UCET 2014

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1. Staircase of Complexity
Standards Approach to Text Complexity

A. QUALITATIVE
"Qualitative measures of text complexity ask us to carefully consider levels of meaning, the structure of a text, language conventionality and clarity, and the knowledge needed for comprehension." --Olga Nelson, speaking about the CCSS qualitative measures

Text Complexity Qualitative Measures Rubric: Informational Text: (CCSSO)
Text Complexity Qualitative Measures Rubric: Literary Text (CCSSO)
Rich Text Rubric (WSWHE BOCES)

B. QUANTITATIVE
Text Complexity Grade Bands and Lexile Bands (The Lexile Framework for Reading)
Technology Tools to Measure Text Complexity
Lexile.com
Text Complexity Triangle.JPG
MARC Match for Lexile
Text Complexity Qualitative Measures Rubric: Literary Text (CCSSO)
Lexiles and Readability

C. READER AND TASK

"You can ask students to read a passage and answer comprehension questions, but if you’re asking them to read a piece of nonfiction to make a claim and support that claim with evidence from that same text, the text becomes more challenging to read. The Common Core is asking us to think about multiple criteria when we evaluate a text for complexity." --Olga Nelson, speaking about the CCSS reader and task

Reader and the Task (CCSSO)
Reader and Task Considerations (New Hampshire DOE)

In General:
J.33 CLIMBING THE STAIRCASE: COMPLEXITY OF TEXT WITH COMMON CORE STANDARDS (NCTE)
A Guide for Text Complexity Analysis (ELANCDPI)

2. Emphasis on Vocabulary


3. Evidence-Based Answers
  • Making students sound authoritative
  • Goes along with vocabulary--must know the vocabulary to give evidence based answers.
  • Prompt students to cite evidence--"According to the text"
  • Try deep reading where students back up their answers to questions based on lines from the text.
  • Close readings and "tasks" around a passage: "Close reading requires students to jot notes in the margin, write the gist of the text, and make notations. Closely read passages will be copied, distributed, written upon, digested, discussed, and debated. " -Paige Jaeger
  • Tasks lead to more questions and discussion. Research could follow.
  • Write from sources. Emphasize use of evidence to inform rather than personal narrative.
    • Use argumentative writing
    • "Students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they read" (AASL 2013).
  • Sources for Evidence Based Answers (see #6 below)

4. Writing From Sources--Credibility and Reliability of Sources


5. Reading Fiction and Non-Fiction

  • Text Sets
    • Online Curation Tools
    • Library Clustering Displays (clustering: exploring a topic with related resources, which prove a variety of points of view)
      • Shift your clusters to higher level thinking,
        • Offer different perspectives ( What About Your Food?)
        • Provide unexpected juxtapositions:students see questions not answers (Beginning to Change: How Did Brothers Manage?)
        • Knowledge, evidence, complexity (What do these men have in common?)
        • Inspire questions that require active learning (Fool or Hero)
        • Actively make meaning (How Do Epidemics Change History)
        • Other reasons
      • Cluster using abstract ideas such as family, security, immigration, revolution, or adaptaion (Donham).
      • Have a list of clusters
      • Aronson, Marc, Mary Ann Cappiello, And Myra Zarnowski. "Clustering and the Common Core." SLJ.

6. Knowledge in the Disciplines


+1 Critical Thinking--Higher Level Thinking, Questioning and Presenting


Sources:


Additional Resources


Contact information for Marianne & Joanne can be found on the Library Presentations home page.
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