Session 3 – Comprehension and PracticumNGCARPD- Cohort 2

January 11, 20121

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Today’s Agenda

This morning:-SSS and Common Core Correlation-Text Complexity

This afternoon:-Review of CIS Model-Discussion/Sharing of Your Lessons-Overview and Requirements of

Practicum

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TODAY’S FOCUS: INFORMATIONAL TEXT

Correlation Between Sunshine State Standards and Common Core

Standards

Comparing FCAT 2.0 and Common Core

Highlight references to informational text throughout the Sunshine State Standards for Reading.

Highlight references to informational text throughout the CCSS for English Language Arts/Science standards. Note the cluster areas for Reading Standards for Informational Text:

Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity

Comparing FCAT 2.0 and Common Core

Use chart paper (top half – SSS; bottom half – Common Core) and marker to create a graphic that represents the informational standards for your assigned grade level. (See sample)

Discuss differences. Identify a speaker to share your findings.

Post your chart paper on the wall in the appropriate sequence.

Share findings. (3 minutes each).

TEXT COMPLEXITY

Module 3: Comprehension

Text ComplexityKey to Student Reading Success

Text complexity matters because….

“making textbooks easier ultimately denies students the very language, information, and modes of thought they need most to move up and on.”

-Marilyn Jager Adams

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Text Complexity - ACT Study

Purpose: 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 Matters

Performance 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 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 in 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.

Guiding Questions

What do the Common Core Learning Standards mean by text complexity?

What is a text complexity band?and

How do we ensure the texts our students are reading are in the appropriate text complexity band?

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Overview o Text Complexity

Text complexity is defined by:

Qua

litat

ive

Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Q

uantitative

Quantitative measures – readability and other scores of text complexity often best measured by computer software.

Reader and Task

Reader 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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Determining Text Complexity

A Four-step Process:

QuantitativeQ

ualit

ativ

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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Step 1: Quantitative Measures

Measures such as:• Word length• Word frequency• Word difficulty• Sentence length• Text length• Text cohesion

Quantitative Measures

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Quantitative Measures Ranges for Text Complexity Grade Bands

Common Core State Standards

Text Complexity Grade Bands

Suggested Lexile Range

Suggested ATOS Book Level Range**

K-1

2-3 450L – 790L 2.0 – 4.0

4-5 770L – 980L 3.0 – 5.7

6-8 955L – 1155L 4.0 – 8.0

9-10 1080L – 1305L 4.6 – 10.0

11-CCR 1215L – 1355L 4.8 – 12.0

Quantitative Measures Ranges for Text Complexity Grade Bands

Common Core State Standards

Quantitative Measures

The Quantitative Measures Ranges for Text Complexity:

This document outlines the suggested ranges for each of the text complexity bands using Lexile Measures.

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Quantitative Measures

Let’s imagine we want to see where a text falls on the quantitative measures “leg” of the text complexity triangle, using the Lexile text measure.

For illustrative purposes, let’s use, “Shooting an Elephant” by George Orwell.

Take a few minutes to read the story and estimate the appropriate grade level for instructional purposes.

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Quantitative Measures

Lexile Text Measure:

Flesch-Kincaid in Word: Grade Level 7.3

1180

In which of the text complexity bands would this text fall?

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Quantitative Measures24

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? •What other considerations exist for text selection in a classroom?•Based on the information provided in the article, what is the best placement for “Shooting an Elephant”?

Text Complexity Grade Bands

Suggested Lexile Range

Suggested ATOS Book Level Range**

K-1 100L – 500L* 1.0 – 2.5

2-3 450L – 790L 2.0 – 4.0

4-5 770L – 980L 3.0 – 5.7

6-8 955L – 1155L 4.0 – 8.0

9-10 1080L – 1305L 4.6 – 10.0

11-CCR 1215L – 1355L 4.8 – 12.0

Quantitative Measures Ranges for Text Complexity Grade Bands

Common Core Learning Standards

* The K-1 suggested Lexile range was not identified by the Common Core State Standards and was added by Kansas.

