Text Complexity

Digging Deeper into the Common Core: Text Complexity

Text Complexity ActivityFormative Assessment

• Vote with Your Feet - Comfort Zone

• K-W-L

• What do you already know about Text Complexity?

• What questions do you have?• What did you learn?

Introduction to Text Complexity

• Why is there so much emphasis on text complexity?

• What is Text Complexity?

• What do we mean when we say that a text is complex?

• How do I integrate text complexity into instructional practice?

Why is there so much emphasis on Text Complexity?

CCSS ELA Appendix A, page 2

One of the key requirements of the Common Core State Standards Initiative (CCSSI) is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school.

CCSSI Goal: CCSS ELA Appendix A, page 2

By the time they complete the core,

students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found in college and careers.

Key ConsiderationsCCSS ELA Appendix A, page 2

1) While reading demands in college, workforce training programs, and life in general have held steady or increased over the last half century

2) K-12 texts have actually declined in sophistication

3) Relatively little attention has been paid to the students’ ability to read complex texts independently

Complexity TrendsCCSS ELA Appendix A, page 2

• The difficulty of college textbooks has increased since 1962.

• The word difficulty of every scientific journal and magazine from 1930 to 1990 has actually increased.

• Workplace reading significantly exceeds grade 12 complexity.

K-12: Declining Complexity of TextsCCSS ELA Appendix A, page 3

• K-12 reading texts have actually trended downward in difficulty in the last half century. Jeanne Chall found a thirteen-year decrease from 1963 to 1975 in the difficulty of grade 1, grade 6, and (especially) grade 11 texts.

• Extending the period to 1991 found precipitous declines (relative to the period from 1946 to 1962) in average sentence length and vocabulary level in reading textbooks for a variety of grades.

• The expository reading students are asked to do is too often of the superficial variety that involves skimming and scanning for particular, discrete pieces of information;

• such reading is unlikely to prepare students for the cognitive demand of true understanding of complex text.

Expository text makes up the vast majority of the required reading in

college and the workplace (Achieve, Inc., 2007).

CCSS ELA Appendix A, page 3

• Merriam Webster: (exposition)• An explanation of something• A piece of writing that explains• Designed to convey information or explain

what is difficult to understand

Serious Gaps IdentifiedCCSS ELA Appendix A, page 2

• These conditions have left a serious gap between many high school seniors’ reading ability and the reading requirements they will face after graduation.

• Career, College, Citizen Ready……

Why Text Complexity MattersCCSS ELA Appendix A, page 4

Being able to read complex text independently and proficiently is

essential for high achievement in college and the workplace and important in numerous life tasks.

http://schools.nyc.gov/NR/rdonlyres/A6EB078F-25AF-4AC1-8C2E-B16CC28BD47F/0/Beginnersguidetotextcomplexity_FINAL_72811.docx

http://www.cheneysd.org/cms/lib04/WA01000473/Centricity/domain/61/ela/Beginners%20Guide%20to%20Text%20Complexity.pdf

• The importance of both increasing the complexity of texts students read and the need for teachers to understand more about what makes their texts challenging arose out of the research that showed nearly half of the students who graduate high school need some kind of remediation to cope with the reading required in college and during their careers. (ACT 2006)

Summing It UpUnderstanding the Core: Text Complexity

The need for choosing appropriately challenging grade-level texts comes from research showing that although college and workplace text difficulty has risen in recent decades, the level of difficulty in the textbooks, literature, and informational texts we use in our classrooms has steadily declined.

Digging Deeper into the CCSS: Text Complexity. April 2012Adolescent Literacy in Perspective. www.ohiorc.org/adlit

“Time to Act” Report Carnegie Corporation

of New York (2011)

Students… “must also develop special skills and strategies for reading text in each of the differing content areas (such as English, science, mathematics, and history) – meaning that a student who “naturally” does well in one area may struggle in another.”

Middle and high school learners must learn from texts which, compared to those in the earlier grades: • are significantly longer and more complex at the

word, sentence and structural levels; • present greater conceptual challenges and

obstacles to reading fluency; • contain more detailed graphic representations

(as well as tables, charts and equations linked to text) and

• demand a much greater ability to synthesize information.

• Also, each content-area has its own set of literacy skills that students are required to master before they can move fully from “learning to read” to “reading to learn.”

• Also, each content-area has its own set of literacy skills that students are required to master before they can move fully from “learning to read” to “reading to learn.”

• Adolescents who fail to master these more complex tasks in their learning process are likely to become unskilled workers in a world where literacy is an absolute precondition for success.

The Standards’ Approach to Text Complexity

• The Standards define a three-part model for determining how easy or difficult a particular text is to read as well as grade-by-grade specifications for increasing text complexity in successive years of schooling. (Reading standard 10).

• These are to be used together with grade-specific standards that require increasing sophistication in students’ reading comprehension ability (Reading standards 1-9).

• The Standards thus approach the intertwined issues of what and how students read.

What do we mean by text complexity?

• There is no exact science for determining the complexity of a text.

• Nor is there a single source of information that can accurately summarize the complexity of a text.

