Text Complexity
Digging Deeper into the Common
Core: Text Complexity
Text Complexity Activity
Formative Assessment
• Vote with Your Feet - Comfort Zone
• K-W-L
• What do you already know about Text
Complexity?
• What questions do you have?
• What did you learn?
Introduction to Text Complexity
• Why is there so much emphasis on text
complexity?
• What is Text Complexity?
• What do we mean when we say that a text is
complex?
• How do I integrate text complexity into
instructional practice?
Why is there so much emphasis on
Text Complexity?
CCSS ELA Appendix A, page 2
One of the key requirements of the
Common Core State Standards Initiative
(CCSSI) is that all students must be able to
comprehend texts of steadily increasing
complexity as they progress through
school.
CCSSI Goal:
CCSS ELA Appendix A, page 2
By the time they complete the core,
students must be able to read and comprehend
independently and proficiently the kinds of
complex texts commonly found in college and
careers.
Key Considerations
CCSS ELA Appendix A, page 2
1) While reading demands in college, workforce
training programs, and life in general have held
steady or increased over the last half century
2) K-12 texts have actually declined in
sophistication
3) Relatively little attention has been paid to the
students’ ability to read complex texts
independently
Complexity Trends
CCSS ELA Appendix A, page 2
• The difficulty of college textbooks has
increased since 1962.
• The word difficulty of every scientific journal
and magazine from 1930 to 1990 has actually
increased.
• Workplace reading significantly exceeds
grade 12 complexity.
K-12: Declining Complexity of Texts
CCSS ELA Appendix A, page 3
• K-12 reading texts have actually trended
downward in difficulty in the last half
century. Jeanne Chall found a thirteenyear decrease from 1963 to 1975 in the
difficulty of grade 1, grade 6, and
(especially) grade 11 texts.
• Extending the period to 1991 found
precipitous declines (relative to the period
from 1946 to 1962) in average sentence
length and vocabulary level in reading
textbooks for a variety of grades.
• The expository reading students are
asked to do is too often of the
superficial variety that involves
skimming and scanning for particular,
discrete pieces of information;
• such reading is unlikely to prepare
students for the cognitive demand of
true understanding of complex text.
Expository text makes up the vast
majority of the required reading in
college and the workplace (Achieve,
Inc., 2007).
CCSS ELA Appendix A, page 3
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Merriam Webster: (exposition)
An explanation of something
A piece of writing that explains
Designed to convey information or explain
what is difficult to understand
Serious Gaps Identified
CCSS ELA Appendix A, page 2
• These conditions have left a serious gap
between many high school seniors’ reading
ability and the reading requirements they
will face after graduation.
• Career, College, Citizen Ready……
Why Text Complexity Matters
CCSS ELA Appendix A, page 4
Being able to read complex text
independently and proficiently is
essential for high achievement
in college and the workplace
and important in numerous life
tasks.
• The importance of both increasing the
complexity of texts students read and the
need for teachers to understand more about
what makes their texts challenging arose out
of the research that showed nearly half of
the students who graduate high school need
some kind of remediation to cope with the
reading required in college and during their
careers. (ACT 2006)
http://schools.nyc.gov/NR/rdonlyres/A6EB078F-25AF-4AC1-8C2EB16CC28BD47F/0/Beginnersguidetotextcomplexity_FINAL_72811.docx
http://www.cheneysd.org/cms/lib04/WA01000473/Centricity/domain/61/ela/Beginners%20Guide%20to%20T
ext%20Complexity.pdf
Summing It Up
Understanding the Core: Text Complexity
The need for choosing appropriately
challenging grade-level texts comes from
research showing that although college and
workplace text difficulty has risen in recent
decades, the level of difficulty in the textbooks,
literature, and informational texts we use in
our classrooms has steadily declined.
Digging Deeper into the CCSS: Text Complexity. April 2012
Adolescent Literacy in Perspective. www.ohiorc.org/adlit
“Time to Act” Report
Carnegie Corporation
of New York (2011)
Students… “must also develop special skills and
strategies for reading text in each of the
differing content areas (such as English,
science, mathematics, and history) – meaning
that a student who “naturally” does well in one
area may struggle in another.”
