English Language Arts: Informational Text — Reading
Unit 2: Dimensions of Text Complexity Facilitator’s Guide
Slide 1-2: Welcome and Objectives
Welcome to Unit 2: Dimensions of Text Complexity.
In Unit 2 of the module, you will
 Understand and be able to use the three dimensions of text complexity when selecting texts for
students to read
 Understand and be able to use Lexile measurements to determine the quantitative level of a
book and one measure of a student’s reading level
Slide 3: Understanding the Dimensions of Text Complexity
Although students need opportunities to improve their reading abilities through challenging grade level
texts, the CCSS for ELA/Literacy also encourage the use of text that is at the developmental level of the
student. Both of these experiences are important for students reading skills that will prepare them for
college and career.
Slide 4: The CCSS for ELA/Literacy Model of Text Complexity
The CCSS for ELA/Literacy 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 (Reading Standard 10).
Resource: Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects - Appendix A
A variety of factors influence text complexity. The CCSS for ELA/Literacy emphasize three components of
text complexity:
1. Qualitative dimensions of text complexity
2. Quantitative dimensions of text complexity
3. Reader and task considerations
Within the next few slides, we will take a deeper look at text complexity.
Source: Common Core State Standards Initiative Web site at
http://www.corestandards.org/assets/Appendix_A.pdf
Slide 5: Understanding the Dimensions of Text Complexity
In your participant packet, let’s look at Appendix A of the CCSS for ELA/Literacy which shows the model
for measuring text complexity. Let’s watch the video, “Introduction to Text Complexity”.
Now that we have watched the video, let’s read through the information in Appendix A, the section on
its page four that begins with the heading “The Standards’ Approach to Text Complexity,” and highlight
components of text complexity that you currently use in your classroom and underline components you
plan to start doing when planning reading instruction.
Slide 6: Table Discussion
Turn to a table partner and discuss why it will be important to examine the three dimensions of text
complexity concerning a particular text before teaching it in the classroom.
Slide 7: Experts Discuss Text Complexity
Let’s watch the first three minutes of the video, “Staircase of Complexity”.
Video: http://www.engageny.org/resource/common-core-in-ela-literacy-shift-3-staircase-of-complexity
Slide 8: Experts Discuss Text Complexity Continued
Let’s watch this video of Timothy Shanahan.
Video: http://www.schooltube.com/video/c06b25c976d22dadf36e/
Slide 9: Table Discussion
Select one of the topics Dr. Shanahan talks about to discuss with a table partner:
 CCSS for ELA/Literacy are intended to raise the complexity level of texts students read at every
grade level in all content areas
 Teaching more complex text stretches a student’s abilities
 Teachers need to use scaffolds that support students in comprehending complex text
Slide 10: Assessing Students’ Reading Level
The Lexile Framework provides guidance about how to select books based on a student’s reading ability
and not by the student’s grade level.
Slide 11: Assessing a Student’s Reading Level
Let’s view the following short video about the Lexile Framework for Reading.
Video link: http://www.youtube.com/watch?feature=player_embedded&v=AiFm2Jr8FzY
Slide 12: Aligning Lexile© Ranges to College and Career Readiness
Lexile measurement has been adjusted by MetaMetrics to match the CCSS for ELA/Literacy text
complexity bands and to address the gap between texts read near the end of high school and university
texts.
This chart shows Lexile ranges by grade level.
Slide 13: Increased Text Complexity Expectations
Let’s review the description of Increased Text Complexity from Appendix A.
Slide 14: Progression of Reading Standard 10
In your participant packet, let’s turn to the text complexity expectations of the CCSS for ELA/Literacy.
This chart presents the progression of Reading Standard 10, which defines grade-by-grade growth in
students’ ability to read complex text. The development of this ability in individual students is unlikely to
occur at an unbroken pace. As students’ ability to read complex text does not always develop in a linear
fashion, students reading well above and well below grade-band level need additional support.
Consider what procedures can you in your classroom to ensure students are reading texts at their
individual comprehension level.
Slide 15: Three Dimensions of Text Complexity
Let’s read the text complexity annotation for The Grapes of Wrath in your participant packet. Although
this is a literature text, it is a good example of the need to look at all three dimensions of text complexity
when planning scaffolding strategies for student reading.
Slide 16: Three Dimensions of Text Complexity
Let’s view the first five minutes of the video of Susan Pimentel explaining text complexity to teachers in
Hawaii.
You may refer to Appendix A’s entire section regarding text complexity on pages 2-16. There are
many examples given in this section to help teachers understand how to look at all three
dimensions of text complexity.
Video link: http://mediasite.k12.hi.us/HIDOE/Viewer/?peid=1d2454866ec44a769623b25c287efe691d
Slide 17: An Educator’s Role in Supporting All Readers
As we previously have discussed, all readers must be able to access complex text in order to develop the
skills needed for college and career.
Slide 18: Text Complexity and English Learners
To increase instruction and the achievement for English learners to the level of linguistic complexity
called for in the CCSS for ELA/Literacy requires a focus on English language development and scaffolding
strategies across the curriculum. The new California English Language Development Standards, adopted
in the fall of 2012 are aligned to the CCSS for ELA/Literacy.
All students can benefit from scaffolding within the classroom that is designed to help students access
challenging material. Scaffolding “supports students on how to do something with support today that
they will be able to do independently in the future.” Teachers should adjust the degree of scaffolding,
light, moderate, or substantial, depending on the needs of each task and each student. Appendix C of
the ELD Standards in your participant packet identifies two types of scaffolding: planned scaffolding and
just-in-time scaffolding.
Teachers prepare planned scaffolding before the lesson “in order to support students’ access to the
academic content and linguistic development” of the text. “This planned scaffolding in turn allows
teachers to provide just-in-time scaffolding during instruction, which flexibly attends to students’ needs
as they interact with content and language.”
Slide 19: Text Complexity and English Learners Continued
Let’s watch this video with Lily Wong Fillmore discussing text complexity, the CCSS for ELA/Literacy, and
English learners.
Let’s look at the “Scaffolding for English Learners” from Appendix C of the ELD Standards in your
participant packet for the suggestions of both planned and just-in-time scaffolding.
Select an example of planned scaffolding that you could use in an upcoming lesson.
Video: http://www.youtube.com/watch?feature=player_embedded&v=STFTX7UiBz0
Slide 20: Supporting Students with Disabilities and Underperforming Students
Scaffolding strategies are appropriate for supporting all students as they engage in the process of
learning to read complex texts.
Let’s look at this list of scaffolding strategies that may support students with disabilities and
underperforming students.
Slide 21-22: Additional Information and Resources for Supporting Struggling Students
In the resource section of your participant packet, you will find information regarding teaching students
who are struggling with reading complex text.
Slide 23: Unit 2 Conclusion
In this module we examined the following objectives:

Understand and be able to use the three dimensions of text complexity when selecting
texts for students to read

Understand and be able to use Lexile measurements to determine the quantitative level
of a book and one measure of a student’s reading level