Text Complexity in Common
Core State Standards
Subtitle
Erin Thompson
ethompson@doe.in.gov
Grade band text complexity
What constitutes a complex text?
“Complex text is typified by a combination
of longer sentences, a higher proportion of
less-frequent words, and a greater number
and variety of words with multiple
meanings.”
PARCC Model Content Frameworks
Overview of Text Complexity
Text complexity is defined by:
1. Qualitative measures- levels of
meaning, structure, language
conventionality and clarity, and
knowledge demands
2. Quantitative measures- word length
or frequency, sentence length, and
text cohesion
3. Reader and task considerationsmotivation, knowledge, and
experiences
Qualitative Measures
• Qualitative dimensions and factors are
those aspects of text complexity only
measureable by an attentive reader.
Qualitative Elements
• Levels of Meaning or Purpose
o Is it specifically stated/clear? Or are there inferences that need to
be made by the reader?
• Structure of Text
o Linear/nonlinear, one/multiple narrators, deviations from standard
conventions of genre, number of plots
• Language Conventionality and Clarity
o Literal, clear, or contemporary language vs. figurative, ambiguous,
or unfamiliar language
• Knowledge Demands
o Is understanding dependent on prior knowledge or open to any
level?
Quantitative Measure
• Quantitative dimensions and factors are
those aspects that are not easily
measureable by a human and are typically
measured by programs such as Lexile.
* New text
complexity tools for
Common Core will
be available in Fall
2014.
CCSS does not endorse any particular quantitative measures. They
only suggest using multiple measures to determine text complexity.
Various Quantitative Measures
• Flesch-Kincaid Grade Level test –uses
word length and sentence length
• Dale-Chall Readability Formula and Lexile
Framwork for Reading- substitutes word
frequency instead of word length
• ATOS formula (Accelerated Reader)- uses
word length, sentence length, and text
length
Realigned Levels- Adjusted
Upward
Which one do we use?
• The immediate recommendation from
CCSS is to select texts that are within the
appropriate band of complexity using
currently available (multiple when possible)
quantitative measures, and then make
keener distinctions using a blend of
qualitative measures.
Reader and Task Considerations
• Reader and task considerations must also
be made when determining a text’s
appropriateness.
Readers and Tasks
• Factors such as motivation, knowledge, and
experiences are important to consider
when selecting a text.
• The purpose of the reading also needs to
be considered.
“The use of qualitative and quantitative
measures to assess text complexity is
balanced in the Standards’ model by the
expectation that educators will employ
professional judgment to match texts to
particular students and tasks.”
Appendix A
All students should have access
to complex texts
• Students who are not reading at grade level
should have access to complex texts with
appropriate scaffolding and support.
• Even many students who are reading at
grade level may need scaffolding as they
master higher levels within the text
complexity band.
To help students access more
complex text. . .
• Read some shorter texts more closely and
repeatedly
Example Lesson
• A Close Reading of Lincoln’s Gettysburg Address:
o A short, important historical document
o Determined to be appropriate for 9-10 text
complexity band
o Designed to be taught over 3 class sessions
o The lesson includes reading, vocabulary, discussion,
and writing tasks
http://engageny.org/resource/curriculum-exemplars/
Use the Appendices as a Guide
• Appendix A discusses the text complexity
expectations for CCSS and provides sample
annotated reading texts
• Appendix B provides text exemplars and
sample performance tasks for literary and
informational tasks
Shift in Instruction
“. . . it is important to recognize that scaffolding
often is entirely appropriate. The expectation that
scaffolding will occur with particularly challenging
texts is built into the Standards’ grade-by-grade
text complexity expectations, for example. The
general movement, however, should be toward
decreasing scaffolding and increasing independence
both within and across the text complexity bands
defined in the standards.”
Appendix A
ELA Common Core Resources
Resource
Link
IDOE Resources for PARCC and
Implementing the Common Core State
Standards
http://www.doe.in.gov/achievement/assessm
ent/partnership-assessment-readinesscollege-and-careers-parcc
http://www.doe.in.gov/achievement/curricul
um/resources-implementing-common-corestate-standards
PARCC website (contains Model Content
Framework)
http://parcconline.org/
Common Core State Standards (official
website)
http://corestandards.org/
Common Core resources from New York
http://engageny.org/common-core/
Short Text Complexity Video from Timothy
Shanahan
http://www.youtube.com/watch?v=b5uhmwsD6Y
Sources
Appendix A: Research Supporting Key Elements of the Standards,
Appendix B: Text Exemplars and Sample Performance Tasks
http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/co
mmonCoreEnglish.shtml
David Coleman Presentations: Bringing the Common Core to Life
http://vimeo.com/25206110, CC in ELA/Literacy
http://engageny.org/resource/common-core-in-ela-literacy-anoverview/
PARCC Model Content Frameworks for ELA/Literacy
http://parcconline.org/parcc-content-frameworks
Questions?