1. ELA SCHOOL TEAM SESSION Welcome to EEA, 2012! 10/2/2015MSDE1

2. Outcomes for this session: School team members will: Examine and apply the Maryland tools for determining text complexity when selecting text across the curriculum Explore ways of making grade appropriate complex text accessible to all students 10/2/2015MSDE2

3. Common Core State Standards CCR Anchor Standard 10 – Read and comprehend complex literary and informational texts independently and proficiently 10/2/2015MSDE3

4. TEXT COMPLEXITY A multidimensional look at choosing the right text.

5. Text Complexity is defined by: 5 Qualitative 1.Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative 2.Quantitative measures – readability and other scores of text complexity Reader and Task 3.Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

6. Quantitative Dimensions of Text Complexity These are typically measured by computer software. Examples: Word length Word frequency Sentence length Text cohesion * Adapted from Appendix A, page 4 of the Common Core State Standards for English Language Arts. Three Part Model for Text Complexity

7. Quantitative Measures of Text Complexity

8. Qualitative Dimensions of Text Complexity These are best measured by a human reader. Examples: Levels of meaning or purpose Structure Language conventionality and clarity Knowledge demands *Adapted from Appendix A, page 4 of the Common Core State Standards for English Language Arts. Three Part Model for Text Complexity

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10. Reader and Task Considerations These deal with variables specific to particular readers and/or to particular tasks. They are best made by teachers employing their professional judgment, experience, and knowledge of their students and the subject. Examples of variables specific to readers: Motivation Knowledge Experiences Examples of variables specific to tasks: Purpose Complexity *Adapted from Appendix A, page 4 of the Common Core State Standards for English Language Arts. Three Part Model for Text Complexity

11. 11 Determining Text Complexity – `Reader and Task Considerations

12. Using the Tools to Determine Text Complexity 1. Determine the quantitative level of the text 2. Use the “Qualitative Dimensions of Text Complexity Tool” (Informational Text or Literary Text) to evaluate the text 3. Use the “Reader and Task Considerations” tool to reflect on the relationship between the text and the readers. 10/2/2015MSDE12

13. Let’s try a sample 10/2/2015MSDE13 Lexile Level = 870L Which of the 3 tools would you use to determine the grade band for this text?

15. Next: Examine the text for Qualitative Measures Measures such as: Text structure Language Conventionality Clarity Levels of Meaning Levels of Purpose Knowledge demands

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17. What is your thinking about level now? Lexile Level Grade band 4-5 Qualitative Considerations This text is mostly complex. Source:17

18. Considerations such as: Cognitive Capabilities Reading Skills Motivation and Engagement with Task & Text Prior Knowledge and Experience Content and/or Theme Associated tasks Step 3: Reader and Task Considerations Reader and Task Considerations

19. 19 Determining Text Complexity – `Reader and Task Considerations

20. Deciding on the grade placement Considering all 3 dimensions of text complexity, what grade levels would be most appropriate for this text? Like any holistic scoring system, there is not a single correct answer.

21. 10/2/2015 21 You should have 4 items: 1. an excerpt of a speech by Mark Twain 2. Maryland’s draft tool for Qualitative Dimensions of Text Complexity: Informational Text 3. Maryland’s draft tool for Reader and Task Considerations 4. A blank sheet of paper Text Complexity Activity Step 1: Organize yourselves into your assigned groups. Step 2: Read the Twain excerpt silently Step 3: Discuss the component of either the Qualitative or Reader and Task rubrics assigned to your group. Come to consensus on your group’s judgment of the text in relation to that component. Record your group’s response on the designated poster. Step 4: Once all groups are finished, participate in a gallery walk to review the results. Return to your group and come to agreement on the appropriate placement for the Twain excerpt. Record your group’s decision on the blank paper. R/ELA.MSDE.EEA.2012

22. pre-determine essential portions of text chunk portions of text for manageability within text chunk, guide student to important understandings through questioning Text Complexity Text Accessibility

23. Some UDL considerations Grouping options to access (small group, partners, etc.) Provide accessible print and digital sources and texts in a variety of formats (auditory, large print, Braille, closed caption/described video, and accessible websites). 10/2/2015MSDE23

24. Developing the ability to read complex text will most likely occur at a broken pace. Students need the opportunity and time to stretch their reading abilities but also to experience the satisfaction and pleasure of easy fluent reading. Text Complexity A final thought…

25. Closure How can the teachers in your school utilize these tools to create content lessons around grade appropriate complex texts? 10/2/2015MSDE25