Qualitative Measures of Text Complexity

Agenda

• 12:30-12:50 Seminar: Does accessible text have to sacrifice rigor? Why or why not?

• 12:50-1:15 Activity 1: Locating/evaluating qualitative aspects of text in a common text

• 1:15-1:35 Activity 2: Evaluating qualitative aspects of text within three disciplinary texts

• 1:35-1:45 Review Homework

Text Complexity Factors

4

HUMAN RATED • Levels of meaning• Structure• Language conventionality• Clarity• Knowledge demands

COMPUTER SCORED • Word length• Word frequency• Sentence length• Text Cohesion• Co-Metrix and Lexiles

READER• Motivation• Knowledge• Experiences

TASK• Purpose/Context• Complexity• Questions Posed

Common Core Standards

The Issue• Considerate texts facilitate comprehension and have been

written to be responsive to readers (Fisher & Fry, p. 42) • Three elements: – Structure + Coherence + Audience Appropriateness

• Other measures: (see rubric) – levels of meaning & purpose– language conventionality – clarity, knowledge demands

• But not all texts are considerate, or as Tovani would say “accessible” for many students.

• Yet, the Common Core expects all students to read complex texts independently and proficiently at their grade level.

The Conversation

• Are considerate (Fisher & Fry) and accessible (Tovani) the same thing?

• Can considerate texts also be complex?• Does using accessible texts have to sacrifice rigor in

thinking and learning? • State your claim and use evidence (data) from your

readings or our previous conversations to substantiate your claim.

• Listen to other people’s claims and consider how to build on them with your own perspectives and evidence.

Activity 1: Considerate Texts

• Considerate texts facilitate comprehension and have been written to be responsive to readers

• Three key elements: – Structure– Coherence– Audience Appropriateness

Considerate Texts (Qualitative Features)

• Structure– Typical: Narrative (story grammar) and Expository

(description, compare/contrast, time sequence, cause/effect, problem/solution

– How do authors make texts considerate? Headings, subheadings, signal words, margin notes, graphic organizers, structure overviews (alternate ways of presenting/organizing info)

– How do we focus student attention to these structural features?

Considerate Texts (Qualitative Features)

• Coherence: systematic connections and logical flow within the text

• How do authors make texts more coherent? – State ideas explicitly in similar locations each paragraph (vs.

implicit and varied structures) – Make explicit connections back to main idea (with connector

words) > “Bricks and the mortar” – Present ideas in a logical order and use clear referents and

pronouns (it, he/she, this/these) – Insert smooth transitions between topics

• What if the author doesn’t use these important structural cues that create coherence? Any alternatives to just not using the text?

How might the author’s craft (or lack thereof) inform your reading guide?

• Describe / Time sequence… (technological change) [if that’s impt. for your purposes…]

• But also key chemicals are mentioned…• 2 Key ideas: Mixing certain chemicals produce

explosives … How do fireworks produce brilliant colors and loud bangs? – Cause/effect – Complex chemical combinations – at least two

problems/concerns?

Potential Reading Guide

• What key chemicals are involved in producing explosives and what are the differential effects of each?

• What special considerations are to be made when combining chemicals?

• How do fireworks connect with electron configurations and atomic properties?

Activity 2: Considerate Texts

• Use your knowledge of qualitative text features (and the rubric) to evaluate the complexity of your assigned text. – Biology: Biodiversity – History: Birth of the Republican Party – English: The Odyssey (Part 1, Book 1)

• Provide a score and be prepared to justify your answers.

Homework: CHANGED!!

• Read: (CHANGED) – Fisher & Frey: Reading & Reasoning (Fostering

Comprehension Across Multiple Texts) – Argumentation Handout (Hillocks, 2011)

• Prepare: (CHANGED) – Create a graphic organizer or visual representation

to teach someone else about the key elements of argumentation, as outlined in your reading.

– Come to class prepared to share/teach with others. (I will make copies to share)

http://www.edweek.org/ew/section/infographics/common-core-readiness-infographic.html

http://www.edweek.org/ew/articles/2013/02/06/20commoncore_ep.h32.html?tkn=VMMFIBDKEgDbSDNiPoqsabt7AxCxRm30eOR1&cmp=ENL-CCO-NEWS2

http://www.edweek.org/ew/articles/2013/01/23/18report-b1.h32.html?tkn=POPFNoOlqB9D0JvoLmvxA8jytwuvgElycv/W&cmp=ENL-CCO-VIEWS1

Smarter Balanced Task, Gr. 11

PARCC Research Task Prototype Gr. 7