This presentation explains the what, why and how of text complexity. The presentation was given at the Ca Reading Association Fall Conference Nov 2013.
This presentation explains the what, why and how of text complexity. The presentation was given at the Ca Reading Association Fall Conference Nov 2013.
Getting Them to Talk: Five Fundamentals for Leading a Conversation ClassMelanie Gonzalez
Invited professional development presentation in March 2013 for the Adult Literacy League of Central Florida
For more details, see "The Art of Teaching Speaking" by Keith Folse, University of Michigan Press
Power Point Presentation: A cross discipline Standards Based Course outline for English/American Literature and American / World History: Who Dreams the American Dream: Race, Politics and Culture in American Literature
Getting Them to Talk: Five Fundamentals for Leading a Conversation ClassMelanie Gonzalez
Invited professional development presentation in March 2013 for the Adult Literacy League of Central Florida
For more details, see "The Art of Teaching Speaking" by Keith Folse, University of Michigan Press
Power Point Presentation: A cross discipline Standards Based Course outline for English/American Literature and American / World History: Who Dreams the American Dream: Race, Politics and Culture in American Literature
Reading for life - Matsumoto JALT PAN-SIG Conference Presentationgiuseppedias
This PPT accompanied a presentation given by Joseph Dias and Gregory Strong at the JALT PAN-SIG Conference in Matsumoto Japan on May 21, 2011 in Matsumoto, Nagano Prefecture, Japan.
As most of our students now are digital natives who prefer YouTube to Hugo, Facebook to Fitzgerald , and Twitter to Twain, it’s difficult to have them attend to texts longer than status updates. The speakers will discuss ways of inviting students to become lifelong learners by making reading relevant.
The speakers discussed the groundwork for a reading curriculum revision project in an English Department of a Japanese university by presenting the results of their investigation of current teaching practices, along with an exploration of all aspects of their students' reading: both in the L1 and L2, online and off, mobile and static, for pleasure and required, current and projected. The project began with a thorough needs analysis (Brown, 1995; Richards and Rogers, 2001) that involved focus groups, classroom observation, and the administration of online surveys to students, reading teachers, and upper division content course instructors. Particular attention was focused on how reading instruction could be made relevant to digital natives and how the practice of reading could be made into a habit and carried beyond the temporal and physical confines of school life.
A introduction to developing close reading instructional sequences using text-dependent questions in a highly structured way that parallels the organization of the CCSS Reading Anchor Standards.
Assignment Rubric Given an assignment, the student .docxrock73
Assignment Rubric
Given an assignment, the student:
5 • Responds to the assignment in an exemplary fashion.
• Maintains a strong sense of purpose and organization throughout.
• Provides relevant, specific, and convincing supporting details.
• Uses correct, varied sentences with few, if any, errors in mechanics, grammar,
syntax, or spelling.
• Employs a rich vocabulary appropriate to the audience and task.
4 • Follows directions adequately.
• Is primarily presented in a purposeful and well-organized manner.
• Contains mostly relevant supporting details.
• Uses generally correct, ordinary sentence patterns; contains some errors in
mechanics, grammar, syntax, or spelling that do not severely hinder reader
understanding.
• Employs competent vocabulary.
3 • Follows directions at a minimum.
• Purpose and organization are existent but weak.
• Elaboration and explication are minimal where necessary.
• Uses sentences that are basically formed, repetitious in structure, lacking in
transitions, syntax, or spelling.
• Employs basic vocabulary.
2 • Follows directions unevenly.
• Strays in terms of purpose and organization to the point of distraction.
• Makes very general statements or repeats ideas; lacks elaboration and
explication where necessary.
• Uses sentences that are poorly formed, repetitious in structure, lacking in
transitions, and/or occasionally incoherent; contains serious errors in mechanics,
grammar, syntax, or spelling.
• Employs vocabulary that is vague, unclear, or inappropriate.
1 • Responds barely to the assignment.
• Drifts completely in terms of purpose and organization to the point of disarray.
