1. Facilitators: Nancy Breiding Carrie Armstrong

2. Agenda What do we already know about text complexity? Define complexity How can we determine the complexity of the text? Video on Text Complexity Classroom and teacher impact

3. Background Knowledge Activity Activity: At your table, brainstorm on the piece of chart paper the things that first come to your mind about text complexity. You will have 3 minutes to complete this activity. Be prepared to share some of your responses.

4. Definition of Text Complexity The inherent difficulty or ease of reading and comprehending a text combined with consideration of the reader and task variables. The definition of text complexity is in and of itself “complex.” There are many factors to consider in defining the complexity of text.

5. Why is Text Complexity Important - Activity At your table discuss the importance of text complexity. Write down the one thing that your table agrees is the most important reason for us to care about text complexity. You have 3 minutes to complete this task. Be prepared to share out with the group.

6. Why Should We Care about Text Complexity? Text complexity is the number one key to accelerating student achievement in reading.

7. ACT Study of Text Complexity Purpose: Determine what distinguished the reading performance of students likely to succeed in college and not. Process: Set benchmark score on the reading test shown to be predictive of success in college (“21” on ACT composite score) Looked at results from a half million students. Divided texts into three levels of complexity: uncomplicated, more challenging, and complex ACT Study Main Conclusion: Performance on complex texts is the clearest differentiator in reading between students who are more likely to be ready for college and those who are less likely to be ready.

8. The Problems for Secondary Education with this Conclusion We are not focusing in K-12 education on increasingly complex text for students throughout their education. Students who arrive behind in reading or close to grade level are often taught through courses that don’t demand much reading. Many students are engaged in shallow reading, skimming text for answers, focusing only on details and failing to make inferences in order to integrate different parts of the text. Years of reading in this superficial way will cause a student’s reading ability to deteriorate. For many students the decline of text demands in the courses that they take has both an immediate and long term impact on student achievement.

9. Further Problems to Consider Complexity of texts students are expected to handle K-12 has eroded: High school textbooks have declined in all subject areas over several decades. Average length of sentences in K-8 textbooks have declined from 20 to 14 words. Vocabulary demands have declined, e.g., 8th grade textbooks equivalent to former 5th grade texts; 12th grade anthologies equal to former 7 th grade. Complexity of college and careers texts have remained steady or increased: Lexile scores of college textbooks have not decreased in any block of time since 1962 and in fact have increased. Vocabulary difficulty of newspapers has remained stable. Word difficulty of scientific journals and magazines 1930–1990 has increased since 1930.

10. Further Problems to Consider While reading demands in college, workforce training programs, and life in general have held steady or increased over the last half century, K–12 texts have actually declined in sophistication, and relatively little attention has been paid to students’ ability to read complex texts independently. These conditions have left a serious gap between many high school seniors’ reading ability and the reading requirements they will face after graduation. —Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, Appendix A

11. Florida Implications FCAT Data on Next Slide

12. Percent Of Students Who Have Previously Scored Level 3 Or Higher On FCAT Reading 2011 FCAT Results GradeOf Students Scoring Level 1 on the FCAT Reading, the Percent who have previously scored a Level 3 or higher in Reading Of Students Scoring Level 2 on the FCAT Reading, the Percent who have previously scored a Level 3 or higher in Reading 42153 52967 63676 73172 84385 94687 105890 12

13. Text Complexity and the Common Core State Standards The Common Core State Standards Iniative places a strong emphasis on the role of text complexity in evaluating student readiness for college and careers. Just Read, Florida! “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).

14. So Now What! What do we do with this information now that we know it is so important? Our first step is to take an in depth look at how to determine the level of text complexity in the particular text we are reading. Our second step is to look for practical ways to help our teachers determine text complexity and provide lessons for students that focus on complex text.

15. First Things First – How do I know the text complexity? There are three bands to consider when determining text complexity: Quantitative Qualitative Reader and Task

16. The Common Core Standards' three equally important components of text complexity. Quantitative measures – readability and other scores of text complexity often best measured by computer software. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. 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.

17. Determining Text Complexity A Four-step Process: 17 Quantitative Qualitative 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.