• Teachers need to use their professional judgment as they take into consideration a range of factors.

Three-Part ModelCCSS-ELA Appendix A, page 4

Qualitative Measures

• In the Standards, qualitative dimensions and qualitative factors refer to those aspects of text complexity best measured or only measurable by an attentive human reader, such as levels of meaning or purpose; structure; language conventionality and clarity; and knowledge demands. (CCSS Appendix A, pg 4)

Quantitative Measures

• The terms quantitative dimensions and quantitative factors refer to those aspects of text complexity, such as word length or frequency, sentence length, and text cohesion., that are difficult if not impossible for a human reader to evaluate efficiently, especially in long texts, and are thus today typically measured by computer software. (CCSS Appendix A, pg 4)

Reader and Task Considerations

• Reader and Task considerations refer to variables specific to particular readers (such as motivation, knowledge, and experiences) and to particular tasks (such as purpose and the complexity of the task assigned and the questions posed) must also be considered when determining whether a text is appropriate for a given student. Teachers need to use their professional judgment, experience, and knowledge of their students and the subject. (CCSS Appendix A, pg 4

Three-Part ModelCCSS Appendix A, page 4

Quantitative Measures

• Provide a very useful guide in determining the complexity of text.

• However, not sufficient when used in isolation.• Are determined using readability formulas.• Generally reported in grade-level or grade-

band difficulty.

Readability Formulas• There are several readability formulas that are commonly used to

measure the complexity of texts. The majority of readability formulas calculate the grade level of a text using syllable count, word count and sentence length

• The Flesch Reading Ease Readability Formula• The Flesch-Kincaid Grade Level Readability Formula• Gunning’s Fog Index (or FOG) Readability Formula• The Dale-Chall Readability Formula• The Fry Graph Readability Formula• The Lexile Framework• The ATOS developed by Accelerated Reader

Free Readability Analysis Tools

• Word 2010 – offers readability analysis in the Spelling & Grammar Check option

• ReadabilityFormulas.com a free website to help you: 1) score your texts (documents, books, policies, technical materials, etc.) and 2) find the reading level and grade level that readers need to read and comprehend your text.

Teachers need to be familiar with the level of complexity expected

at the grade levels they teach and how these compare to the

complexity of the texts they use in their classes.

Use Word 2010 to determine readability levels

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• Throughout recorded history, ash produced by the explosive eruption of stratovolcanoes has posed the greatest hazard to civilizations as compared to other types of volcanoes. No supervocano has erupted in human history. Shield volcanos have smaller pressure buildup from the underlying lava flow as compared to stratovolcanoes. Fissure vents and monogenetic volcanic fields (volcanic cones) have less powerful eruptions, as they are many times under extension. Stratovolcanoes have been a greater historical threat because they are steeper than shield volcanos, with slopes of 30–35° compared to slopes of generally 5–10°, and their loose tephra are material for dangerous lahars.[3]

• Wikipedia - Volcanoes

The Lexile Framework for Readinghttp://www.lexile.com/using-lexile/lexile-measures-and-the-ccssi/defining-text-complexity

Qualitative dimensions of text complexity, such as levels of meaning, structure, language conventionality and clarity, and knowledge demands.

• Lexile codes provide more information about a book's characteristics, such as its developmental appropriateness, reading difficulty, and common or intended usage.

Quantitative measures of text complexity, such as word

frequency and sentence length, which are typically measured by

computer software.

• The Lexile Analyzer measures text demand based on these two widely adopted variables.

Reader and task considerations, such as students' knowledge,

motivation and interests.

• The free "Find a Book" search helps readers build custom book lists based on their ability (Lexile measure) and personal interests or school assignments.

Lexile-to-Grade Correspondencehttp://www.lexile.com/about-lexile/grade-equivalent/grade-equivalent-chart/

Reader Measures, Mid-Year25th percentile to 75th

percentile (IQR)1 Up to 300L

2 140L to 500L

3 330L to 700L

4 445L to 810L

5 565L to 910L

6 665L to 1000L

7 735L to 1065L

8 805L to 1100L

9 855L to 1165L

10 905L to 1195L

11 and 12 940L to 1210L

Typical Reader Measuresby Grade

Typical Text Measures, by Grade

GradeText Demand Study 2009

25th percentile to 75th percentile (IQR)

2012 CCSS Text Measures*

1 230L to 420L 190L to 530L2 450L to 570L 420L to 650L3 600L to 730L 520L to 820L4 640L to780L 740L to 940L5 730L to 850L 830L to 1010L6 860L to 920L 925L to 1070L7 880L to 960L 970L to 1120L8 900L to 1010L 1010L to 1185L9 960L to 1110L 1050L to 1260L10 920L to 1120L 1080L to 1335L

11 and 12 1070L to 1220L 1185L to 1385L

Text Complexity Grade Bands and Associated Lexile Ranges (in Lexiles)

Source: CCSS Appendix A, pg 8

• Accelerated Reader (AR) books have am ATOS Book Level

• Lexile Framework Levels• Guided Reading Level –

Fountas and Pinnell• Reading Recovery

http://www.enslow.com/htmlnasp.asp?file=RL_Chart.html

Video: The Lexile Framework for Reading

• http://www.lexile.com/using-lexile/lexile-measures-and-the-ccssi/additional-resources/

Or

• Schooltube.com– Search for The Lexile Framework for Reading

Qualitative Factors for Describing Complexity

• The Common Core State Standards identify a range of qualitative factors that interact to contribute to the overall complexity. Rubrics have been developed for both literary and informational texts that include descriptors for:

• Layout• Purpose and meaning• Tex structure• Language features• Knowledge demands

• Not all descriptors described in each of the categories will necessarily occur together at each level of complexity.

