ngcarpd text complexity
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Welcome. Please sign in. . NGCARPD Text Complexity. Why all the fuss about text complexity?. Purpose: Determine what distinguished the reading performance of students likely to succeed in college and not. Process: - PowerPoint PPT PresentationTRANSCRIPT
NGCARPD NGCARPD
Text ComplexityText Complexity
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Welcome.Please sign in.
Why all the fuss Why all the fuss about text about text
complexity?complexity?
Text Complexity - ACT StudyText Complexity - ACT StudyPurpose: Determine what distinguished the
reading performance of students likely to succeed in college and not.• Process:Set benchmark score on the reading test shown to be predictive of success in college (“21” on ACT composite score).
Looked at results from a half million students.Divided texts into three levels of complexity: uncomplicated, more challenging, and complex.
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Performance on the ACT Reading Test by Comprehension Level
(Averaged across Seven Forms)
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Performance on the ACT Reading Test by Textual Element (Averaged across Seven Forms)
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Text Complexity MattersText Complexity MattersPerformance on complex texts is the
clearest differentiator in reading between students who are more likely to be ready for college and those who are less likely to be ready.
Texts used in the ACT Reading Test reflect three degrees of complexity: uncomplicated, more challenging, and complex.
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Performance on the ACT Reading Test by Degree of Text Complexity(Averaged across Seven Forms)
In this figure, performance on questions associated with uncomplicated and morechallenging texts both above and below the ACT College Readiness Benchmark forReading follows a pattern similar to those in the previous analyses. Improvement on each of the two kinds of questions is gradual and fairly uniform.
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Recap of ACT FindingsRecap of ACT Findings
Question type and level (main idea, word meanings, details) is NOT the chief differentiator between student scoring above and below the benchmark.
The degree of text complexity in the passages acted as the “sorters” within ACT. The findings held true for both males and females, all racial groups and was steady regardless of family income level.
What students could read, in terms of its complexity--rather than what they could do with what they read—is greatest predictor of success. FCAT has complex passages and highly cognitive demanding questions.
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Text Requirements Text Requirements in Middle and High Schoolin Middle and High School
Many students are engaged in shallow reading, skimming text for answers, focusing only on details and failing to make inferences in order to integrate different parts of the text. Years of reading in this superficial way will cause a student’s reading ability to deteriorate.
For many students the decline of text demands in the courses that they take has both an immediate and long term impact on student achievement.
Our Challenge: Provide students with
exposure to more complex texts in our classrooms.
Text Complexity
Text complexity is defined by:
Qual
itativ
e
Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Quantitative
Quantitative measures – readability and other scores of text complexity often best measured by computer software.
Reader and TaskReader and Task considerations – background
knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.
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Step 1: Quantitative MeasuresStep 1: Quantitative Measures
Measures such as:• Word length• Word frequency• Word difficulty• Sentence length• Text length• Text cohesion
Quantitative Measures
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A Basic Introduction to LexileA Basic Introduction to Lexile
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Click icon to see short video on Lexile.
Quantitative MeasuresQuantitative Measures
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Read and discuss the article entitled, “Lexile-to-Grade Correspondence.” As you read, consider the following questions:•What is the purpose of Lexile Measures?•For what purposes should teachers NOT use Lexile Measures?•What is IQR? What function does it serve?•What is a stretch text?
Quantitative MeasuresQuantitative Measures
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Grade Text Demand Study 200925th percentile to 75th percentile
(IQR)
"Stretch" Text Measures25th percentile to 75th percentile
(IQR)
1 230L to 420L 220L to 500L2 450L to 570L 450L to 620L3 600L to 730L 550L to 790L4 640L to780L 770L to 910L5 730L to 850L 860L to 980L6 860L to 920L 950L to 1040L7 880L to 960L 1000L to 1090L8 900L to 1010L 1040L to 1160L9 960L to 1110L 1080L to 1230L10 920L to 1120L 1110L to 1310L
11 and 12 1070L to 1220L 1210L to 1360L
Where do you go to identify the Lexile of a Where do you go to identify the Lexile of a text?text?
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• Access Lexile Framework for Reading and set up an account to use.
• Use the Educational Testing Service’s Source Rater.
• Convert text to Plain Text. Also review information on submitting text.
Demonstration: “Evolution of the Grocery Bag”Demonstration: “Evolution of the Grocery Bag”
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• Go to www.lexile.com.• Go to Lexile Tools.• Scroll down to Lexile Analyzer.• Set up an account.• Log in.• Convert your document to plain text.• Browse and submit.• Determine Lexile score.• Find placement. Use the chart in the Lexile
article you read to determine where it would fall in the IQR and as a stretch text.
Quantitative MeasuresQuantitative MeasuresAdditional Resources
•Lexile Measures and the Common Core State Standardshttp://www.lexile.com/using-lexile/lexile-measures-and-the-ccssi/
•Accelerated reader and the Common Core State Standardshttp://doc.renlearn.com/KMNet/R004572117GKC46B.pdf
•Coh-Metrixhttp://cohmetrix.memphis.edu/cohmetrixpr/index.html
Coh-Metrix calculates the coherence of texts on a wide range of measures. It replaces common readability formulas by applying the latest in computational linguistics and linking this to the latest research in psycholinguistics.
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Quantitative MeasuresQuantitative MeasuresRemember, 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.
