ELA Shifts 1 and 3 “Sometimes I sum up the standards by saying, read like a detective and write like an investigative reporter. More and more I feel like.

ELA Shifts 1 and 3 “Sometimes I sum up the standards by saying, read like a detective and write like an investigative reporter. More and more I feel like I should say, “Read like a detective and write like a conscientious investigative reporter.” - David Coleman, “Bringing the Common Core to Life”

Agenda: Morning Session 8:30-9:00 Welcome/Introduction ELA Common Core
Treasure Hunt 9:00-10:00 Session I Group A Group B Shifts: 1 & Shifts: 4, 5, & 6 10:00-10:15 Break 10:15-11:15 Session II Group A Group B Shifts: 4, 5, & Shifts 1 & 3 11:15-11:30 Wrap-Up Curriculum Mapping Input Afternoon Session 12:30-1:00 Welcome/Introduction ELA Common Core Treasure Hunt 1:00-2:00 Session I Group A Group B Shifts: 1 & Shifts: 4, 5, & 6 2:00-2:15 Break 2:15-3:15 Session II Group A Group B Shifts: 4, 5, & Shifts 1 & 3 3:15-3:30 Wrap-Up Curriculum Mapping Input

Clear Learning Targets
I can balance the amount of literature and informational text in my classroom. (Shift 1) I can use three measures to analyze text complexity. (Shift 3)

Treasure Hunt Knowing where to find information is just as
important as knowing the information. A question can be answered effectively when one knows how to use the available tools. Use your treasure map to navigate the ELA Common Core State Standards.

Word Bank: K-5 Clusters Language Writing 10 Craft and Structure
Standards Speaking and Listening Presentation of Knowledge and Ideas Language Production & Distribution of Writing Range of Writing K-5 Phonics and Word Recognition Phonological Awareness Vocabulary Acquisition and Use 6 Range of Reading and Lvl of Text Complexity Fluency Conventions of Standard English Print Concepts Comprehension and Collaboration Research to Build and Present knowledge Integration of knowledge and Ideas

Answe r Key

Six Shifts in ELA Common Core
The new English Language Arts Common Core State Standards contain many changes in learning standards, but they can be grouped into 6 main shifts. The shifts are directly linked to the College and Career Readiness Standards. Shift 1: Balance of literature and information text (K-5) *50% of information text by 4th grade Shift 2: Literacy across all content areas (6-12) Shift 3: Staircase of complexity Shift 4: Question and Answers: text-dependent Shift 5: Writing to inform or argue using evidences Shift 6: Academic Vocabulary

Shift 1: Balance of Literature and Informational Text
I can balance the amount of literature and informational text in my classroom.

What is Shift 1? Balance of literature and informational text (K-5) -50% of information text by 4th grade Students read a true balance of informational and literary texts. Elementary school classrooms are, therefore, places where students access the world – science, social studies, the arts and literature – through text. At least 50% of what students read is informational. Anchor Standards R.I 1-10 R.L 1-10

Shift 1: Guiding Questions
What will this mean we have to change about our practice? What challenges will we face as we make this shift? What are the implications for my classroom/school as we implement Shift 1?

Why is Shift 1 so important?
“80% of text adults read is informational, 80% of text read in school is literary.” National Geographic School Publishing 2003 Informational texts have a variety of formats, most of which are different from literary texts. Reading informational texts requires different reading strategies and apply those strategies differently Informational Texts and literary text are written and read for different purposes.

Nonfiction Text Structures
Description Compare/Contrast Cause and Effect Chronology/Sequence Procedural Persuasive Question/Answer Problem/Solution

Signal Words Point the Way…
Text Structure & Signal Words Description/ Hierarchical List Cause & Effect Compare/ Contrast Problem/ Solution Question & Answer Sequence For instance For example Furthermore Such as Also To begin with Most important In fact In addition And to illustrate Since Because This led to On account of Due to As a result of For this reason Consequentially Then…so… Therefore thus In like manner Likewise Similar to The difference between As opposed to After all However And yet But Nevertheless On the other hand One reason for the… A solution A problem Where The question is One answer is Recommendations include How When What Next Why Who How many The best estimate It could be that One may conclude Until Before After Finally Lastly First…last… Now…then On (date) At (time) First, second Meanwhile Not long after initially

