1. Denise White, ICLE Consultant whitedenisem@gmail.com
Putting Text First
Denise White, ICLE Consultant

2. Goals for this Session:
Develop an understanding of the role of text in the CCSS.
Explore the three dimensions of text-complexity.
Analyze and create text-dependent questions and tasks.

3. 5 Pillars: ELA/Content Area Literacy1
Text complexity
High-quality, text-dependent questions and tasks
Range and quality of texts
Academic and domain-specific vocabulary
Writing and research that analyze sources and deploy evidence 2 3 4
5 Pillars: ELA/Content Area Literacy
Click to reveal and read each pillar.
We have identified five pillars for ELA/Content Area Literacy. These represent the biggest shifts in instruction and will help you to align curriculum and practices as you implement the Common Core State Standards. They represent a change in the ways that instruction and assessment will develop in your classroom.
Click to highlight each of the first three pillars, which you will be focusing on today. Explain that trainings are available for the other two pillars as well.
We will start with Pillar 1: Text Complexity.
WEBINAR TIP: Use the Pointer to highlight Pillar 1. 5 3
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4. Reading Standard 10, K–2 K
Actively engage in group reading activities with purpose and understanding. 1
With prompting and support, read prose and poetry of appropriate complexity for Grade 1. 2
By the end of the year, read and comprehend literature, including stories and poetry, in the Grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading Standard 10, K–2
Now that we have a better understanding of text complexity, let’s look at the Reading Standard that specifically addresses the concept.
Differentiated Training Option: K–2 Teachers
If your participants are largely primary teachers, use this slide only and skip slides 35, 36, and 37. If you have no primary teachers in your group, skip this slide and move on to the next slide that best matches your audience. If you have a mixed group of participants, briefly review all four slides.
Briefly remind participants that Reading is one of the four strands and that within Reading there are ten anchor standards.
The Common Core State Standard that relates specifically to text complexity is Reading Standard 10. Here is how that standard looks at Grades K, 1, and 2. Notice that by Grade 2, the Standard refers directly to the text complexity band we looked at earlier. Because the band is for Grades 2–3, second graders are not expected to have mastered the entire range, but they should all be able to tackle the high end of the range with scaffolding.
TRAINER TIP: If you wish, return to slide 31 briefly to review the text complexity bands or refer to PG page 8. 4
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5. Reading Standard 10, 3–5 3
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the Grades 2–3 text complexity band independently and proficiently. 4
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the Grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. 5
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the Grades 4–5 text complexity band independently and proficiently.
Reading Standard 10, 3–5
Now that we have a better understanding of text complexity, let’s look at the Reading Standard that specifically addresses the concept.
Differentiated Training Option: 3–5 Teachers
If your participants are largely primary teachers, use this slide only and skip slides 34, 36, and 37. If you have no primary teachers in your group, skip this slide and move on to the next slide that best matches your audience. If you have a mixed group of participants, briefly review all four slides.
Briefly remind participants that Reading is one of the four strands and that within Reading there are ten anchor standards.
The Common Core State Standard that relates specifically to text complexity is Reading Standard 10. Here is how that standard looks at Grades 3, 4, and 5. Notice that by the end of Grade 3, all students are expected to be reading text at the high end of the Grades 2–3 text complexity band we saw earlier. Because the next band is for Grades 4–5, fourth graders are not expected to have mastered the entire range, but should all be able to tackle the high end of the range with scaffolding. Fifth graders, however, are expected to be able to read at the high end of that band independently and proficiently in order to be on the trajectory for college and career readiness.
TRAINER TIP: If you wish, return to slide 31 briefly to review the text complexity bands or refer to PG page 8. 5
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6. Overview of Text Complexity
Text complexity is defined by:
Qualitative
Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands
Quantitative
Quantitative measures – readability and other scores of text complexity
Reader and Task
Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned
Best measured by an attentive reader
Ability to make an informed decision about the difficulty of a text
Knowledge of four factors in developing effective tools:
Levels of Meaning or Purpose
Reader and Task: Determining whether a given text is appropriate for the student:
Cognitive abilities
Motivation
Topic knowledge
Linguistic and discourse knowledge
Comprehension strategies
Experiences
“Reading for Understanding, 2002, The RAND Reading Study group”
Quantitative:Word length or frequency (Flesch-Kincaid Grade Level text, Dale-Chall Readability Formula, Lexile)
Sentence length
Text cohesion (University of Memphis, Coh-Metrix)
Measurement tools ( Lexile example
Structure
Language Conventionality & Clarity
Knowledge Demands
The Standards include exemplar texts that illustrate appropriate level of complexity by grade.
Appendix A