• Rambles disconnectedly from one idea to the next.
• Uses incomplete and/or incoherent sentences; exhibits incompetence in regards
to mechanics, grammar, syntax, and/or spelling.
• Employs vocabulary that is vague, unclear, or inappropriate to a completely
unacceptable degree.
0 Did not attempt.
2
Common Core
State StandardS for
english Language arts
&
Literacy in History/Social Studies,
Science, and technical Subjects
Common Core State StandardS for enGLISH LanGUaGe artS & LIteraCy In HIStory/SoCIaL StUdIeS, SCIenCe, and teCHnICaL SUbjeCtS
2
|
T
A
B
L
E
O
F
C
O
N
T
E
N
T
S
Introduction 3
Standards for english Language arts & Literacy in History/
Social Studies, Science, and technical Subjects K–5 9
College and Career Readiness Anchor Standards for Reading 10
Reading Standards for Literature K–5 11
Reading Standards for Informational Text K–5 13
Reading Standards: Foundational Skills K–5 15
College and Career Readiness Anchor Standards for Writing 18
Writing Standards K–5 19
College and Career Readiness Anchor Standards for Speaking and Listening 22
Speaking and Listening Standards K–5 23
College and Career Readiness Anchor Standards for ...
The reader: defining the construct of reading ability.Zaina Dali
The reader: defining the construct of reading ability.
Assessing Reading. (2000). J. Charles Alderson. Cambridge: Cambridge University Press.
Chapter four
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. Approaches to Reading Instruction:
A quick history lesson
1500’s
1800’s
McGuffey Third Reader, Junior High Level
A leveled reader
3. Text Complexity- A quick history
lesson
1930’s Dick and Jane
A basal reader- whole word
reading approach
Basal Readers 1960’s-70’s
Adapted text
1980’s-90’s Whole Language
Child derives the text
4. Text Complexity- A quick history
lesson
1990’s-2000’s Guided
Reading
2000’s-2013
Anthology’s and
Scripted Instruction
2014 Common Core
Implementation
Exemplar Texts
Type of instruction?
11. Quantitative Elements of Text
The quantitative element of text complexity refers to
factors of text that are easier for a computer to assess;
• word length or frequency,
• sentence length,
• and text cohesion.
12. How do most readability formulas determine the
quantitative aspect of text?
– Number of syllables in words
– Number of words in sentences
The dog ran home.
The frisky puppy scampered toward the moss covered
colonial mansion.
Quantitative Elements of Text
13. How to Check Readability in Word
• What would you predict
is the readability (Flesch-
Kincaid) level of this
passage?
– 14.2
14. What is the Readability Level of
this Passage?
15. Ways to calculate the Quantitative
element
Other Methods:
• Scholastic- you can use book wizard
http://www.scholastic.com/teachers/
• Lexile- you can use the lexile analyzer
http://www.lexile.com/analyzer/
Flesch-Kincaid:
• In Word 2010, click on File
• Click on Options
• Click on Proofing
• Select, “show readability statistics”
17. Qualitative Elements of Text
• What are other
reasons this text
might be considered
difficult?
18. The qualitative element of text refers to factors best
assessed by a human;
• Levels of meaning (literary) or purpose
(informational)- surface or deeper levels
• Structure- simple vs complex; i.e., sequential
order vs flashbacks; simple graphics vs complex
• Language conventionality and clarity- simple vs
complex; conversational language vs figurative
Qualitative Elements of Text
19. Qualitative Elements continued
• Visual device demands- types of graphics used
• And knowledge demands- does the reader have
the background experiences to relate to the text?
20. This is a Grade 9-10 exemplar
from the CCSS.
How would you assess it
qualitatively?
• Levels of meaning or
purpose,
• Structure,
• Language conventionality
and clarity,
• Visual device demands,
• And knowledge demands
Qualitative Elements of Text
22. Reader/Task Considerations
continued
Task considerations:
• The reader’s purpose
– Skimming
– Studying
• The intended outcome
– Increase in knowledge
– A solution to some real-world problem (driver’s test)
– Engagement with the text (reading for pleasure)
23. Things to Consider…
Heibert, E. (2013). Supporting students’ movement up the staircase of
text complexity. The Reading Teacher, 66(6).