18. Text Complexity Grade Bands Suggested Lexile Range Suggested ATOS Book Level Range** K-1 2-3450L – 790L2.0 – 4.0 4-5770L – 980L3.0 – 5.7 6-8955L – 1155L4.0 – 8.0 9-101080L – 1305L4.6 – 10.0 11-CCR1215L – 1355L4.8 – 12.0 Quantitative Measures Ranges for Text Complexity Grade Bands Common Core State Standards

19. Quantitative Measures 19 Additional Resources Lexile Measures and the Common Core State Standards http://www.lexile.com/using-lexile/lexile-measures-and-the-ccssi/ Accelerated reader and the Common Core State Standards http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf Coh-Metrix http://cohmetrix.memphis.edu/cohmetrixpr/index.html Coh-Metrix calculates the coherence of texts on a wide range of measures. It replaces common readability formulas by applying the latest in computational linguistics and linking this to the latest research in psycholinguistics.

20. Quantitative Measures 20 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.

21. Step 2: Qualitative Measures Measures such as: Structure Language Demands and Conventions Knowledge Demands Levels of Meaning/Purpose 21

22. Common Core Standards Qualitative Features of Text Complexity Structure Simple  Complex Explicit  Implicit Conventional  Unconventional Events related in chronological order  Events related out of chronological order (chiefly literary texts) Traits of a common genre or subgenre  Traits specific to a particular discipline (chiefly informational texts) Simple graphics  sophisticated graphics Graphics unnecessary or merely supplemental to understanding the text  Graphics essential to understanding the text and may provide information not elsewhere provided 22

23. Common Core Standards Qualitative Features of Text Complexity Language Demands: Conventionality and Clarity Literal  Figurative or ironic Clear  Ambiguous or purposefully misleading Contemporary, familiar  Archaic or otherwise unfamiliar Conversational  General Academic and domain specific Light vocabulary load: few unfamiliar or academic words  Many words unfamiliar and high academic vocabulary present Sentence structure straightforward  Complex and varied sentence structures Though vocabulary can be measured by quantifiable means, it is still a feature for careful consideration when selecting texts Though sentence length is measured by quantifiable means, sentence complexity is still a feature for careful consideration when selecting texts 23

24. Common Core Standards Qualitative Features of Text Complexity Knowledge Demands: Life Experience (literary texts) Simple theme  Complex or sophisticated themes Single theme  Multiple themes Common everyday experiences or clearly fantastical situations  Experiences distinctly different from one’s own Single perspective  Multiple perspectives Perspective(s) like one’s own  Perspective(s) unlike or in opposition to one’s own 24

25. Knowledge Demands Specific examples: Life Experiences/Cultural/Literary/Content & Discipline Knowledge Simple theme vs. complex or sophisticated theme Single theme vs. multiple themes Single perspective vs. multiple perspectives Perspective(s) like one’s own vs. perspective(s) unlike or in opposition to one’s own Everyday knowledge vs. cultural and literary knowledge Few allusions to other texts vs. many allusions to other texts Low intertextuality (few or no references to other texts)vs. high intertextuality (many references or citations to other texts)

26. Common Core Standards Qualitative Features of Text Complexity Levels of Meaning (chiefly literary texts) or purpose (chiefly informational texts) Single level of meaning  Multiple levels of meaning Explicitly stated purpose  Implicit purpose, may be hidden or obscure 26

27. Step 2: Qualitative Measures 27 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.

28. 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 28

29. What Complex Text Demands of Readers A Willingness to Pause and Probe Students must be patient as they read complex texts and be willing to devote time to contemplation of the text The Capacity for Uninterrupted Thinking Time devoted to the text and thinking about the text exclusively - single- tasking rather than multi-tasking A Receptivity to Deep Thinking Contemplation of the meaning of the text and not a quick response voicing an opinion based on a shallow interpretation (Mark Bauerlein, 2011) Just Read, Florida! Office

30. Step 3: Reader and Task Ten Guiding Principles 30 1.Make close reading and rereading of texts central to lessons. 2.Provide scaffolding that does not preempt or replace text. 3.Ask text dependent questions from a range of question types. 4.Emphasize students supporting answers based upon evidence from the text. 5.Provide extensive research and writing opportunities (claims and evidence).

31. Step 3: Reader and Task Ten Guiding Principles 31 6.Offer regular opportunities for students to share ideas, evidence and research. 7.Offer systematic instruction in vocabulary. 8.Ensure wide reading from complex text that varies in length. 9. Provide explicit instruction in applied grammar and conventions. 10. Cultivate students’ independence.

32. Where do we find texts in the appropriate text complexity band? Choose an excerpt of text from Appendix B as a starting place: 32 We could…. or… Use available resources to determine the text complexity of other materials on our own.

