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Complex texts thebumpyroadofreading
- 1. Complex Texts: The Bumpy Road of Reading Materials available at: http://professionallearning.typepad.com/bigshantypl/
- 2. A Bumpy Road? “Perhaps one of the mistakes in past efforts to improve reading achievement has been the removal of struggle. As a profession, we may have made reading tasks too easy. We do not suggest that we should plan students’ failure but rather that students should be provided with opportunities to struggle and to learn about themselves as readers when they struggle, persevere, and eventually succeed.” From Text Complexity: Raising Rigor in Reading Fisher, Frey & Lapp, 2012
- 3. The Demands of Complex Texts • Complex texts require these dispositions: – A Willingness to Probe – The Capacity for Uninterrupted Thinking – A Receptivity to Deep Thinking * A Habit of Slow Reading “Too Dumb for Complex Texts?” By Mark Bauerlein ASCD Educational Leadership, 2011
- 4. High above there is the Moon, cold and quiet, no air, no life, but glowing in the sky. Here below there are three men who close themselves in special clothes, who—click— lock hands in heavy gloves, who—click— lock heads in large round helmets. 990L
- 5. Sometime around 1440, the spring-powered clock was invented. Instead of depending on the pull of weights for power, this type of clock used a flat metal spring wound tightly into a coil. The escapement allowed the spring to unwind by turning one gear tooth at a time. With the use of a spring, smaller, truly portable clocks could be made. The first well-known watches, made in Germany around 1510 by Peter Henlein, were so named because guards or “watchmen” carried small clocks to keep track of how long to stay at a particular duty post. 1050L
- 6. Text Complexity and Common Core CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.
- 7. 3-Part Model for Measuring Text Complexity
- 8. Measuring Text Complexity: Matching Reader to Text and Task Matching Reader to Text and Task – Reader variables • Motivation • Knowledge • Experience – Task variables • • • • Teacher-led tasks Peer tasks Individual tasks Types of questions *Determined by teachers using their professional judgment
- 9. Measuring Text Complexity: Qualitative Qualitative Evaluation of Text – Levels of meaning • Explicit/Literal vs. Ambiguous/Abstract • Figurative Language • Stated, Implied, or Withheld Purpose – Structure • • • • Consistency with genre Conventional vs. Unique Organization Narrator Text Features and Graphics – Language conventionality and clarity – Knowledge demands • Background knowledge • Vocabulary
- 10. Measuring Text Complexity: Quantitative Quantitative Evaluation of Text – Word length, frequency – Sentence length *Typically measured by computers, particularly for longer texts
- 11. Text Complexity Grade Bands From CoreStandards.org, Appendix A
- 12. Determining a Text’s Lexile Level (Quantitative) www.lexile.com/analyzer/ Select a passage from: www.ReadWorks.org http://kids.nationalgeographic.com/kids/stories/ http://www.timeforkids.com/ http://magazines.scholastic.com/ or another website of your choice
- 13. Lexiles Do NOT Measure Text Characteristics • Age-appropriateness of the content • Text support (e.g. pictures, pull-outs) • Text quality (i.e. Is it a good book?) Reader Characteristics • Interest and motivation • Background knowledge • Reading context and purpose
- 14. Skim “Food that Fools You.” Is this text appropriately complex for your grade level? Why do you feel that way?
- 15. Teaching Kids to Read Complex Texts Tasks that Motivate Readers – Collaborative Annotation / Silent Discussion – Quick Draw / Quick Write – Text-Based Debates – Important Detail or Not?
Editor's Notes
- Moonshot is found in Appendix B for 2-3 grade informational textsParticipants read this quote. Discuss what is easy about it and what is difficult.It is not hard for students who can decode the words to understand this passage.Text complexity is more than an analysis of the current skills of readers. Readability is a balance between the reader’s skills and the text itself. Written on post-its to be placed in text complexity pyramid following pyramid slidesThis passage is hard for the following reasons:Quantitative: 990 LQualitative: background knowledge required (features of outer space, astronaut suits), above/below where? Use of dashes, wording: close themselves in special clothes, breaks in sentences with word “click”
- About Time: A First Look at Time and Clocks is found in Appendix B for 4-5 grade informational textsParticipants read this quote. Discuss what is easy about it and what is difficult.It is not hard for students who can decode the words to understand this passage.Text complexity is more than an analysis of the current skills of readers. Readability is a balance between the reader’s skills and the text itself. Written on post-its to be placed in text complexity pyramid following pyramid slidesThis passage is hard for the following reasons:Quantitative: 1050 LQualitative: background knowledge required (features of outer space, astronaut suits), above/below where? Use of dashes, wording: close themselves in special clothes, breaks in sentences with word “click”
- To help redress the situation described above, 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 student read.
- See Qualitative Measures of Text Complexity Rubric for greater detail
- Participants select a text and use Lexile Analyzer to determine quantitative measurement