1. Scaffolding Ideas to Produce Effective Readers Through…
Complex Text &
Text Dependent Questions 5

2. What Complex Text Demands of Readers
A Willingness to Pause and Probe
Students must be patient as they read complex texts and be willing to devote time to contemplation of the text
The Capacity for Uninterrupted Thinking
Time devoted to the text and thinking about the text exclusively - single-tasking rather than multi-tasking
A Receptivity to Deep Thinking
Contemplation of the meaning of the text and not a quick response voicing an opinion based on a shallow interpretation
(Mark Bauerlein, 2011)
Mark Bauerlein is a professor of English at Emory University in Atlanta. His article in Educational Leadership “Too Dumb for Complex Texts?” emphasizes that students that are so used to multi-tasking and hopping from link to link have difficulty tackling complex texts and college level reading. We need to use print copies to help students develop the habits of reading they will need to negotiate texts they will use in college.
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3. Why Text Complexity Matters…
Texts used in the ACT Reading Test reflect three degrees of complexity: uncomplicated, more challenging, and complex.
For the Common Core, we use a similar degrees of complexity for rating text: simple, moderate, and complex. We will discuss how texts are rated using both quantitative and qualitative measures later in this presentation.
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4. Guiding Questions
What do the Common Core Learning Standards mean by text complexity? What is a text complexity band? and How do we ensure the texts our students are reading are in the appropriate text complexity band?
This presentation seeks to answer these questions.
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5. Text Complexity Text complexity is defined by: Quantitative
Qualitative
Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.
Quantitative
Quantitative measures – readability and other scores of text complexity often best measured by computer software.
Reader and Task
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.
Quantitative Measures are factors of the text that can be counted (number of words in a sentence, length of passage, word repetition and comparison of words versus a word list separated by grade level) and typically are measured electronically.
Qualitative Measures are the factors that have to be determined by educators. While a book may be at the ‘reading level’ of a student based on Quantitative Measures, the content may not be age appropriate and other factors (such as knowledge and language demands and levels of meaning/purpose) should come into play.
The Reader and Task are incredibly important factors of this determination. While a text may be appropriate for a certain grade level overall, a teacher may know that a certain group of students have more/less background knowledge on the subject, for example.
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6. Step 1: Quantitative Measures
Measures such as:
Word length
Word frequency
Word difficulty
Sentence length
Text length
Text cohesion
Listed are some factors that are measured quantitatively, typically by computers. Again, these are items that, for the most part, computers can count.
Text cohesion is the grammatical and lexical relationship within a text or sentence. Cohesion can be defined as the links that hold a text together and give it meaning. It is related to the broader concept of coherence. There are two main types of cohesion: grammatical, referring to the structural content, and lexical, referring to the language content of the piece. A cohesive text is created in many different ways.
As participants to locate the following handout:
What Thawed the Last Ice Age?
Quantitative Text Complexity Summary
Explain that this contains information regarding three quantitative measures for the text that we will be rating qualitatively:
Lexile: 1550L (may be found using:
Flesch-Kincaid: 14.3 Grade Level Equivalence (may be found using Grammar Check in MS Word)
Source Rater: Grade Level Equivalence (may be found using:
You may wish to note that the word count differs for the three rating systems as the Lexile Analyzer and Source Rater have a limit of 1000 words and the article contains 1120 words.
Note that Source Rater provides details on a few different aspects of the text. Source Rater scale is from for Component Difficulty Scores.
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7. Step 2: Qualitative Measures
Measures such as:
Structure
Language Demands and Conventions
Knowledge Demands
Levels of Meaning/Purpose
Structure or organization of the text and sentences within the text
Vocabulary and grammar
Background and new knowledge
How many meanings can be drawn from the text and what is the purpose behind the meanings and why the author wrote the text
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8. Step 3: Reader and Task Considerations such as: Motivation
Knowledge and experience
Purpose for reading
Complexity of task assigned regarding text
Complexity of questions asked regarding text
The Reader and Task are critically important considerations to consider when determining text complexity for a particular group of students. “Who are these students, and what will I ask them to do with this text?”
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9. Step 3: Reader and Task Ten Guiding Principles
Make close reading and rereading of texts central to lessons.
Provide scaffolding that does not preempt or replace text.
Ask text dependent questions from a range of question types.
Emphasize students supporting answers based upon evidence from the text.
Provide extensive research and writing opportunities (claims and evidence).
These are ten guiding principles for providing strong literacy instruction in complex text while considering the reader and the task.
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10. Step 3: Reader and Task Ten Guiding Principles
Offer regular opportunities for students to share ideas, evidence and research.
Offer systematic instruction in vocabulary.
Ensure wide reading from complex text that varies in length.
9. Provide explicit instruction in applied grammar and conventions.
10. Cultivate students’ independence.
These are ten guiding principles for providing strong literacy instruction in complex text while considering the reader and the task.
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11. Simplifying Text Complexity
Stop video at 7:04 minutes.
Points…
All the ways we put text in front of our students (fiction, nonfiction, graphic novels, etc.)
“Just Right” approach- not too hard, not too easy
Teach skills in a variety of circumstances
10 minutes 5