To become effective readers of informational texts,
students need to understand: • the features that identify nonfiction writing; • the selective way nonfiction is read according to the reader’s purpose; • the ways organizational features such as indexes, content pages, glossaries and headings help the reader access the text; • the specialized language and language structures used to convey information; • how visual literacy such as photographs, diagrams, maps and charts combine with written text to convey information; • how information in captions and labels combines with running text to convey information; • strategies for using prior knowledge and experience to engage in inquiry

Shift 1: Fiction and Non-Fiction
Use the cards at your table to complete the sort! Literary Informational

Shift 1: Putting it into Practice
1. Use the chart paper at your table to generate a list of informational texts types that you can use in your classroom. 2. Include a short description of how you will use it.

“ If we include more informational text in early schooling, we put children in a better position to handle the reading and writing demands of their later schooling. We would like to see a day when children “read to learn” and “learn to read” from the earliest days of schools and throughout their school careers.” - Nell Duke

What the Principal Does…
What the Student Does… What the Teacher Does… What the Principal Does… Build background knowledge and exposure to the world through reading Apply strategies to reading informational text Provide students equal #s of informational and literary texts Ensure coherent instruction about content Teach strategies for informational texts Teach “through” and “with” informational texts Scaffold for the difficulties that informational text present to students Ask students, “What is connected here? How does this fit together? What details tell you that?” Consider and inventory of informational text in your building. Consider purchasing equal amounts of informational and literacy text to students Ensure teacher accountability for building student content knowledge through text Provide opportunities for PD and co-planning for teachers to become more familiar with informational texts Shift 1: Balance of Literature and Informational Text

Shift 3: Staircase of Complexity
I can use three measures to analyze text complexity.

What is Shift 3? Staircase of Complexity
In order to prepare students for the complexity of college and career ready texts, each grade level requires a “step” of growth on the “staircase”. Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space in the curriculum for this close and careful reading, and provide appropriate and necessary scaffolding and supports so that it is possible for students reading below grade level. Anchor Standard R10. Read and comprehend complex literary and informational texts independently and proficiently.

What will this mean we have to change about our practice? What challenges will we face as we make this shift?

Text Complexity Specifically, within reading standard #10:
Anchor Standard: R.CCR.10 Read and comprehend complex literary and informational texts independently and proficiently. Example Grade-level Standard (2nd grade and 4th grade): RL By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. Source: Kansas State Department of Education As stated in the Standards: Note on range and content of student reading To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success. 24 24

What do the Common Core Standards mean by text complexity?
So… What do the Common Core Standards mean by text complexity? What is a text complexity band? and How do we ensure the texts our students are reading are in the appropriate text complexity band?

Text complexity is defined by:
Overview of Text Complexity Text complexity is defined by: Quantitative Quantitative measures – readability and other scores of text complexity often best measured by computer software. Qualitative Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. 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. Source: Kansas State Department of Education 26

Common Core State Standards
Quantitative Measures Ranges for Text Complexity Grade Bands 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 What is a text complexity band? * 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: 27

Where do we find texts in the appropriate text complexity band?
We could…. Choose an excerpt of text from Appendix B: Use available resources to determine the text complexity of other materials on our own. or… (Even choosing excerpts from Appendix B is less effective because it removes the reader and task considerations from the equation.) 28 Source: Kansas State Department of Education 28

Determining Text Complexity
A Four-step Process: Determine the quantitative measures of the text. Qualitative Quantitative Analyze the qualitative measures of the text. Reflect upon the reader and task considerations. Reader and Task Overview of the protocol Recommend placement in the appropriate text complexity band. 29 Source: Kansas State Department of Education 29

Step 1: Quantitative Measures
Measures such as: Word length Word frequency Word difficulty Sentence length Text length Text cohesion 30 Source: Kansas State Department of Education

The Quantitative Measures Ranges for Text Complexity: This document outlines the suggested ranges for each of the text complexity bands using: Lexile Text Measures ---or--- ATOS Book Levels (Accelerated Reader) 31 Source: Kansas State Department of Education

Let’s imagine we want to see where a text falls on the quantitative measures “leg” of the text complexity triangle, using either the Lexile text measures or the ATOS book level (or both). For illustrative purposes, let’s choose Lois Lowry’s 1989, Number the Stars. 32 Source: Kansas State Department of Education

