Applying Text Complexity:

The Placemat Process

Share, Connect, Create – An ELA and ITES Collaborative Event

January 2013

Text Complexity Placemat Process

Overview of the ELA SCASS Project

• The ELA SCASS agreed to develop a process for determining text complexity using the placemats from Kansas as a guide

• The SCASS determined a common process for guiding teachers in thinking their way through a placemat

• They agreed to practice within states using a draft process, rubric, and placemat

• Revisions were made according to feedback from teachers in each participating state

Project Next Steps

The ELA SCASS will provide examples at each grade level on their website and encourage teachers to use the placemat process to understand the full picture of text complexity in practice.

Using Text Complexity to Determine Placement of a Text

Qualitative Measures Rubric

Quantitative Measures Chart

Measures of Text Difficulty: Testing their Predictive Value for Grade Levels and Student Performance by J. Nelson, C. Perfetti, D. Liben and M. Liben

Reader and Task Questions

Let’s practice with the text “Ripe Figs”.

Read the Qualitative Measures Rubric for ideas to guide your thinking.

Read and annotate “Ripe Figs”. Look for vocabulary and/or other characteristics that might make it challenging.

Complete the Rubric• Use your annotations to complete the

Qualitative Measures Rubric.

• When you’re finished, turn and talk with a partner.

Qualitative Measures and “Ripe Figs”

Identifying the Quantitative Measureof “Ripe Figs”

Measures of Text Difficulty: Testing their Predictive Value for Grade Levels and Student Performance by J. Nelson, C. Perfetti, D. Liben and M. Liben

Balancing Quantitative with Qualitative Measures…thinking through how to standardize the balancing act between quantitative measures and qualitative measures, perhaps we all could use the following general rule, that of course would have important exceptions.

The general rule would be that the quantitative measure(s) would place the text within the complexity band (that spans several grades and overlaps to a degree with other bands) and the qualitative would place the text at the top, bottom or somewhere in the middle of that band. Again, with every "general rule" there will be exceptions.

-Sue Pimentel

Text Complexity Placemat1. Fill in the title and author information

2. Complete the Text Description. (Green Box)

3. Identify the Quantitative Measure. (Orange Box)

4. Identify the Qualitative Measures. (Yellow Box)

5. Note Considerations for Reader and Task. (Blue Box)

6. Complete the Recommended Placement. (Black box)

Use the brochure as a guide to complete the placemat.

Reader and Task Considerations

Consider 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).

Text Complexity Placemat

5. Note Considerations for Reader and Task. (Blue Box)

6. Complete the Recommended Placement. (Black box)

Use the brochure as a guide to complete the placemat.

1.Fill in the title and author information

2.Complete the Text Description. (Green Box)

3.Identify the Quantitative Measure. (Orange Box)

4.Identify the Qualitative Measures. (Yellow Box)

Standard FocusThink of possible major instructional areas of focus for this text.

Find your CCSS Shorthand document under Resources.

Reader and Task Questions

How are the measures balanced and considered?

Text Complexity Placemat

6.Complete the Recommended Placement. (Black box)

Use the brochure as a guide to complete the placemat.

1.Fill in the title and author information

2.Complete the Text Description. (Green Box)

3.Identify the Quantitative Measure. (Orange Box)

4.Identify the Qualitative Measures. (Yellow Box)

5.Note Considerations for Reader and Task. (Blue Box)

Reflection• What did this process teach

you?

• Will this process have to be repeated for every text?

Your Next Steps

• With your partner, complete a placemat using the book you brought.