1. TEXT COMPLEXITY & CCSS SCSU Literacy Conference – May 2013 Kristen Hunter Literacy Specialist Old Saybrook High School

2. Introduction Goals of this Workshop Understand the qualities of complex text – as defined by the CCSS Make informed decisions about choosing appropriate texts for students to read Provide supports to aid students in reading complex steps during shared reading instruction Handout Icon

3. Research & Theory Common Core State Standards. (2010). National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. Academic Standards. Wisconsin Department of Public Instruction. Text Complexity Resources. (2012) Kansas Department of Education.

4. How to Move Forward with the CCSS Curriculum and Instruction – Materials – Text dependent questions – Close reading Assessment – Instructional passages – Prompts use evidence from the text

5. Shifts in Practice from CCSS Build knowledge through nonfiction – More time in the text than trying to build background knowledge – Stay in the text so all students can have knowledge about a given topic – Questions are not only questions – but they also look at the analysis, synthesis, and evolution – Focuses on words, sentences, paragraphs – but also the bigger ideas – Focus on the “hard parts” to build understanding of a text

6. CCSS Standard 10 Read and comprehend complex literary and informational texts independently and proficiently. Regardless of the expectations, it falls on the teacher to determine appropriate texts for students and assign appropriate tasks to students.

7. Why Do I Need to Do This? If you don’t give students access to [a text]…then you are depriving them of access to a set of knowledge and ideas that are a part of the discourse of active citizens. John B. King, Jr. (Commissioner of Education – State of New York)

8. How Text Complexity Is Determined 1.Quantitative Measures The Numbers (typically determined by Lexile) 2.Qualitative Measures Demands of the Reader 3.Reader and Task Background Knowledge of the Reader, Motivation, and Interests, and what we ask students to do with the text Qualitative Quantitative Reader and Task

9. Using Measures Such As: Word length Word frequency Word difficulty Sentence length Text length 1. Quantitative Measures In 2012, the CCSS changed the Lexile band recommendations to the following:

10. Sample Lexiles for Popular Titles

11. Resources Regarding Text Complexity Lexile - Find a Book – www.lexile.com/findabook www.lexile.com/findabook Lexile Analyzer – www.lexile.com/analyzer www.lexile.com/analyzer Scholastic Book Wizard – www.scholastic.com/bookwizard www.scholastic.com/bookwizard TitleWave App – www.titlewave.com/intro/iphone www.titlewave.com/intro/iphone

12. 2. Qualitative Measures Using Measures such As: Levels of purpose Structure Organization Language clarity Prior knowledge demands Cultural demands Vocabulary

13. Qualitative Measures Rubrics for Literary and Informational Text The rubrics provided by the CCSS, allow educators to evaluate the important elements of text that are often missed by computer software that tends to focus on more easily measured factors. © Kansas Department of Education

14. 3. Reader & Task Considerations Considerations such as: Motivation Knowledge and experience Purpose for reading Complexity of task assigned regarding text Complexity of questions asked regarding text

15. Text Dependent Questions Questions will – Assess themes or central ideas – Assess knowledge of vocabulary – Assess syntax and structure – how is the language used

16. How to go through text dependent questions Identify the core understandings and key ideas Start small to build confidence Target vocabulary and text structure Tacked tough sections Create a coherent sequence of questions Identify the standards that are being addressed Create a culminating assessment

17. How Complex is This Text? The Lowest Animal, Mark Twain (1896) 1. Qualitative Measure 2. Quantitative Measure 3. Reader & Task Consideration Task: Look over selections from The Lowest Animal and determine the text complexity

18. Several layers of meaning; especially as Twain makes reference to different religious groups and historical events Straight forward in narration, no change in point of view; however, the reader does need to note how there are slight shifts of historical reference Student must understand the use of satire; some Tier 2 words are used that can be determined from context Many allusions to historical events 3 minutes – review selections from The Lowest Animal and determine its text complexity

19. What Complex Text Looks Like in an 11th Grade English Class Text: The Lowest Animal by Mark Twain Quantitative: 1180 Qualitative: Very Complex (see Qualitative Measures Rubric) Reader Task: Take a position on Twain’s essay, do you agree or disagree with his synopsis of the human race? Use factual evidence to support your position.