33. Where to go for examples Appendix B consists of text exemplars illustrating the complexity, quality, and range of reading appropriate for various grade levels with accompanying sample performance tasks. http://www.corestandards.org/the-standards

34. Activity Read the following article: 6-8 administrators read 9-12 administrators read While you read the article, complete the attached worksheet on text complexity. You should do this activity with a partner. We will discuss where you placed the passage on the chart.

35. Activity Follow Up The Dark is Rising – Lexile Level 920 – Low Level complexity band 6-8 passage. It is still within the band, but at the very bottom of the range. Freedom Walkers – Lexile Level 1110 – High Level complexity band 6-8 passage. It is close to the very end of the complexity range for 6-8 passages. Metamorphoses – Lexile Level 1220 – Mid to Upper complexity band 9-10 passage. Gettysburg Address – Lexile 1340 – High Complexity band 9-10 passage and above.

36. Lexile is only one measure As we have seen in the other slides, there are 3 different considerations to look for when determining text complexity. The teacher must take all 3 pieces – qualitative, quantitative, and reader and task into consideration when determining text complexity for a passage.

37. Classroom Implications Teachers must be aware of the level of text complexity. Teachers must understand how levels of text complexity get more difficult in each year of instruction. Watch the following video and consider the guiding questions on your activity sheet as you view the video.

38. Beyond Text Complexity Text complexity is crucial, but so is what students do with the complex text.

39. Complex text in the classroom More complex text Smaller passages Teachers use higher DOK to increase and extend the thinking to match the text complexity level Socratic seminar

40. Depth of Knowledge Scale of cognitive demand 4 levels Recall and reproduction Skills & concepts Strategic thinking Extended thinking

41. Recall & Reproduction DOK 1 requires recall of information Fact, term, performance of simple process, recall Answering a Level 1 item can involve following a simple, well known procedure or formula Simple skills and abilities or recall characterize DOK 1

42. DOK 1 Examples List animals that survive by eating other animals Locate or recall facts explicitly found in text Describe physical features of places Determine the perimeter or area of rectangles given a drawing or labels Identify elements oif music using musical terminology Identify basic rules for participating in simple games and activities

43. Skills & Concepts DOK 2 includes the engagement of some mental processing beyond recalling or reproducing a response. Items require students to make some decisions as to how to approach the question or problem These actions imply more than one mental or cognitive process/step

44. DOK 2 Examples Compare desert and tropical environments Identify and summarize the major events, problem, solution, conflicts in literary text Explain the cause-effect of historical events Predict a logical outcome based on information in a reading selection Explain how good work habits are important at home, school, and on the job. Classify plane and three dimensional figures Describe various styles of music

45. Strategic Thinking DOK 3 requires deep understanding as exhibited through planning, using evidence, and m ore demanding cognitive reasoning. The cognitive demands at Level 3 are complex and abstract. An assessment item that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3.

46. DOK 3 Examples Develop a scientific model for a complex idea Propose and evaluate solutions for an economic problem Explain, generalize or connect ideas, using supporting evidence from a text or source Create a dance that represents the characteristics of a culture

47. Extended Thinking DOK4 requires high cognitive demand and is very complex. Students are expected to make connections – relate ideas within the content or among content areas – and have to select or devise one approach among many alternatives on how the situation can be solved. Due to the complexity or cognitive demand, DOK 4 often requires an extended period of time.

48. DOK 4 Examples Gather, analyze, organize, and interpret information from multiple (print and non print sources) to draft a reasoned report Analyzing author’s craft (e.g., style, bias, literary techniques, point of view) Create an exercise plan applying the “FITT (Frequency, intensity, Time, Type) Principle”

49. It’s the Question NOT the Verb… The Depth of Knowledge is NOT determined by the verb, but the context in which the verb is used and the depth of thinking required.

50. FCAT Implications Percentage of points Reading Math Science FCAT Writing

51. Classroom Practices Walks Evaluations PD Collaborative planning

52. Resources Just Read Florida: http://www.justreadflorida.com http://www.justreadflorida.com FCRR: http://www.fcrr.org http://www.fcrr.org Teaching that Makes Sense: The Challenge of Content Area Reading http://www.ttms.org/content_area_reading/content_area_reading.htm http://www.justreadnow.com/strategies http://www.ncrel.org Greenberg, Stuart FLDOE October 2011

53. Guiding Questions Share out Group discussion Next steps