Expressing a Book’s AudienceWithin Your Metadata

Patricia.Payton@Bowker.com

@Metadata24X7

Elements of Audience

AgeGradeInterestReading

<AudienceCode>04

</AudienceCode>

02 Children/juvenile

03 Young adult

04 Primary and secondary/elementary

and high school

Elements of Audience

AgeGradeReadingInterest

BISG Best Practices

1. Content core appeal or purpose

2. Majority of users

3. Narrow ranges– Should rarely exceed two years at the lower end of

the age range– Larger range, perhaps three or four years, at the

upper end of the children’s age range

ONIX Specifications

<AudienceCode>04</AudienceCode>

<AudienceRange>

<AudienceRangeQualifier>11</AudienceRangeQualifier>

<AudienceRangePrecision>03</AudienceRangePrecision>

<AudienceRangeValue>4</AudienceRangeValue>

<AudienceRangePrecision>04</AudienceRangePrecision>

<AudienceRangeValue>6</AudienceRangeValue>

</AudienceRange>

intended audience (school, juvenile, etc.)

Type of qualifier (age, grade)

Actual upper value (age, grade)

Audience = Primary and secondary/elementary and high schoolUS school grade level = 4th through 6th grade

Common Core State Standards (CCSS)• Recommendations should be in line with the dot

notations for a given title.

RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

RI.1.8. Identify the reasons an author gives to support points in a text.

Elements of Audience

AgeGradeReadingInterest

Specific References to Reading Levels

• CCSS English Language Arts

– Reading Standard 10

• Appendix A– Research

Supporting Key Elements of the Standards

Reading Standard 10

CCSS.ELA-Literacy.RI.11-12.10By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.

CCSS.ELA-Literacy.RI.5.10By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

CCSS.ELA-Literacy.RI.8.10By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.

Text Complexity Measures

Reader and Task• Motivation, knowledge &

experiences• Purpose/complexity of task

assigned• Questions posed

Quantitative• Word length or

frequency• Sentence length• Text cohesion

Qualitative• Levels of meaning or

purpose• Structure• Language

conventionality & clarity

• Knowledge demands

Text Complexity Measures

Reader and Task• Motivation, knowledge &

experiences• Purpose/complexity of task

assigned• Questions posed

Quantitative• Word length or

frequency• Sentence length• Text cohesion

Qualitative• Levels of meaning or

purpose• Structure• Language

conventionality & clarity

• Knowledge demands

Leveling Systems• Lexile Framework for Reading by Metametrics• ATOS by Renaissance Learning• Degrees of Reading Power© (DRP©) by Questar

Assessment, Inc.• Flesch-Kincaid, Reading Maturity by Pearson Education• SourceRater by Educational Testing Service• Easability Indicator by Coh-Metrix

Not specifically mentioned, but highly regarded by educators:– Fountas and Pinnell Guided Reading

Lexile Text Measure By Metametrics

• Based on the semantic and syntactic elements of a text• Lower Lexile measure = easier comprehend• Scale ranges from BR to 2000L• Matches reading levels of child to reading levels of text• Example: If a reader has a Lexile measure of 600L, the

reader will be forecasted to comprehend approximately 75% of a book with the same Lexile measure (600L)

• https://lexile.com/using-lexile/lexile-measures-and-the-ccssi/

Text Complexity

ATOS for Books By Renaissance Learning

• Based average sentence length, average word length, book length, and word difficulty level

• Provides reading level for text that can be easily applied by parents as well as teachers

• Students earn points in online system for passing a quiz on each book read

• Example 4.5 means book could likely be read by a student whose reading skills are at the level of a typical fourth grader during the fifth month of school

• http://www.renaissance.com/products/accelerated-reader/text-complexity

Text Complexity Measures

Reader and Task• Motivation, knowledge &

experiences• Purpose/complexity of task

assigned• Questions posed

Quantitative• Word length or

frequency• Sentence length• Text cohesion

Qualitative• Levels of meaning or

purpose• Structure• Language

conventionality & clarity

• Knowledge demands

Flesch-Kincaid, Reading MaturityBy Pearson Education

• Measures how the meanings of words & passages change as learners develop literacy skills

• Identifies grade levels of student able to understand specific passage

• Beta site provides an overall RMM score and CC grade band.

