1. Essential Question: To deepen understanding of what makes texts complex as well as why and how we should read complex texts with students. 1 CFN 609 Principals' Conference February 7,2013

2. 2 Goal: Analyzing and assessing the complexity of a common literary and informational text

3. CCSS Text Complexity Degree of Text Complexity Notes Aspects of Text Less ComplexMore Complex Levels of Meaning (literary) or purpose (informational) Single level of meaning: clear, explicitly stated purpose ; straightforward Multiple,implicit,ambiguous Structure (organization/progression of text & use of graphics) Organization: Simple, explicit, Conventional Graphics: Simple or supplementary Organization: Complex, implicit, unconventional Graphics: Sophisticated or essential Language Conventionality & Clarity Literal,clear,compemporary, conversational Figurative, or ironic; ambiguous or misleading ; archaic or unfamiliar; academic or domain specific Knowledge demands : Life Experience Simple or single themes; common experience or clearly fantastical; single or familiar perspectives Complex or multiple themes; unfamiliar experiences; multiple or unfamiliar perspectives Knowledge demands: Cultural/literary (literary) Everyday knowledge and familiarity with genre conventions ; low intertexualuity Cultural and literary knowledge useful; high intertexuality Knowledge demands : Content/disciplinary (informational) Everyday knowledge and familiarity with genre conventions; low intertexuality Extensive or specialized discipline-specific content knowledge required; high intertexuality 3

4. Applying CCSS Text Complexity Criteria to a common Literary and Informational Text: 4 Intended Learning:  To become more familiar with the quantitative criteria for text complexity as defined in the CCSS  To practice applying the CCSS criteria for text complexity to evaluate the complexity of a common literary text  To practice applying the CCSS criteria for text complexity to evaluate the complexity of a common informational text  To reflect on the similarities and differences in assessing literary and informational texts

5. Part 1 Literary Text Task Directions: 5 1. Preview the questions below. 2. Independently read the text with the following questions in mind. 3. When finished,discuss the answers to the following questions. Questions for Small Group Discussion:  What ideas should students include when summarizing the gist of this text? What else would you want them to understand?  What difficulties, misunderstandings, or misconceptions might various groups of students (ELL, gifted students, SWD, etc. ) have about this text?  What prerequisite knowledge, if any, do students need to understand this text? How might a teacher address these needs?

6. Partner And Table Group Work: 6  With your partner, assess the text by jotting down some notes on the CCSS organizer for assessing and selecting text.  With your table, complete the chart to share your assessment with the whole group. You don't need to share all of what’s on your organizers, but please share your assessment of at least 4 of the CCSS criteria. Use specific examples to support your assessment.

7. Gallery Walk and Discussion: 7  Review one anther’s charts to determine degree of agreement across the groups in their evaluation of this text.  Discuss overlap and reconcile in opinion.

8. IFL Analysis Assessing "Eleven" 8 ( Lexile Analyzer Score: 870 — 4/5 grade band) Level of Meaning: "Eleven" has multiple levels of meaning_ It is not only the external conflict Rachel faces with the teacher over the red sweater but internal conflicts related to her self-image, issues of maturity, alienation, overcoming insensitivity of others. Structure: Mid-level—Narrator begins with a 4-paragraph reflection on aging: it's first person but contemplative. Then moves into a conventional sequence of unfolding events. Ends with a reflection. Language Conventionality & Clarity: Mid-level—A lot of dialogue. Gripping images; meanings embedded in accessible, figurative language: rings of an onion, etc_ Some language dated: Band-Aids in tin box. Knowledge Demands: Low—Shared experiences of school/being eleven/ powerless with authority figures. Standards: RL.6.1, 6.2, 64, 6.5, 6.6

9. Part 2 Informational Texts Task Directions: 9 1. Preview the questions below. 2. Have someone read the text aloud as you follow along with the following questions in mind. 3. When finished, discuss the answers to the following questions. Questions for Small Group Discussion:  What ideas should students include when summarizing the gist of this text? What else would you want them to understand?  What difficulties,misunderstandings, or misconceptions might various groups of students (ELL, gifted students, SWD, etc. ) have about this text?  What prerequisite knowledge, if any, do students need to understand this text? How might a teacher address these needs?

10. Partner And Table Group Work: 10  With your partner, assess the text by jotting down some notes on the CCSS organizer for assessing and selecting text.  With your table, complete the chart to share your assessment with the whole group. You don't need to share all of what’s on your organizers, but please share your assessment of at least 4 of the CCSS criteria. Use specific examples to support your assessment.

11. Gallery Walk and Discussion: 11  Review one another’s charts to determine degree of agreement across the groups in their evaluation of this text.  Discuss overlap and reconcile in opinion.

12. IFL Analysis: Assessing "Chief Joseph" 12 Lexile Level 430 on Lexile Analyzer, Pearson 820, Scholastic- 1030 Level of Meaning: Straightforward, not ambiguous. The central message of this speech is very clear. Structure: Simple structure. One paragraph in length. Language Conventionality & Clarity: Sentence structure is simple. Uses present tense. Knowledge Demands: Low to understand the central message of the speech. High to understand the context for the speech. Standards: RI.5.1, 5.2, 5.8,W.5.9b

13. Part 3 Informational Texts Task Directions: 13 Read “The Water Cycle” Questions for Small Group Discussion:  What ideas should students include when summarizing the gist of this text? What else would you want them to understand?  What difficulties, misunderstandings, or misconceptions might various groups of students (ELL, gifted students, SWD, etc. ) have about this text?  At your table discuss the structure and vocabulary demands of the text

14. Whole Group Discussion 14  What are some important similarities and differences in assessment of literary and informational texts?