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Step 2: Qualitative Measures
Measures such as:• Structure• Language Demands and
Conventions• Knowledge Demands• Levels of
Meaning/Purpose
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Common Core StandardsCommon Core StandardsQualitative Features of Text Complexity Qualitative Features of Text Complexity
Structure (could be story structure and/or form of piece)
Simple Complex Explicit Implicit Conventional Unconventional Events related in chronological order Events related out
of chronological order (chiefly literary texts) Traits of a common genre or subgenre Traits specific to
a particular discipline (chiefly informational texts) Simple graphics sophisticated graphics Graphics unnecessary or merely supplemental to
understanding the text Graphics essential to understanding the text and may provide information not elsewhere provided
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Qualitative Features of Text Complexity:Qualitative Features of Text Complexity:Text Structure Text Structure
At your tables, complete the structure chart. Be prepared to share with the rest of the
group.
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Qualitative Features of Text Complexity:Qualitative Features of Text Complexity:Language DemandsLanguage Demands
Language Demands: Conventionality and Clarity Literal Figurative or ironic Clear Ambiguous or purposefully misleading Contemporary, familiar Archaic or otherwise unfamiliar Conversational General Academic and domain specific Light vocabulary load: few unfamiliar or academic words
Many words unfamiliar and high academic vocabulary present Sentence structure straightforward Complex and varied
sentence structures Though vocabulary can be measured by quantifiable means,
it is still a feature for careful consideration when selecting texts
Though sentence length is measured by quantifiable means, sentence complexity is still a feature for careful consideration when selecting texts
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Qualitative Features of Text Complexity:Qualitative Features of Text Complexity:Language DemandsLanguage Demands
At your tables, complete the “language demands” chart. Be prepared to share
with the rest of the group.
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Qualitative Features of Text Complexity:Qualitative Features of Text Complexity:Knowledge DemandsKnowledge Demands
Knowledge Demands: Life Experience (literary texts)
Simple theme Complex or sophisticated themesSingle theme Multiple themesCommon everyday experiences or clearly
fantastical situations Experiences distinctly different from one’s own
Single perspective Multiple perspectivesPerspective(s) like one’s own Perspective(s)
unlike or in opposition to one’s own25
Common Core StandardsCommon Core StandardsQualitative Features of Text ComplexityQualitative Features of Text Complexity
Knowledge Demands: Cultural/Literary Knowledge (chiefly literary texts)
Everyday knowledge and familiarity with genre conventions required Cultural and literary knowledge usefulLow intertextuality (few if any references/allusions to other texts) High intertextuality (many references/allusions to other texts
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Qualitative Features of Text Complexity:Qualitative Features of Text Complexity:Knowledge DemandsKnowledge Demands
At your tables, complete the “knowledge demands” chart. Be prepared to share
with the rest of the group.
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Common Core StandardsCommon Core StandardsQualitative Features of Text ComplexityQualitative Features of Text Complexity
Levels of Meaning (chiefly literary texts) orpurpose (chiefly informational texts)
Single level of meaning Multiple levels of meaning
Explicitly stated purpose Implicit purpose, may be hidden or obscure
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Qualitative Features of Text Complexity:Qualitative Features of Text Complexity:Levels of Meaning/PurposeLevels of Meaning/Purpose
At your tables, complete the “levels of meaning/purpose” chart.
As a group, discuss the three questions at the bottom of the levels of meaning/purpose
handout. Be prepared to share.
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Text Complexity: Qualitative MeasuresText Complexity: Qualitative Measures
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Text Complexity: Text Complexity: Qualitative MeasuresQualitative Measures
The excerpt on “The Evolution of the Grocery Bag” has a Lexile score of 1350L.
Where would this fall as a grade level instructional text?
Where would it fall as a stretch text?
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Text Complexity: Text Complexity: Qualitative MeasuresQualitative Measures
Together let’s use the text complexity rubric to determine an appropriate placement for “Evolution of the Grocery Bag.”
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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
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Step 3: Reader and Task Considerations
At this point, you have a Lexile score and a qualitative assessment.
Consider your students, their age, their experiences, their background, etc.
Consider your learning goals and standards.
How may these two factors impact your decision about placement? 34
Evaluate complexity of “Evolution of the Grocery
Bag.”
Based on the quantitative features (Lexile), qualitative analysis, and reader/task considerations, at what grade level would you place this as a stretch text?
Discuss at your table and be prepared to share.
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Determining Text ComplexityDetermining Text ComplexityA Four-step Process:
QuantitativeQual
itativ
e
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.
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Practice with Text ComplexityPractice with Text Complexity
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• Get into your content area groups.• If you teach a subject other than language arts, science, or social
studies, get with an appropriate group for you.• Read the passage.• Create an account at the Lexile Framework site at www.lexile.com.• Access your document on the Reading Sharepoint site. File path: Leon
County Schools – Site Index – R – Reading – NGCARPD Summer 2012 – Text Complexity.
• If the document is not in Plain Text, convert it.• Save to disk or desktop.• Browse and submit passage.• Determine Lexile.• Look at Lexile chart. Determine IQR Placement and Stretch Text
Placement for your group’s document.• Complete Text Complexity Rubric.• Discuss Reader and Task Considerations.• Determine appropriate placement as a stretch text.• Be prepared to share thoughts on process with the entire group.
Where do we find texts in the appropriate Where do we find texts in the appropriate text complexity band?text complexity band?
Choose an excerpt of text from Appendix B as a starting place:
We could….
or…
Use available resources to determine the text complexity of other materials on our own.
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