1. Text Complexity From:

2. Goals: To acquire an understanding of how books are labeled as “Complex Texts” (by the writers of the Common Core State Standards). To develop complex tasks that are appropriate for your grade level. Part 1= Informational Part 2= Experience

3. 3 Source: Overview of Text Complexity 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.

5. Choose an excerpt of text from Appendix B: We could…. or…

6. 6 Use available resources to determine the text complexity of other materials on our own.

7. Determining Text Complexity 7 A Four-step Process: 1.Determine the quantitative measures of the text. 2.Analyze the qualitative measures of the text. 3. Reflect upon the reader and task considerations. 4.Recommend placement in the appropriate text complexity band.

8. 8

14. Step 1: Quantitative Measures 14 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.

15. 15 Step 2: Qualitative Measures Measures such as: Levels of meaning Levels of purpose Structure Organization Language conventionality Language clarity Prior knowledge demands

16. Step 2: Qualitative Measures 16 The Qualitative Measures Rubrics for Literary and Informational Text : http://www.ksde.org/Default.aspx?tabid=4605 http://www.ksde.org/Default.aspx?tabid=4605 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.

17. Step 2: Qualitative Measures 17 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 rubrics. Instead, four points along each continuum are identified: high, middle high, middle low, and low.

18. Step 2: Qualitative Measures 18

19. Step 3:Reader and Task Considerations 19 The questions included here are largely open-ended questions without single, correct answers, but help educators to think through the implications of using a particular text in the classroom.

20. Step 4: Recommended Placement 20 Step 4: Recommended Placement After reflecting upon all three legs of the text complexity model we can make a final recommendation of placement within a text and begin to document our thinking for future reference.

21. Step 4: Recommended Placement 21 Based upon all the information—all three legs of the model—the final recommendation for To Kill a Mockingbird is….

22. Step 4: Recommended Placement 22 In this instance, Appendix B confirms our evaluation of the novel. To Kill a Mockingbird is placed within the grade 9-10 text complexity band.

23. Text Complexity Practice Read “Basketball, History of” Annotate for features that might affect the text’s complexity.

24. Use the Informational Text Qualitative Measures Rubric to evaluate the piece.

25. Review the Reader to Task Considerations Guide Using the Text Placement Template, place in the appropriate grade band.

26. Take a Break

27. Where do we find Sample Performance Tasks?

28. Task Complexity Once we understand the complexity of text, we must explore the complexity of the task. Activity: Review the CCSS performance tasks and list the standards that are taught through each task.

29. Text-Dependent Questions are not…  Low-level, literal, or recall questions  Focused on comprehension strategies  Just questions… 29

30. Text-Dependent Questions... Can only be answered with evidence from the text. Can be literal (checking for understanding) but must also involve analysis, synthesis, evaluation. Focus on word, sentence, and paragraph, as well as larger ideas, themes, or events. Focus on difficult portions of text in order to enhance reading proficiency. Can also include prompts for writing and discussion questions. 30

31. Three Types of Text-Dependent Questions When you're writing or reviewing a set of questions, consider the following three categories: Questions that assess themes and central ideas Questions that assess knowledge of vocabulary Questions that assess syntax and structure 31

32. Non-Examples and Examples 32 In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair. In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote? What makes Casey’s experiences at bat humorous? What can you infer from King’s letter about the letter that he received? “The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech? Not Text-DependentText-Dependent

33. Use the Guide to Text Dependent Questions to develop questions for the Benchmark books at your table.

34. Implementation Plan for CCSS Tuesday, May 28

35. Streamline official assessments TCAP Achievement tests will be narrowed 20-35 percent in RLA (3-8) TCAP EOCs will be narrowed 20-30 percent in English I, II, and III K-2 ELA(SAT10) will be narrowed to focus solely on reading Expand low- stakes assessments The Writing Assessment will be administered to grades 3-11 in February. This will be an online assessment. The February Writing Assessment will be scored by Measurement Incorporated. Provide additional resources The Tennessee Department of Education will create an online literacy portal for use throughout the year with operational practice items. Two writing “performance tasks” will be released for each grade band for ELA, Science, Social Studies, and CTE and will be recommended for teacher, school, and district use. More detailed information about the grade bands and timeline for these prompts will be shared by May 1, 2013. The literacy portal will include scoring rubrics and student work samples. Scoring of student work on the literacy portal will be done locally by teachers. Assessment transition: ELA