7. Quantitative Dimension

8. Increasing Text Complexity
PG page 8
Increasing Text Complexity
Text Complexity Grade Band
Previous Lexile Ranges
Lexile Ranges Aligned to CCR
K–1
N/A
2–3
450L–725L
450L–790L
4–5
645L–845L
770L–980L
6–8
860L–1010L
955L–1155L
9–10
960L–1115L
1080L–1305L
11–College and Career Readiness
1070L–1220L
1215L–1355L
Increasing Text Complexity
The Common Core State Standards establish a staircase of increasing complexity in what students must be able to read to prepare all students for the demands of college- and career- level reading no later than the end of high school. The standards also require a progressive development of reading comprehension so that students advancing through the grades are able to gain more from the texts that they read.
Raise your hand if you have used Lexile to measure text or to measure student reading levels. Lexile is just one of several forms of readability measurement. However, the Common Core State Standards often refer to Lexile, so it will help to have some basic knowledge.
Have participants turn to PG page 8. Point out that the chart shows how text difficulty will be higher with the new Standards.
Column 2 is the old range for texts at each grade band. Column 3 shows the new range as it’s correlated to the Common Core State Standards. As you can see, the measured complexity of reading materials increases significantly, particularly from Grade 3 on up. We need to focus on helping all students to meet these higher standards.
Explain that the standards require students to be able to read text at the high end of the Lexile band by the end of the school year for highest grade in the grade band. For example, students should be reading text at 980L by the end of Grade 5. If they are in Grade 4, they should be reading that level of text with appropriate scaffolding. Point out that at the K–1 level, many complex texts will be read aloud to or with the students, since the focus for independent reading will be on decoding and fluency building. 8 8
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10. Qualitative Measures Measures such as: Levels of meaning
PG page 7
Qualitative Measures
Measures such as:
Levels of meaning
Levels of purpose
Structure
Organization
Language conventionality
Language clarity
Knowledge demands
Qualitative Measures
This is the first measure of text complexity as defined by the Common Core. Think about how you defined what makes text challenging for students in our Think (Write)-Pair-Share routine. Compare your definitions to this list.
Qualitative measures of text complexity refer to levels of meaning, text structure, language conventionality and clarity, and prior knowledge demands. Literary texts with a single level of meaning or informational texts with a clear purpose are easier to read than texts with multiple layers of meaning or an implied or hidden purpose. Complex texts have complicated or unconventional structures, incorporating flashbacks or flash-forwards or bundling information in unexpected ways. The language in simple texts is straightforward and unambiguous. What is language like in complex texts? (figurative, ironic, unfamiliar) Finally, complex texts expect a lot of readers, from their life experience to their knowledge of language and content.
To Kill a Mockingbird is a complex text, whereas Diary of a Wimpy Kid may not be. Both are texts that may be used in Grades 6–8. However, the former requires the reader to have prior knowledge of a particular historical period and place and includes vocabulary that might not be familiar to students today. The latter is humorous but straightforward and familiar, with illustrations that help the reader to identify purpose and meaning. In the world of picture books, Miss Rumphius might be considered complex, because it features an unfamiliar setting and the use of flashback. The nursery rhyme “Little Miss Muffet” might seem very simple. However, consider its use of vocabulary. What student today knows tuffet, curds, or whey? This may move it into the complex category. 10 10
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11. Holes by Louis Sachar Quantitative: 660 Lexile (2-3) Qualitative:
Multiple Levels of Meaning (literal and symbolic)
Unconventional order (back and forth from past to present)
Clear language
Multiple themes, but relatable characters