20. Teaching this Text Give the target of the lesson Will you agree or disagree with this text? Give a strategy for reading this text Summarize each paragraph as you read Provide opportunities for varying levels of practice Shared, Guided, Independent Practice

21. I have been studying the traits and dispositions of the lower animals (so-called), and contrasting them with the traits and dispositions of man. I find the result humiliating to me. For it obliges me to renounce my allegiance to the Darwinian theory of the Ascent of Man from the Lower Animals; since it now seems plain to me that the theory ought to be vacated in favor of a new and truer one, this new and truer one to be named the Descent of Man from the Higher Animals. Twain is comparing animals to man This idea of studying seems to be important. To renounce means to give up; therefore, Twain is giving up on the theory of Darwin The word descent means to fall to a lower position; so Twain is saying that Man has fallen from the classification of “Higher Animals” Overall Summary: Twain has studied many animals and he has come to the conclusion that Man is a lesser being than common “animals”.

22. Some of my experiments were quite curious. In the course of my reading I had come across a case where, some hunters on our Great Plains organized a buffalo hunt for the entertainment of an English earl…They killed seventy-two of those great animals; and ate part of one of them and left the seventy-one to rot. In order to determine the difference between an anaconda and an earl (if any) I caused seven young calves to be turned into the anaconda’s cage. The grateful reptile immediately crushed one of them and swallowed it, then lay back satisfied. It showed no further interest in the calves, and no disposition to harm them...It also seemed to suggest that the earl was descended from the anaconda, and had lost a good deal in the transition. Reference to the mass killings of buffalo in the late 1880s Difference between an earl and the anaconda – the anaconda takes what it needs Overall Summary: Man kills for pleasure, while animals only take what they need.

23. I was aware that many men who have accumulated more millions of money than they can ever use have shown a rabid hunger for more…I furnished a hundred different kinds of wild and tame animals the opportunity to accumulate vast stores of food, but none of them would do it. The squirrels and bees and certain birds made accumulations, but stopped when they had gathered a winter’s supply…These experiments convinced me that there is this difference between man and the higher animals: he is avaricious and miserly; they are not. Animals do not accumulate food for no purpose, they only take what they need The word choice of “rabid” is interesting because it compares man to animal in a different way Overall Summary: Man stores up all types of things because he is greedy; therefore, he is not as refined as an animal who takes what it needs to survive.

24. Reader Task Take a position on Twain’s theory of humans. Explain how his argument is valid or invalid by analyzing textual evidence to support your claim. This asks students to summarize the text (which you have taught during instruction) and practice argumentative writing, a CCSS skill Remember to ask text dependent questions!

25. What Are Complex Texts that are Recommended? Grade 6-8 Little Women - Alcott, Louisa May. The Adventures of Tom Sawyer - Twain, Mark. A Wrinkle in Time - L’Engle, Madeleine. The Dark Is Rising - Cooper, Susan. Roll of Thunder, Hear My Cry - Taylor, Mildred D. “Eleven.” - Cisneros, Sandra. “Paul Revere’s Ride.” - Longfellow, Henry Wadsworth. “O Captain! My Captain!” - Whitman, Walt. Grade 9-10 The Odyssey - Homer. “The Gift of the Magi.” - Henry, O. The Metamorphosis - Kafka, Franz. The Grapes of Wrath - Steinbeck, John. Fahrenheit 451 - Bradbury, Ray. Things Fall Apart - Achebe, Chinua. The Book Thief - Zusak, Marcus. The Tragedy of Macbeth - Shakespeare, William.

26. One Last Point Text complexity can be overwhelming, especially when teaching struggling readers – the key is to expose students to complex text and choose shorter pieces to teach close reading If the text is not at the student’s independent level, complex text should be used in shared and guided reading settings

27. Wrap Up There are three ways to determine text complexity Qualitative Quantitative Reader & Task Considerations By understanding what makes a text complex, you are better prepared to teach that text