Middle and high school learners must learn from
texts which, compared to those in the earlier
grades:
• are significantly longer and more complex at the
word, sentence and structural levels;
• present greater conceptual challenges and
obstacles to reading fluency;
• contain more detailed graphic representations
(as well as tables, charts and equations linked to
text) and
• demand a much greater ability to synthesize
information.
• Also, each content-area has its own set of
literacy skills that students are required to
master before they can move fully from
“learning to read” to “reading to learn.”
• Also, each content-area has its own set of
literacy skills that students are required to
master before they can move fully from
“learning to read” to “reading to learn.”
• Adolescents who fail to master these more
complex tasks in their learning process are
likely to become unskilled workers in a world
where literacy is an absolute precondition for
success.
The Standards’ Approach
to Text Complexity
• 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 gradespecific standards that require increasing
sophistication in students’ reading
comprehension ability (Reading standards 19).
• The Standards thus approach the intertwined
issues of what and how students read.
What do we mean by
text complexity?
• There is no exact science for determining the
complexity of a text.
• Nor is there a single source of information that
can accurately summarize the complexity of a
text.
• Teachers need to use their professional
judgment as they take into consideration a
range of factors.
Three-Part Model
CCSS-ELA Appendix A, page 4
Qualitative Measures
• In the Standards, qualitative dimensions and
qualitative factors refer to those aspects of
text complexity best measured or only
measurable by an attentive human reader,
such as levels of meaning or purpose;
structure; language conventionality and
clarity; and knowledge demands. (CCSS
Appendix A, pg 4)
Quantitative Measures
• The terms quantitative dimensions and
quantitative factors refer to those aspects of
text complexity, such as word length or
frequency, sentence length, and text
cohesion., that are difficult if not impossible
for a human reader to evaluate efficiently,
especially in long texts, and are thus today
typically measured by computer software.
(CCSS Appendix A, pg 4)
Reader and Task Considerations
• Reader and Task considerations refer to variables
specific to particular readers (such as motivation,
knowledge, and experiences) and to particular
tasks (such as purpose and the complexity of the
task assigned and the questions posed) must
also be considered when determining whether a
text is appropriate for a given student. Teachers
need to use their professional judgment,
experience, and knowledge of their students and
the subject. (CCSS Appendix A, pg 4
Three-Part Model
CCSS Appendix A, page 4
Quantitative Measures
• Provide a very useful guide in determining the
complexity of text.
• However, not sufficient when used in
isolation.
• Are determined using readability formulas.
• Generally reported in grade-level or gradeband difficulty.
Readability Formulas
• There are several readability formulas that are commonly
used to measure the complexity of texts. The majority of
readability formulas calculate the grade level of a text using
syllable count, word count and sentence length
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The Flesch Reading Ease Readability Formula
The Flesch-Kincaid Grade Level Readability Formula
Gunning’s Fog Index (or FOG) Readability Formula
The Dale-Chall Readability Formula
The Fry Graph Readability Formula
The Lexile Framework
The ATOS developed by Accelerated Reader
Free Readability Analysis Tools
• Word 2010 – offers readability analysis in the
Spelling & Grammar Check option
• ReadabilityFormulas.com a free website to
help you: 1) score your texts (documents,
books, policies, technical materials, etc.)
and 2) find the reading level and grade level
that readers need to read and comprehend
your text.
Teachers need to be familiar with
the level of complexity expected
at the grade levels they teach and
how these compare to the
complexity of the texts they use in
their classes.
Use Word 2010 to determine readability levels
•
Stratovolcanoes or composite volcanoes are tall conical mountains composed of
lava flows and other ejecta in alternate layers, the strata that give rise to the name.
Stratovolcanoes are also known as composite volcanoes, created from several
structures during different kinds of eruptions. Strato/composite volcanoes are
made of cinders, ash and lava. Cinders and ash pile on top of each other, lava flows
on top of the ash, where it cools and hardens, and then the process begins again.
Classic examples include Mt. Fuji in Japan, Mayon Volcano in the Philippines, and
Mount Vesuvius and Stromboli in Italy.
