1. Simplifying Text Complexity Module 4

2. The Dilemma The difficulty in transitioning from high school to college and careers may be caused, in part, by a substantial “gap” in text complexity between high school and college and workforce materials. (renlearn.com)

3. The Importance of Complex Text “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. CCSS).

4. Read and comprehend complex literary and informational texts independently and proficiently. R.CCR.10 How the Standards Address Text Complexity

5. Grade Band Expectations

6. Understanding the Dimensions of Text Complexity 6 Understanding Text Complexity

7. Let’s Talk 7 Why is it important to examine the three dimensions of text complexity before implementing a text in the classroom?

8. The Dimensions Let’s take a closer look

9. Measures of Text Complexity Complexity considers readability and underlying concepts  Quantitative measures  Qualitative measures  Reader and Task considerations

10. The Standards’ Model of Text Complexity

11. The Process 4.Recommend placement in the appropriate text complexity band. 3.Reflect upon the reader and task considerations. 2.Analyze the qualitative measures of the text. 1.Determine the quantitative measures of the text.

12. Quantitative Measures

13. Word length Word frequency Word difficulty Sentence length Text length Text cohesion

14. Lexile® Framework Lexile Analyzer Stretch Bands 14

15. Aligning Lexile© Ranges to Standards 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 15 Source: International Center for Leadership in Education

16. ATOS Quantitative Measures CCSS Grade BandsRecommended ATOS Level Ranges 2nd to 3rd grade2.75 to 5.14 4th to 5th grade4.97 to 7.03 6th to 8th grade7.00 to 9.98 9th to 10th grade9.67 to 12.01 11th grade to CCR11.20 to 14.10 Text-Complexity Grade Bands for Instructional Use

17. Quantitative Measures Comparison

18. Qualitative Measures

19. Levels of meaning Levels of purpose Structure and Organization Language conventionality and Clarity Prior knowledge demands

20. Qualitative Measures

22. LowMediumHigh The Continuum

23. Reader and Task Considerations

24. Reader and Task Motivation Knowledge and experience Purpose for reading Complexity of task assigned regarding text Complexity of questions asked regarding text

27. Recommend Level Decide where text should be placed on grade band, based on the three measures of complexity.

28. In Depth A discussion about text complexity 28

29. Supporting Research Betts (1946) Theory of instructional levels described how learning is optimized when students read texts of appropriate difficulty. However, this theory has been challenged over the years. Powell’s (1960) findings indicate students learn more from difficult texts because teaching facilitates comprehension. This theory also gels well with Vygotsky’s (1978) theory of social learning.

30. Shanahan on Complex Text For further reading, visit: Shanahan on Literacy

31. Let’s Talk 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 31

32. SAMPLE PROCESS Rate informational text

33. Read the text complexity annotation for The Grapes of Wrath, on page 14 Appendix A PLC Collaborative Practice

34. Step 4: Recommended Placement 34

35. Benchmark Texts Literary Text Analysis www.textproject.org

36. Scaffolding Instruction to Support All Students

37. CCSS and English Language Learners “Effectively educating these students requires diagnosing each student instructionally, adjusting instruction accordingly, and closely monitoring student progress.” Source: CCSS Application of the Standards with English Language Learners (page 1)Application of the Standards with English Language Learners 37

38. Supporting Research ELLs Oral proficiency in English (including oral vocabulary, grammar, and listening comprehension) is critical for ELs to develop proficiency in text‐level English reading comprehension: word identification skills are necessary but not sufficient Instruction in the components of reading foundational skills—such as phonemic awareness, phonics, fluency, vocabulary, and text comprehension (NICHD, 2000)—benefits ELs. ELs’ native language literacy skills can help them learn English foundational literacy skills. Source: http://www.cde.ca.gov/sp/el/er/documents/sbeapdaliteracy.pdf

39. Breaking the Barrier Lily Wong Fillmore: Text Complexity, Common Core, and ELLs Helping English Language Learners

40. SLPath 40 A Comprehensive Evaluation Process for English Learners (CEP---EL)

41. English Language Learners Address foundational skills Apply appropriate scaffolds for instruction Provide access to a rigorous academic curriculum Provide a balance of complex and instructional level text Address foundational skills Apply appropriate scaffolds for instruction Provide access to a rigorous academic curriculum Provide a balance of complex and instructional level text Support for students’ needs

42. CCSS Application to Students with Disabilities

43. Students with disabilities Provide supports and accommodations in instructional strategies and multiple demonstrations of learning. Practice Universal Design Align IEP goals with grade level academic CCSS Provide supports and accommodations in instructional strategies and multiple demonstrations of learning. Practice Universal Design Align IEP goals with grade level academic CCSS Support for students’ needs

44. UNIVERSAL DESIGN FOR LEARNING “Universal design is the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.” – Ron Mace

45. Universally designed instruction and Assessments Sensitive Flexibility Accessible

47. Scaffolding Instruction Identify the reading needs of all students. Share the responsibility for providing explicit targeted instruction. Variety of instructional methods Variety of student response methods Cooperative Grouping Communication 47

48. The 4Cs 1.Communication 2.Collaboration 3.Critical Thinking 4.Creativity Importance of the 4 Cs

49. References Betts Powell Vygotsky (1978). Mind in Society. CCSS.org Hiebert Lexile Renassaince Learning (ATOS)

52. Three Dimensions of Text Complexity Susan Pimentel http://mediasite.k12.hi.us/HIDOE/Viewe r/?peid=1d2454866ec44a769623b25c 287efe691d 52

53. 53

54. Meeting the Needs of English Learners ChallengesMeeting Student Needs The language and literacy demands of the CCSS are high Address the full foundation of language skills and English Language Development (ELD) needed by ELs Currently many ELs are not achieving proficiency on the California English Language Development Test (CELDT) Strengthen and focus on high quality ELD and scaffolding strategies across the curriculum The narrowing of the curriculum has resulted in weak content knowledge in social studies and science Provide a full rigorous academic curriculum Many ELs have only engaged with simplified texts which offers them little or no examples of academic language Engage ELs with a balance of rigorous and scaffolded text 54

55. Meeting the Needs of Students With Disabilities ChallengesMeeting Student Needs Lack of meaningful access to certain standards in both instruction and assessment based on their communication and academic needs. Provide supports and accommodations to ensure that students receive multiple means of learning and opportunities to demonstrate knowledge Lack of access to general education curriculum Instructional supports for learning― based on the principles of Universal Design for Learning (UDL)―which foster student engagement by presenting information in multiple ways and allowing for diverse avenues of action and expression Lack of rigorous, standards-based goals on an Individualized Education Plans (IEPs) An IEP that includes annual goals aligned with and chosen to facilitate their attainment of grade-level academic standards 55