1. Text Complexity Training
September 30, 2015

2. Text Complexity
Tools for Teachers
Quantitative measures look at factors impacting “readability” as measured by particular computer program. Qualitative measures examine levels of meaning, knowledge demands, language features, text structure, and use of graphics as measured by an attentive reader. Reader and Task considers additional “outside” factors that might impact the difficulty of reading the text.
As stated in Appendix A of the CCSS:
[T]he standards define a three-part model for determining how easy or difficult a particular text is to read as well as grade-by-grade specifications for increasing text complexity in successive years of schooling (Reading standard 10}. These are to be used together with grade-specific standards that
require increasing sophistication in students' reading comprehension ability (Reading standards 1-9}. The standards thus approach the intertwined issues
of what and how student read.
This section of the presentation introduces participants to a strategic approach to measuring text complexity. The following slides discuss the importance of quantitative measures, qualitative measures, and reader and task considerations-the three-part model for determining text complexity. let participants know that as a result of this presentation, they will understand the importance of.
• Assessing a text's quantitative measures;
• Assessing a text's qualitative measures; and
• Assessing a text's reader and task considerations.
This section also introduces participants to a powerful new tool they can use to make informed determinations of a text's complexity: the "Text Complexity Analysis Worksheet."
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Critical Point
As highlighted in Appendix A of the CCSS, three specific measures of text complexity-quantitative measures, qualitative measures, and text-specific reader and task considerations-must be attended to when selecting grade level-appropriate texts.
Step-by-Step Instructions
• Explain that the CCSS envision a three-step model for determining text complexity.
• Ask participants to turn to page XX of the "Selected CCSS Excerpts" handout, and draw their attention to the section entitled, "The Standards' Approach to Text Complexity." Ask for volunteers to read aloud the definitions in the appendix of each dimension of text complexity: qualitative, quantitative, and reader and task considerations.
• ln small groups or pairs, ask participants to consider the following questions:
o Why it is difficult to get a true measure of a text's complexity without considering each of these three dimensions?
o Is one dimension more important than another when measuring text complexity? Why or why not?
o How does this process compare and contrast to how you've measured text complexity in the past?
• Engage participants in a whole group discussion to discuss their answers to these questions. Clarify misunderstandings as they arise.
• Summarize the group discussion briefly before moving on.
Words of Wisdom
Keep good notes of participants' answers to the various questions that you are posing throughout the presentation. lt will be important to your closing that you
have a clear sense of how participants' thinking and articulation of important concepts develops.

3. Text Complexity Tools for Teachers
Quantitative Measures using new, more demanding CCR Lexile Requirements Qualitative Measures that analyze critical features of the text that computers cannot analyze
Critical Point
A new holistic tool, the "Text Complexity Analysis Worksheet," walks educators through the process of analyzing the three dimensions of a text's complexity in order to make a well- informed final placement recommendation.
Step-by-Step Instructions
• Distribute the "Text Complexity Analysis Worksheet."
• lead a whole group discussion whereby you walk through the worksheet, highlighting its major elements, and explaining how this tool can help make
the process of determining a text's complexity more effective.
• Solicit volunteers to articulate the five-step process that the worksheet envisions to help educators make a final placement recommendation for a text.
• Before moving on, ask if there are any questions, or pose some questions to help participants synthesize their thoughts.
Words of Wisdom
Take time when reviewing the "Text Complexity Analysis Worksheet" to answer participants' questions and address concerns as they arise.

4. Text Complexity Tools for Teachers
Considerations for Reader and Task that guide the use of the text in the classroom Final Placement Recommendation that sums up the findings of all three factors

5. Quantitative Measures
Text Complexity
Quantitative Measures
Fountas & Pinnell Levels (guided reading)
Flesch-Kincaid (used in SchoolNet to level passages)
Lexile Framework by MetaMetrics
Critical Point
There are various software programs that can help an educator
determine the quantitative "readability" of a specific text.
Step-by-Step Instructions
• Explain that there are many useful software programs that can analyze the quantitative "readability" of a text.
• Ask participants to read the list of programs on slide ll, and then ask participants if they have used any of the programs listed and how they used the
information in their instructional planning.
• Explain that for purposes of today's training, we will be using lexile scores as it is the program with which most educators are familiar.
• Advance to next slide. Regarding these various programs, explain to participants that research has found the following to be true:
o That while each of these programs may establish different weights to the proxies for syntax and semantics, each program calculates a text's grade-level bands for reading accurately.
o No one program is better than another at predicting text complexity or student performances on tests.
• Explain to participants that they can find more information on quantitative programs to measure text complexity on page 7 of Appendix A.
Words of Wisdom
Keep this simple and brief.