•
Throughout recorded history, ash produced by the explosive eruption of
stratovolcanoes has posed the greatest hazard to civilizations as compared to
other types of volcanoes. No supervocano has erupted in human history. Shield
volcanos have smaller pressure buildup from the underlying lava flow as compared
to stratovolcanoes. Fissure vents and monogenetic volcanic fields (volcanic cones)
have less powerful eruptions, as they are many times under extension.
Stratovolcanoes have been a greater historical threat because they are steeper
than shield volcanos, with slopes of 30–35° compared to slopes of generally 5–10°,
and their loose tephra are material for dangerous lahars.[3]
Wikipedia - Volcanoes
•
The Lexile Framework for Reading
http://www.lexile.com/using-lexile/lexile-measures-and-the-ccssi/defining-text-complexity
Qualitative dimensions of text complexity, such
as levels of meaning, structure, language
conventionality and clarity, and knowledge
demands.
• Lexile codes provide more information about a
book's characteristics, such as its
developmental appropriateness, reading
difficulty, and common or intended usage.
Quantitative measures of text
complexity, such as word frequency
and sentence length, which are
typically measured by computer
software.
• The Lexile Analyzer measures text demand
based on these two widely adopted variables.
Reader and task considerations,
such as students' knowledge,
motivation and interests.
• The free "Find a Book" search helps readers
build custom book lists based on their ability
(Lexile measure) and personal interests or
school assignments.
Lexile-to-Grade Correspondence
http://www.lexile.com/about-lexile/grade-equivalent/grade-equivalent-chart/
Typical Reader Measures
by Grade
1
2
3
4
5
6
7
8
9
10
11 and 12
Reader Measures, Mid-Year
25th percentile to 75th percentile
(IQR)
Up to 300L
140L to 500L
330L to 700L
445L to 810L
565L to 910L
665L to 1000L
735L to 1065L
805L to 1100L
855L to 1165L
905L to 1195L
940L to 1210L
Typical Text Measures, by Grade
Grade
1
2
3
4
5
6
7
8
9
10
11 and 12
Text Demand Study 2009
25th percentile to 75th
percentile (IQR)
230L to 420L
450L to 570L
600L to 730L
640L to780L
730L to 850L
860L to 920L
880L to 960L
900L to 1010L
960L to 1110L
920L to 1120L
1070L to 1220L
2012 CCSS Text
Measures*
190L to 530L
420L to 650L
520L to 820L
740L to 940L
830L to 1010L
925L to 1070L
970L to 1120L
1010L to 1185L
1050L to 1260L
1080L to 1335L
1185L to 1385L
Text Complexity Grade Bands and
Associated Lexile Ranges (in Lexiles)
Source: CCSS Appendix A, pg 8
• Accelerated Reader (AR)
books have am ATOS Book
Level
• Lexile Framework Levels
• Guided Reading Level –
Fountas and Pinnell
• Reading Recovery
http://www.enslow.com/htmlnasp.asp?file=RL_Chart.html
Video: The Lexile Framework
for Reading
• http://www.lexile.com/using-lexile/lexilemeasures-and-the-ccssi/additional-resources/
Or
• Schooltube.com
– Search for The Lexile Framework for Reading
Qualitative Factors for
Describing Complexity
• The Common Core State Standards identify a range of
qualitative factors that interact to contribute to the overall
complexity. Rubrics have been developed for both literary
and informational texts that include descriptors for:
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Layout
Purpose and meaning
Tex structure
Language features
Knowledge demands
• Not all descriptors described in each of the
categories will necessarily occur together at
each level of complexity.
• A text may have very simple vocabulary and
short, simple sentences yet still be complex
because the ideas expressed are subtle.
• By using a rubric it is easy to see where the
complexity of the text lies.
• If teachers know what aspects of the text are
likely to be challenging for students, they can
make decisions about the suitability of a text
and what strategies or supports students may
need to read it successfully.
• Activity
• Explore the Text Complexity Descriptors for
each grade span.
