The What, the Why, and the How California Reading Association October 18, 2014

1500’s 1800’s McGuffey Third Reader, Junior High Level A leveled reader

1930’s Dick and Jane A basal reader- whole word reading approach Basal Readers 1960’s-70’s Adapted text 1980’s-90’s Whole Language Child derives the text

1990’s-2000’s Guided Reading 2000’s-2013 Anthology’s and Scripted Instruction 2014 Common Core Implementation Exemplar Texts Type of instruction?

Common Core and Fundamental Shifts Balanced Literary and Informational Text Staircase of Text Complexity Text-Based Answers Write from Sources Build Academic Vocabulary Build Knowledge in the Disciplines

CCSS Standard 10-Text Complexity

What makes this difficult? Or is it?

Text Complexity

Elements of Text Complexity

The quantitative element of text complexity refers to factors of text that are easier for a computer to assess; word length or frequency, sentence length, and text cohesion.

How do most readability formulas determine the quantitative aspect of text? – Number of syllables in words – Number of words in sentences The dog ran home. The frisky puppy scampered toward the moss covered colonial mansion.

What would you predict is the readability (Flesch- Kincaid) level of this passage? – 14.2

What is the Readability Level of this Passage?

Other Methods: Scholastic- you can use book wizard Lexile- you can use the lexile analyzer Flesch-Kincaid: In Word 2010, click on File Click on Options Click on Proofing Select, “show readability statistics”

Common Core Lexile Levels

What are other reasons this text might be considered difficult?

The qualitative element of text refers to factors best assessed by a human; Levels of meaning (literary) or purpose (informational)- surface or deeper levels Structure- simple vs complex; i.e., sequential order vs flashbacks; simple graphics vs complex Language conventionality and clarity- simple vs complex; conversational language vs figurative

Visual device demands- types of graphics used And knowledge demands- does the reader have the background experiences to relate to the text?

This is a Grade 9-10 exemplar from the CCSS. How would you assess it qualitatively? Levels of meaning or purpose, Structure, Language conventionality and clarity, Visual device demands, And knowledge demands

Reader considerations: Cognitive capabilities- analytical ability, inferencing, visualization Motivation- purpose, interest, self-efficacy Knowledge- vocabulary and topic, comprehension strategies Experiences

Task considerations: The reader’s purpose – Skimming – Studying The intended outcome – Increase in knowledge – A solution to some real-world problem (driver’s test) – Engagement with the text (reading for pleasure)

Heibert, E. (2013). Supporting students’ movement up the staircase of text complexity. The Reading Teacher, 66(6).

Appendix A & B of the CCSS Literacy/introduction/how-to-read-the-standards Literacy/introduction/how-to-read-the-standards Media Text: y-and-the-cosmos.html y-and-the-cosmos.html

LiteratureInformational Text StoriesDramasPoetryLiterary Nonfiction and Historical, Scientific, and Technical Texts Includes children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth Includes staged dialogue and brief familiar scenes Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics English Language Arts Standards » Students in K–5 apply the Reading standards to the following range of text types, with texts selected from a broad range of cultures and periods. Standard 10: Range, Quality, & Complexity » Range of Text Types for K-5

Grades 6-12

Volcano! Quantitative: Lexile level 750L ( is Grade 2-3) Quantitative Elements first: word length or frequency, sentence length, and text cohesion.

Volcano! Purpose- informational- straight forward message Structure- common informational text structure; easy to read graphic, supplemental to understanding Language- moderate with regard to vocab; clear Visual device- maps (depends on student and grade) Knowledge demands- moderate Qualitative Elements second: Levels of meaning or purpose, Structure, Language conventionality and clarity, Visual device demands, And knowledge demands

Volcano! Appropriate for a reader who can comprehend explicit grade 3 text. Needs a student who is interested in informational text, particularly science and other peoples. Reader needs some knowledge of maps, the topic and comprehension strategies (sequential order, cause and effect). The reader would needs some background knowledge of earthquakes, people from other lands… Reader Elements third: Cognitive capabilities Motivation Knowledge Experiences You Teach: Third Graders Some are below grade level Some are on grade level Some are language learners Some are English Only A few have been assessed as gifted

Task Elements third: The reader’s purpose The intended outcome You would like to: use for guided reading focus on comprehension of informational text, sequencing in particular.

Would you use the text? How might you use the text?

Ben Franklin: His Wit and Wisdom from A-Z Quantitative: Lexile level 820L ( is Grade 4-5) Quantitative Elements first: word length or frequency, sentence length, and text cohesion.

Ben Franklin Purpose- informational- explicit purpose Structure- not a common format, pictures aid in understanding Language- difficult with regard to vocab. Format is also unconventional. Visual device- no graphs or charts Knowledge demands- moderate Qualitative Elements second: Levels of meaning or purpose, Structure, Language conventionality and clarity, Visual device demands, And knowledge demands

Ben Franklin Appropriate for a reader who can comprehend grade 4-5 text. Needs a student who is interested in history and new word meanings and where words and sayings derive from. Reader needs some knowledge of how to follow unfamiliar text structure and comprehension strategies (using context). The reader would need some background knowledge of US Presidents, the Revolutionary War, and colonial times. Reader Elements third: Cognitive capabilities Motivation Knowledge Experiences You Teach: Third Graders Some are below grade level Some are on grade level Some are language learners Some are English Only A few have been assessed as gifted

Task Elements third: The reader’s purpose The intended outcome How might you use this text?

 Can be found in iTunes- Common Core State Standards app  On the Ca Dept of Ed website: / The Common Core State Standards website: