1. The What, the Why, and the How California Reading Association October 23, 2015 This presentation can be found on SlideShare at http://www.slideshare.net/ebowers44 /text-complexity-cra-102315

2. 1500’s 1800’s McGuffey Third Reader, Junior High Level A leveled reader

3. 1930’s Dick and Jane A basal reader- whole word reading approach Basal Readers 1960’s-70’s Adapted text 1980’s-90’s Whole Language Child derives the text

4. 1990’s-2000’s Guided Reading 2000’s-2013 Anthology’s and Scripted Instruction Common Core Implementation Exemplar Texts Type of instruction?

6. Common Core and Fundamental Shifts Balanced Literary and Informational Text Staircase of Text Complexity Text-Based Answers Write from Sources Build Academic Vocabulary Build Knowledge in the Disciplines

7. CCSS Standard 10-Text Complexity

8. What might make this difficult?

9. Text Complexity

10. Elements of Text Complexity

11. The quantitative element of text complexity refers to factors of text that are easier for a computer to assess; word length or frequency, sentence length, and text cohesion.

12. How do most readability formulas determine the quantitative aspect of text? – Number of syllables in words – Number of words in sentences The dog ran home. The frisky puppy scampered toward the moss covered colonial mansion.

13. What would you predict is the readability (Flesch- Kincaid) level of this passage? – 14.2

14. How to Determine the Readability Level of this Passage

15. Other Methods: Scholastic- you can use book wizard http://www.scholastic.com/teachers/ Lexile- you can use the lexile analyzer http://www.lexile.com/analyzer/ Flesch-Kincaid: In Word 2010, click on File Click on Options Click on Proofing Select, “show readability statistics”

16. Common Core Lexile Levels

17. What are other reasons this text might be considered difficult?

18. The qualitative element of text refers to factors best assessed by a human; Levels of meaning (literary) or purpose (informational)- surface or deeper levels Structure- simple vs complex; i.e., sequential order vs flashbacks; simple graphics vs complex Language conventionality and clarity- simple vs complex; conversational language vs figurative

19. Visual device demands- types of graphics used And knowledge demands- does the reader have the background experiences to relate to the text?

20. This is a Grade 9-10 exemplar from the CCSS. How would you assess it qualitatively? Levels of meaning or purpose, Structure, Language conventionality and clarity, Visual device demands, And knowledge demands

21. Reader considerations: Cognitive capabilities- analytical ability, inferencing, visualization Motivation- purpose, interest, self-efficacy Knowledge- vocabulary and topic, comprehension strategies Experiences

22. Task considerations: The reader’s purpose – Skimming – Studying The intended outcome – Increase in knowledge – A solution to some real-world problem (driver’s test) – Engagement with the text (reading for pleasure)

23. Heibert, E. (2013). Supporting students’ movement up the staircase of text complexity. The Reading Teacher, 66(6).

24. Appendix A & B of the CCSS http://www.corestandards.org/ELA- Literacy/introduction/how-to-read-the-standards http://www.corestandards.org/ELA- Literacy/introduction/how-to-read-the-standards Media Text: http://www.pbs.org/wgbh/nova/physics/relativit y-and-the-cosmos.html http://www.pbs.org/wgbh/nova/physics/relativit y-and-the-cosmos.html

25. LiteratureInformational Text StoriesDramasPoetryLiterary Nonfiction and Historical, Scientific, and Technical Texts Includes children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth Includes staged dialogue and brief familiar scenes Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics English Language Arts Standards » Standard 10: Range, Quality, & Complexity » Range of Text Types for K-5 Students in K–5 apply the Reading standards to the following range of text types, with texts selected from a broad range of cultures and periods.

26. Grades 6-12

29. Volcano! Quantitative: Lexile level 750L (450-790 is Grade 2-3) Quantitative Elements first: word length or frequency, sentence length, and text cohesion.

30. Volcano! Purpose- informational- straight forward message Structure- common informational text structure; easy to read graphic, supplemental to understanding Language- moderate with regard to vocab; clear Visual device- maps (depends on student and grade) Knowledge demands- moderate Qualitative Elements second: Levels of meaning or purpose, Structure, Language conventionality and clarity, Visual device demands, And knowledge demands

31. Volcano! Appropriate for a reader who can comprehend explicit grade 3 text. Needs a student who is interested in informational text, particularly science and other peoples. Reader needs some knowledge of maps, the topic and comprehension strategies (sequential order, cause and effect). The reader would needs some background knowledge of earthquakes, people from other lands… Reader Elements third: Cognitive capabilities Motivation Knowledge Experiences You Teach: Third Graders Some are below grade level Some are on grade level Some are language learners Some are English Only A few have been assessed as gifted

32. Task Elements third: The reader’s purpose The intended outcome For this book: You would like to use for guided reading You want to focus on comprehension of informational text, sequencing in particular.

33.  Can be found in iTunes- Common Core State Standards app  On the Ca Dept of Ed website: http://www.cde.ca.gov/re/cc / The Common Core State Standards website: http://www.corestandards.org/resources