12. Where do we find texts in the appropriate text complexity band?
We could….
Choose an excerpt of text from Appendix B as a starting place:
Use available resources to determine the text complexity of other materials on our own.
or…
(Even choosing excerpts from Appendix B is less effective because it removes the reader and task considerations from the equation.)
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13. Recap of ACT Findings
Question type and level (main idea, word meanings, details) is NOT the chief differentiator between student scoring above and below the benchmark. The degree of text complexity in the passages acted as the “sorters” within ACT. The findings held true for both males and females, all racial groups and was steady regardless of family income level. What students could read, in terms of its complexity - rather than what they could do with what they read - is greatest predictor of success. FCAT has complex passages and highly cognitive demanding questions.
The ACT report goes on to describe features that made some texts harder to understand, including the complexity of the relationships among characters and ideas, amount and sophistication of the information detailed in the text, how the information is organized, the author’s style and tone, the vocabulary, and the author purpose. ACT concluded that based on these data, “performance on complex texts is the clearest differentiator in reading between students who are likely to be ready for college and those who are not”
FCAT is made up of complex passages and high cognitive demand questions.
The standards “ramp up” the demands on student thinking
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14. Webb’s Depth of Knowledge and Bloom’s Taxonomy
The CCSS standards
incorporate Webb’s Depth of Knowledge and Bloom’s Taxonomy.
The cognitive demand of the standards rises across the grades.
Point participants to Hess’ Cognitive Rigor Matrix and Curricular Examples (Reading & Writing)
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15. How is the demand of this standard rising across the grades?
7th Grade
8th Grade
2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
2. Determine the theme or central idea of a text and analyze its development
over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
In grade 7, students are asked to determine the theme or central idea across the course of the text. In grade 8, students are asked to determine the theme or central idea, but they must include its relationship to the characters, setting, and plot.
3 minutes
How is the demand of this standard
rising across the grades? 5 15 15

16. Vocabulary and Syntax
The educational implications of the measures of text difficulty include:
Single biggest predictor of student achievement is vocabulary and syntax.
Need to be addressed throughout schooling (kindergarten through 12th grade). Schools and districts should plan a coherent, intensive and systematic program for vocabulary and syntax.
Syntax is one of the most powerful predictors of difficulty.
Some features of text are more important than others—syntax and vocabulary are an example of two essential text features to pay particular attention to during instruction.
Education Implications of “Measures of Text Difficulty”
Need to address syntax throughout K-12
Need to think of school-wide (district-wide) in a coherent, intensive and systematic vocabulary program
Must include both word study and volume of reading
Vocabulary and background knowledge connection
Showing students sentences- --doing work on syntax.
Syntax work:
The British colonists came to America, but…..
The British colonists came to America, so….
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17. Shorter, Challenging Texts
The study of short texts is useful to enable students at a wide range of reading levels to participate in the close analysis of more demanding text. 
Place a high priority on the close, sustained reading of complex text. Such reading emphasizes the particular over the general and strives to focus on what lies within the four corners of the text.
Close reading often requires compact, short, self-contained texts that students can read and re-read deliberately and slowly to probe and ponder the meanings of individual words, the order in which sentences unfold, and the development of ideas over the course of the text.  
Points:
Allow students to participate in close analysis of a wide range of text
Allows more close and sustained reading within the four corners of the text
Allows students to read and re-read, to slowly ponder the meaning of words and the way sentences unfold, and development of ideas over the course of the text
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18. Read the letters silently…
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19. Measure the complexity level using the band… 10 minutes5

