The texts and the annotations accompanying them will provide educators with a deeper, more multidimensional picture of text complexity that they can use 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!
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IMPLICATIONS FOR TEACHING AND LEARNING
Current instructional materials will need to be supplemented, enhanced or moved to a different grade.
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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