• A text may have very simple vocabulary and short, simple sentences yet still be complex because the ideas expressed are subtle.

• By using a rubric it is easy to see where the complexity of the text lies.

• If teachers know what aspects of the text are likely to be challenging for students, they can make decisions about the suitability of a text and what strategies or supports students may need to read it successfully.

• Activity • Explore the Text Complexity Descriptors for

each grade span.

• Clarify thinking within the table • Clarify thinking within the group

Appendix B: Text Exemplars and Sample Performance Tasks

contains exemplars of reading text complexity, quality, and range; as well as sample performance tasks that further clarify the meaning of the CCSS. • http://www.corestandards.org/assets/Appendix_B.pdf

• The materials are divided into text complexity grade bands: K–1, 2–3, 4–5, 6–8, 9–10, and 11–CCR (college & career ready). K–5 exemplars are separated into stories, poetry, and informational texts (as well as read-aloud texts in K–3).

• The 6–CCR exemplars are divided into English language arts (ELA), history/social studies, science, mathematics, and technical subjects, with the ELA texts further subdivided into stories, drama, poetry, and informational texts.

• Citations introduce each excerpt and additional citations are included for texts not excerpted.

What about the reader and the task?

• Qualitative and quantitative measures describe the complexity within the text.

• Tasks, like texts, become more complex as students consider ideas and information in different ways.

• There is a “gear shift” from locating and evaluating items of information on a topic through to locating, evaluating, and synthesizing information from several different sources.

Balancing the Supports and Challenges

• The more complex the text, the more support students will need.

• Students will be introduced to increasingly complex texts throughout middle and high school.

• This is done through a gradual release of responsibility where texts are introduced in a supportive context that facilitates higher levels of independence.

Questions you might ask yourself…

• “What do I want the student to learn in reading this text?”

• Will this text keep the student engaged?”

Teacher Support

• Teacher support increases with the complexity of the text and the complexity of the task.

A Discussion of “Increasing Text Complexity” Karen Hess and Sue Biggam, 2004

Gradients in Text ComplexityCriteria for Rubric

Simple Texts Somewhat Complex Texts

Complex Texts Very Complex Texts

Layout

Purpose and MeaningStructure

Language FeaturesKnowledge Demands

Text Complexity: Qualitative Measure Rubric Example

• http://www.ksde.org/LinkClick.aspx?fileticket=Nmk225k0a9s%3d&tabid=4778&mid=11507

• Kansas Department of Education

Text Complexity Rubrics

• https://www.georgiastandards.org/Common-Core/Pages/TextComplexityRubrics.aspx

• GeorgiaStandards.org

• Activity- Explore the Rubric and Questions to Consider in Planning

Questions to Consider in Planning for Instructional Scaffolding

Meaning:Would spending time helping students to understand the multiple layers/levels of meaning present in the text be appropriate?Will students know in advance what they are expected to do with the information they gain from reading this text (i.e., summarize, gather and apply details, analyze, synthesize, create)?

Text Structure:Would graphic organizers or other aids be appropriate in making the structure of the text visible to students?Would a partial plotline, cast of characters, or some other text-based aid be appropriate in deciphering the structure of the text? Would previewing and discussing the graphics included with the text prior to reading be appropriate?

Language Features:Would a review of figurative, abstract, or ironic language and a modeling of how that type of language might be interpreted be appropriate?Would glossing certain vocabulary (particularly multiple meaning words that extend across other subject matter content areas, i.e. Tier 2 words) prior to reading be appropriate?

Knowledge Demands:What background knowledge needs to be introduced (or re-introduced) to facilitate reading success that will not supplant the actual information gained from the reading experience?What explicit references and/or allusions to other texts might require additional resources/opportunities for students to explore?General:In what ways might collaborative groupings of students during the reading process be appropriate?

What Can Teachers Do Now?• 7 Actions that Teachers Can Take Right

Now: Text Complexity• http://

textproject.org/professional-development/text-matters/7-actions-that-teachers-can-take-right-now-text-complexity

• Action 1: Focus on Knowledge• Action 2: Create Connections• Action 3: Activate Students’ Passion• Action 4: Develop Vocabulary• Action 5: Increase the Volume• Action 6: Build up Stamina• Action 7: Identify Benchmarks

What have you learned about Text Complexity?

3-2-1 Summary

• 3 Things you learned today• 2 Things you would like to try• 1 Thing you want to learn more about

Action Plan