20. Use the sheet as a guide… Explain
3-4 minutes
Discuss once participants finish measure text 5

21. Please take a break See you in 10 mins. 10 minutes
Place boxes or suitcases on tables
See you in 10 mins.

22. Reflective Journal
Please take a moment to reflect on the instructional implications of text complexity.
Have participants to write an implication on a sticky-note and place it on the post-it poster
5 minutes
Break 5

23. Text Dependent Questions Scaffolding Students to Read Complex Text5 23 23

24. High Quality Text Dependent Questions
High-quality sequences of text-dependent questions elicit sustained attention to the specifics of the text and their impact. The sequence of questions should cultivate student mastery of the specific ideas and illuminate particulars of the text.
High-quality text-dependent questions will often move beyond what is directly stated to require students to make non-trivial inferences based on evidence in the text. Questions aligned with Common Core State Standards should demand close attention to the text to answer fully.
Text dependent questions are important because they help students to better comprehend the message the author of a document is trying to convey. They concentrate on the text itself rather than how students perceive it.
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25. High Quality Text Dependent Questions
An effective set of questions might begin with relatively simple questions requiring attention to specific words, details, and arguments and then move on to explore the impact of those specifics on the text as a whole.
Good questions will often linger over specific phrases and sentences to ensure careful comprehension. Effective question sequences will build on each other to ensure that students learn to stay focused on the text so they can learn fully from it.
Cite examples from George Washington’s letter to Col. Nicola.
“With a mixture of great surprise and astonishment I have read with attention the Sentiments you have submitted to my perusal.”
What is Washington saying?
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26. Scaffolding for Independence
Rather than emphasizing more general strategies and questions, text specific questions, and tasks reinforce focus on the text and cultivate independence.  
Have students spend time reading the text closely rather than engaging in extensive pre-reading activities and instruction in reading strategies. 
Be sure students are doing the work! Allow them the intellectual experience of encountering the way an author sets the agenda and unfolds ideas as well as details. 
Recommended reading strategies as well as broader questions and themes should be embedded in the actual reading of the text rather than being taught as a separate body of material. 
The goal is for students to become independent in their reading and comprehension of complex text. Ask text specific questions and require that students collaborate and answer questions in writing. Assists students in focusing on text and provide the support they need to access that text.
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27. Text-Dependent Analysis in Action
Look at high quality text dependent questions and see how we can scaffold instructions for students’ independence
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28. The CCSS Requires Three Shifts in ELA/Literacy
Building knowledge through content-rich nonfiction
Reading, writing, and speaking grounded in evidence from text, both literary and informational
Regular practice with complex text and its academic language
1 minute

29. Time – In and Out of the Text
More instructional time spent outside the text means less time inside the text.
Departing from the text in classroom discussion privileges only those who already have experience with the topic.
It is easier to talk about our experiences than to analyze the text—especially for students reluctant to engage with reading.
The CCSS are College and Career Readiness Standards.
Delve into the text
Make all students responsible for analyzing the text- through modeling…
1 minute

30. Text-Dependent Questions are not…
Low-level, literal, or recall questions
Focused on comprehension strategies
Just questions…
Refer to “Hess’ Cognitive Rigor Matrix & Curricular Examples”
2-3 minutes

31. 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.
1 minute

32. 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
1-2 minutes

33. Non-Examples and Examples
Not Text-Dependent
Text-Dependent
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 According to Lincoln’s speech, why is this year significant to the events described in the speech?
3 minutes

34. Creating Text-Dependent Questions
Step One:
Identify the core understandings and key ideas of the text.
Step Two:
Start small to build confidence.
Step Three:
Target vocabulary and text structure.
Step Four:
Tackle tough sections head-on.
Step Five:
Create coherent sequences of text-dependent questions.
Step Six:
Identify the standards that are being addressed.
Step Seven:
Create the culminating assessment (product).
Will talk about each of the steps in the next few slides
1-2 minutes