6. Quantitative Measures
Text Complexity
Quantitative Measures
These metrics give different weights to the following proxies for semantic and syntactic complexity: Word Length Word Frequency Word Difficulty Sentence Length Text Length Text Cohesion Research shows that no metric is better than the others at either predicting text difficulty or student performance on tests

7. Quantitative Measures
Text Complexity
Quantitative Measures
Critical Point
lt's important to understand that considering only the quantitative measures of a text is insufficient to the
task of determining the text's actual complexity and appropriate placement in a curriculum.
Step-by-Step Instructions
• ln order to highlight the insufficiency of considering only quantitative measures, ask participants to consider the complexity of the classic novel The
Grapes of Wrath. Say:
o "You might have considered that the quantitative measure of the novel's complexity would place it at least at the high school level. Instead, a
Lexile analysis places The Grapes of Wrath at the 2-3 grade band. Is that a correct placement for this novel? Why or why not?"
• You might want to collect a few more examples of well-known texts whose lexile scores would place them at unexpected and wrong grade bands. Share
those surprising findings with participants.
Words of Wisdom
Take this opportunity to encourage participants to reflect on the "ah ha" moment that this slide may generate.
Lexile Score: 680
Grade Band Placement: 2-3 (?!!)

8. Quantitative Measures
Text Complexity
Quantitative Measures
Start by performing a quantitative analysis to determine the complexity band level of a text (K-2, 3-5, 6-8, 9-10, or 11-CCR). Quantitative metrics are excellent at situating informational texts, good at offering a starting point for placing narrative fiction, but unable to rate drama and poetry and not helpful for K-1 texts.
Then turn to qualitative analysis to place a text at the upper, lower, or middle of a complexity band. These measures lie on a continuum and are not grade or band specific, and therefore are most helpful when used in conjunction with quantitative measures.
Critical Point
The process for determining a text's complexity should begin with a quantitative analysis before moving on to the qualitative analysis. Educators are cautioned that while quantitative metrics are useful when analyzing most informational and narrative texts, they are unable to rate drama, poetry, and K-l texts.
Step-by-Step Instructions
• Ask participants to refer to their copy of the "Text Complexity Analysis Worksheet." Prompt them to locate the fields on the upper right-hand side of the sheet labeled "Quantitative Analysis." Explain that after listing the name of the text and writing a short description of the text, educators should then perform the quantitative analysis using their preferred software program to determine grade band range.
• After participants have a chance to read the slide, ask them to identify what kinds of texts the software programs are unable rate effectively. As
facilitator, you should work to ensure that all participants express understanding of the programs' limitations.
• Next, ask participants to notice the fields in green labeled "Qualitative Analysis." Explain that this is the next step in the process.
• Draw participants' attention to the complexity scale on the left-hand side of the Qualitative Analysis fields. Explain the following to participants:
o "Because qualitative measures lie on a continuum and are not grade-band specific, they are most helpful when used in conjunction with quantitative measures."
• Ask participants if they have any final questions before moving on, or pose some closing clarifying questions to check for understanding.
Words of Wisdom
Discussing this slide in the context of the "Text Complexity Analysis Worksheet" will help participants make lasting connections to these important concepts and
the tool.

9. Text Complexity Meaning/Purpose Knowledge Demands Language Features
Qualitative Measures
There are additional qualitative factors to consider when determining the complexity of a text:
Meaning/Purpose
Knowledge Demands
Language Features
Text Structures
Use of Graphics
Judgments about these factors add additional information to the process of determining text complexity that Quantitative Measures cannot assess.
Critical Point
ln order to effectively assess the qualitative features of a text's complexity, educators must attend to five critical components: knowledge demands, meaning and purpose, text structure, language features, and visual supports. An educator's professional judgment is critical to this important step in determining text complexity.
Step-by-Step Instructions
• Explain to participants that qualitative measures add information to the process of determining text complexity that quantitative measures CANNOT
assess.
• Take some time to achieve a deep understanding among participants of each of the five qualitative factors listed. To this point, the following probing
questions may help facilitate productive conversation:
o Knowledge Demands: Does the text make assumptions about the extent of readers' experiences and content background knowledge? Do readers need specific content knowledge or no background knowledge?
o Meaning/Purpose: Does the text have a sINGLE, explicit meaning or are there multiple meanings, such as what a reader would find in satire?
o Text Structure: Is the informational or narrative? Is the text simple, well-marked and/or chronological in order? Or, does the text include more complex structures such as flashbacks or, in the case of informational text, the use of discipline specific complex structures?
o Language Features: Does text use literal, clear, contemporary language or figurative, ironic or archaic language?
o Visual Supports: Are the graphics simple, supplementary or are they necessary to understand the meaning?
• Turning to next slide, lead participants through an investigation of the "Qualitative Analysis" fields of the "Text Complexity Analysis Worksheet."
• ln small groups or pairs, ask participant to discuss their findings and thoughts on the process and the tool itself.
Words of Wisdom
These slides are important! Be sure to plan to provide time for participants to interrogate the worksheet thoroughly.