36. The design of the TCAP Writing Assessment will be modified to more closely mimic PARCC. Students will read two passages and write a summary and analysis across both passages. The time for the Writing Assessment will be expanded to accommodate this change. All Writing Assessments will move online. The online administration portal will be updated from the 2012-13 administration to reflect the PARCC design and functionality as closely as possible. Assessment transition: ELA

37. There will be a four-week window for the completion of the Writing Assessment across grades in February. As announced last year, the genre for the Writing Assessment at all grade levels could be any of the following: narrative, persuasive, or expository. There will no longer be pre-determined genre administration at each grade level. The list of dropped SPIs for the TCAP Achievement and EOC tests for the 2013-2014 school year has been posted on www.tncore.org.www.tncore.org Assessment transition: ELA

38. Content AreaResourcesRelease Timeline ELA  Two model units per grade band (4-5, 6-8, 9-10, 11-12)  TBD Reading Resource Supports  August  December Science  Two model literacy units designed for Science classes per grade band (6-8, 9-12)  August  December Social Studies  Two model literacy units designed for Social Studies classes per grade band (6-8, 9-12)  August  December CTE  Model literacy resources (and some math tasks, as application) designed for Career and Technical Education classes in each career cluster group  August  December Implementation plan:ELA materialsand resourcesImplementation plan:ELA materialsand resources

39. Assessment Type WindowsGrades Scoring Dates ELA Pilot September 2013 3-11 October 4, 2013 ELA Pilot November 2013 3-11 January 6, 2014 Writing Assessment February 2014 3-11 MI- state scored ELA Pilot and Writing Assessment (Grades 3-11) Draft

40. DRA 2013-2014 DRA Testing Windows Assessment Type Data Conference Window August 19-September 6, 2013 Progress Monitoring September 9-20, 2013 October 21-November 8, 2013 Full DRA November 11-22, 2013 January 7-17, 2014 Progress Monitoring January 21-31, 2014 March 10-21, 2014 Progress Monitoring April 7-18, 2014 May 1-20, 2014 Full DRA N/A Draft

41. 3 rd Grade

42. 4 th Grade

43. 5 th Grade

44. Benchmark Education Tomorrow you will attend the Benchmark Education training. Benchmark was purchased to be a resource. You are NOT required to go through the units in order or to use all parts of the program. This program offers teachers more support so that they can have more time to focus on meeting the needs of each student. Book rooms are still necessary to offer appropriate support and resources.

45. It is important to note that this program was created prior to the implementation of the Common Core standards. It is an excellent resource that matches our philosophy and best practices. However, in this time of transition to Common Core, we must continue to develop our understandings and meet the needs of students.

46. Maps The teacher leaders updated the maps in order to offer support to teachers. These are a first draft. Please make notes as you go through the year so that you can offer suggestions for changes. The titles are meant to be suggestions, do not feel obligated to limit yourself to the titles on the maps.

47. The structure of the literacy block remains the same. The support of the teacher adjusts to the need of the student. The work that we have done in writing is essential in preparation for PARCC. We can celebrate this success and hard work. The Benchmark online resources will enhance the literacy block and support our technology goals.

48. Thank you for your work! Please complete a reflection and leave it on your table. Enjoy the rest of your day! GroupLocation K-2- Adams, Jefferson, Johnson and Lincoln Robinson Middle School (room 205)- Annie Stewart K-2-Washington, Jackson, Roosevelt and Kennedy Washington Elementary 3-5 –Washington, Jackson, Roosevelt and Kennedy Administrative Support Center- TN Room 3-5-Adams, Jefferson, Johnson and Lincoln John Adams Elementary