1. T EXT C OMPLEXITY & YOUR TEXT Literacy Leadership Team Discussion Platform #3 1

2. Overview & Goals Overview & Goals Text Complexity Review Text Complexity Review Why the Emphasis on Text Complexity? Why the Emphasis on Text Complexity? Rate YOUR Text Rate YOUR Text Instructional Implications Instructional Implications Homework: Identify Vocabulary Homework: Identify Vocabulary Next Steps – Planning for Roll-out to Faculty Next Steps – Planning for Roll-out to Faculty 2

3. Y OUR T EXT Did you do your homework? You will need a nonfiction piece of text from your curriculum that could act as an anchor text for introducing a topic. Text, Task, & Instruction 3

4. W HY THE E MPHASIS ON T EXT C OMPLEXITY ? 4

5. Read and comprehend complex literary and informational texts independently and proficiently. Text, Task, & Instruction 5

6. W HY THE E MPHASIS ON T EXT C OMPLEXITY ? Text, Task, & Instruction 6

7. It changes drastically across grades 4-12. It changes drastically across grades 4-12. It increases in length & complexity: It increases in length & complexity: abstract vocabulary terms abstract vocabulary terms dense concepts dense concepts network of related concepts network of related concepts sentence structure sentence structure text organization text organization (text structure) (text structure) 7

8. The Standards’ Model of Text Complexity A Three-part Model for Measuring Text Complexity Refer to Appendix A, page 4, for more information… Qualitative Quantitative Reader and Task R EMEMBER THE 3 PARTS ? 8

9. 9

10. Let's take a look... 10

11. Q UANTITATIVE M EASURE —using computer software: ATOS—use the following link: ATOS—use the following link: http://www.renlearn.com/atos/analyze.aspx?typ e=3 http://www.renlearn.com/atos/analyze.aspx?typ e=3 Lexile—use the following link: Lexile—use the following link: http://lexile.com/ http://lexile.com/ Flesche-Kincaid—use Microsoft Office Word Flesche-Kincaid—use Microsoft Office Word 11

12. Keeping in mind the R EADER & T ASK — The inherent difficulty of reading and comprehending a text combined with the variables of both the reader and task. 12

13. Qualitative Dimensions— Require a human…or two Let’s get started! 13

14. The tools Florida uses for rating text are: 1. Common Core Standards Qualitative Features of Text Complexity—Explained 2. Qualitative Dimensions of Text Complexity Charts by grade band 14

15. Each passage should be read by at least two people Each passage should be read by at least two people (or more) List the evidence from the passage Common Core Standards Qualitative Features of Text Complexity—Explained List the evidence from the passage for the features of text complexity in each category using the criteria from the Common Core Standards Qualitative Features of Text Complexity—Explained rate the passage on each grade band for each category as well Using your best judgment, rate the passage on each grade band for each category as well. Rate the overall placement of the passage with justification as simple, moderate, or complex. Rate the overall placement of the passage with justification as simple, moderate, or complex. 15

16. With a partner, use the Text Complexity Chart to discuss: 1. T HE RANGE OF COMPLEXITY 1. T HE RANGE OF COMPLEXITY From easy to complex & From easy to complex & For each text characteristic For each text characteristic 2. H OW DOES TEXT COMPLEXITY IMPACT : 2. H OW DOES TEXT COMPLEXITY IMPACT :  Your content area instruction?  Student learning in your content area classroom? 16

17. 17

18. Tier 2 Words Tier 2 Words (General Academic Words) Words are generally useful for students to know and are likely to encounter with some frequency in their reading Words are generally useful for students to know and are likely to encounter with some frequency in their reading Not unique to a particular discipline –and are not the clear responsibility of a particular content area teacher Not unique to a particular discipline –and are not the clear responsibility of a particular content area teacher Tier 3 Words Tier 3 Words (Discipline-Specific) Words that are important to understanding a specific reading selection or concept. Words that are important to understanding a specific reading selection or concept. 18

19. W HAT ARE THE C ORE U NDERSTANDINGS W HAT ARE THE C ORE U NDERSTANDINGS AND K EY I DEAS OF Y OUR T EXT ? AND K EY I DEAS OF Y OUR T EXT ?  Add this to your planning template. R EAD A PPENDIX A: pages 33 & 34. R EAD A PPENDIX A: pages 33 & 34. C HOOSE THE B EST W ORDS TO T EACH — C HOOSE THE B EST W ORDS TO T EACH —  Identify Tier 2 and Tier 3 words from your text and add the words to your planning template. 19

20. Next Up: LLT Discussion Platforms #4 & #5 #4: O VERVIEW OF T EXT -D EPENDENT Q UESTIONS #5: T EXT -D EPENDENT Q UESTIONS AND YOUR T EXT 20

21. You will need to bring your text for Discussion Platform #5. Hold on to your text from Platform #3—you will use it to write text-dependent questions with your text in Platform #5: T EXT -D EPENDENT Q UESTIONS & Y OUR T EXT. 21

22. H OW WILL YOUR L ITERACY L EADERSHIP T EAM ROLL THIS OUT TO THE ENTIRE FACULTY ? 22

23. Thank you! 23