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Choosing the right text. Common Core State Standards. CCR Anchor Standard 10 Read and comprehend complex literary and informational texts independently and proficiently. Qualitative measures levels of meaning, structure, language conventionality and clarity, and knowledge demands. - PowerPoint PPT Presentation

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  • CCR Anchor Standard 10 Read and comprehend complex literary and informational texts independently and proficiently*MSDE*

    MSDE

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  • Quantitative Dimensions of Text Complexity These are typically measured by computer software. Examples: Word lengthWord frequencySentence lengthText cohesion

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

  • Quantitative Measures of Text ComplexityCopy/Paste Word Version on Laptops (Preferences Checklist) Google ReadabilityUse Advanced Search to Find Articles in Databases, or Make account at Lexile.comThese are the ones which matter.

  • Search for articles in the databases by lexile.--Glenelghigh.orgLibraryeResources--Use Advanced Search

  • The Lexile Chart You Need is on-- Glenelgs 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--Glenelgs Library Common Core Page, Under Text Complexity Resources

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

    The Directions for finding the FK Readability on Microsoft Word you might use are on--Glenelgs 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 purposeStructureLanguage conventionality and clarityKnowledge 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 --Glenelgs 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:MotivationKnowledgeExperiences Examples of variables specific to tasks:Purpose Complexity

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

  • *Determining Text Complexity `Reader and Task Considerations

  • A copy of the Reader and Task Considerations Chart is on--Glenelgs Library Common Core Page, Under Text Complexity

  • Common Core State Standards website:http://www.corestandards.org/the-standardsPARCChttp://parcconline.org/ Links also on MDK.12http://www.mdk12.org/

  • These Links are on --Glenelgs Library Common Core page, under Text Complexity

  • *MSDE*Lexile Level = 870L

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

    MSDE

  • Next: Examine the text for Qualitative MeasuresMeasures such as:Text structureLanguage ConventionalityClarityLevels of MeaningLevels of PurposeKnowledge demands

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

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  • Lexile LevelGrade band 4-5Qualitative ConsiderationsThis text is mostly complex.Source:*

    Source:

  • 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

    *Explain: Standard 10 of the College and Career Readiness Anchor Standards for Reading states This anchor standard was included in the CCSS because there were concerns on the national level about students reaching college and/or career unable to read and understand the texts that they confronted in their chosen fields of study or work. Therefore, standard 10 in the grade specific reading and literacy standards plots a course towards this goal by establishing and defining expectations for students to read grade appropriate complex text along this continuum.This standard goes across all disciplines and has strong implications about the materials that we choose for students across the grades. We addressed this with ELA teachers in the academies last year but felt that the message was important to teachers of all subjects at all grades. The PARCC assessments will be written with grade appropriate complex texts from across all disciplines.*(Each component on this slide will come in as you click.) The CCSS defines text complexity in this way We will take a closer look at each of these dimensions by practicing with real text.*Procedure:Review the information on this slide.

    ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education*Tell participants to turn to this page in their notebook. Recently a research study came out of the Council of Chief State School Officers (CCSSO) that was led by Chuck Perfetti, Univ. of Pittsburgh. This study sought to equate several commonly used measures of reading with the grade bands as defined by the Common Core State Standards. The top chart represents the results of their research. The key at the bottom of your paper identifies each of the six measures:ATOS Renaisance LearningDRP Degrees of Reading PowerFK Flesch KincaidLexile Lexile FrameworkSR Source RaterRM Pearson Reading Maturity MetricAsk if anyone is familiar with any of the scales presented in the top chart. Probably they will be familiar with Flesch Kincaid and Lexile.The chart on the bottom shows the correlations between the Fountas & Pinnell levels that are used commonly in elementary schools in Maryland. It also shows the Lexile levels that were recommended in the CCSS Appendix A. It doesnt matter which scale you use as long as it is aligned to the CCSS grade bands. This is the most concrete of the three measures. Quantitative measures can be assessed by computer.*Procedure:Review the information on this slide.ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education*In your notebook you will find the Maryland tool for analyzing the qualitative dimensions of text complexity. Your notebook contains the tool for analyzing informational text. This would be the tool that would be used across the disciplines. There is also a tool for analyzing literature which will be shared in the ELA sessions. ELA teachers will be using both tools, however, content teachers will most likely only need the informational tool that we will use today. In just a few minutes we will examine the tool more closely.*Procedure:Review the information on this slide.

    ELA Educator Effectiveness Academy, Summer 2011, Maryland State Department of Education*This is the Maryland tool for analyzing the Reader and Task considerations. Lets see how these work together.*(This is an animated slide.) You begin with the slide title and the picture of the book. Tell participants that we chose To Kill a Mockingbird because we assumed that most of them have read it at least once and are familiar with the content. Click the triangle with the 3 dimensions of text complexity appears with the quantitative part highlighted. Tell them that using our process for determining the complexity of the text, we begin with the quantitative information. Click the Lexile level of the text is 870L. Click Ask participants which of the 3 tools they would use to determine the grade band for this text. Once they identify the correct tool that advance to the next slide.*(Animated slide) Ask participants to determine the grade band that the lexile level alone indicates would be the correct band to use this text.Click circle appears on the top chartClick circle appears on the bottom chartAsk participants if they agree. Ask why not? Encourage discussion that will lead into the importance of using the next tool, qualitative considerations.*Quick review. Point out how these areas merge into the four categories on the MD tool.*(Animated Slide)Blank tool appears at first.Discuss column headings of Complex, Mostly Complex, Mostly Simple, and Simple.Click Literature tool being used. Why?Click Page becomes marked with analysis of text. Dont spend time analyzing the decisions that were made, just lead the participants to see that this text fell mainly in the Mostly Complex level in most categories.*Remind participants that while qualitative measures look strictly at the text, the reader and task considerations bring the students into the formula. Review the points on the slide.*In the case of To Kill a Mockingbird the students the content and prior knowledge required to engage with this text would certainly not be at the 4-5th grade level as the lexile level suggests.*Ask the question at the top of the page. Discussion should conclude that based on the texts qualitative considerations, this text is too complex for the 4-5 grade band.*(Animated Slide)Participants should conclude that this text would best suit high school students (grade band 9-10 or 11-12).Click Its important to note that this is not a perfect science and there may be disagreement. Always choose on the side of what serves our students best interests.

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