© 2013 UNIVERSITY OF PITTSBURGH Module 3: Text Complexity Tennessee Department of Education CTE High School Supporting Rigorous CTE Teaching and Learning

© 2013 UNIVERSITY OF PITTSBURGH Course of Study 1.Analysis of a Research Simulation Task in CTE 2.Engaging in Rigorous CTE Lessons 3.Text Complexity 4.Academically Productive Talk 5.Arguments and Explanatory Writing 2 Packet 1: CTE Materials, page 37

© 2013 UNIVERSITY OF PITTSBURGH Goals Deepen understanding of text complexity by –analyzing the complexity of various texts and –identifying supports to help students read and understand more complex texts. Reflect on learning. 3 Packet 1: CTE Materials, page 37

© 2013 UNIVERSITY OF PITTSBURGH Norms for Working Together Keep students at the center. Be present and engaged. Monitor air time and share your voice. Challenge with respect. Stay solutions oriented. Risk productive struggle. Balance urgency and patience. 4 Packet 1: CTE Materials, page 3

© 2013 UNIVERSITY OF PITTSBURGH Review of Module 2 1.How can we start shifting CTE teaching and learning to reflect the key Common Core State Standards (CCSS) shifts? 2.How should the shifts influence the changing emphasis in CTE teaching and learning? 5 Packet 1: CTE Materials, page 39

© 2013 UNIVERSITY OF PITTSBURGH Text Complexity: Background

© 2013 UNIVERSITY OF PITTSBURGH Publishers’ Criteria Take five minutes to individually read the Introduction and Text Selection (section I). Think about… –What does the Publishers’ Criteria say about complexity, range, and quality of texts in History/Social Studies, Science, and Technical Subjects? Discuss the question with a partner. Be prepared to share you thoughts with the whole group. 7 Packet 3: CCSS Resources, pink, pages 14-16

© 2013 UNIVERSITY OF PITTSBURGH Key Requirement for Reading All students must be able to independently read and comprehend texts of steadily increasing complexity as they progress through school. 8 Packet 3: CCSS Resources, blue, page 2

© 2013 UNIVERSITY OF PITTSBURGH Student Reading Across The Grades* GradeLiteraryInformational** 450% 845%55% 1230%70% 9 *The percentages on the table reflect the sum of student reading across the school day (Page 5 of CCSS Introduction). **Informational texts in ELA include literary non-fiction. Packet 3: CCSS Resources, goldenrod, page 5

© 2013 UNIVERSITY OF PITTSBURGH Why Text Complexity Matters Reading demands in college, workforce, and life have increased while complexity of K-12 texts have declined. Clearest differentiator on ACT was students’ ability to answer questions on complex texts. “A high school graduate who is a poor reader is a post-secondary student who must struggle mightily to succeed.” “The consequences of insufficiently high text demands…in K-12 school are severe for everyone.” 10 Packet 3: CCSS Resources, blue, pages 2-4

© 2013 UNIVERSITY OF PITTSBURGH A Three-Part Model for Measuring Text Complexity 1.Qualitative dimensions—levels of meaning, structure, language conventionality and clarity, and knowledge demands (human reader). 2.Quantitative dimensions—readability and other scores of text complexity (computer scored). 3.Reader and task considerations—background knowledge of reader, motivation, interests, and complexity generated by tasks assigned (educators employing professional judgment). 11 Packet 3: CCSS Resources, blue, page 4

© 2013 UNIVERSITY OF PITTSBURGH 12 Purpose Text Structure Organization of Main Ideas Text Features Use of Graphics Language Features Conventionality Vocabulary Sentence Structure Knowledge Demands Subject Matter Knowledge Intertextuality Part 1: Qualitative Dimensions Packet 1: CTE Materials, yellow, pages 41 and 42

© 2013 UNIVERSITY OF PITTSBURGH Word length Word frequency Word difficulty Sentence length Text length Text cohesion 13 Part 2: Quantitative Dimensions Packet 1: CTE Materials, salmon, pages 43 and 44

