truth text complexity teachers will read complex texts anticipate obstacles prepare scaffolding the...

TRUTH

TEXTCOMPLEXITY

Teachers will• read complex

texts• anticipate

obstacles• prepare

scaffolding

The

about

…...college students who take one or more remedial reading courses and eight years later still do not have a degree or certificate…...

70%

Remediation…Graduation…

(Adelman, 2004)

by Comprehension Level

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by Textual Element

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The Truth about Text Complexity

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Ability to deal with complex text is the clearest

differentiator.

Mastering Complex Text = KEY

Students who can master the skills necessary to read and understand complex texts are more likely to be college-ready than those who cannot.

Determining Complexity

Teachers must understand how particular text features can influence comprehension.

(Hiebert, 2013)

Determining Complexity

QUANTITATIVE Readbility Indices

like Lexile & Guided Reading Levels lengths of

sentences numbers of

challenging words

Measurable with software

Determining Complexity

QUALITATIVE Use of exemplar texts Consideration of student

need “Face Validity”

Human judgment is required.

Determining Complexity

QUALITATIVE 4 Dimensions:

Levels of meaning Knowledge demands Language

conventions/clarity Structure

Texts are not uniformly simple or complex across all four dimensions.

Determining Complexity

READER and TASK Teacher decides

and

each text should be used

in which part of the year with what scaffolding for which children.

how when

5th Grade

By the end of the year, read and comprehend literature and informational texts at the high end of the grades 4-5 complexity band, independently and proficiently.

8th Grade

By the end of the year, read and comprehend literature and literary nonfiction at the high end of the grades 6-8 complexity band independently and proficiently.

11th Grade

By the end of grade 11, read and comprehend literature and literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

All students think.

The Learning PyramidWe remember: of the:

10% Words We Read20% Words We Read &Hear30% Pictures/Movies We See50% Exhibits We ViewDemonstrations We Watch70% Talks We GiveDiscussions in Which We Participate90% Real Things in Which We ParticipateLessons We Teach to Others

PASSIVE

ACTIVE

The Learning PyramidWe remember: of the:

10% Words We Read20% Words We Read and Hear30% Pictures/Movies We See50% Exhibits We View

Demonstrations We Watch70% Talks We Give

Discussions in Which We Participate90% Real Things in Which We Participate

Lessons We Teach to Others

PASSIVE:

ACTIVE:

R.S.V.P.Relationships

RichnessStructureStyleVocabularyPurpose

...subtle, involved, embedded...highly sophisticated

...elaborate, sometimes unconventional...intricate

...demanding and context-dependent...implicit and sometimes

ambiguous

70 %…how much students remember when we allow them to discuss with each other

12-Week Marathon TrainingWEEK Mond

ayTuesd

ayWednesday

Thursday

Friday Saturday

Sunday

1 3 rest 4 3 rest 5 rest

2 3 rest 4 3 rest 6 rest

3 3 rest 4 3 rest 7 rest

4 3 rest 5 3 rest 8 rest

5 4 rest 5 4 rest 10 rest

6 4 rest 5 4 rest 12 rest

7 4 rest 6 4 rest 14 rest

8 4 rest 6 4 rest 16 rest

9 5 rest 7 5 rest 18 rest

10 5 rest 8 5 rest 20 rest

11 5 rest 8 5 rest 9 rest

12 5 rest 5 3 rest 8 rest

13 3 rest 3 walk 2 rest 26.2 rest

Focused Free Write

How will we help our students overcome the obstacles of increasingly complex text?

“LITERACY, in as much as it has anything to do with life,wasn’t meant to be EASY.”

(Holdaway, 1982)

Feedback

What was helpful about this workshop?

What further instruction or resources do you need?

grubbay@tulsaschools.org