Welcome to Implementing

the Common Core State

Standards

Session 3

CCSS Reading Standards &

Text Complexity

Presenters:

Outcomes for This Session

Receive background knowledge about the Common Core ELA Reading Standards and Text Complexity

Elementary teachers

K-5

Secondary ELA teachers

6-12

Science, Social Studies, & History teachers

6-12

Who is Responsible?

Common Core Standards

REVIEW THE STANDARDS FOR YOUR GRADE LEVEL (5 minutes)• What do you see? HIGHLIGHT GREEN• What do you notice? HIGHLIGHT YELLOW

PARTNER WITH MEMBERS FROM 2 ADJACENT GRADE LEVELS (5 minutes)• What do you see between grade levels? HIGHLIGHT PINK• What do you notice about student readiness? HIGHLIGHT ORANGE

4 Reading Standard Strands (K-12)

Key Ideas and Details Strand

(3 Standards)

Integration of Knowledge and

Ideas Strand(3 Standards)

Craft and Structure Strand(3 Standards)

Range and Level of Text Complexity

Strand(1 Standard)

ELA for Literature, Informational- ELA

Science, SS & History

10 College and Career Readiness Anchor Standards for Reading (K-12) See

StandardsDocument

K-5 Page 11

6-8 Page 36

9-12 Page 38

Content Pages 61-62

Range and Level of Text Complexity

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

Why

focu

s on

text

co

mpl

exity

?Increasing text complexity is

Required for College and Career Readiness

Look at Text ExemplarsGO TO: Appendix B--Table of Contents

pages 4-13 1--Find your grade level range in

theElementary (K-5)Middle (6-8)High School (9-12)

2--Look at:ExcerptsPerformance Tasks

Shifts in ELA/ Literacy11

Refer to Shifts Handout

Shift 1

Building Knowledge Through Content-Rich Non-Fiction

Building knowledge through content rich non-fiction plays an essential role in literacy and in the Standards.

Shift 2

Reading, Writing, and Speaking Grounded in Evidence from Text, Both Literary and Informational

The Standards place a premium on students writing to sources, i.e., using evidence from texts to present careful analyses, well-defended claims, and clear information.

Shift 3

Regular Practice with Complex Text and its Academic Language

Rather than focusing solely on the skills of reading and writing, the Standards highlight the growing complexity of the texts students must read to be ready for the demands of college and careers.

Why Text Complexity ?

Performance on complex texts is the clearest differentiator in reading between students who are likely to be ready for college and those who are not.

This is true for both genders, all racial/ethnic groups, and all annual family income levels.

ACT Reading Between the Lines

14

Qual

itativ

e

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

Quantitativ

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

Task

1. Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

Text complexity is defined by 3 factors:

Evaluating Text Complexity

Quantitative Dimensions

• Word length/frequency

• Sentence length

• Text Cohesion

Lexiles are quantitative measures

Lexile measures are based on two well-established predictors of how difficult a text is to comprehend: word length, frequency, and sentence length.

More Information: http://www.lexile.com/ http://www.corestandards.org/the-standards

Figure 3: Text Complexity Grade Bands and Associated Lexile Ranges (in Lexiles)

Text Complexity Grade

Band in the Standards

Old Lexile RangesLexile Ranges

Alignedto

CCR expectations

K–1 N/A N/A

2–3 450–725 450–790

4–5 645–845 770–980

6–8 860–1010 955–1155

9–10 960–1115 1080–1305

11–CCR 1070–1220 1215–1355

Life After Graduation“Student Readiness for Postsecondary Options”

Gary Williamson, Ph.D. (2004)

Median Text Measures:• 11th/12th grade (LA/SS textbooks): 1090L• Military (training/field manuals): 1180L• Citizenship (newspapers, voting, jury): 1230L• Workplace (Daggett study materials): 1260L• Postsecondary - first two yrs (textbooks):

1355L– GED Test Materials:1060L– SAT/ACT Test Materials: 1180L

College and Career Readiness SkillsReading Demand of Newspapers

• USA Today• Wall Street Journal• New York Times • Washington Post • Chicago Tribune • Reuters • Associated Press

Match the Newspaper to the appropriate lexile. Note one lexile will be used more than once. • 1200L• 1310L• 1320L• 1350L• 1380L• 1440L

College and Career Readiness SkillsReading Demand of Newspapers

• USA Today (1200L)• Associated Press (1310L)• Chicago Tribune (1310L)• Wall Street Journal (1320L)• Washington Post (1350L)• NY Times (1380L)• Reuters (1440L)

Limitations of Lexile MeasuresWhat Lexile text measures do not address

Text CharacteristicsAge-appropriateness of

the content

Text support (e.g., pictures, pull-outs)

Text quality (i.e., Is it a good book?)

Reader CharacteristicsInterest and motivation

Background knowledge

Reading context and purpose

Lexile text measures only measure text readability. Input from readers, parents, teachers and librarians is

necessary.

Evaluating Text Complexity

Reader & Task Considerations

• Cognitive Capabilities

• Motivation

• Knowledge

•Experiences

Evaluating Text Complexity

Qualitative Dimensions

• Levels of Meaning/ Purpose

•Text Structure

•Language

•Knowledge Demands

Appendix A—pp. 5 & 6

QUALITATIVE DIMENSIONS of Text Complexity1—LEVELS OF PURPOSE:

Is the purpose explicitly stated? Or is it obscure or hidden?

2—STRUCTURE: Organization: Simple, well-marked conventions?

Or unconventional structure? Sequence: easy to follow? Or flashbacks? Framed stories? Graphics: Add on? Or necessary to understand the text?

3—LANGUAGE CONVENTIONALITY & CLARITY: Language: Contemporary & literal? Or ambiguous, misleading, archaic, unfamiliar?

4—KNOWLEDGE DEMANDS: Does not go much beyond depth of reader’s knowledge? OR makes assumptions that reader has a vast knowledge of the topic?

Martin Luther King’s Letter from Birmingham

Jail

Martin Luther King’s Letter from Birmingham Jail

What makes this complex?

Anal

yze

Marti

n Lu

ther

Ki

ng’s

Lette

r fro

m

Birm

ingh

am Ja

il

Arch

er’s 3

Voca

bula

ry C

onsid

erat

ions

1.Select words that are unknown.2.Select words that are

critical to passage understanding.3.Select words that

students are likely to encounter in the future and generally useful (Stahl, 1986).

1. Teach word families.

Sele

ct 5

VOC

ABUL

ARY

term

s fro

m M

LK

piec

e?

My V

ocab

ular

y Lis

t

1. Criticism (future use / critical to

understanding passage).2. Mutual (unknown / future use / critical

to understanding passage).

3. Injustice (critical to understanding

passage – speech is most recognized

because of Dr. King’s use of this word).

4. “outside agitator” (critical to

understand argument).5. Superficial ( unknown /critical to

understand argument).6. Clergyman (critical to understanding

passage/ reference do not teach).

7. Demonstrations (critical to

understanding passage / reference

only).

Teac

h th

e wo

rd

and

its re

lativ

es

AnalyzeAnalyzingAnalyzed AnalysisAnalyzableAnalyzer

From Dr. Anita Archer, Dynamic Vocabulary Instruction

REFLECTION

3232

More information and updates can be found for Common Core State Standards can be found on:MDE website: www.michigan.gov/mde Common Core State Standards: www.corestandards.orgSmarter Balanced Consortia: www.k12.wa.us/smarter/