What’s Our Vision for the Future of Learning? What will the learning environment look like? How will we shift the role of teachers and students Building the end in mind – how do you see it? Does it scare you or excite you? How are you prepared for it? What evidence from the video supports the need for our schools to shift from the way we currently work?

The Language Arts Florida Standards Text Complexity Focus on Four Strands (reading, writing, speaking and listening, and language) The benefits of an integrated literacy approach (both in terms of reaching out to content areas beyond ELA and also in terms of research and media skills being integrated into the four strands) A focus on results rather than means (“the Standards leave room for teachers, curriculum developers, and states to determine how those goals should be reached and what additional topics should be addressed” (p. 4).)

Rate Your Understanding of Text Complexity Canvas Ungraded Survey Design Question 1: Communicating Learning Goals and Feedback

Directions for Responding Participants have a learning scale for instructional shifts. Read the scale and rate your understanding of the instructional shift: text complexity. Then, log into Canvas and complete the survey. Participants can take the quiz anonymously. DQ 1: Communicating Learning Goals and Feedback Element 1: Providing Clear Learning Goals and Scales

Activate Some Thinking Think about texts you have used in your class in the past. How have students responded? What did you have students do with the text? Why did you choose the text? Turn and talk to your partner, then we will share out.

Learning Goal Participants will use the shift of text complexity when designing standards-based learning experiences. Provide participants with scales for instructional shifts and creating standards-based units of instruction. Also, provide participants with the instructional framework. DQ 1: Communicating Learning Goals and Feedback Element 1: Providing Clear Learning Goals and Scales

Learning Targets Participants will know what makes a text complex. Participants will be able to distinguish different levels of texts using the components of text complexity: qualitative, quantitative, and reader/task. Participants will understand why this shift is relevant in moving students to life, career, and college readiness. DQ 1: Communicating Learning Goals and Feedback Element 1: Providing Clear Learning Goals and Scales

“Why Complex Text Matters?” Engage in a cold read to become familiar with the text. As you read, highlight evidence that supports why this instructional shifts is one of the foci. 15 minutes to read and process with a partner Design Question 2: Helping Students Interact with New Knowledge Elements: 6. 8, 10, 12

Design Question 2: Helping Students Interact with New Knowledge 3-Minute Pause The Three-Minute Pause provides a chance for participants to stop, reflect on the ideas that have just been read, make connections to prior experiences and seek new understanding I became more aware of . . . I was surprised about . . . Design Question 2: Helping Students Interact with New Knowledge Elements: 10, 12, 13

Organizing and Processing Learning Sources Implications for the teacher Implications for the student Implications for designing standards-based learning opportunities “Why Complex Text Matters” by David Liben Text Complexity PowerPoint by JRF “Simplifying Text Complexity” by Sarah Brown Wessling Now, participants will go back through the text as an expert read and skim to find evidence for each of the topics on the graphic organizer. 8 minutes Think, Pair, Share 3 minutes Design Question 2: Helping Students Interact with New Knowledge Elements: 10, 11, 12, 13

Design Question 3: Helping Students Practice and Deepen New Knowledge Overview of Text Text Complexity Text complexity is defined by: Qualitative Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Quantitative Quantitative measures – readability and other scores of text complexity often best measured by computer software. Reader and Task Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment. Participants will read slides, process, information, discuss as a group, and record evidence on the graphic organizer Design Question 3: Helping Students Practice and Deepen New Knowledge Element: 14, 15

Determining Text Complexity A Four-step Process: Determine the quantitative measures of the text. Qualitative Quantitative Analyze the qualitative measures of the text. Reflect upon the reader and task considerations. Reader and Task Overview of the protocol Recommend placement in the appropriate text complexity band.

Step 1: Quantitative Measures Measures such as: Word length Word frequency Word difficulty Sentence length Text length Text cohesion

Step 1: Quantitative Measures The Quantitative Measures Ranges for Text Complexity: This document outlines the suggested ranges for each of the text complexity bands using: Lexile Text Measures ---or--- ATOS Book Levels (Accelerated Reader)

Quantitative Measures Ranges for Text Complexity Grade Bands Language Arts Florida Standards Quantitative Measures Ranges for Text Complexity Grade Bands What is a text complexity band?

Quantitative Measures Ranges for Text Complexity Grade Bands Language Arts Florida Standards Quantitative Measures Ranges for Text Complexity Grade Bands Text Complexity Grade Bands Suggested Lexile Range Suggested ATOS Book Level Range** K-1 2-3 450L – 790L 2.0 – 4.0 4-5 770L – 980L 3.0 – 5.7 6-8 955L – 1155L 4.0 – 8.0 9-10 1080L – 1305L 4.6 – 10.0 11-CCR 1215L – 1355L 4.8 – 12.0 What is a text complexity band?