12. Reader and Task Considerations
PG page 7
Reader and Task Considerations
Considerations such as:
Knowledge and experience
Purpose for reading
Complexity of text-based task
Complexity of text-based
questions
Reader and Task Considerations
This is the third measure of text complexity. Reader and task considerations relate first to the reader’s motivation, prior knowledge, and experience and second to the purpose and complexity of the task that’s required (the difficulty of questions being asked, for example). This assessment of complexity might consider a student’s attention, memory, critical analytical skills, interest in content, vocabulary and topic knowledge, and personal experiences.
Allow a few participants to share examples of students whose motivation, prior knowledge, and/or experience were a hindrance to reading and to tell how they overcame this challenge or, alternatively, to share examples of students who succeeded with challenging texts because of their prior knowledge, interest, and/or motivation to read. Explain that this assessment of complexity must take place in the classroom based on the teacher’s familiarity with each student.
Answer any questions about the three measures of text complexity before moving on. 12
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13. Holes by Louis Sachar Reader: 2. Task: High motivation for upper grade
readers because of relatable characters
Relevant themes
2. Task:
Write an essay explaining how the story would be different if Trout hadn’t burned down the school or killed Sam. Include at least five examples from the text.

14. Scaffolding Text to Increase Independence and Enhance Understanding
Chunking Text
Reread with Guidance

15. Write-Pair-Share Jot down a text that you use in your classroom.
What makes it complex (qualitative, quantitative, reader/task)
What strategies do you use to scaffold the text?

16. Evidence-Related Standards
READING
A1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
A5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
A8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Evidence-Related Standards
Three of the ten Reading anchor standards require students to supply text-dependent evidence. Remember that these anchor standards have related grade-specific standards that build skills up the grade.
Click to reveal and read each college and career readiness anchor standard, explaining that Reading Standard 8 applies to informational text only. 16
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17. What are Text-Based Questions?
Questions that are text dependent can only be answered by a close reading of the text.
The evidence in the response comes directly from the text and does not depend on information from outside sources.
Text dependent questions are largely interpretive questions and require an understanding that extends beyond recalling basic facts.

18. Uncle Joe drove Caleb to the football game and dropped him off
Uncle Joe drove Caleb to the football game and dropped him off. “I will be back to pick you up when the game is over,” said Uncle Joe. A few hours later, Uncle Joe pulled into the parking lot and watched the students streaming out of the stadium cheering and high-fiving each other. As Caleb climbed into the car, Uncle Joe remarked, “Well, it looks like your team won the game!”
How did Uncle Joe know that Caleb’s team won the game?