Finding a Lexile Measure for Text: 33

Number the Stars by: Lowry, Lois It's 1943 Copenhagen and the Jews of Denmark are being "relocated," so Annemarie Johansen's best friend, ... 670L Number the Stars by: Lowry, Lois It's 1943 Copenhagen and the Jews of Denmark are being "relocated," so Annemarie Johansen's best friend, ... 670L 34

For texts not in the Lexile database, consider using the Lexile Analyzer: Registration is required (free) Allows user to receive an “estimated” Lexile score Accommodates texts up to 1000 words in length Texts of any length can be evaluated using the Professional Lexile Analyzer—educators can upgrade to this tool for free by requesting access 35 Source: Kansas State Department of Education

Additional Resources for Lexile Measures: Overview video “What Does the Lexile Measure Mean?” “Lexile Measures and the Common Core State Standards” 36 Source: Kansas State Department of Education

Finding a ATOS Book Level for Text: 37

38

For texts not in the AR Bookfinder database, consider using The ATOS Analyzer: No registration is required (however, you must provide an address to receive results) Three methods of analysis are available: ATOS for Books – for submitting complete text of a book ATOS for Books with Estimated Word Count – does not require full text, just three 150-word passages ATOS for Text– works well for short, full-text submissions (short stories, magazine/newspaper articles, etc.) 39 Source: Kansas State Department of Education

Additional Resources for ATOS Book Level Measures: Accelerated Reader Website “Accelerated Reader and the Common Core State Standards” 40 Source: Kansas State Department of Education

670L Lexile Text Measure: 4.5 ATOS Book Level: In which of the text complexity bands would this novel fall? 41 Source: Kansas State Department of Education

Quantitative Measures Ranges for Text Complexity Grade Bands
Kansas Common Core Standards Quantitative Measures Ranges for Text Complexity Grade Bands 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 What is a text complexity band? * 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: 42

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. 43 Source: Kansas State Department of Education

Step 2: Qualitative Measures
Measures such as: Levels of meaning Levels of purpose Structure Organization Language conventionality Language clarity Prior knowledge demands 44 Source: Kansas State Department of Education

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. 45 Source: Kansas State Department of Education

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. 46 Source: Kansas State Department of Education

So… How is the rubric used? And how would Number the Stars fair when analyzed through the lens of the Literary Text Rubric? 47 Source: Kansas State Department of Education

Users read across the four columns for each row of checkboxes on the rubric, identifying which descriptors best match the text by marking a particular checkbox. As Appendix A states, “Few, if any, authentic texts will be low or high on all of these measures.” The goal is not for all of the checkmarks to be in a single column; the goal is to accurately reflect these factors of the text. The marked rubric can then serve as a guide as educators re-evaluate the initial placement of the work into a text complexity band. Such reflection may validate the text’s placement or may suggest that the placement needs to be changed. In fact, this marked rubric represents the evaluation of To Kill a Mockingbird completed by a committee of teachers. 48 48

From examining the quantitative measures, we knew: 670L Lexile Text Measure: 4.5 ATOS Book Level: But after reflecting upon the qualitative measures, we believed: 49 Source: Kansas State Department of Education

Our initial placement of Number the Stars into a text complexity band changed when we examined the qualitative measures. Quantitative Qualitative Reader and Task Remember, however, that we have completed only the first two legs of the text complexity triangle. The reader and task considerations still remain. 50 Source: Kansas State Department of Education

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 51 Source: Kansas State Department of Education

Step 3:Reader and Task Considerations
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. 52 Source: Kansas State Department of Education

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. 53 Source: Kansas State Department of Education

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. 54 Source: Kansas State Department of Education

Lexile Text Measure: 4.5 ATOS Book Level: Using this protocol, we progressed through each leg of the text complexity model: (1) quantitative measures, (2) qualitative measures, and (3) reader and task considerations. Now we are ready to review all three legs one last time and make a final recommendation for placement of this text into a text complexity grade band. 55 Source: Kansas State Department of Education 55

Based upon all the information—all three legs of the model—the final recommendation for Number the Stars is…. Based upon all three legs of the model, we felt the most appropriate placement for the novel was grades 9-10. 56 Source: Kansas State Department of Education 56