Step 1: Quantitative Measures Let’s imagine we want to see where a text falls on the quantitative measures “leg” of the text complexity triangle, using either the Lexile text measures or the ATOS book level (or both). For illustrative purposes, let’s choose the text, Narrative of the Life of Fredrick Douglass.

Step 1: Quantitative Measures Lexile Text Measure: 1080L ATOS Book Level: 7.9 In which of the text complexity bands would this text fall?

Quantitative Measures Ranges for Text Complexity Grade Bands Common Core Learning Standards Quantitative Measures Ranges for Text Complexity Grade Bands Text Complexity Grade Bands Suggested Lexile Range Suggested ATOS Book Level Range** K-1 100L – 500L* 1.0 – 2.5 2-3 450L – 790L 2.0 – 4.0 4-5 770L – 980L 3.0 – 5.7 6-8 955L – 1155L 4.0 – 8.0 9-10 1080L – 1305L 4.6 – 10.0 11-CCR 1215L – 1355L 4.8 – 12.0 * The K-1 suggested Lexile range was not identified by the Common Core State Standards and was added by Kansas. ** Taken from Accelerated Reader and the Common Core State Standards, available at the following URL: http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf

Where do we find texts in the appropriate text complexity band? We could…. Choose an excerpt of text you have used in instruction. Use available resources to determine the text complexity of the text you have chosen. or… Design Question 3: Helping Students Practice and Deepen New Knowledge Element: 19

Step 1: Quantitative Measures Additional Resources Use your chosen text to determine the quantitative measure. Lexile Measures and the Language Arts Florida Standards http://www.lexile.com/using-lexile/lexile-measures-and-the-ccssi/ Accelerated reader and the Common Core State Standards http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf Coh-Metrix http://cohmetrix.memphis.edu/cohmetrixpr/index.html Coh-Metrix calculates the coherence of texts on a wide range of measures. It replaces common readability formulas by applying the latest in computational linguistics and linking this to the latest research in psycholinguistics.

Step 1: Quantitative Measures Remember, however, that the quantitative measures is only the first of three “legs” of the text complexity triangle. Our final recommendation may be validated, influenced, or even over-ruled by our examination of qualitative measures and the reader and task considerations.

One Minute Conversation Check for Understanding Participants take one minute per person to explain your understanding of Quantitative Measures. Be sure to include additional learning on your graphic organizer. Design Question 3: Helping Students Practice and Deepen New Knowledge Element: 15, 20

Step 2: Qualitative Measures Measures such as: Structure Language Demands and Conventions Knowledge Demands Levels of Meaning/Purpose Design Question 3: Helping Students Practice and Deepen New Knowledge Element: 14, 15

Step 2: Qualitative Measures The Qualitative Measures Rubrics for Literary and Informational Text: The rubric for literary text and the rubric for informational text allow educators to evaluate the important elements of text that are often missed by computer software that tends to focus on more easily measured factors. Participants read slide as we pass out the two documents.

Step 2: Qualitative Measures Because the factors for literary texts are different from information texts, these two rubrics contain different content. However, the formatting of each document is exactly the same. And because these factors represent continua rather than discrete stages or levels, numeric values are not associated with these rubric. Instead, six points along each continuum is identified: not suited to the band, early-mid grade level, mid-end grade level, early-mid grade level, mid-end grade level, not suited to band. Participants have discussion about the two documents.

Step 2: Qualitative Measures How is the rubric used? And how would Narrative of the Life of Fredrick Douglass fair when analyzed through the lens of the Text Rubric? Provide participants the analysis of Frederick Douglass

What are the qualitative measures? We could…. Use the same excerpt of text you used to measure quantitative. Use available resources to determine the text complexity of the text you have chosen. or… Design Question 3: Helping Students Practice and Deepen New Knowledge Element: 19

Design Question 3: Helping Students Practice and Deepen New Knowledge Oral Questioning Check for Understanding With your partner, discuss the following questions: How are qualitative measures different from quantitative measures? What are the characteristics of measuring text qualitatively? Design Question 3: Helping Students Practice and Deepen New Knowledge Element: 15, 20

Design Question 3: Helping Students Practice and Deepen New Knowledge Step 3: Reader and Task Considerations such as: Motivation Knowledge and experience Purpose for reading Complexity of task assigned regarding text Complexity of questions asked regarding text Design Question 3: Helping Students Practice and Deepen New Knowledge Element: 14, 15

Step 3: Reader and Task Ten Guiding Principles Make close reading and rereading of texts central to lessons. Provide scaffolding that does not preempt or replace text. Ask text dependent questions from a range of question types. Emphasize students supporting answers based upon evidence from the text. Provide extensive research and writing opportunities (claims and evidence).

