1. CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Common Core State Standards Professional Learning Series English Language Arts: Informational Text — Reading Unit 2: Dimensions of Text Complexity September 2012

2. Unit 2 Objectives Understand and be able to use the three dimensions of text complexity when selecting texts for students to read Understand and be able to use Lexile measurements to determine the quantitative level of a book and one measure of a student’s reading level 2

3. Understanding the Dimensions of Text Complexity CCR Anchor Reading Standard 10: “Read and comprehend complex literary and informational texts independently and proficiently.” 3

4. The CCSS for ELA/Literacy Model of Text Complexity 4

5. Understanding the Dimensions of Text Complexity Open the Appendix A of the CCSS for ELA/Literacy: A Three-Part Model for Measuring Text Complexity in your participant packet.Appendix A Video: “Introduction to Text Complexity” http://vimeo.com/27251914 5

6. Table Discussion Turn to a table partner and discuss why it will be important to examine the three dimensions of text complexity concerning a particular text before teaching it in the classroom. 6

7. Experts Discuss Text Complexity Video: “Staircase of Complexity” http://www.engageny.org/resource/comm on-core-in-ela-literacy-shift-3-staircase-of- complexity http://www.engageny.org/resource/comm on-core-in-ela-literacy-shift-3-staircase-of- complexity 7

8. Experts Discuss Text Complexity (Cont.) In this video, Dr. Timothy Shanahan discusses struggling readers and complex text: http://www.schooltube.com/video/c06b25c 976d22dadf36e/ 8

9. Table Discussion Select one topic Dr. Shanahan talks about to discuss its implications for your classroom with a table partner. CCSS for ELA/Literacy are intended to raise the complexity level of texts students read at every grade level in all content areas Teaching more complex text stretches a student’s abilities Teachers need to use scaffolds that support students in comprehending complex text 9

10. Assessing a Student’s Reading Level The CCSS for ELA/Literacy are asking students to read text that is at grade level, but it is also important for a teacher to know the approximate reading level of each student. The Lexile Framework can also describe a student’s reading ability. The Lexiles are currently used in the California Standardized Testing and Reporting (STAR) report for parents and teachers. 10

11. Assessing Students’ Reading Level Video: “Lexile Framework” http://www.youtube.com/watch?feature=pla yer_embedded&v=AiFm2Jr8FzY 11

12. Aligning Lexile© Ranges to College and Career Readiness Grade Band Current Lexile Band Appendix A Lexile Band New Ranges K–1 N/A 2–3 450L–725L450L–790L420L-820L 4–5 645L–845L770L–980L740-1010L 6–8860L–1010L955L–1155L925L-1185L 9-10960L–1115L1080L–1305L1050L-1335L 11–CCR 1070L–1220L1215L–1355L1185L-1385L Source: International Center for Leadership in Education 12

13. Increased Text Complexity Expectations “Text complexity in the Standards is defined in grade bands: grades 2–3, 4–5, 6–8, 9–10, and …” 11 through ‘College and Career Ready’. Students in the first year(s) of a given band are expected by the end of the year to read and comprehend proficiently within the band, with scaffolding as needed at the high end of the range. Students in the last year of a band are expected by the end of the year to read and comprehend independently and proficiently within the band.” 13

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15. Three Dimensions of Text Complexity Read the text complexity annotation for The Grapes of Wrath, on page 14 of Appendix A.Appendix A 15

16. Three Dimensions of Text Complexity This video is of Susan Pimentel explaining the importance of text complexity: http://mediasite.k12.hi.us/HIDOE/Viewer /?peid=1d2454866ec44a769623b25c28 7efe691d 16

17. An Educator’s Role in Supporting All Readers What can an educator do to support all readers? Identify the reading needs of all students. Share the responsibility for providing explicit targeted instruction. Consider implementing Response to Instruction and Intervention (RtI 2 ), if you do not already have this process at your site. 17

18. Text Complexity and English Learners California’s 2012 English Language Development Standards “Appendix C: TheoreticalAppendix C: Theoretical Foundations and Research BaseFoundations and Research Base” has an excellent discussion on scaffolding that is relevant to help all students access complex text within the classroom: planned scaffolding just-in-time scaffolding Source: California 2012 English Language Development Standards “Appendix C: Theoretical Foundations and Research Base” http://www.cde.ca.gov/sp/el/er/documents/sbetheoy.pdf p. 3-4.http://www.cde.ca.gov/sp/el/er/documents/sbetheoy.pdf 18

19. Text Complexity and English Learners (Cont.) “Lily Wong Fillmore: Text Complexity, Common Core, and ELLs” from Understanding Language. http://www.youtube.com/watch?feature=pla yer_embedded&v=STFTX7UiBz0 19

20. Supporting Students with Disabilities and Underperforming Students Present grade-level information in multiple ways. Allow students to access and express what they know in a variety of ways. Employ flexible and fluid grouping structures to work with all readers based on their assessed reading skills and prior knowledge. Refer to special education students’ Individualized Education Plans (IEPs) for information about implementing appropriate modifications of rigor and complexity. 20

21. Additional Information and Resources for Supporting Struggling Readers This article highlights the knowledge base on reading and RtI for ELLs, and provides preliminary support for the use of practices related to RtI with this population. Response to Intervention in Reading for English Language Learners by Sharon Vaughn and Alba Ortiz, University of Texas http://www.rtinetwork.org/learn/diversity/englis hlanguagelearners http://www.rtinetwork.org/learn/diversity/englis hlanguagelearners 21

22. Additional Information and Resources for Supporting Struggling Readers This manual provides background information on, and procedures for, improving the quality of special education referral and identification practices for culturally and linguistically diverse students. Gaviria, A. and Tipton, T. A Comprehensive Evaluation Process for English Learners (CEP---EL): A Process Manual by Angela Gaviria. Available at http://slpath.com/cepel.html after completing a free and easy registration. http://slpath.com/cepel.html 22

23. Conclusion of Unit 2 In this module we examined the following objectives: Understand and be able to use the three dimensions of text complexity when selecting texts for students to read Understand and be able to use Lexile measurements to determine the quantitative level of a book and one measure of a student’s reading level 23