1. Tackling Text Complexity
NCAGT Conference
March 16, 2012
DPI AIG Team Session
Julie Joslin and Lisa McIntosh
Tackling Text Complexity
In the next hour, we’re going to talk about the 3 factors in determining text complexity and the implications for gifted learners.

2. Where does text complexity appear in the Common Core?
College and Career Anchor Standard for Reading
R.10: Read and comprehend complex literary and informational texts independently and proficiently.
Standard 10 defines a grade-by-grade staircase of increasing text complexity that rises from beginning reading to the college and career readiness level.

3. Why Text Complexity Matters
“The clear, alarming picture that emerges from the evidence… is that while the reading demands of college, workforce training programs, and citizenship have held steady or risen over the past fifty years or so, K–12 texts have, if anything, become less demanding.”
(Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, Appendix A, pg. 2, June 2010).

4. Article: Transitioning to the Common Core by Lyn Cannady
Read paragraphs #1 and #2.
Reflect on why text complexity matters. Share with a partner.
How does this apply to AIG students?

5. Text Complexity Analysis Includes:
A Quantitative Measure
Qualitative Measures
Reader and Task Considerations

6. Quantitative evaluation of the text:
Readability measures and other scores of text complexity
See page 7 in appendix A for more information about quantitative measures of text complexity.

7. Qualitative evaluation of the text:
levels of meaning
structure
language conventionality and clarity
knowledge demands
Pages 5 and 6 in Appendix A are very helpful in giving examples of each of the 4 areas which make up the qualitative evaluation of the text.

8. Reader and Task
Reader variables (such as motivation, knowledge and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed).
See page 7-9 in appendix A for more information on reader/task considerations.

10. Article: Transitioning to the Common Core by Lyn Cannady
Read paragraph #3.
Reflect with a partner.
What does this mean for our AIG students?

11. Reader and Task Considerations There are three factors to consider with respect to reader and task:

12. What aspects of the text will likely pose the most challenge for my students? (Reader)
Knowledge and experience demands?
Motivation for and interest in the text?

13. 2. What Common Core State Standards should I focus on when teaching this text? (Task)
What are natural areas of focus for this text?
With what standards do my students need the most practice?

14. Think about the Task:
Will the complexity of any before, during and after reading tasks or the complexity of any questions asked about the text interfere with the reading experience?
What standards will be the focus of my instruction?

15. Standards-Based Tasks:
The standards are designed to bring students back to the text for evidence.
This requires teachers to prepare text based tasks.

16. Article: Transitioning to the Common Core by Lyn Cannady
Read paragraph #4. Annotate in the margin.
Reflect with a partner.
What are the implications for planning and instructing AIG students?
Lisa read paragraph first
This means that we have to plan tasks that are challenging enough for students to re-read the text so they can gain meaning from the text at a deeper level.

17. Task Activity:
Find the standard in the task. Underline the parts that go with the standard.
Choose a standard. Write a standards-based task.

18. What supports do I need to provide so that all of my students (even those who are struggling readers) can access the text? (Scaffolding)

19. Article: Transitioning to the Common Core by Lyn Cannady
Read paragraphs #9 and #10.
Underline any examples of scaffolding.
What other ways can you think of to help students master complex texts?

20. Pulling it all together…
It is important to consider all sides of the triangle when considering text complexity.

21. RESOURCES LiveBinders are Live! Two ELA Common Core Livebinders:
A self-directed study of the ELA CCSS
Resources to support the implementation of the ELA CCSS

22. Contact Information:
Julie Joslin, Ed.D. Section Lead
Grades 9-12 English Language Arts Consultant
Lisa McIntosh (Llewellyn), MSA
K-5 English Language Arts Consultant