Download - Disciplinary Literacy Conference 2
![Page 2: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/2.jpg)
Review the 3 dimensions of text complexity
Analyze the 3 dimensions of text complexity using a science text
Synthesize data collected to identify an appropriate recommendation of a text for the classroom
![Page 3: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/3.jpg)
Text Complexity Diagnostic Tool
Text Complexity Quantitative Tool
Text Complexity Reader and Task Considerations
Text – Climate of Extremes
![Page 4: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/4.jpg)
How is text complexity determined?
![Page 5: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/5.jpg)
Quantitative
Qualitative
Reader and Task Considerations
![Page 6: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/6.jpg)
Includes readability of text best measured by computer software
Determined by: word length, frequency, and
difficulty sentence length text length text cohesion
One of the tools that can be used to evaluate the quantitative dimension
![Page 7: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/7.jpg)
Includes purpose, text structure, knowledge demands and language
Tool used to evaluate qualitative dimension
![Page 8: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/8.jpg)
Includes background knowledge of reader, motivation, interests, and complexity of tasks
Involves teacher judgment based on knowledge of students
Tool to evaluate reader and task
![Page 9: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/9.jpg)
![Page 10: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/10.jpg)
![Page 11: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/11.jpg)
1. Determine the quantitative measure of the text.
2. Analyze the qualitative measure of the text.
3. Reflect on the reader and task considerations.
4. Recommend placement in the appropriate text complexity band.
![Page 12: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/12.jpg)
TEXT – CLIMATE OF EXTREMES
COMPLETE A CLOSE READING WITH ANNOTATION
As you read find key points and
main ideas look for difficult
passages note what is confusing pay attention to
structure pay attention to
vocabulary
![Page 13: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/13.jpg)
![Page 14: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/14.jpg)
• Use a computer generated program to find the readability measure.
• The Flesch – Kincaid and Lexile analyzers will be modeled with this text.
![Page 15: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/15.jpg)
2. Click on review.
3. Click on spelling and
grammar, then click through “ignore”.
1. Save text as a word document. Under options turn on readability statistics.
![Page 16: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/16.jpg)
Identify the readability statistics for your text.
![Page 17: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/17.jpg)
1.2.
For a Lexile Score
*Save the text as a plain text document *Go to lexile.com, login into site *Select Lexile Analyzer
![Page 18: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/18.jpg)
“Climate of Extremes” Quantitative Score:
Flesh-Kincaid –10.8; Lexile 930L
![Page 19: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/19.jpg)
![Page 20: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/20.jpg)
Grade Band 6-CCR
Quantitative Score: Flesh-Kincaid – 10.8; Lexile 930
![Page 21: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/21.jpg)
Analyze the qualitative dimensions of the text.
![Page 22: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/22.jpg)
Analysis of Purpose
Using the descriptors and information from the text, where on the continuum would you mark purpose?
![Page 23: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/23.jpg)
Purpose
![Page 24: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/24.jpg)
Analysis of Text Structure
Using the descriptors and information from the text, where on the continuum would you mark text structure and text features?
![Page 25: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/25.jpg)
Climate of Extremes Page 1,paragraph 3 Page 2, paragraph 1
Text structure:Identifies the
question and sections of text
Text Structure • Includes a range of
explicit structures; description, time, cause and effect,
Structure: description, no signal words
![Page 26: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/26.jpg)
Text Features• are sophisticated• provides information
not provided elsewhere
![Page 27: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/27.jpg)
Using the descriptors and information from the text, where on the continuum would you mark knowledge demands and inter-texuality?
![Page 28: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/28.jpg)
.
Map: Recommended Actions in Support of a National Climate Change Adaptation Strategy, October 5, 2010.The amount of precipitation falling in the heaviest 1 percent of all daily events has increased during the last half-century, especially in New England and the Midwest.
Inter-textuality• Contains multiple
references to other texts on the same idea
Knowledge demands
• Include familiar and unfamiliar concepts
![Page 29: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/29.jpg)
Using the descriptors and information from the text, where on the continuum would you mark knowledge and vocabulary?
![Page 30: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/30.jpg)
There is good theoretical reason to think that an accelerating greenhouse effect will affect weather: Add greenhouse gases like carbon dioxide and methane to the atmosphere, and they trap more heat. In hotter conditions, more water evaporates from the ocean, which eventually falls as precipitation. Heat is energy, and more energy in the ocean and atmosphere provides more power to drive intense storms.
Language• Contains a range of
compound and simple and sentences
• May contain more than 1 concept in a sentence
![Page 31: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/31.jpg)
Skeptical about global warming? Is this normal weather, or is this climate change in action?Greenhouse gases continue to accumulate in the atmosphere…IF, AS VIRTUALLY ALL CLIMATOLOGISTS EXPECT…
Vocabulary• Includes a range of
familiar and unfamiliar discipline-specific and academic words
![Page 32: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/32.jpg)
![Page 33: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/33.jpg)
![Page 34: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/34.jpg)
![Page 35: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/35.jpg)
![Page 36: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/36.jpg)
![Page 37: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/37.jpg)
Using data collected on the Diagnostic Tool for Text Complexity, is this a complex text?
What would be an appropriate grade level for this text?
What are the implications for instruction if you used this text?
![Page 38: Disciplinary Literacy Conference 2](https://reader036.vdocuments.us/reader036/viewer/2022062323/5681632f550346895dd3ab78/html5/thumbnails/38.jpg)
Such factors as students’ motivation, knowledge, and experiences must also come into play in text selection. Students deeply interested in a given topic, for example, may engage with texts on that subject across a range of complexity.
Particular tasks may also require students to read harder texts than they would normally be required to.
Conversely, teachers who have had success using particular texts that are less complex than those required for a given grade band should continue their use. However, students should engage with texts of increasing text complexity during the year. By the end of the year, students should be reading grade level text as defined in CCSS 10.
http://missionliteracy.com Carrie Woznaik