November 18th, 2014
ELA Review and Adoption
Committee
Norms Be fully present
Appreciate the importance of our work
Be honest & respectful
Honor differences
Lean into discomfort
GOALS
A Guaranteed Viable ELA Curriculum for NKSD students in NK!
understand the standards
determine the most important learnings at each grade level
determine materials needs
pilot materials
select materials
provide support with new materials
Roadmap
11/18/14: Introduction, learning shifts, text complexity
1/20/14: Essential outcomes from the standards
3/17/14: Materials selection rubrics
5/19/14: Discussion on fidelity and supports
6/22/15: Review/select pilot materials
6/23/15: Design support for pilot
11/17/15: Analyze pilot feedback
2/16/15: Final materials recommendations
2015-2016: Subcommittee work – supporting the implementation:
assessments, pacing, coaching, intervention, enrichment etc…
Sharing
Be a resource at your school.
Share learning with colleagues in ways that are comfortable for you.
There may be formal feedback gathering
Text Complexity:English Language Arts Common
Core State Standards
Text Complexity Matters
Referenced from Erik Iwersen, June, 2012
Questions to Explore Today
What is a grade level text complexity band?
What are the three measures for text complexity, and how do we use these measures to evaluate a text for its complexity?
How do we ensure the texts that we use are appropriately complex, and align to the correct grade level band?
7
Why Text Complexity Matters
Text Lexile Score
CD‐DVD Instructions 1080USA Today 1100AV/Communications/Tech. Manual 1190College Textbooks 1215Baltimore Sun 1250W4 Forms 1260Applications for Student Loans 1270The Chicago Tribune 1310Wall Street Journal 1320Architecture/Construction Manuals 1340Washington Post 1350The New York Times 1380Agriculture/Natural Resources text 1510Law/Public Safety 1740
*Scores listed are averages
(MetaMetrics,2001)
The Majority of High School SeniorsOnly reach levels within the 940-1200 range
Use the Standards as a Roadmap
Specifically, within reading standard #10:
College and Career Readiness Anchor Standard:
R.CCR.10 Read and comprehend complex literary and informational texts independently and proficiently.
Example Grade-level Common Core Standard(6thgrade):
RI.6.10. By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
9
(National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010)
Video Overview of Text Complexity
Grade Bands
2-3
4-5
6-8
9-10
11-12
K-1
Activity #1
My Grandmother’s Hair
As a small group, read “My Grandmother’s Hair” and answer the three questions provided at the bottom of the page…
Discussion On a scale of 1 to 10, how would you rate the overall complexity
of this text?
What features of this text support your rating of its complexity?
At what grade level might this text be appropriate for instruction? Why?
Text complexity is defined by three measures in the CCSS:
Qualita
tiv
e
Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.
Quan
titati
ve
Quantitative measures – readability and other scores of text complexity often best measured by computer software.
Reader and Task
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.
(National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010)15
Step 1: Quantitative Measures
(National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010) 16
Measures such as:• Word length• Word frequency• Word difficulty• Sentence length• Text length• Text cohesion
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
Quantitative Measures Ranges for Text Complexity Grade Bands
Kansas Common Core Standards
* 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
Finding a Lexile Measure for Text: http://www.lexile.com/findabook/
Step 1: Quantitative Measures
18
19
Finding a ATOS Book Level for Text: http://www.arbookfind.com/
Step 1: Quantitative Measures
Quantitative Measures: Limitations
Sometimes, quantitative measures for text complexity can be limiting, or measure a text inappropriately. Why might this be the case?
For example: John Steinbeck’s, The Grapes of Wrath
This novel is given a Lexile rating of grades 2-3.
Step 2: Qualitative Measures
Measures such as:• Structure• Language
Demands and Conventions
• Knowledge Demands
• Levels of Meaning/Purpose
(National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010) 21
Qualitative Measures: Other Factors
• Word difficulty and language structure
• Dialect
• Text structure
• Discourse style (e.g., satire, humor)
• Genre and characteristic features of the text
• Background knowledge and/or degree of familiarity with the content (including historical, geographical or literary references)
• Level of reasoning required (e.g. difficulty of themes or ideas in the text, abstract concepts in the text)
• Format and layout of the text
• Length of the text (Hess and Biggam, 2004)
14
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.
Literary Texts Informational Texts
15
(National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010
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
(National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010)
24
Reader, Task, and Motivation
(National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010)
Determining Text Complexity
A Four-step Process:
(National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010)("Ar bookfinder," 2012) ("The lexile framework," 2012)
26
Quan
titati
ve
Qualita
tiv
e
Reader and Task
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.
Step 2: Qualitative Measures
27
Steps 1, 2 & 3 of the process compiled on one document. See Appendix A for more examples.
(National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010)
6-8 Text Complexity Band
Top Related