2. Text Complexity This portion of the module will explore quantitative and qualitative dimensions of texts as well as reader and task considerations

3. CCLS and Text Complexity The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade-by-grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts (p. 81).

4. Text Complexity Qualitative dimensions Quantitative dimensions Reader and text considerations

5. Qualitative Dimensions (Fisher, Frey, & Lapp, 2012) Factors of the text best measured by an attentive human reader – Levels of meaning or purpose – Structure – Language conventionality and clarity – Knowledge demands See the attached rubrics for evaluating literary and informational texts. Select and evaluate a literary and an informational text using these rubrics. Consider how this analysis might impact your instructional use of the texts and their appropriateness for a specific student

6. Quantitative Dimensions (Fisher, Frey, & Lapp, 2012) Factors that are difficult, if not impossible for a human reader to evaluate efficiently (typically measured by computer software) – Word length or frequency – Sentence length – Text cohesion Quantitative measures include word-level analysis, sentence-level analysis, and conventional readability formulas

7. Reader and Task Considerations (Fisher, Frey, & Lapp, 2012) These need to be considered when determining if a text is appropriate for a student Teachers should use their professional judgment, experience, and knowledge of the subject and the students to determine if a text is appropriate Reader considerations include: motivation, knowledge, and experiences – see attached motivation assessments Task considerations include: purpose, complexity of the assigned task, and the questions posed

8. Text Complexity vs. Readability (Fisher, Frey, & Lapp, 2012) Readability is a balance between the reader’s skills and the text itself How the text acts upon the reader is as important as how the reader acts upon the text Texts that are considerate of readers have these characteristics: text structure, coherence, unity, and audience appropriateness Readability and considerateness are aspects of text complexity, but they do not totally represent complexity – see attached examples of readability formulas

9. Text Complexity Grade Bands Grade Band Current Lexile Band "Stretch" Lexile Band* K–1 N/A 2–3 450L–725L420L–820L 4–5 645L–845L740L–1010L 6–8860L–1010L925L–1185L 9-10960L–1115L1050L–1335L 11–CCR 1070L–1220L1185L–1385L Consider how the aforementioned dimensions/factors as well as the above “stretch” lexile bands can impact text selection and instruction.