COMMON CORE STATE STANDARDS English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Appendix B: Text Exemplars and Sample Performance Tasks Grades 2–3 Text Exemplars Stories Gannett, Ruth Stiles. My Father’s Dragon Averill, Esther. The Fire Cat Steig, William. Amos & Boris Shulevitz, Uri. The Treasure Cameron, Ann. The Stories Julian Tells MacLachlan, Patricia. Sarah, Plain and Tall Rylant, Cynthia. Henry and Mudge: The First Book of Their Adventures Stevens, Janet. Tops and Bottoms LaMarche, Jim. The Raft Rylant, Cynthia. Poppleton in Winter Rylant, Cynthia. The Lighthouse Family: The Storm Osborne, Mary Pope. The One-Eyed Giant (Book One of Tales from the Odyssey) Silverman, Erica. Cowgirl Kate and Cocoa Validating our analysis, the Common Core Standards List of Exemplar Texts (Appendix B) came to this same conclusion. 57 Source: Kansas State Department of Education 57

Template for Text Complexity Analysis and Recommended Placement Form The one-page template provides an opportunity to record the thinking involved in recommending the placement of a specific text into a text complexity band. Keeping a record of such analysis and thinking might be useful documentation in the case that any questions arise in the future. Once the recommended placement has been decided upon, educators might also find it useful to document some the thinking that led them to their conclusion. 58 Source: Kansas State Department of Education 58

The template offers space to record information for each of the three legs of the model. 59 Source: Kansas State Department of Education 59

An example of a completed template for To Kill a Mockingbird.
60

GROUP MATERIALS: Take the book from your folder and use the forms in the text complexity packet to determine a complexity band for that text. Work as a table group and fill out each form. Step 1: Quantitative Measure (Lexile or ATOS) is found on the sticky note inside the cover. Source: Kansas State Department of Education

Long Range Goal: What is one complex text, possibly chosen from Appendix B of the Common Core around which we can build a unit this semester? What will we do less of in order to make room for the time it will take to read this text closely? Which portions of the text should we focus on? Which portions should we ask students to re-read multiple times? What role can independent reading play in this unit for students who struggle to access the central text on their own? What other supports will we need to provide for these students? When was the last time I was challenged by a text? What did I do to handle/ manage/ work within that frustration?

What the Student Does… What the Teacher Does… What the Principal Does… Read to see what more they can find and learn as they re-read texts again and again Read material at own level to build joy of reading and pleasure in the world Be persistent despite challenges when reading; good readers tolerate frustration Ensure students are engaged in more complex texts at every grade level Engage students in rigorous conversation Provide experience with complex texts Give students less to read, let them re-read Use leveled texts carefully to build independence in struggling readers More time on more complex texts Provide scaffolding Get kids inspired and excited about the beauty of language Ensure that complexity of text builds from grade to grade. Allow and encourage teachers to build a unit in a way that has students scaffold to more complex texts over time Allow and encourage teachers the opportunity to share texts with students that may be more complex Allow and encourage teacher to use leveled texts carefully to build independence in struggling readers Shift 3: Staircase of Complexity

We will resume in 12 minutes.

Shift 1: Balance of Literature and Informational Text
I can balance the amount of literature and informational text in my classroom.

What is Shift 1? Balance of literature and informational text (K-5) -50% of information text by 4th grade Students read a true balance of informational and literary texts. Elementary school classrooms are, therefore, places where students access the world – science, social studies, the arts and literature – through text. At least 50% of what students read is informational. Anchor Standards R.I 1-10 R.L 1-10

What will this mean we have to change about our practice? What challenges will we face as we make this shift? What are the implications for my classroom/school as we implement Shift 1?

Why is Shift 1 so important?
“80% of text adults read is informational, 80% of text read in school is literary.” National Geographic School Publishing 2003 Informational texts have a variety of formats, most of which are different from literary texts. Reading informational texts requires different reading strategies and apply those strategies differently Informational Texts and literary text are written and read for different purposes.