10. Text Complexity
Qualitative Measures
Because these factors lie on a continuum, measuring them involves judgment about the kind of complexity present.

11. Text Complexity Lexile Score: 870 Grade Band Placement: 4-5
Qualitative Measures
Critical Point
The quantitative measures of a text only show one dimension of complexity and may not place a text in
the appropriate grade band.
Step-by-Step Instructions
• Point out to participants that a purely quantitative measure of the Lexile score of the classic novel To Kill a Mockingbird would place the text at the 4-5
grade band. Follow up by asking participants:
o Does this sound right to You? WhY or whY not ?"
• In order to drive the point about the importance of qualitative analyses of texts, explain to participants that the group will now engage in a short analysis
of a selection from To Kill a Mockingbird.
o Distribute the handout from chapter 1 of Harper Lee's To Kill a Mockingbird. Participants will also need their text analysis worksheet.
o In small groups or pairs, ask participants to read the excerpt and then analyze the dimensions of qualitative measures after they read, not
including Visual Support , because this is a literary work without graphics.
Words of Wisdom
Take the opportunity to stress the role of excellent professional judgment in determining a text's complexity and appropriate placement.
Lexile Score: 870 Grade Band Placement: 4-5

12. Text Complexity Qualitative Measures
Meaning/Purpose: The book explores how the protagonist discovers how her town and her family understands race and prejudice Knowledge Demands: The book asks readers to wrestle with serious moral issues—how both an individual and southern society before the era of civil rights conceive of justice

13. Text Complexity Qualitative Measures
Language Features: The book contains both slang and southern dialect, but the vocabulary the text employs is accessible to average readers. Text Structure: While the narrative is largely linear in fashion, flashback is employed to look back on events when the protagonist was young, and the narrative perspective is not wholly reliable as a result of her youth.
Critical Point
Beyond making an appropriate final placement determination, a deep understanding of the qualitative dimensions of a text is essential to ensuring high-quality reading instruction
Step-by-Step Instructions
• After groups have time to complete their initial analysis, ask a few participant groups to share their findings of placement on the continuum. Use Slides as reference while participants share their findings.
• Lead a whole-group debrief and guide the group toward a common understanding of how qualitative analysis helps to ensure proper placement of texts when paired with quantitative analysis.
Words of Wisdom
Help participants draw connections between a robust qualitative analysis of a text and how such an analysis supports rich classroom instruction.

14. Text Complexity Reader and Task Factors:
Reader & Task Analysis
Reader and Task Factors:
Complexity of Content
Cognitive Capacities
Reading Skills
Motivation & Engagement
Prior Knowledge
Tasks and Assessment
Evaluation of these factors play an important role in helping teachers think through the implications of using a particular text in the classroom and situating it appropriately in a grade band.
Critical Point
Reader and task considerations are the third and final dimension of text complexity to analyze when determining the most appropriate final grade band placement of a text and its implications for classroom instruction.
Step-by-Step Instructions
• With the whole group, review Slide, identifying the six factors relating to reader and task considerations when determining text complexity.
• Prompt participants to refer to page 2 of the "Text Complexity Analysis Worksheet," and give them time to read the fields labeled "Reader and Task."
• Follow up by explaining that for each reader and task factor, educators should consider the following essential questions:
o Complexity of Content: Is the theme or content particularly challenging?
o Cognitive Capacities: Will readers have the attention, memory, critical analytic ability, and inference and visualization skills to engage the text?
o Reading Skills: Will readers struggle with comprehension, decoding, and fluency?
o Motivation and Engagement: Will readers be motivated and engaged to read the text?
o Prior Knowledge: Will readers need additional background? Will readers bring vocabulary, domain and topic knowledge, and linguistic and discourse knowledge to the text?
o Tasks and Assessment: Are the tasks and assessments planned aligned to standards, and are they particularly challenging?
• Turning to next slide, engage the whole group in a short discussion of how their consideration of reader and task factors would bear on their judgment regarding a final placement recommendation.
• Summarize the conversation and pose clarifying questions to check for understanding.
Words of Wisdom
The facilitator should take time to read the RAND study, R eding f or Und erst anding {2002), related to the importance of reading and task considerations.

15. Text Complexity
Here in CMS

16. Text Complexity
Resources
Teachingbooks.net

17. Text Complexity
Resources
Scope &
Sequence

18. Text Complexity
Examples of “TEXT”

19. Text Complexity
Examples of “TEXT”

20. Text Complexity
Examples of “TEXT”

21. Text Complexity
Examples of “TEXT”

22. Text Complexity
Examples of “TEXT”

23. Text Complexity
Reflection Questions
What texts are your students reading on a regular basis?
Independently?
With support?
What tasks are your students completing on a regular basis?
Independently?
With support?

24. Process to Choose Complex Text
Text Complexity
Process to Choose Complex Text
Choose standard(s)
Choose text
Analyze text for complexity
Analyze student needs
Determine supports