Determining Complexity Common Core Standards Process
Quantative Quantitative measures stand as proxiesfor semantic and syntactic complexity:Word difficulty (frequency, length)Sentence length and syntaxSome newer measures also measure text cohesion and other features of vocabulary
Problems with Quantitative Analysis of Books Reading levels Syllables Sentences Lexile Levels Syllables Sentences Semantics Syntax All of these rate only how students perform on tests
Translation Narrative structure Shifts in time (flashback and foreshadowing) Point of view (multiple narrators, unreliable narrator) Language Figurative devices Irony Parody Knowledge Demands Cultural intertextuality
Here are recommendations from lexile.com Grades 2-3 Fiction Alabama Moon Cleopatra’s Moon Under the Baseball Moon NEW MOON Grades 4-5 Humor Jake Reinvented I Want to Grow Hair Hero by Perry Moore
Here are recommendations from lexile.com Grades 6-8 Graphic Novels Sparky 11 other titles, none familiar Grades 9-10 Mystery Koontz, Poe, Bunting Grades 11-12 Biography Pocohantas, Shakespeare, Joan of Arc, Zane Grey
Using the resources we have at our fingertips & Not all these formulaic means
Conventional Wisdom Where do we go to get ideas about what to read? How can we narrow it down from the 7500+ books published annually? How can we determine which books for which kids? How do we then provide proof of rigor?
Where to get recommendations? Lists Awards lists Newbery Printz State reading lists Bluebonnet Lone Star TAYSHAS Maverick Starred Review lists Teens Top Ten
Starred Reviews SIX STARS Code Name Verity. Elizabeth Wein. Fault in Our Stars, The. John Green. Z Is for Moose. Kelly Bingham, illus. by Paul O. Zelinsky. FIVE STARS Green. Laura Vaccaro Seeger.
Seeing Stars FOUR STARS Black Hole Is NOT a Hole, A. Carolyn Cinami DeCristofano, illus. by Michael Carroll Grave Mercy. Robin LaFevers THREE STARS Curveball: The Year I Lost My Grip. Jordan Sonnenblick Lions of Little Rock, The. Kristin Levine Wonder. R.J. Palacio
―Students should have guidanceand frequent opportunities to workwith teachers and other students asa community of learners, observing their teachers as readers and writers. —NCTE Position on the Teaching of English
―Reading Teacher (RT) ateacher who reads and a reader who teaches.‖–Commeytas, Bisplinghoff, and Olson (2003)
56% of unenthusiastic readers did nothave a teacher who shared a love of reading, while 64% of enthusiastic readers did have such a teacher. -- Nathanson, Pruslow and Levitt (2008)
“I have long been convincedthat the central and mostimportant goal of reading instruction is to foster a love of reading.”–Linda Gambrell, “Creating Classroom Cultures that Foster Reading Motivation”