19. Writing Text-Dependent Questions
KEY STEPS:
1. Preview the text multiple times.
2. Identify one or more conclusions that students might draw based on information in the text.
3. Frame the conclusion as a probing question that requires text evidence.
Writing Text-Dependent Questions
After using text features to preview the text and to make predictions about the topic, students can delve into text analysis. As teachers, we understand that crafting the right kind of text-dependent questions is an important skill that can help guide students in analyzing complex text.
Explain that writing text-dependent questions requires a multi-step process that includes:
Previewing the text and reading it at least twice, first as a “cold read,” then again with the plan for the text in mind. The text may warrant yet another read, perhaps with students’ experiences and needs in mind.
Identifying one or more conclusions that students may draw after close reading and analysis.
Framing the possible conclusions as questions that will require students to locate and cite specific text evidence.
I’d like to model these steps using the Van Gogh text on page 13 of the Participant Guide. We’ve been working with the text, so let’s say I’ve already previewed it. But I would read it again with this specific goal in mind: to find one or two conclusions I might expect students to draw after reading the piece. 19 19
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20. Identifying Text-Based Conclusions
The owner of the restaurant cared more
about preparing and serving good food
than about making money.
Writing Text-Dependent Questions
Direct participants to PG page 13 and scan the model text. Tell participants that after reading the text, one conclusion you might expect students to draw is suggested in the last sentence of paragraph 2.
Continue modeling the strategy using a Think Aloud.
I see that the text indicates Van Gogh probably felt lonely and unhappy because of his position in his family. I can find several details in the text to support this idea. All of the details make me wonder if in fact this is a conclusion readers should come to after reading the text. So, I’ll state this as a possible conclusion.
Click to reveal the first possible conclusion.
Even though the text says in the third paragraph that Van Gogh “had an ordinary childhood,” the circumstances around his birth and some of the details of his childhood make me conclude that his family and family relationships may have caused him to be unhappy. I can state this a second possible conclusion and anticipate that students may also arrive at this conclusion.
Click to reveal the second possible conclusion. 20 20
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21. Framing Conclusions as Questions
The owner of the restaurant cared more about preparing and serving good food than about making money.
Question:
How can you tell from the story that the owner of the restaurant cared more about preparing and serving good food than about making money?
Writing Text-Dependent Questions
Now, I am going to frame each conclusion as a question using a stem or frame. Remember my first conclusion about Van Gogh having an unhappy childhood? And remember my second conclusion about his childhood and the possible cause of his unhappiness? Here are my text-dependent questions.
Click to reveal the questions.
Notice that my second question asks students to summarize the artist’s childhood in their own words without leading them toward the idea of an unhappy childhood—as in the first sentence. The second question is more open and pushes students to grapple with seemingly contradictory details in the text. On the one hand, the authors write that the artist had an “ordinary childhood.” On the other hand, some strong details make readers wonder just how ordinary his childhood was given that he was named after a dead brother, that their small house was crowded and he probably had to compete for space and attention, and given that his only living brother was his mother’s favorite.
Explain that the Common Core State Standards expect students to engage in this kind of consideration of text details and questioning of text information. 21 21
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22. Asking Text-Dependent Questions
Read the article about Vincent Van Gogh on page 13 of your Participant’s Guide.
Write one or two possible conclusions.
Re-frame your conclusion as a question.
Ask an elbow partner your question and have him/her answer using text evidence.
STEP 1
STEP 2
STEP 3
Asking Text-Dependent Questions
Now let’s put this strategy into practice. I would like you to work with one of the exemplar texts from pages 14 to 17. Page 20 of the Participant Guide provides writing space for your text-dependent questions. You may wish to also use sticky notes to jot down the initial conclusions you will reframe as questions.
Activity: Crafting Text-Dependent Questions (5 minutes)
Review the steps of the task. Ask participants to turn to PG page 20 and preview the question frames and starters.
TRAINER TIP: Go the next slide to provide participants with additional question starters.
Allow participants 4–5 minutes to read and write. Then have them share their ideas in table groups or call on a few volunteers to share what they wrote with the whole group.
WEBINAR TIP: Participants may use Chat to share ideas for this activity.
STEP 4 22 22
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23. Deepening Text Analysis Through Text-Based Performance Tasks
What is a Performance Task?
Tasks that are authentic and meaningful ask students to synthesize knowledge and skills learned and apply them to construct a response, create a product and/or performance that demonstrates understanding.
Text-based performance tasks ask student to create a product and/or performance that demonstrates understanding of a piece of text.

24. Deepening Text Analysis Through Performance Tasks
CCSS Reading Informational Text (Grade 4)
3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text including what happened and why based on specific information in the text.

25. Deepening Text Analysis through Performance Tasks
From…
To…
Explain whether hurricanes grow in times of low pressure or high pressure.
Draw a simple diagram that illustrates what is happening in the atmosphere as a hurricane is born.
Building a Bridge to Text-Dependent Tasks (30 minutes)
Deepening Text Analysis
When all students are expected to read and comprehend complex tests, your questions must emphasize deep understanding. Keeping in mind the goal of the Common Core State Standards—to prepare students for success in college and career—what do you think makes the question on the right more appropriate than the question on the left, even at this intermediate level?
Call on 2 or 3 volunteers to share responses. Possible responses may include: the question on the left is a traditional closed question; the task on the right requires synthesizing ideas; the task on the right allows diverse ways for students to demonstrate learning. 25
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26. Group Huddle Stand up and huddle in.
Start with the person with the longest hair.
Discuss how performance tasks can take students to a higher level of rigor.
Share ideas you have for creating performance tasks for students.
Sit down when everyone has shared.

27. Playing Card Discussion
Draw a playing card from the deck.
Form a discussion group with the people who are holding the same numbered card.
Take turns answering the questions that match your suit.
Be sure to ask whether anyone in your group has anything to add about your topic.
Discussion continues until all group members have discussed their topics.

28. Playing Card Discussion Questions
SPADES: What do you think are the greatest advantages and biggest challenges to increasing text-complexity for all students?
CLUBS: What will you do to scaffold text so that all students can read increasingly complex texts?
DIAMONDS: What do you want to remember about asking text-dependent questions and creating text-dependent tasks?
HEARTS: How will the shift to asking text-dependent questions change instruction?