Text+Complexity_Standard+10+CCSS

= = = = =__** Shift 3 - Text Complexity.....Choosing Exemplar Texts **__=

=Welcome To Standard 10 CCSS- Text Complexity= Standard 10 of the CCSS includes the range of text types that students are expected to read. It also provides sample texts that illustrate the complexity, quality and range of K-5 literary and informational text.

COMMON CORE STATE STANDARDS FOR ENGLISH, LANGUAGE ARTS, APPENDIX A (ADDITIONAL INFORMATION), NGA AND CCSSO, 2012


 * New research released August 15 on text complexity**. The updates refer to the three-part model defined in Appendix A of the the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, which combines the quantitative and qualitative measures of text complexity with reader and task considerations. The goal of the quantitative study was to provide information regarding the variety of ways text complexity can be measured quantitatively and to examine text complexity tools that are valid, transparent, user friendly, and reliable. We continue to update our tools to be aligned to the CCSS. Most recently, we updated the Lexile Map to include CCSS text exaemplars and the new CCSS ranges.

__**Notice that there is considerable overlap between the grades**__. This is typical of student reading levels and texts published for each grade. In addition, the level of support provided during reading and reader motivation have an impact on the reading experience. Students who are interested in reading about a specific topic (and are therefore motivated) often are able to read text at a higher level than would be forecasted by the reader's Lexile measure.


 * Although a student may be an excellent reader**, it is incorrect to assume that he or she will comprehend text typically found at (and intended for) a higher grade level. A high Lexile measure for a student in one grade indicates that the student can read grade-level-appropriate materials at a very high comprehension rate. The student may not have the background knowledge or maturity to understand material written for an older audience. It is always necessary to preview materials prior to selecting them for a student.


 * It is important to note that the Lexile measure of a book refers to its text difficulty only**. A Lexile measure does not address the content or quality of the book. Lexile measures are based on two well-established predictors of how difficult a text is to comprehend: word frequency and sentence length. Many other factors affect the relationship between a reader and a book, including its content, the age and interests of the reader, and the design of the actual book. The Lexile measure is a good starting point in your book-selection process, but you should always consider these other factors when making a decision about which book to choose.


 * __ Questions to Ask - During/After Watching the Video from Engage NY __**

Click here

1. What is Shift 3? 2.What will this mean we have to change about our practice? 3.What challenges will we face as we make this shift? 4.What is one complex text, possibly chosen from __Appendix B of the Common Core__ around which we can build a unit from? Click here 5.What will we do less of in order to make room for the time it will take to read this text closely? 6.**Which portions of the text should we focus on?**
 * 7.****Which portions should we ask students to re-read multiple times?**
 * 8.****What role can independent reading play in this unit for students who struggle to access the central text on their own?**
 * 9.****What other supports will we need to provide for these students?**
 * 10.****When was the last time I was challenged by a text?**
 * 11.****What did I do to handle/ manage/ work within that frustration?**

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Text Complexity ....Another video for teachers to watch media type="youtube" key="-dL1AuuE93M" height="315" width="560"

Text Complexity Principal Leadership media type="youtube" key="dWYceSEPC-8" height="315" width="420"


 * The real power of The Lexile Framework is in matching readers to text-no matter** where the reader is in the development of his or her reading skills-and in examining reader growth. When teachers know Lexile reader measures and Lexile text measures, they can match their students with the texts that will maximize learning and growth.

Really Nice Video from Hawaii on Text Complexity Click here.

Reading Bands - Text Complexity

** What is it? (Additional Resource: Beginner's Guide to Text Complexity ** ** Another resource to use click here **

__** 4 Step Process to Evaluate a Text for CCSS Text Complexity **__ 1. Determine the quantitative measures of the text. 2. Analyze the qualitative measures of the text. 3. Reflect upon the reader and task considerations 4. Recommend placement in the appropriate complexity band

The CCSS define text complexity using a three part model for determining how easy or difficult a text might be. The three parts include the following:


 * Step 1 Quantitative measures [[image:quantity.gif width="150" height="102"]] **

– readability and other scores of text complexity such as word and sentence length and text cohesion Resources to use: The Lexile Framework for Reading website provides an online tool for submitting sample text from a textbook, a novel, or questions you've created for a test or quiz. The Lexile Analyzer will provide you with a readability level so you can determine whether the text is too easy or two difficult for the intended reader. In order to access the Analyzer, you will have to first create an account on the website, but the account is free.
 * **Lexile.com** Click here.

__** Lexile-to-Grade Correspondence **__

There is no direct correspondence between a specific Lexile measure and a specific grade level. Within any classroom or grade, there will be a range of readers and a range of reading materials. For example, in a fifth-grade classroom there will be some readers who are ahead of the typical reader (about 250L above) and some readers who are behind the typical reader (about 250L below). To say that some books are "just right" for fifth graders assumes that all fifth graders are reading at the same level. The Lexile® Framework for Reading is intended to match readers with texts at whatever level the reader is reading.


 * ** AR Book Finder **. Click here.
 * ** Renaissance Learning **. Click here.
 * Beaverton, CO. Book Finder. Click here.
 * Scholastic Click here
 * Rigby Literacy Lexile Chart Click here Guided Reading Levels are more complex than Lexile Scores. They measure length of book, layout, plot, repetition, illustrations, vocabulary, characters, setting, content and theme. Use Scholastic Book Finder. Click here. Rigby PM and DRA 2 + Lexile Level Correlation Chart Click here.