• Clarify thinking within the table
• Clarify thinking within the group
Appendix B: Text Exemplars and
Sample Performance Tasks
contains exemplars of reading text complexity,
quality, and range; as well as sample
performance tasks that further clarify the
meaning of the CCSS.
• http://www.corestandards.org/assets/Appendix_B.pdf
• The materials are divided into text complexity
grade bands: K–1, 2–3, 4–5, 6–8, 9–10, and
11–CCR (college & career ready). K–5
exemplars are separated into stories, poetry,
and informational texts (as well as read-aloud
texts in K–3).
• The 6–CCR exemplars are divided into English
language arts (ELA), history/social studies,
science, mathematics, and technical subjects,
with the ELA texts further subdivided into
stories, drama, poetry, and informational
texts.
• Citations introduce each excerpt and
additional citations are included for texts not
excerpted.
What about the reader and the task?
• Qualitative and quantitative measures describe
the complexity within the text.
• Tasks, like texts, become more complex as
students consider ideas and information in
different ways.
• There is a “gear shift” from locating and
evaluating items of information on a topic
through to locating, evaluating, and synthesizing
information from several different sources.
Balancing the Supports and Challenges
• The more complex the text, the more support
students will need.
• Students will be introduced to increasingly
complex texts throughout middle and high
school.
• This is done through a gradual release of
responsibility where texts are introduced in a
supportive context that facilitates higher levels
of independence.
Questions you might ask yourself…
• “What do I want the student to learn in
reading this text?”
• Will this text keep the student engaged?”
Teacher Support
• Teacher support increases with the
complexity of the text and the complexity of
the task.
A Discussion of “Increasing Text Complexity”
Karen Hess and Sue Biggam, 2004
Gradients in Text Complexity
Criteria for Rubric
Simple Texts
Layout
Purpose and
Meaning
Structure
Language
Features
Knowledge
Demands
Somewhat
Complex Texts
Complex Texts
Very Complex
Texts
Text Complexity: Qualitative Measure
Rubric Example
• http://www.ksde.org/LinkClick.aspx?fileticket
=Nmk225k0a9s%3d&tabid=4778&mid=11507
• Kansas Department of Education
Text Complexity Rubrics
• https://www.georgiastandards.org/CommonCore/Pages/TextComplexityRubrics.aspx
• GeorgiaStandards.org
• Activity- Explore the Rubric and Questions to
Consider in Planning
Questions to Consider in Planning for
Instructional Scaffolding
Meaning:
Would spending time helping students to understand the multiple layers/levels of meaning present in the text be appropriate?
Will students know in advance what they are expected to do with the information they gain from reading this text (i.e.,
summarize, gather and apply details, analyze, synthesize, create)?
Text Structure:
Would graphic organizers or other aids be appropriate in making the structure of the text visible to students?
Would a partial plotline, cast of characters, or some other text-based aid be appropriate in deciphering the structure of the text?
Would previewing and discussing the graphics included with the text prior to reading be appropriate?
Language Features:
Would a review of figurative, abstract, or ironic language and a modeling of how that type of language might be interpreted be
appropriate?
Would glossing certain vocabulary (particularly multiple meaning words that extend across other subject matter content areas, i.e.
Tier 2 words) prior to reading be appropriate?
Knowledge Demands:
What background knowledge needs to be introduced (or re-introduced) to facilitate reading success that will not supplant the
actual information gained from the reading experience?
What explicit references and/or allusions to other texts might require additional resources/opportunities for students to explore?
General:
In what ways might collaborative groupings of students during the reading process be appropriate?
What Can Teachers Do Now?
• 7 Actions that Teachers Can Take Right
Now: Text Complexity
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http://textproject.org/professional-development/text-matters/7-actions-thatteachers-can-take-right-now-text-complexity
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Action 1: Focus on Knowledge
Action 2: Create Connections
Action 3: Activate Students’ Passion
Action 4: Develop Vocabulary
Action 5: Increase the Volume
Action 6: Build up Stamina
Action 7: Identify Benchmarks
What have you learned about Text Complexity?
3-2-1 Summary
• 3 Things you learned today
• 2 Things you would like to try
• 1 Thing you want to learn more about
Action Plan