• Sample scores 1.3 or 14.4• Example: "Turkey”

– Elementary school “bird” or “type of food”– Junior High “country in Western Asia”– High School term for ridiculing one another

• http://www.readingmaturity.com/rmm-web/#/

Guided Reading By Fountas and Pinnell

• Includes the length of sentences, length of words, and complexity of letter-sound patterns

• Analyzes the text characteristics– Genre/form, text structure, content, themes and

ideas, language and literary, features, sentence complexity, vocabulary, words, illustrations, and book and print features.

• Matches reading levels of child to reading levels of text and provides teacher instruction

• Example: Levels A to Z+• http://www.fountasandpinnellleveledbooks.com/

aboutLeveledTexts.aspx

Leveling Systems in ONIX

<Complexity>

<ComplexitySchemeIdentifier>06

</ComplexitySchemeIdentifier>

<ComplexityCode>560L

</ComplexityCode>

</Complexity>

<complexity>

<b077>06</b077>

<b078>560L</b078>

</complexity>

List 32 Complexity scheme identifier codeValue Label

05 Fountas and Pinnell Text Level Gradient06 Lexile measure07 ATOS for Books08 Flesch-Kincaid Grade Level

Text Complexity Measures

Reader and Task• Motivation, knowledge &

experiences• Purpose/complexity of task

assigned• Questions posed

Quantitative• Word length or

frequency• Sentence length• Text cohesion

Qualitative• Levels of meaning or

purpose• Structure• Language

conventionality & clarity

• Knowledge demands

Interest Levels• Narrow and specific interest levels are key to adding

value to quantitative measures– Maturity of book– Content and themes– Nontraditional narrative form (such as poetry, plays,

or graphic novels)– Less text/shorter sentences

“…told with fun and informative graphics and in an irreverent voice, making this one fun-to-read book.”

ONIX Specifications

<AudienceCode>04</AudienceCode>

<AudienceRange>

<AudienceRangeQualifier>17</AudienceRangeQualifier>

<AudienceRangePrecision>03</AudienceRangePrecision>

<AudienceRangeValue>4</AudienceRangeValue>

<AudienceRangePrecision>04</AudienceRangePrecision>

<AudienceRangeValue>6</AudienceRangeValue>

</AudienceRange>

intended audience (school, juvenile, etc.)

Type of qualifier (interest age)

Actual upper value interest age)

Audience = Primary and secondary/elementary and high schoolInterest level = From 4 to 6 years

Elements of Audience

AgeGradeReadingInterest

Narrow the Scope of Your Audience

All labeled Ages

12 and UP

CCSS.ELA-Literacy.RI.8.10By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.

Communicating Age, Grade, Reading & Interest Levels

Communicating Age, Grade, Reading & Interest Levels

School AudienceAge Range: 6-8 yrsGrade Range: 1-2 Guided Reading Level: K Lexile Level: NC 790L  ATOS for Books Level: 2.5Interest Age: 4-8 yrs

SLJ Review: “Using simple vocabulary, large font, plenty of white space, a traditional layout, and only two-to-four sentences per page, the books are very accessible…Big bonuses are the small size of the books and the cumulative time line that runs at the bottom of each double-page spread.”

Dot Notations: CCSS.ELA-Literacy.RI.1CCSS.ELA-Literacy.R.2

Resources• Supplemental Information from CCSS Appendix A

http://www.corestandards.org/assets/E0813_Appendix _A_New_Research_on_Text_Complexity.pdf

• BISG Product Metadata Best Practices https://www.bisg.org/product-metadata-best-practices

• Recommendations for Citing Common Core State Standards in ONIX https://www.bisg.org/recommendations-citing-common-core-state-standards-onix