Nonfiction Text Structures
Description Compare/Contrast Cause and Effect Chronology/Sequence Procedural Persuasive Question/Answer Problem/Solution

Signal Words Point the Way…
Text Structure & Signal Words Description/ Hierarchical List Cause & Effect Compare/ Contrast Problem/ Solution Question & Answer Sequence For instance For example Furthermore Such as Also To begin with Most important In fact In addition And to illustrate Since Because This led to On account of Due to As a result of For this reason Consequentially Then…so… Therefore thus In like manner Likewise Similar to The difference between As opposed to After all However And yet But Nevertheless On the other hand One reason for the… A solution A problem Where The question is One answer is Recommendations include How When What Next Why Who How many The best estimate It could be that One may conclude Until Before After Finally Lastly First…last… Now…then On (date) At (time) First, second Meanwhile Not long after initially

To become effective readers of informational texts,
students need to understand: • the features that identify nonfiction writing; • the selective way nonfiction is read according to the reader’s purpose; • the ways organizational features such as indexes, content pages, glossaries and headings help the reader access the text; • the specialized language and language structures used to convey information; • how visual literacy such as photographs, diagrams, maps and charts combine with written text to convey information; • how information in captions and labels combines with running text to convey information; • strategies for using prior knowledge and experience to engage in inquiry

Shift 1: Fiction and Non-Fiction
Use the cards at your table to complete the sort! Literary Informational

1. Use the chart paper at your table to generate a list of informational texts types that you can use in your classroom. 2. Include a short description of how you will use it.

“ If we include more informational text in early schooling, we put children in a better position to handle the reading and writing demands of their later schooling. We would like to see a day when children “read to learn” and “learn to read” from the earliest days of schools and throughout their school careers.” - Nell Duke

What the Student Does… What the Teacher Does… What the Principal Does… Build background knowledge and exposure to the world through reading Apply strategies to reading informational text Provide students equal #s of informational and literary texts Ensure coherent instruction about content Teach strategies for informational texts Teach “through” and “with” informational texts Scaffold for the difficulties that informational text present to students Ask students, “What is connected here? How does this fit together? What details tell you that?” Consider and inventory of informational text in your building. Consider purchasing equal amounts of informational and literacy text to students Ensure teacher accountability for building student content knowledge through text Provide opportunities for PD and co-planning for teachers to become more familiar with informational texts Shift 1: Balance of Literature and Informational Text

Shift 3: Staircase of Complexity
I can use three measures to analyze text complexity.

What is Shift 3? Staircase of Complexity
In order to prepare students for the complexity of college and career ready texts, each grade level requires a “step” of growth on the “staircase”. Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space in the curriculum for this close and careful reading, and provide appropriate and necessary scaffolding and supports so that it is possible for students reading below grade level. Anchor Standard R10. Read and comprehend complex literary and informational texts independently and proficiently.

What will this mean we have to change about our practice? What challenges will we face as we make this shift?

Text Complexity Specifically, within reading standard #10:
Anchor Standard: R.CCR.10 Read and comprehend complex literary and informational texts independently and proficiently. Example Grade-level Standard (2nd grade and 4th grade): RL By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. Source: Kansas State Department of Education As stated in the Standards: Note on range and content of student reading To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success. 81 81

What do the Common Core Standards mean by text complexity?
So… What do the Common Core Standards mean by text complexity? What is a text complexity band? and How do we ensure the texts our students are reading are in the appropriate text complexity band?

Text complexity is defined by:
Overview of Text Complexity Text complexity is defined by: Quantitative Quantitative measures – readability and other scores of text complexity often best measured by computer software. Qualitative Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. 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. Source: Kansas State Department of Education 83

Common Core State Standards
Quantitative Measures Ranges for Text Complexity Grade Bands 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 What is a text complexity band? * 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: 84

Where do we find texts in the appropriate text complexity band?
We could…. Choose an excerpt of text from Appendix B: Use available resources to determine the text complexity of other materials on our own. or… (Even choosing excerpts from Appendix B is less effective because it removes the reader and task considerations from the equation.) 85 Source: Kansas State Department of Education 85

Determining Text Complexity
A Four-step Process: Determine the quantitative measures of the text. Qualitative Quantitative Analyze the qualitative measures of the text. Reflect upon the reader and task considerations. Reader and Task Overview of the protocol Recommend placement in the appropriate text complexity band. 86 Source: Kansas State Department of Education 86

Measures such as: Word length Word frequency Word difficulty Sentence length Text length Text cohesion 87 Source: Kansas State Department of Education

The Quantitative Measures Ranges for Text Complexity: This document outlines the suggested ranges for each of the text complexity bands using: Lexile Text Measures ---or--- ATOS Book Levels (Accelerated Reader) 88 Source: Kansas State Department of Education