** Taken from Accelerated Reader and the Common Core State Standards, available at the following URL: http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf

Quantitative Measures

Remember, 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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Quantitative Measures

Additional 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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Step 2: Qualitative Measures

Measures such as:• Structure• Language Demands and

Conventions• Knowledge Demands• Levels of

Meaning/Purpose

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Common Core StandardsQualitative Features of Text Complexity

Structure (could be story structure and/or form of piece)

Simple ComplexExplicit ImplicitConventional UnconventionalEvents 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 graphicsGraphics 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: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:Language 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:Language 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:Knowledge 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 own

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Common Core StandardsQualitative 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:Knowledge 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 StandardsQualitative 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:Levels 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 Measures

The Qualitative Measures Rubrics for Literary and Informational Text:

The rubric for literary text and the rubric for informational text allow educators to evaluate the important elements of text that are often missed by computer software that tends to focus on more easily measured factors.

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Text Complexity: Qualitative Measures

Because the factors for literary texts are different from informational texts, these two rubrics contain different content. However, the formatting of each document is exactly the same.

And because these factors represent continua rather than discrete stages or levels, numeric values are not associated with these rubric. Instead, six points along each continuum is identified: not suited to the band, early-mid grade level, mid-end grade level, early-mid grade level, mid-end grade level, not suited to band.

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Text Complexity: Qualitative Measures

How is the rubric used?

And how would “Shooting an Elephant” fair when analyzed through the lens of the Text Rubric?

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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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Evaluate complexity of “Shooting an Elephant.”

Based on the quantitative features (Lexile), qualitative analysis, and reader/task considerations, at what grade level would you teach this text?

Discuss at your table and be prepared to share.

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Determining Text Complexity

A Four-step Process:

QuantitativeQ

ualit

ativ

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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Where do we find texts in the appropriate 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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COMMON CORE CURRICULUM MAPSHTTP://WWW.COMMONCORE.ORG/FREE/

Common Core Lesson Plans by Grade

Activity: Text Complexity

1.Review the texts for your particular grade and subject. See CCSS Appendix Table of Contents.

2.Discuss with your colleagues the appropriateness of documents in the Appendix for your standards and students. Also discuss the question: “How can we ensure that the documents we use in our classes are appropriately complex?”

3.Be prepared to share with the group.

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Lunch Time47

1. TEACHER PRESENTS A HOOK QUESTION FOR DISCUSSION.2. STUDENTS CONDUCT PREDICTIVE WRITING IN RESPONSE TO AN

ESSENTIAL QUESTION.3. THE TEACHER INTRODUCES VOCABULARY – WORD PARTS,

CONTEXT, ACADEMIC WORDS, GENERAL VOCABULARY4. THE TEACHER READS TEXT ALOUD/STUDENTS MARK TEXT USING

CODES.5. STUDENTS DISCUSS TEXT MARKING AND WRITE IN RESPONSE TO

QUESTION.6. STUDENTS READ TEXT A SECOND TIME AND TAKE NOTES ON

GRAPHIC ORGANIZER.7. STUDENTS MAY WRITE IN RESPONSE TO NOTE-TAKING.8. STUDENTS READ TEXT A THIRD TIME. THE TEACHER MODELS

QUESTION GENERATION. STUDENTS GENERATE QUESTIONS ON TEXT.

9. STUDENTS WRITE IN RESPONSE TO ESSENTIAL QUESTION. 10. STUDENT REVISE WRITTEN RESPONSE AFTER THE TEACHER

SHARES THE RUBRIC.

Review of the CIS Model

Table Talk:Making the CIS Model Work for

You

Review the CIS model and discuss modifications you would make to facilitate its use in your classroom. Remember to protect the research-based strategies which are needed to get results with your students.

Developing the CIS Model for your Classroom

At your table, share the CIS lesson you developed. Select one CIS model to be shared with the entire group.

NGCARPD Practicum Requirements

• Narrative detailing the growth of two students over a nine-week period

• Reflection log for four meetings• Submission of two CIS lessons with

supporting documents, i.e. student work samples, rubrics, lesson texts, etc. (Although you are required to complete three, you will only submit two of them.)

• Video of CIS lesson submitted to Secondary Reading office.

Practicum Requirement Issues

• We meet February 1, February 15, and March 7.

• You need to develop, implement, and document one CIS lesson to bring to one of our meetings. Do you want it to be February 1 or February 15?

• April 1 is the deadline for completion of all requirements.