Tackling Text Complexity

NCAGT Conference March 16, 2012

DPI AIG Team SessionJulie Joslin and Lisa McIntosh

Where does text complexity appear in the Common Core?

College and Career Anchor Standard for Reading

R.10: Read and comprehend complex literary and informational texts independently and proficiently.

Why Text Complexity Matters“The clear, alarming picture that emerges from the evidence… is that while the reading demands of college, workforce training programs, and citizenship have held steady or risen over the past fifty years or so, K–12 texts have, if anything, become less demanding.”

(Common Core State Standards for English Language Arts &

Literacy in History/Social Studies, Science, and Technical Subjects, Appendix A, pg. 2, June 2010).

Article: Transitioning to the Common Core by Lyn Cannady

• Read paragraphs #1 and #2.

• Reflect on why text complexity matters. Share with a partner.

• How does this apply to AIG students?

Text Complexity Analysis Includes:

• A Quantitative Measure

• Qualitative Measures

• Reader and Task Considerations

Quantitative evaluation of the text:

Readability measures and other scores of text complexity

Qualitative evaluation of the text:

• levels of meaning• structure• language conventionality and clarity• knowledge demands

Reader and Task

Reader variables (such as motivation, knowledge and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed).

• Read paragraph #3.

• Reflect with a partner.

• What does this mean for our AIG students?

Article: Transitioning to the Common Core by Lyn Cannady

Reader and Task Considerations

There are three factors to consider with respect to reader

and task:

1. What aspects of the text will likely pose the most challenge for my students? (Reader)

– Knowledge and experience demands?

– Motivation for and interest in the text?

2. What Common Core State Standards should I focus on when teaching this text? (Task)

– What are natural areas of focus for this text?

– With what standards do my students need the most practice?

Think about the Task:

• Will the complexity of any before, during and after reading tasks or the complexity of any questions asked about the text interfere with the reading experience?

• What standards will be the focus of my instruction?

Standards-Based Tasks:

• The standards are designed to bring students back to the text for evidence.

• This requires teachers to prepare text based tasks.

• Read paragraph #4. Annotate in the margin.

• Reflect with a partner.

• What are the implications for planning and instructing AIG students?

Article: Transitioning to the Common Core by Lyn Cannady

Task Activity:

• Find the standard in the task. Underline the parts that go with the standard.

• Choose a standard. Write a standards-based task.

3. What supports do I need to provide so that all of my students (even those who are struggling readers) can access the text? (Scaffolding)

• Read paragraphs #9 and #10.

• Underline any examples of scaffolding.

• What other ways can you think of to help students master complex texts?

Article: Transitioning to the Common Core by Lyn Cannady

Pulling it all together…

It is important to consider all sides of the triangle when considering text complexity.

LiveBinders are Live!

Two ELA Common Core Livebinders:

A self-directed study of the ELA CCSShttp://www.livebinders.com/edit/index/262077

Resources to support the implementation of the ELA CCSShttp://www.livebinders.com/edit/index/297779

RESOURCES

Julie Joslin, Ed.D. Section LeadGrades 9-12 English Language Arts Consultant919-807-3935Julie.Joslin@dpi.nc.gov

Lisa McIntosh (Llewellyn), MSAK-5 English Language Arts Consultant919-807-3895Lisa.Llewellyn@dpi.nc.gov

Contact Information: