1. Text Complexity for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects

2. What do the Common Core Learning Standards mean by text complexity? What is a text complexity band? and How do we ensure the texts our students are reading are in the appropriate text complexity band? Guiding Questions 2Source:

3. Stop and Jot: any ideas thoughts questions you may have as you watch this short video. Text Complexity Video 3Source:

4. 4 Overview of Text Complexity Text complexity is defined by: Qualitative 1.Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Quantitative 2.Quantitative measures – readability and other scores of text complexity often best measured by computer software. Reader and Task 3.Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.

5. Where do we find texts in the appropriate text complexity band? Choose an excerpt of text from Appendix B: 5 We could…. or… Use available resources to determine the text complexity of other materials on our own. Source:

6. A Four-step Process: Determining Text Complexity 6 Quantitative Qualitative Reader and Task 4.Recommend placement in the appropriate text complexity band. 3.Reflect upon the reader and task considerations. 2.Analyze the qualitative measures of the text. 1.Determine the quantitative measures of the text. Source:

7. 7 Measures such as: Word length Word frequency Word difficulty Sentence length Text length Text cohesion Step 1: Quantitative Measures Source:

8. Step 1: Quantitative Measures 8 The Quantitative Measures Ranges for Text Complexity : http://www.ksde.org/Default.aspx?tabid=4605 http://www.ksde.org/Default.aspx?tabid=4605 This document outlines the suggested ranges for each of the text complexity bands using: 1.Lexile Text Measures ---or--- 2.ATOS Book Levels (Accelerated Reader) Source:

9. Text Complexity Grade Band in the Standards Old Lexile RangesLexile Ranges Aligned to CCR expectation K-1N/A 2-3450-725450-790 4-5645-845770-980 6-8860-1010955-1155 Grade Bands & Associated Lexile Ranges 9Source:

10. Sarah: Plain & Tall Bats: Creatures Henry & Mudge Fire CatMartin Luther King Art around World Lexile430 450460480560680 Word Frequency 3.843.553.65 3.763.653.35 Sentence Length 8.47.58.08.79.19.12 Examples of Text… 10 Source:

11. Step 1: Quantitative Measures 11 Let’s imagine we want to see where a text falls on the quantitative measures “leg” of the text complexity triangle, using either the Lexile text measures or the ATOS book level (or both). For illustrative purposes, let’s choose Harper Lee’s 1960 novel To Kill a Mockingbird. Source:

12. Step 1: Quantitative Measures 12Source:

13. Step 1: Quantitative Measures 13Source:

14. Step 1: Quantitative Measures 14 Lexile Text Measure: ATOS Book Level: 870L 5.6 In which of the text complexity bands would this novel fall? Source:

15. Text Complexity Grade Bands Suggested Lexile Range Suggested ATOS Book Level Range** K-1100L – 500L*1.0 – 2.5 2-3450L – 790L2.0 – 4.0 4-5770L – 980L3.0 – 5.7 6-8955L – 1155L4.0 – 8.0 9-101080L – 1305L4.6 – 10.0 11-CCR1215L – 1355L4.8 – 12.0 Quantitative Measures Ranges for Text Complexity Grade Bands Common Core Learning Standards * The K-1 suggested Lexile range was not identified by the Common Core State Standards and was added by Kansas. ** Taken from Accelerated Reader and the Common Core State Standards, available at the following URL: http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf 15 Source:

16. Step 1: Quantitative Measures 16 Remember, however, that the quantitative measures is only the first of three “legs” of the text complexity triangle. Our final recommendation may be validated, influenced, or even over-ruled by our examination of qualitative measures and the reader and task considerations. Source:

17. 17 Step 2: Qualitative Measures Measures such as: Levels of meaning Levels of purpose Structure Organization Language conventionality Language clarity Prior knowledge demands Source:

18. The Qualitative Measures Rubrics for Literary and Informational Text : http://www.ksde.org/Default.aspx?tabid=4605 http://www.ksde.org/Default.aspx?tabid=4605 The rubric for literary text and the rubric for informational text 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. 18Source:

19. Step 2: Qualitative Measures 19 The Qualitative Measures Rubrics for Literary and Informational Text : http://www.ksde.org/Default.aspx?tabid=4605 http://www.ksde.org/Default.aspx?tabid=4605 The rubric for literary text and the rubric for informational text 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. Source:

20. Step 2: Qualitative Measures 20 Because the factors for literary texts are different from information texts, these two rubrics contain different content. However, the formatting of each document is exactly the same. And because these factors represent continua rather than discrete stages or levels, numeric values are not associated with these rubric. Instead, four points along each continuum is identified: high, middle high, middle low, and low. Source:

21. Step 2: Qualitative Measures 21 So… How is the rubric used? And how would To Kill a Mockingbird fair when analyzed through the lens of the Literary Text Rubric? Source:

22. Step 2: Qualitative Measures 22Source:

23. Step 2: Qualitative Measures 23 Lexile Text Measure: ATOS Book Level: 870L 5.6 From examining the quantitative measures, we knew: But after reflecting upon the qualitative measures, we believed: Source:

24. Step 2: Qualitative Measures 24 Quantitative Qualitative Reader and Task Our initial placement of To Kill a Mockingbird into a text complexity band changed when we examined the qualitative measures. Remember, however, that we have completed only the first two legs of the text complexity triangle. The reader and task considerations still remain. Source:

25. 25 Step 3: Reader and Task Considerations such as: Motivation Knowledge and experience Purpose for reading Complexity of task assigned regarding text Complexity of questions asked regarding text Source:

26. Step 3:Reader and Task Considerations 26 Questions for Professional Reflection on Reader and Task Considerations : http://www.ksde.org/Default.aspx?tabid=4605 The questions provided in this resource are meant to spur teacher thought and reflection upon the text, students, and any tasks associated with the text. Source:

27. Step 3:Reader and Task Considerations 27 The questions included here are largely open-ended questions without single, correct answers, but help educators to think through the implications of using a particular text in the classroom. Source:

28. Step 3:Reader and Task Considerations 28 As the committee reflected upon the questions posed for Reader and Task Considerations and reconsidered both the quantitative and qualitative measures already discussed, we were able to confirm: Lexile Text Measure: ATOS Book Level: 870L 5.6 Source:

29. Step 3: Reader and Task Considerations 29 Based upon our examination of the Reader and Task Considerations, we have completed the third leg of the text complexity model and are now ready to recommend a final placement within a text complexity band. Source:

30. Step 4: Recommended Placement 30 Step 4: Recommended Placement After reflecting upon all three legs of the text complexity model we can make a final recommendation of placement within a text and begin to document our thinking for future reference. Source:

31. Step 4: Recommended Placement 31 Lexile Text Measure: ATOS Book Level: 870L 5.6 Source:

32. Step 4: Recommended Placement 32 Based upon all the information—all three legs of the model—the final recommendation for To Kill a Mockingbird is…. Source:

33. Step 4: Recommended Placement 33 In this instance, Appendix B confirms our evaluation of the novel. To Kill a Mockingbird is placed within the grade 9-10 text complexity band. Source:

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