Step 2 Qualitative measures Factors include levels of meaning, structure, language conventionality, and knowledge demands. Reading to explain Qualitative Features in greater detail.
 * Word difficulty and language structure
 * Dialect
 * Text structure
 * Discourse style (e.g., satire, humor)
 * Genre and characteristic features of the text
 * Background knowledge and/or degree of familiarity with the content (including historical, geographical or literary references)
 * Level of reasoning required (e.g. difficulty of themes or ideas in the text, abstract concepts in the text)
 * Format and layout of the text
 * Length of the text (Hess and Biggam, 2004)
 * Tool to use ....to determine Qualitative Measures is this Rubric - NEW! Click here [[file:text_complexity_qualitative_measures_rubric_v2.doc]]**

Step 3 Reader and Task considerations

– variable specific to the individual reader such as background knowledge, motivation, interests and experiences  KDE document  Another more in-depth document

Step 4 Text Band

Use these three to fill out this analysis form also click here.

4 Step Process 1. Determine the quantitative measures of the text. 2. Analyze the qualitative measures of the text. 3. Reflect upon the reader and task considerations 4. Recommend placement in the appropriate complexity band

Resources to use to help you determine text complexity Kentucky Department of Education Click here. Another Kentucky Department of Education Website Click here. Kentucky LiveBinders Click here.

Text Exemplars and Sample Performance Tasks (Appendix B)
Oregon Department of Education Click here. Kansas Common Core Text Complexity Resources Click here.

7 Steps that Teachers CAN take right now. Click here for the article.

1. Knowledge 2. Connections (to student's existing knowledge; to overall purposes; across texts and experiences) 3. Passion 4. Vocabulary (90% of the words/vocabulary comes from shared a core 4,000 word families. Stories and informational text share that vocabulary- different uses and idiomatic uses. The text in content areas and stories each have 10% unique vocabulary. 10% are very different from one another....and we need to give students an understanding of these words. Never teach a word individually...words mean in relationship to other words....informational texts..words are linked to key words...they are not synonyms.narrative texts.... ) 5. Volume 6. Stamina (text dependent question cards and answer stems)

__**Resources**__ we can use....

JCPS Unit Plans Click here (Text Complex Exemplar Lessons)

Engage NY Lesson/Unit Plans Click here (Text Complex Exemplar Lessons)

Reading A to Z Click here (Books are lexiled and there are CCSS lessons- Can locate text complex lessons)

Discovery Learning (Technology) Videos Click here (Helps with vocabulary and concepts-visually-integrating technology)

Brain Pop Click here (Helps with vocabulary and concepts-visually-integrating technology)

Text PRoject Click here. ( Great classroom text complexity page resources)

Lexile Level Charts - Rigby Literacy Lexile Chart Click here Guided Reading Levels are more complex than Lexile Scores. They measure length of book, layout, plot, repetition, illustrations, vocabulary, characters, setting, content and theme. Use Scholastic Book Finder. Click here. Rigby PM and DRA 2 + Lexile Level Correlation Chart Click here. . We Give Books Click here (Have to join but books are online in a flash format)

Kids Audio Books Stories Click here.

Santa Maria Bonita Schools CLick here ( Absolutely phenomenal web page from another school district-Reading COmprehension Strategies we can use-STAY away from CONNECTIONS)

Oskaloska Schools Click here ( Absolutely phenomenal web page from another school district)

West Virginia Reading Strategy Bank Click here

Eto Miami Click here ( Absolutely phenomenal web page from another school district)

The Mini Page Archive Click here (Text Complex Articles that you can read)

Read Works. You need to join but once you join content is free. Click here.

K - 2 Reading Planners

Example of a K Reading Lesson from Florida

__** Text Dependent Questions **__

Kindergarten Text Dependent Question Cards (Dade County, Florida)

First Grade Text Dependent Question Cards (Dade County, Florida)

Second Grade Text Dependent Question Cards (Dade County, Florida)

Third Grade Text Dependent Question Cards (Dade County, Florida)

Fourth and Fifth Grade Text Dependent Question Cards (Dade County, Florida)

Nice Kindergarten Video on Using Text Dependent Questions in the Classroom

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Analyzing Texts 5th Grade Lesson - Accountable Talk media type="custom" key="21857152" width="190" height="190"

Vocabulary - Wild About Words



Boardmaker Share.com (need to join...but tons of vocabulary pictures). Click here

Word Tamer CLick here

Frayer Model Resources Click here

Text Complexity Professional Development Sarah Reed and Erin Schmidt, 2013

__**Next Step Work**__- Dear Field Family, In working with the 2nd grade PLC for their Text Complexity assignment, they chose the book Mufaro's Beautiful Daughter. I found some resources including vocabulary word cards and a comprehension test that could be used with the assembly. Let me know if you would like a copy or information I will be glad to share!

Thanks, Heidi (School Extraordinaire Librarian)

Mufaro's Beautiful Daughter Word Count: 1,588 Reading Level: 4.3 Interest Level: K-3 Accelerated Reader: reading level: 4.3 / points: 0.5 / quiz: 5030 (03/21/02) / grade: Lower Grades Reading Counts!: reading level:5.2 / points:2.0 Lexile: AD720L Guided Reading Level: N Fountas & Pinnell: N