1. GREENSBURG SALEM SCHOOL DISTRICT ELEMENTARY PROFESSIONAL DEVELOPMENT PA Common Core Standards: A Year of Collaborative Inquiry Professional Development Dive #1: Text Complexity November 2012

2. Next Steps Elementary- Plans for the Future Language Arts Shifts that Support Common Core Math Shifts that Support Common Core

3. Professional Development Essential Questions  How can I support this shift at my grade level?  What does this shift look like in my classroom?  What would acceptable student work look like? REFLECTIONS, BIG IDEAS, AND NEXT STEPS

4. Revisiting Text Complexity

5. The Text Complexity Crisis  Decline in Lexile Levels  Remedial Courses  Single Most Important Factor (ACT/corestandards.org) http://www.youtube.com/watch?v=bM3y3H 1tPcg

6. Where do we find texts in the appropriate text complexity band? Choose an excerpt of text from Appendix B as a starting place: We could…. or… Use available resources to determine the text complexity of other materials on our own. 6

7. Text Complexity Model Quantitative measures – readability and other scores of text complexity often best measured by computer software. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. 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.

8. Quantitative Measures Lexile Analyzer: www.lexile.com/findabook / Scholastic Book Wizard: http://www.scholastic.com/bookwizard/ Accelerated Reader Book Finder: http://www.arbookfind.com/UserType.aspx

9. Quantitative Measures Text Complexity Grade Bands Old Lexile Range Lexile Ranges Aligned to Common Core Guided Reading Levels (Instructional) Suggested AR/ATOS Book Level Range K-1NA100L – 500LA-C C-I 1.0-2.5 2-3450-725L450L – 790LI- M M-P 2.0-4.0 4-5645-845L770L – 980LP-S S-V 3.0-5.7

10. Qualitative Measures

11. Reader and Task Considerations

12. Let’s Give It a Try

13. Quantitative Measures  Lexile Measure Level: 540 L  Scholastic’s Book Wizard Level: 3.7  Guided Reading Level: K  AR/ATOS Book Level: 2.2 Text Complexity Grade Bands Lexile Ranges Aligned to Common Core Guided Reading Levels Suggested AR/ATOS Book Level Range K-1100L – 500L*A-C C-I 1.0-2.5 2-3450L – 790LI- M M-P 2.0-4.0 4-5770L – 980LP-S S-V 3.0-5.7

14. Qualitative Measures

15. Step 2: Qualitative Measures 15

16. Qualitative Measures Text Complexity Grade Bands Lexile Ranges Aligned to Common Core Guided Reading Levels Suggested AR/ATOS Book Level Range K-1100L – 500L*A-C C-I 1.0-2.5 2-3450L – 790LI- M M-P 2.0-4.0 4-5770L – 980LP-S S-V 3.0-5.7

17. Reader and Task Considerations

19. Recommended Placement  Based upon all the information—all three legs of the model—the final recommendation for The Day Jimmy’s Boa Ate the Wash is….

20. Template for Text Complexity Analysis

21. Text Complexity Analysis Bookmarks

22. Matching Reader to Text

23. Reading Running Records  Benchmark Assessment System (Fountas and Pinnell)  Record oral reading using a set of conventions to provide data that will evaluate accuracy, comprehension, and fluency

24. Running Reading Records- Accuracy  Accuracy:  95-100- independent  90-94- instructional  Below 90- too difficult  Scoring Accuracy:  (# of words - # of errors) ÷ number of words = accuracy  Done for us on running record forms

25. Running Reading Records- Comprehension and Fluency  Retell the text  Literal to inferential comprehension questions  Rubric to measure phrasing, intonation, expression, and attention to punctuation

26. Data Days Student’s Name Benchmark Independent Level (Beginning of Year) Benchmark Instructional Level (Beginning of Year) Benchmark Independent Level (Mid Year) Benchmark Instructional Level (Mid Year) Benchmark Independent Level (End of Year) Benchmark Instructional Level (End of Year)

27. The Continuum of Literacy Learning

29. The Big Picture 15% Targeted Interventions

30. Professional Development Essential Questions  How can I support this shift at my grade level?  What does this shift look like in my classroom?  What would acceptable student work look like? REFLECTIONS, BIG IDEAS, AND NEXT STEPS