Subtitle

Text Complexity in Common Core State

Standards

Erin Thompsonethompson@doe.in.gov

Grade band text complexity

What constitutes a complex text?

“Complex text is typified by a combination of longer sentences, a higher proportion of less-frequent words, and a greater number and variety of words with multiple meanings.”

PARCC Model Content Frameworks

Overview of Text ComplexityText complexity is defined by:1. Qualitative measures- levels of

meaning, structure, language conventionality and clarity, and knowledge demands

2. Quantitative measures- word length or frequency, sentence length, and text cohesion

3. Reader and task considerations- motivation, knowledge, and experiences

Qualitative Measures

• Qualitative dimensions and factors are those aspects of text complexity only measureable by an attentive reader.

Qualitative Elements• Levels of Meaning or Purpose

o Is it specifically stated/clear? Or are there inferences that need to be made by the reader?

• Structure of Texto Linear/nonlinear, one/multiple narrators, deviations from

standard conventions of genre, number of plots

• Language Conventionality and Clarityo Literal, clear, or contemporary language vs. figurative,

ambiguous, or unfamiliar language

• Knowledge Demands o Is understanding dependent on prior knowledge or open to

any level?

Quantitative Measure

• Quantitative dimensions and factors are those aspects that are not easily measureable by a human and are typically measured by programs such as Lexile.* New text

complexity tools for Common Core will be available in Fall 2014.

Various Quantitative Measures

• Flesch-Kincaid Grade Level test –uses word length and sentence length

• Dale-Chall Readability Formula and Lexile Framwork for Reading- substitutes word frequency instead of word length

• ATOS formula (Accelerated Reader)- uses word length, sentence length, and text length

CCSS does not endorse any particular quantitative measures. They only suggest using multiple measures to determine text complexity.

Realigned Levels- Adjusted Upward

Which one do we use?

• The immediate recommendation from CCSS is to select texts that are within the appropriate band of complexity using currently available (multiple when possible) quantitative measures, and then make keener distinctions using a blend of qualitative measures.

Reader and Task Considerations

• Reader and task considerations must also be made when determining a text’s appropriateness.

Readers and Tasks

• Factors such as motivation, knowledge, and experiences are important to consider when selecting a text.

• The purpose of the reading also needs to be considered.

“The use of qualitative and quantitative measures to assess text complexity is balanced in the Standards’ model by the expectation that educators will employ professional judgment to match texts to particular students and tasks.” Appendix A

All students should have access to complex texts

• Students who are not reading at grade level should have access to complex texts with appropriate scaffolding and support.

• Even many students who are reading at grade level may need scaffolding as they master higher levels within the text complexity band.

To help students access more complex text. . .

• Read some shorter texts more closely and repeatedly

Example Lesson

• A Close Reading of Lincoln’s Gettysburg Address:o A short, important historical documento Determined to be appropriate for 9-10 text

complexity bando Designed to be taught over 3 class sessionso The lesson includes reading, vocabulary,

discussion, and writing tasks

http://engageny.org/resource/curriculum-exemplars/

Use the Appendices as a Guide

• Appendix A discusses the text complexity expectations for CCSS and provides sample annotated reading texts

• Appendix B provides text exemplars and sample performance tasks for literary and informational tasks

Shift in Instruction“. . . it is important to recognize that scaffolding

often is entirely appropriate. The expectation that scaffolding will occur with particularly challenging texts is built into the Standards’ grade-by-grade text complexity expectations, for example. The general movement, however, should be toward decreasing scaffolding and increasing independence both within and across the text complexity bands defined in the standards.”

Appendix A

Resource Link

IDOE Resources for PARCC and Implementing the Common Core State Standards

http://www.doe.in.gov/achievement/assessment/partnership-assessment-readiness-college-and-careers-parcc

http://www.doe.in.gov/achievement/curriculum/resources-implementing-common-core-state-standards

PARCC website (contains Model Content Framework)

http://parcconline.org/

Common Core State Standards (official website)

http://corestandards.org/

Common Core resources from New York

http://engageny.org/common-core/

Short Text Complexity Video from Timothy Shanahan

http://www.youtube.com/watch?v=b5-uhmwsD6Y

ELA Common Core Resources

Sources

Appendix A: Research Supporting Key Elements of the Standards, Appendix B: Text Exemplars and

Sample Performance Tasks http://dc.doe.in.gov/Standards/AcademicStandards/P

rintLibrary/commonCoreEnglish.shtml

David Coleman Presentations: Bringing the Common Core to Life http://vimeo.com/25206110, CC in

ELA/Literacyhttp://engageny.org/resource/common-core-in-ela-

literacy-an-overview/

PARCC Model Content Frameworks for ELA/Literacy http://parcconline.org/parcc-content-frameworks

Questions?