24. Types of Texts? Genres?
Appendix A & B of the CCSS
• http://www.corestandards.org/ELA-
Literacy/introduction/how-to-read-the-standards
Media Text:
• http://www.pbs.org/wgbh/nova/physics/relativit
y-and-the-cosmos.html
25. Literature Informational Text
Stories Dramas Poetry Literary Nonfiction and Historical,
Scientific, and Technical Texts
Includes
children’s
adventure
stories,
folktales,
legends,
fables, fantasy,
realistic fiction,
and myth
Includes
staged
dialogue and
brief familiar
scenes
Includes
nursery
rhymes and
the subgenres
of the
narrative
poem,
limerick, and
free verse
poem
Includes biographies and
autobiographies; books about history,
social studies, science, and the arts;
technical texts, including directions,
forms, and information displayed in
graphs, charts, or maps; and digital
sources on a range of topics
English Language Arts Standards »
Standard 10: Range, Quality, & Complexity » Range of Text Types for K-5
Students in K–5 apply the Reading standards to the following range of text types, with texts selected from a broad range of cultures and periods.
28. Let’s Try it!
We’ll use the 3 elements
Volcano!
• Quantitative: Lexile level 750L
(450-790 is Grade 2-3)
Ben Franklin: His Wit and
Wisdom from A-Z
• Quantitative: Lexile level 820L
(770-980 is Grade 4-5)
Quantitative Elements first:
• word length or frequency,
• sentence length,
• and text cohesion.
29. Evaluating text using the three
elements of text complexity
Volcano!
• Purpose- informational- straight
forward message
• Structure- common informational text
structure; easy to read
graphic, supplemental to understanding
• Language- moderate with regard to
vocab; clear
• Visual device- maps (depends on
student and grade)
• Knowledge demands- moderate
Ben Franklin
• Purpose- informational- explicit
purpose
• Structure- not a common
format, pictures aid in understanding
• Language- difficult with regard to vocab.
Format is also unconventional.
• Visual device- no graphs or charts
• Knowledge demands- moderate
Qualitative Elements second:
• Levels of meaning or purpose,
• Structure,
• Language conventionality and clarity,
• Visual device demands,
• And knowledge demands
30. Evaluating text using the three
elements of text complexity
Volcano!
• Appropriate for a reader who can
comprehend explicit grade 3 text.
• Needs a student who is interested in
informational text, particularly science
and other peoples.
• Reader needs some knowledge of
maps, the topic and comprehension
strategies (sequential order, cause and
effect).
• The reader would needs some background
knowledge of earthquakes, people from
other lands…
Ben Franklin
• Appropriate for a reader who can
comprehend grade 4-5 text.
• Needs a student who is interested in history
and new word meanings and where words
and sayings derive from.
• Reader needs some knowledge of how to
follow unfamiliar text structure and
comprehension strategies (using context).
• The reader would need some background
knowledge of US Presidents, the
Revolutionary War, and colonial times.
Reader Elements third:
• Cognitive capabilities
• Motivation
• Knowledge
• Experiences
You Teach:
• Third Graders
• Some are below grade level
• Some are on grade level
• Some are language learners
• Some are English Only
• A few have been assessed as
gifted
31. Evaluating text using the three
elements of text complexity
Task Elements third:
• The reader’s purpose
• The intended outcome
For both books:
• You would like to use for guided reading
• You want to focus on comprehension of informational
text, sequencing in particular.
32. So, which book do you choose?
• Would you only select one?
OR
• Could you choose both, but use them for
different purposes?
33. Resources for Text Complexity
and the CCSS
Can be found in iTunes- Common Core State Standards app
On the Ca Dept of Ed website:
http://www.cde.ca.gov/re/cc/
The Common Core State Standards website:
http://www.corestandards.org/resources