© 2013 UNIVERSITY OF PITTSBURGH 14 Part 3: Reader and Task Considerations Motivation Knowledge and experience Purpose for reading Complexity of task assigned regarding text Complexity of questions asked regarding text Packet 1: CTE Materials, blue, pages 45 and 46

© 2013 UNIVERSITY OF PITTSBURGH Setting the Context We are looking for a couple of texts to help students understand the use of vapor barriers in buildings. We know common misconceptions exist about the function of a vapor barrier, so the texts should help students to understand how they work and what type would you want to use in a building in a given location. We also want to build students’ literacy skills to meet/exceed the Common Core State Standards (CCSS) Literacy in History/Social Studies, Science, and Technical Subjects reading and writing standards. 15 Packet 1: CTE Materials, pink, page 47

© 2013 UNIVERSITY OF PITTSBURGH How to Find the Lexile ® Score Step 1: Find a text and convert it to a Word document. 16 Packet 1: CTE Materials, page 49

© 2013 UNIVERSITY OF PITTSBURGH How to Find the Lexile ® Score Step 2: Prepare the text for measurement. Keep all complete sentences. Remove all non-prose content. 17 Packet 1: CTE Materials, page 49

© 2013 UNIVERSITY OF PITTSBURGH How to Find the Lexile ® Score Step 3: Convert and save as “Plain Text” file. 18 Packet 1: CTE Materials, page 49 Note: Page cannot be reproduced or distributed.

© 2013 UNIVERSITY OF PITTSBURGH How to Find the Lexile ® Score Step 4: Use the Lexile Analyzer to analyze your text and get results. Go to Register and login. Select Lexile ® Tools. Select Lexile ® Analyzer. Choose and Submit your file. Get Your Results. 19 Packet 1: CTE Materials, page 49

© 2013 UNIVERSITY OF PITTSBURGH Text Complexity Analysis Using the Text Complexity Analysis form, do the following: Add title, author, and text description. Add the following information to the Quantitative Measures box: –Range: –Lexile: Packet 1: CTE Materials, pink, page 47

© 2013 UNIVERSITY OF PITTSBURGH Read and Analyze Text 1 Using the Informational Text Rubric Take a few minutes to individually read Understanding Vapor Barriers (Packet 2, goldenrod) Working with a partner, use the Text Complexity: Qualitative Measures Rubric Informational Text (Packet 1, yellow, page 41) to identify the complexity of the text. 21 Packet 2: CTE Texts, goldenrod Packet 1: CTE Materials, yellow, page 41

© 2013 UNIVERSITY OF PITTSBURGH How does your analysis compare? 22 Packet 1: CTE Materials, yellow, page 41

© 2013 UNIVERSITY OF PITTSBURGH Text Complexity Analysis Revisited Add notes to the Qualitative Measures box. –Purpose –Text Structure –Language Features –Knowledge Demands Add notes to the Considerations for Reader and Task box. –Potential Challenges –Major Instructional Areas of Focus –Differentiation/Supports for Students 23 Packet 1: CTE Materials, pink, page 47

© 2013 UNIVERSITY OF PITTSBURGH The Challenge of Challenging Text

© 2013 UNIVERSITY OF PITTSBURGH The Challenge of Challenging Text Please take 10 minutes to individually read the article The Challenge of Challenging Text. With a partner, discuss the questions within the text: –What makes text complex? –What can teachers do about text complexity? Be prepared to share your thinking with the whole group. 25 Packet 2: CTE Texts, yellow pages

© 2013 UNIVERSITY OF PITTSBURGH Task Sheet Instructional Scaffolds and Supports Part I—Partner Work 1.Review the categories on the rubric (Packet 1, yellow, page 41) as well as the questions on the back of the rubric. 2.Discuss strategies/supports that you use (personally or with students) to help comprehend complex text. Generate a list of strategies/supports. 1.Purpose 2.Organization of Main Ideas 3.Text Features 4.Use of Graphics 5.Conventionality 6.Vocabulary 7.Sentence Structure 8.Subject Matter Knowledge 9.Intertextuality 10.General 26 Packet 1: CTE Materials, page 51

