ELA SCHOOL TEAM SESSION

Welcome to EEA, 2012!

04/21/23 MSDE 1

Outcomes for this session:

School team members will: Examine and apply the Maryland tools

for determining text complexity when selecting text across the curriculum

Explore ways of making grade appropriate complex text accessible to all students

04/21/23 MSDE 2

Common Core State Standards

CCR Anchor Standard 10 –Read and comprehend complex literary

and informational texts independently and proficiently

04/21/23 MSDE 3

TEXT COMPLEXITY

A multidimensional look at choosing the right text.

Text Complexity is defined by:

5Q

ual

itat

ive

1.Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands

Quan

titativ

e2.Quantitative measures – readability and other scores of text complexity Reader and

Task3.Reader and Task – background

knowledge of reader, motivation, interests, and complexity generated by tasks assigned

Quantitative Dimensions of Text Complexity

These are typically measured by computer software.

Examples: • Word length• Word frequency• Sentence length• Text cohesion

*Adapted from Appendix A, page 4 of the Common Core State Standards for English Language Arts.

Three Part Model for Text Complexity

Quantitative Measures of Text Complexity

Qualitative Dimensions of Text Complexity

These are best measured by a human reader.

Examples: • Levels of meaning or purpose• Structure• Language conventionality and clarity• Knowledge demands

*Adapted from Appendix A, page 4 of the Common Core State Standards for English Language Arts.

Three Part Model for Text Complexity

9

Reader and Task ConsiderationsThese deal with variables specific to particular readers and/or to particular tasks. They are best made by teachers employing their professional judgment, experience, and knowledge of their students and the subject.

Examples of variables specific to readers:•Motivation•Knowledge•Experiences

Examples of variables specific to tasks:•Purpose •Complexity

*Adapted from Appendix A, page 4 of the Common Core State Standards for English Language Arts.

Three Part Model for Text Complexity

11

Determining Text Complexity –

`Reader and Task Considerations

Using the Tools to Determine Text Complexity

1. Determine the quantitative level of the text

2. Use the “Qualitative Dimensions of Text Complexity Tool” (Informational Text or Literary Text) to evaluate the text

3. Use the “Reader and Task Considerations” tool to reflect on the relationship between the text and the readers.

04/21/23 MSDE 12

Let’s try a sample

04/21/23 MSDE 13

Lexile Level = 870L

Which of the 3 tools would you use to determine the grade band for this text?

Next: Examine the text for Qualitative Measures

Measures such as:• Text structure• Language

Conventionality• Clarity• Levels of Meaning• Levels of Purpose• Knowledge demands

16

What is your thinking about level now?

Lexile Level Grade band 4-5

Qualitative Considerations

This text is mostly complex.

Source: 17

Considerations such as:• Cognitive Capabilities• Reading Skills• Motivation and Engagement with Task & Text•Prior Knowledge and Experience• Content and/or Theme •Associated tasks

Step 3: Reader and Task Considerations

Reader and Task Considerations

19

Determining Text Complexity –

`Reader and Task Considerations

Deciding on the grade placement

Considering all 3 dimensions of text complexity, what grade levels would be most appropriate for this text?

Like any holistic scoring system, there is not a single correct answer.

pre-determine essential portions of text chunk portions of text for manageability within text chunk, guide student to important

understandings through questioning

Text ComplexityText Complexity

Text AccessibilityText Accessibility

Some UDL considerations

Grouping options to access (small group, partners, etc.)

Provide accessible print and digital sources and texts in a variety of formats (auditory, large print, Braille, closed caption/described video, and accessible websites).

04/21/23 MSDE 23

Developing the ability to read complex text will most likely occur at a broken pace. Students need the opportunity and time to stretch their reading abilities but also to experience the satisfaction and pleasure of easy fluent reading.

Text ComplexityText Complexity

A final thought…A final thought…

Closure

How can the teachers in your school utilize these tools to create content lessons around grade appropriate complex texts?

04/21/23 MSDE 25