35. Core Understanding and Key Ideas
Reverse-engineered or backwards-designed
Crucial for creating an overarching set of successful questions
Critical for creating an appropriate culminating assignment
30 seconds

36. Core Understanding and Key Ideas: Example
Two people of very different ages may still have much in common and become friends.
Synopsis:
Opal has just moved to a new town in a new state and has no friends yet. Through a series of comic mishaps inadvertently started by her very special dog, Winn-Dixie, Opal meets Miss Franny, the town librarian. Opal realizes they have much in common and a friendship is ignited.
1-2 minutes

37. Vocabulary Which words should be taught?
Essential to understanding text
Likely to appear in future reading
Which words should get more time and attention?
More abstract words (as opposed to concrete words)
persist vs. checkpoint
noticed vs. accident
Words which are part of semantic word family
secure, securely, security, secured
1-2 minutes

38. Vocabulary and Text Dependent Questions
From “Hot and Cold Summer” - 5th grade fictional text
“To avoid someone means to keep away from them so that you don’t have to see them and they don’t have to see you. How did the boys avoid meeting Bolivia at first?” (pg. 23)
Re-read the last two paragraphs on page 39. Rory had a “strong suspicion”. What is a suspicion? What details in the story made Rory suspicious of Bolivia?
1-2 minutes

39. Syntax and Text Dependent Questions
Syntax can predict student performance as much as vocabulary does.
Questions and tasks addressing syntax are powerful.
Example:
Who are the members of the wolf pack? How many wolves are in the pack? To answer this, pay close attention to the use of commas and semi-colons in the last paragraph on pg The semi-colons separate or list each member in the pack.
1-2 minutes

40. Structure and Text-Dependent Questions
Text-dependent questions can be crafted to point students’ attention to features of text that enhance understanding (such as how section headers and captions lead to greater clarity or provide hints regarding what is most important in informational text, or how illustrations add to a narrative).
1 minute

41. Structure and Text Dependent Questions
Examples:
“Look at the illustrations on page 31. Why did the illustrator include details like the power outlets in the walls?”
“Dillard is careful to place opposing descriptions of the natural and man-made side-by-side. How does this juxtaposition fit with or challenge what we have already read? Why might she have chosen this point in the text for these descriptions?”
1-2 minutes

42. Reading Strategies and Text-Dependent Questions
Text-dependent questions generally call on students to employ reading strategies.
Strategies are no longer taught in isolation.
The text readers need to comprehend should determine what strategies are activated - not the other way around.
1-2 minutes

43. Culminating Tasks Should relate to core understanding and key ideas.
A coherent sequence of text dependent questions will scaffold students toward successfully completing the culminating task.
Example:
“The title of this selection is ‘Because of Winn-Dixie.' Using your answers from the questions above and class discussion, explain why this is an appropriate title for the selection. Be sure to clearly cite evidence from the text for each part of your answer.”
“Officer Buckle’s final safety tip is 'ALWAYS STICK WITH YOUR BUDDY.' How did he and Gloria each learn this lesson for themselves throughout the story?”
2 minutes

44. Creating Text-Dependent Questions
Step One:
Identify the core understandings and key ideas of the text.
Step Two:
Start small to build confidence.
Step Three:
Target vocabulary and text structure.
Step Four:
Tackle tough sections head-on.
Step Five:
Create coherent sequences of text-dependent questions.
Step Six:
Identify the standards that are being addressed.
Step Seven:
Create the culminating assessment (product).
Have participants to create text dependent questions from the George Washington and Col. Nicola letter (as a table group)
Use: Text (Letter to Col. Nicola), Hess’ Cognitive Matrix, and Generating Questions from Considering Qualitative Dimensions of Complexity
Participants share out with the group
Use Post-it paper to present and display
15-20 minutes

45. Final Thoughts
There is no one right way to have students work with text- dependent questions.
Providing for the differing needs of students means providing and scaffolding supports differentially - not asking easier questions or substituting simpler text.
Listening and speaking should be built into any sequence of activities along with reading and writing.
“Re-read it, think it, talk it, write it”
The CCSS require ALL students to read and engage with grade appropriate complex text regularly. This requires new ways of working in our classrooms.
2 minutes

46. THE END!
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