© 2013 UNIVERSITY OF PITTSBURGH Task Sheet Instructional Scaffolds and Supports Part II—Categorize Strategies Ten charts are organized around the room. Start at one of the 10 charts, add strategies, then move. Read, add, and move. Rotate through all Vocabulary 7.Sentence Structure 8.Subject Matter Knowledge 9.Intertextuality 10.General 27 1.Purpose 2.Organization of Main Ideas 3.Text Features 4.Use of Graphics 5.Conventionality Packet 1: CTE Materials, page 51

© 2013 UNIVERSITY OF PITTSBURGH Task Sheet Instructional Scaffolds and Supports Part III—Whole Group Questions and Clarifications Share questions and clarifications about the strategies/supports listed on the charts. 28 Packet 1: CTE Materials, page 51

© 2013 UNIVERSITY OF PITTSBURGH Practice Analyzing Texts for Text Complexity

© 2013 UNIVERSITY OF PITTSBURGH Task Sheet Practice Analyzing Texts for Text Complexity Part I—Individual Work 1.Add title, author, and text description for each text on a Text Complexity Analysis form (pink, pages 55 and 57). 2.Add the range ( ) and Lexile score for each text to the Quantitative Measures box. a.Side Bar: Hygrothermal Regions (Packet 2, pink) Lexile: 2470 b.Selecting Vapor Barriers (Packet 2, buff) Lexile: Individually read each text and complete the Text Complexity: Qualitative Measures Rubric Informational Text (yellow, pages 59 and 61) and the Text Complexity Analysis form (pink, pages 55 and 57). 30 Packet 2: CTE Texts, pink and buff pages Packet 1: CTE Materials, page 53, 55, 57, 59, and 61

© 2013 UNIVERSITY OF PITTSBURGH Task Sheet Practice Analyzing Texts for Text Complexity Part II—Comparing and Discussing Analysis 1.With your partner, compare and discuss your analysis of each text. 2.As a table group, compare and discuss your analysis of each text. 31 Packet 1: CTE Materials, page 53

© 2013 UNIVERSITY OF PITTSBURGH Side Bar: Hygrothermal Regions 32 Packet 1: CTE Materials, page 59

© 2013 UNIVERSITY OF PITTSBURGH Selecting Vapor Barriers 33 Packet 1: CTE Materials, page 61

© 2013 UNIVERSITY OF PITTSBURGH Task Sheet Practice Analyzing Texts for Text Complexity Part III—Selecting a Text Which text would you use? Why? Based on your analysis, what supports might students need? Which Common Core State Standards (CCSS) Literacy reading and writing standards might this text address? 34 Packet 1: CTE Materials, page 53

© 2013 UNIVERSITY OF PITTSBURGH Part IV—Whole Group Discussion 1.Take a few minutes to individually reflect on the following: a.What insights did you gain from engaging in analyzing texts for complexity? b.What do you see as implications for teaching and learning in CTE? 2. Be prepared to engage in a whole group discussion. Task Sheet Practice Analyzing Texts for Text Complexity 35 Packet 1: CTE Materials, page 53

© 2013 UNIVERSITY OF PITTSBURGH Reflection Take a few minutes to reflect personally and/or share with a partner what you learned from this session. 36

© 2013 UNIVERSITY OF PITTSBURGH Takeaways An understanding that there are three facets to assessing text complexity: qualitative, quantitative, and reader/task (quantitative measures alone are not sufficient); and analyzing texts is useful in both making text selection decisions as well as determining scaffolds for students. 37 Packet 1: CTE Materials, page 63

© 2013 UNIVERSITY OF PITTSBURGH Gots and Needs Think about the module takeaways and your current level of understanding for each takeaway. What messages are clear (you got it)? Use a “sticky” note to share your “Gots.” Write one “Got” per sticky note. What questions do you still have? Use a “sticky” note to share your “Needs.” Write one “Need” per sticky note. Post your “Gots” and “Needs” on the appropriate chart. 38 Packet 1: CTE Materials, page 63

© 2013 UNIVERSITY OF PITTSBURGH Participant Reflection Form Take a few moments to respond to the Reflection Form on page Packet 1: CTE Materials, yellow, page 65