• CCR Anchor Standard 10 –Read and comprehend complex literary and

informational texts independently and proficiently

04/22/23 MSDE 2

3Q

ual

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ive

1.Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands

Quan

titativ

e2.Quantitative measures – readability and other scores of text complexity Reader and

Task3.Reader and Task – background

knowledge of reader, motivation, interests, and complexity generated by tasks assigned

Quantitative Dimensions of Text Complexity These are typically measured by computer software.

Examples: • Word length• Word frequency• Sentence length• Text cohesion

*Adapted from Appendix A, page 4 of the Common Core State Standards for English Language Arts.

Quantitative Measures of Text Complexity

Copy/Paste Word Version on Laptops (Preferences Checklist) Google “Readability”

Use Advanced Search to Find Articles in Databases, or Make account at Lexile.com

These are the ones which matter.

Search for articles in the databases by lexile.--Glenelghigh.org—Library—eResources--Use Advanced Search

The Lexile Chart You Need is on-- Glenelg’s Library Common Core Page, Under “Text Complexity Resources”

The Directions You Need for Using the Advanced Search Feature to Search by Lexiles in the Databases are on--Glenelg’s Library Common Core Page, Under “Text Complexity Resources”

The Address and Abbreviated Directions You Need for Finding Lexiles on Lexile.Com are on --Glenelg’s Library Common Core Page, Under “Text Complexity Resources”

The Directions for finding the FK Readability on Microsoft Word you might use are on--Glenelg’s Library Common Core Page, Under “Text Complexity Resources”

Qualitative Dimensions of Text Complexity These are best measured by a human reader.

Examples: • Levels of meaning or purpose• Structure• Language conventionality and clarity• Knowledge demands

*Adapted from Appendix A, page 4 of the Common Core State Standards for English Language Arts.

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A copy of the Qualitative Dimensions for Text Complexity for Information Texts and the one for Literary Texts is on --Glenelg’s Library Common Core Page, Under “Text Complexity”

Reader and Task ConsiderationsThese deal with variables specific to particular readers and/or to particular tasks. They are best made by teachers employing their professional judgment, experience, and knowledge of their students and the subject.

Examples of variables specific to readers:•Motivation•Knowledge•Experiences

Examples of variables specific to tasks:•Purpose •Complexity

*Adapted from Appendix A, page 4 of the Common Core State Standards for English Language Arts.

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Determining Text Complexity –

`Reader and Task Considerations

A copy of the Reader and Task Considerations Chart is on--Glenelg’s Library Common Core Page, Under “Text Complexity”

• Common Core State Standards website:http://www.corestandards.org/the-standards

• PARCChttp://parcconline.org/

• Links also on MDK.12http://www.mdk12.org/

These Links are on --Glenelg’s Library Common Core page, under “Text Complexity”

04/22/23 MSDE 16

Lexile Level = 870L

Which of the 3 tools would you use to determine the grade band for this text?

Next: Examine the text for Qualitative Measures

Measures such as:• Text structure• Language

Conventionality• Clarity• Levels of Meaning• Levels of Purpose• Knowledge demands

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Considerations such as:• Cognitive Capabilities• Reading Skills• Motivation and Engagement with Task & Text•Prior Knowledge and Experience• Content and/or Theme •Associated tasks

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Lexile Level• Grade band 4-5

Qualitative Considerations• This text is mostly complex.

Source: 22

• Considering all 3 dimensions of text complexity, what grade levels would be most appropriate for this text?

• Like any holistic scoring system, there is not a single correct answer.

Adapted from a longer presentation by klauritzen@msde.state.md.us