Let’s imagine we want to see where a text falls on the quantitative measures “leg” of the text complexity triangle, using either the Lexile text measures or the ATOS book level (or both). For illustrative purposes, let’s choose Lois Lowry’s 1989, Number the Stars. 89 Source: Kansas State Department of Education

Finding a Lexile Measure for Text: 90

Number the Stars by: Lowry, Lois It's 1943 Copenhagen and the Jews of Denmark are being "relocated," so Annemarie Johansen's best friend, ... 670L Number the Stars by: Lowry, Lois It's 1943 Copenhagen and the Jews of Denmark are being "relocated," so Annemarie Johansen's best friend, ... 670L 91

For texts not in the Lexile database, consider using the Lexile Analyzer: Registration is required (free) Allows user to receive an “estimated” Lexile score Accommodates texts up to 1000 words in length Texts of any length can be evaluated using the Professional Lexile Analyzer—educators can upgrade to this tool for free by requesting access 92 Source: Kansas State Department of Education

Additional Resources for Lexile Measures: Overview video “What Does the Lexile Measure Mean?” “Lexile Measures and the Common Core State Standards” 93 Source: Kansas State Department of Education

Finding a ATOS Book Level for Text: 94

95

For texts not in the AR Bookfinder database, consider using The ATOS Analyzer: No registration is required (however, you must provide an address to receive results) Three methods of analysis are available: ATOS for Books – for submitting complete text of a book ATOS for Books with Estimated Word Count – does not require full text, just three 150-word passages ATOS for Text– works well for short, full-text submissions (short stories, magazine/newspaper articles, etc.) 96 Source: Kansas State Department of Education

Additional Resources for ATOS Book Level Measures: Accelerated Reader Website “Accelerated Reader and the Common Core State Standards” 97 Source: Kansas State Department of Education

670L Lexile Text Measure: 4.5 ATOS Book Level: In which of the text complexity bands would this novel fall? 98 Source: Kansas State Department of Education

Quantitative Measures Ranges for Text Complexity Grade Bands
Kansas Common Core Standards Quantitative Measures Ranges for Text Complexity Grade Bands 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 What is a text complexity band? * 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: 99

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. 100 Source: Kansas State Department of Education

Measures such as: Levels of meaning Levels of purpose Structure Organization Language conventionality Language clarity Prior knowledge demands 101 Source: Kansas State Department of Education

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. 102 Source: Kansas State Department of Education

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. 103 Source: Kansas State Department of Education

So… How is the rubric used? And how would Number the Stars fair when analyzed through the lens of the Literary Text Rubric? 104 Source: Kansas State Department of Education

Users read across the four columns for each row of checkboxes on the rubric, identifying which descriptors best match the text by marking a particular checkbox. As Appendix A states, “Few, if any, authentic texts will be low or high on all of these measures.” The goal is not for all of the checkmarks to be in a single column; the goal is to accurately reflect these factors of the text. The marked rubric can then serve as a guide as educators re-evaluate the initial placement of the work into a text complexity band. Such reflection may validate the text’s placement or may suggest that the placement needs to be changed. In fact, this marked rubric represents the evaluation of To Kill a Mockingbird completed by a committee of teachers. 105 105

From examining the quantitative measures, we knew: 670L Lexile Text Measure: 4.5 ATOS Book Level: But after reflecting upon the qualitative measures, we believed: 106 Source: Kansas State Department of Education

Our initial placement of Number the Stars into a text complexity band changed when we examined the qualitative measures. Quantitative Qualitative Reader and Task Remember, however, that we have completed only the first two legs of the text complexity triangle. The reader and task considerations still remain. 107 Source: Kansas State Department of Education

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 108 Source: Kansas State Department of Education

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. 109 Source: Kansas State Department of Education

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. 110 Source: Kansas State Department of Education

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. 111 Source: Kansas State Department of Education

Lexile Text Measure: 4.5 ATOS Book Level: Using this protocol, we progressed through each leg of the text complexity model: (1) quantitative measures, (2) qualitative measures, and (3) reader and task considerations. Now we are ready to review all three legs one last time and make a final recommendation for placement of this text into a text complexity grade band. 112 Source: Kansas State Department of Education 112

