2. Presented by the Iowa Area Education Agencies September 16, 2014

3. Your presenters for today are: AEA 267 Librarians Cheryl Carruthers - Marshalltown Office Phone: 641-844-2499 Phone: 800-735-1539 Email: ccarruthers@aea267.k12.ia.usccarruthers@aea267.k12.ia.us Jane Frizzell - Clear Lake Office Phone: 641-357-6125 x2213 Phone: 800-392-6640 Email: jfrizzell@aea267.k12.ia.usjfrizzell@aea267.k12.ia.us

4. Text Complexity/Close Reading These webinars were recorded and posted via the Iowa AEA Online website. http://www.iowaaeaonline.org http://www.iowaaeaonline.org Click on the blue “Educators” tab for more information.

5. Social Media for Today Twitter Hashtag for today: #AEADigRes Today’s Meet – Using AEA Digital Resources - http://today.io/qqwmhttp://today.io/qqwm Please login and introduce yourself – school & job assignment

6. Today’s purpose Immerse educators in the Iowa AEA digital resources while modeling their use during the instructional process with a focus on the Iowa Core anchor standards concerning text complexity and close reading. 1

7. Make the Connection You don’t have to do close reading for everything, but the text should be complex. 2

8. What Are the Iowa Core ELA Standards? 3

9. CCR Anchor Standard 10 Range of Reading and Text Complexity Read and comprehend complex literary and informational texts independently and proficiently. Appendix A: page 4 ©2011 Cooperative Educational Service Agency (CESA) 7 School Improvement Services Permission is granted to the Iowa State Department of Education for dissemination and use in any whole or part in any form within the state of Iowa region. Iowa Department of Education grants permission to copy and disseminate these materials for use with Iowa Educators. 4

10. Text Complexity “The Common Core Standards hinge on students encountering appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge they need for success in school and life” (p. 3). 5

11. High school textbooks have declined in all subject areas over the last several decades. Average length of sentences in K-8 textbooks has declined from 20 to 14 words. 6

12. Vocabulary demands have declined since the 1960’s: 8th grade textbooks = former 5th grade texts 12th grade anthologies = former 7th grade texts 7

13. Text Complexity – Why Is This Important? According to the most recent analysis of 2011 ACT scores, only 52% of students who took the ACT in 2011 have the reading skills needed to succeed in college work. 8

14. Outline of the Day Which of the previous statistics are you most surprised by? Outline of the day - Activity Slide 9 http://bit.ly/1srPAb7 9

15. Text Complexity Grade Bands 10

16. Specifically, reading standard #10: Anchor Standard: R.CCR.10 Read and comprehend complex literary and informational texts independently and proficiently. Example Grade-level Standard (6th grade): RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Text Complexity 11

17. Text complexity is defined by: Qualitative 2. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Quantitative 1. Quantitative measures – readability and other scores of text complexity often best measured by computer software. Reader and Task 3. 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. Text Complexity Model 12

18. Measures such as: Word length Word frequency Word difficulty Sentence length Text length Text cohesion Qualitative Quantitative Reader and Task Quantitative Measures 13

19. Text Complexity Grade Band in the Standards Old Lexile RangesLexile Ranges Aligned to CCR expectations K-1NA 2-3 450–725450–790 4-5 645–845770–980 6-8 860–1010955–1155 9-10 960–11151080–1305 11-CCR 1070–12201215–1355 14

20. Measures such as: Levels of meaning Levels of purpose Structure Organization Language conventionality Language clarity Prior knowledge demands Qualitative Quantitative Reader and Task Qualitative Measures 15

21. 16

22. 17

23. Considerations such as: Motivation Knowledge and experience Purpose for reading Complexity of task assigned regarding text Complexity of questions asked regarding text Qualitative Quantitative Reader and Task 18

24. Today’s Meet Which of these three measures do you currently use? (Quantitative, Qualitative, Reader & Task) Which of these measures do you need to find out more about? 19

25. Talk Aloud Modeling 4th grade complex informational text for earth science on grade-level Essential Concept and Skill for Science Iowa Core Standard for Reading 20

26. Elementary Example Science Intermediate (3-5) Details and Example Essential Concept and/or Skill: Understand and apply knowledge of processes and changes on or in the earth’s land, oceans, and atmosphere. The surface of the earth changes. Some changes are due to slow processes, such as erosion and weathering, and some changes are due to rapid processes such as landslides, volcanic eruptions, floods and earthquakes. 21

27. Elementary Example Reading Standards for Informational Texts K ‑ 5 Explain events, procedures, ideas, or concepts in historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.3 22

28. Upper Elementary Example http://www.iowaaeaonline.org/ 23

29. Text Complexity Grade Band in the Standards Old Lexile RangesLexile Ranges Aligned to CCR expectations K-1NA 2-3 450–725450–790 4-5 645–845770–980 6-8 860–1010955–1155 9-10 960–11151080–1305 11-CCR 1070–12201215–1355 24

30. Background Knowledge 25

31. Iowa Core Social Studies Grades 3-5 Essential Concepts and/or Skills Understand the changing nature of society. Understand various institutions, ideas, values and behavior patterns change over time. 26

32. Literacy - Reading Informational Text RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Range of Reading and Level of Text Complexity RI.3.10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. 27

33. Background Knowledge 28

34. Background Knowledge 29

35. Iowa Core 21st Century Skills - Technology Literacy - Grades 9 - 12 Understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Social Studies - Grades 9-12 Understand how the government established by the Constitution embodies the principles of democracy. Understand the essential ideas of American government that are expressed in the Declaration of Independence, the Constitution, and other documents. 30

36. Iowa Core Literacy Standards Key Ideas and Details RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Range of Reading and Level of Text Complexity RI.9-10.10. By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. 31

37. Background Knowledge 32

38. Text Complexity Activity We would now like to give you another opportunity to analyze Text Complexity using the Informational Text Rubric and Reader & Task Considerations document. 33

39. Wrap Up and Next Steps 34

40. Review of Presentation Goal Immerse educators in the Iowa AEA Online resources while modeling their use during the instructional process with a focus on the Iowa Core Anchor Standard concerning text complexity 35

41. Reflection & Next Steps 36

42. Resources Fisher, D., et. al. Text complexity: Raising rigor in reading. Newark, DE: International Reading Association, 2012. 37

43. Resources Common Core State Standards. Appendix A. Kansas Common Core Standards. 2011. Kansas State Department of Education. http://www.ksde.org/Default.aspx?tabid=4778#TextRes 38

44. Thank You! 39