Text Complexity

“The Common Core Standards hinge on students encountering

appropriately complex texts at each grade level in order to develop the

mature language skills and the conceptual knowledge they need for

success in school and life” (p. 3).

Why Complexity Matters

Reading demands in college, workforce and life have

increased over the last 50 years.

Statistics: Research

College textbook complexity measured by lexiles increased since 1962.Word difficulty in scientific journals and magazines increased from 1930-1990.College professors assign more reading from journals (reported in 2005).Work place reading exceeds grade 12 complexity significantly.Only vocabulary in newspapers has remained stable from 1963-1991.

ACT Research

Students were able to make inferences

BUT ONLY 25% OF STUDENTS male/female, all racial and

ethnic groups and from families of varying incomes were able to

read complex texts.

Strategies without complexity create no reading growth at all…

What students read in terms of complexity is as important as what

they DO WITH WHAT they read!!

What We See in the Classroom

Students are not asked to read independently, teachers do the reading and explain the texts rather than letting kids struggle.Students are provided summaries, glossaries, fill in the blanks and note-taking by teachers.Students do not read information in its actual or original format!

Consequences

Only 30% of high school graduates who need to take remedial reading in college finish a degree.

CCR Anchor Standard 10: Read and comprehend complex literary and informational

texts independently and proficiently.

Grade 5: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.

Grade 6: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

CCR Anchor Standard 10: Read and comprehend complex literary and informational

texts independently and proficiently.

Grade 7: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Grade 8: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band independently and proficiently.

Complexity Standard: 10 Unpacked

STUDENTS KNOW:Techniques for making meaning from complex stories, poems and informational textTechniques for engaging with and appreciating complex textsTechniques for selecting texts that are interesting, motivating and appropriate.

STUDENTS ARE ABLE TO:Make meaning from difficult stories, dramas, poetryMake meaning from difficult informational textsEngage with and appreciate appropriately complex text.

Vocabulary for teachers: read and comprehend, text complexity band, scaffolding as needed, high end of range.

Three Part Model to Text Complexity

A Three-Part Model forMeasuring Text Complexity

Quantitative Dimensions

Refers to: word length or frequency, sentence length, and text cohesion.

Qualitative DimensionsLevels of: meaning, purpose, structure, language conventionality and clarity, and knowledge demands.

Reader and Task ConsiderationsIncludes: purpose and the complexity of the task assigned, and questions posed, and prior knowledge of subject of students involved is also essential.

Quantitative Measure

Readability and other scores of text complexity often best measured by computer software

(Lexiles, Fleish-Kincaid, other readability tools)

CAUTION! These can underestimate the complexity of a text that uses simple, familiar language to convey sophisticated ideas

Quantitative Measures for Text Complexity Grade Bands

Text Complexity Grade Bands

Current Lexile Range

“Stretch” Lexile Range

K-1 N/A 100-500L*Kansas Added

2-3 450-725L 450-790L

4-5 645L–845L 770L–980L

6-8 860L–1010L 955L–1155L

9-10 960L–1115L 1080L–1305L

11-12 1070L–1220L 1215L–1355L

Quantitative Measures for Text Complexity Grade Bands

http://www.lexile.com/findabook/

Additional Resources for Lexile Measures: Overview video http://www.lexile.com/about-lexile/lexile-video/

What Does the Lexile Measure Mean? http://lexile.com/m/uploads/downloadablepdfs/WhatDoestheLexileMeasureMean.pdf

Lexile Measures and the Common Core State Standards http://www.lexile.com/using-lexile/lexile-measures-and-the-ccssi/

KSDE Lexile Resource Page http://www.ksde.org/Default.aspx?tabid=367

Kansas Lexile Map http://www.ksde.org/LinkClick.aspx?fileticket=LoE9gJxEzAc%3d&tabid=3670&mid=8721

Qualitative Measure

Length of textFormat and layout of textLevel of meaning & reasoning required by readerGenre and characteristic features of the text (“transfer” - I know what to expect of this text)Text structure (or combination of structures in longer texts) & discourse styleWord difficulty and language features & structureBackground knowledge and/or degree of familiarity with content

Structure of Text Creates Complexity

Can use short amount of text to discern the following:Sequence: directions/steps in a process (recipe-science procedure, technical “how-to” texts)Chronology: from logical order to more complex (e.g. use of flashback/flash forward, foreshadowing to implicitly establish time order)Description: employs concrete & sensory details & elaborationDefinition: uses terms/examples, how categorized (function, type, etc.)

Structure of Text Creates Complexity cont.

…top level structures (listed below) require “more text” to establish relationships…Compare/Contrast: subheadings may provide extra support; must understand both things being comparedCause/Effect: antecedent/consequence (1 or more)Problem/Solution: motivation must be explicit vs Question & Answer structureJudgment/Critique: complicated by discourse styleInductive (specific examples move to general conclusions) - Deductive (general concepts to specific illustrations/examples)

The Qualitative Measures Rubrics for Literary and Informational

Text:http://www.ksde.org/Default.aspx?

tabid=4778#TextRes

The rubric for literary text and the rubric for informational text allow educators to evaluate the important elements of text that are often missed by computer software that tends to focus on more easily measured factors.

Reader and Task

Considerations such as: Motivation Knowledge and experience Purpose for reading Complexity of task assigned regarding

text Complexity of questions asked

regarding text

Reader and Task Considerations

Questions for Professional Reflection on Reader and Task Considerations:

http://www.ksde.org/Default.aspx?

tabid=4778#TextRes The questions provided in this resource are meant to spur teacher thought and reflection upon the text, students, and any tasks associated with the text.

Template for Text Complexity Analysis and Recommended

Placement Form:http://www.ksde.org/Default.aspx?

tabid=4778#TextRes The one-page template provides an opportunity to record the thinking involved in recommending the placement of a specific text into a text complexity band. Keeping a record of such analysis and thinking might be useful documentation in the case that any questions arise in the future.

Let’s Try It!

Find the Lexile number on the text you broughtReview the Qualitative Measures Rubric for the type of text you broughtReview the questions for Reader and Task ConsiderationsFill in the Template for Text Complexity Analysis and Recommended Placement Form

ResourcesKristina Elias-Starron PPT slides

www.newton.k12.ks.us/home/curr/CCS_ELA_Text_Complexity.pdf

http://www.ksde.org/Default.aspx?tabid=4778#TextRes http://tech.smokyvalley.org/groups/commoncoresummeracademy2011/wiki/7822e/