Based upon all the information—all three legs of the model—the final recommendation for Number the Stars is…. Based upon all three legs of the model, we felt the most appropriate placement for the novel was grades 9-10. 113 Source: Kansas State Department of Education 113

COMMON CORE STATE STANDARDS English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Appendix B: Text Exemplars and Sample Performance Tasks Grades 2–3 Text Exemplars Stories Gannett, Ruth Stiles. My Father’s Dragon Averill, Esther. The Fire Cat Steig, William. Amos & Boris Shulevitz, Uri. The Treasure Cameron, Ann. The Stories Julian Tells MacLachlan, Patricia. Sarah, Plain and Tall Rylant, Cynthia. Henry and Mudge: The First Book of Their Adventures Stevens, Janet. Tops and Bottoms LaMarche, Jim. The Raft Rylant, Cynthia. Poppleton in Winter Rylant, Cynthia. The Lighthouse Family: The Storm Osborne, Mary Pope. The One-Eyed Giant (Book One of Tales from the Odyssey) Silverman, Erica. Cowgirl Kate and Cocoa Validating our analysis, the Common Core Standards List of Exemplar Texts (Appendix B) came to this same conclusion. 114 Source: Kansas State Department of Education 114

Template for Text Complexity Analysis and Recommended Placement Form The one-page template provides an opportunity to record the thinking involved in recommending the placement of a specific text into a text complexity band. Keeping a record of such analysis and thinking might be useful documentation in the case that any questions arise in the future. Once the recommended placement has been decided upon, educators might also find it useful to document some the thinking that led them to their conclusion. 115 Source: Kansas State Department of Education 115

The template offers space to record information for each of the three legs of the model. 116 Source: Kansas State Department of Education 116

An example of a completed template for To Kill a Mockingbird.
117

GROUP MATERIALS: Take the book from your folder and use the forms in the text complexity packet to determine a complexity band for that text. Work as a table group and fill out each form. Step 1: Quantitative Measure (Lexile or ATOS) is found on the sticky note inside the cover. Source: Kansas State Department of Education

Long Range Goal: What is one complex text, possibly chosen from Appendix B of the Common Core around which we can build a unit this semester? What will we do less of in order to make room for the time it will take to read this text closely? Which portions of the text should we focus on? Which portions should we ask students to re-read multiple times? What role can independent reading play in this unit for students who struggle to access the central text on their own? What other supports will we need to provide for these students? When was the last time I was challenged by a text? What did I do to handle/ manage/ work within that frustration?

What the Student Does… What the Teacher Does… What the Principal Does… Read to see what more they can find and learn as they re-read texts again and again Read material at own level to build joy of reading and pleasure in the world Be persistent despite challenges when reading; good readers tolerate frustration Ensure students are engaged in more complex texts at every grade level Engage students in rigorous conversation Provide experience with complex texts Give students less to read, let them re-read Use leveled texts carefully to build independence in struggling readers More time on more complex texts Provide scaffolding Get kids inspired and excited about the beauty of language Ensure that complexity of text builds from grade to grade. Allow and encourage teachers to build a unit in a way that has students scaffold to more complex texts over time Allow and encourage teachers the opportunity to share texts with students that may be more complex Allow and encourage teacher to use leveled texts carefully to build independence in struggling readers Shift 3: Staircase of Complexity

Wrapping it up: Look in your GROUP MATERIAL folder:
Take a look at the sample curriculum maps. Go through each one with your group and select features that you feel are beneficial. With your group, record these features on sticky notes and place them back inside the Ziplock bag inside of the folder. If you are interested in serving on a committee to look at curriculum mapping, please record your name on the chart paper by the door labeled “Yes, I’m Interested.”

If you have any questions, please contact us.
Mia Johnson Lora Drum Kathy Keane Kristi Alfaro Kim Ramsey

ELA Shifts 1 and 3 “Sometimes I sum up the standards by saying, read like a detective and write like an investigative reporter. More and more I feel like.

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ELA Shifts 1 and 3 “Sometimes I sum up the standards by saying, read like a detective and write like an investigative reporter. More and more I feel like.

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Presentation on theme: "ELA Shifts 1 and 3 “Sometimes I sum up the standards by saying, read like a detective and write like an investigative reporter. More and more I feel like."— Presentation transcript:

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