Step 3: Reader and Task Ten Guiding Principles Offer regular opportunities for students to share ideas, evidence and research. Offer systematic instruction in vocabulary. Ensure wide reading from complex text that varies in length. 9. Provide explicit instruction in grammar and conventions. 10. Cultivate students’ independence.

How does taxonomy help with Reader & Task?

Organizing and Processing Learning Sources Implications for the teacher Implications for the student Implications for designing standards-based learning opportunities “Why Complex Text Matters” by David Liben Text Complexity PowerPoint by JRF “Simplifying Text Complexity” by Sarah Brown Wessling Think, Pair, Share: Examine, explain, and revise previous content on the graphic organizer in order to deepen understanding. DQ3 Element 20 Now, participants will go back through the text as an expert read and skim to find evidence for each of the topics on the graphic organizer. 8 minutes Think, Pair, Share 3 minutes

Rate Your Understanding of Text Complexity Design Question 1: Communicating Learning Goals and Feedback

“Simplifying Text Complexity: Just Fit Text” Stop at 5:45 “Just Fit Text” Stop at 12:48 “Components of Text Complexity” Stop at 16:44 “Designing Learning Opportunities with Text Complexity in Mind”

Organizing and Processing Learning Sources Implications for the teacher Implications for the student Implications for designing standards-based learning opportunities “Why Complex Text Matters” by David Liben Text Complexity PowerPoint by JRF “Simplifying Text Complexity” by Sarah Brown Wessling Now, participants will go back through the text as an expert read and skim to find evidence for each of the topics on the graphic organizer. 8 minutes Think, Pair, Share 3 minutes

“Simplifying Text Complexity: Components of Text Complexity”

Organizing and Processing Learning Sources Implications for the teacher Implications for the student Implications for designing standards-based learning opportunities “Why Complex Text Matters” by David Liben Text Complexity PowerPoint by JRF “Simplifying Text Complexity” by Sarah Brown Wessling 44 “Designing Learning Opportunities with Text Complexity in Mind” Now, participants will go back through the text as an expert read and skim to find evidence for each of the topics on the graphic organizer. 8 minutes Think, Pair, Share 3 minutes

“Simplifying Text Complexity: “Designing Learning Opportunities with Text Complexity in Mind”

Organizing and Processing Learning Sources Implications for the teacher Implications for the student Implications for designing standards-based learning opportunities “Why Complex Text Matters” by David Liben Text Complexity PowerPoint by JRF “Simplifying Text Complexity” by Sarah Brown Wessling 44 “Designing Learning Opportunities with Text Complexity in Mind” Now, participants will go back through the text as an expert read and skim to find evidence for each of the topics on the graphic organizer. 8 minutes Think, Pair, Share 3 minutes

Designing Standards-Based Units of Instruction Look at Quarter One, Unit 1 focus standards – KUDs, Scales, and Sample Tasks One way to start thinking about matching texts and readers is to begin with what you already have. Take a text you use frequently. Now consider how you would make that text more complex by changing the task for students to master standards.

Designing Standards-Based Units of Instruction Look at Quarter One, Unit 1 focus standards – KUDs, Scales, and Sample Tasks. Now take a standard (skill) that students often struggle with and determine how you will scaffold the task for the student to become proficient with the standard (skill). What implications does designing standards-based lessons this way have for students? Participants rate themselves on the Creating Units of Standards-Based Instruction Scale before starting this activity.

Designing Standards-Based Units of Instruction Look at Quarter One, Unit 1 focus standards – KUDs, Scales, and Sample Tasks. Another way to increase complexity is in juxtaposing or comparing texts. How can you make a central text more complex through comparison? More accessible?

Rate Your Understanding of Text Complexity

Planning Forward - Design Question 4 Element 21: Participants will understand the importance of how working together supports the generating and designing of standards-based units of instruction, that intentionally includes text complexity. Discuss in your group, what this will look like as you plan in your groups? Element 22: Participants will engage in cognitively complex tasks that require them to generate and design standards-based units of instruction, that intentionally includes text complexity.