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Enabling the CCSS version of exemplary adolescent literacy.
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Rescooped by Lynnette Van Dyke from AdLit
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Pearson Announces Creation of New Measure of Text Complexity Designed to Improve Reading Comprehension Skills

Company Scientists Use Intensive Computer Analyses, Artificial Intelligence to Develop an Accurate Measure of Text Difficulty: the Pearson Reading Maturity Metric (Pearson announces a new measure of text complexity that can actually understand the...
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Text Complexity & the Common Core | Common Core State Standards

Text Complexity & the Common Core | Common Core State Standards | AdLit | Scoop.it
via We Thought We Should Mention12/20/11 "It’s not what students are being asked to do with a text that presents the difficulty, but the complexity level of the text itself." - Tim Shanahan (RT @PrincipalDiff: Text Complexity & the Common Core...
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Rescooped by Lynnette Van Dyke from Standards-Based Text Sets
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Text Complexity Resources (The Rubric)

I posted this website not so much for any content that it contains, but rather as a resource for downloading helpful documents, the most helpful of which is listed as "Qualitative Measures Rubric."

 

This is a rubric that I was first introduced to during a Professional Development Workshop at my school this past year, and it really changed the way I examined the appropriateness of texts for specific audiences.  It provides a set of guidelines for placing a text on a spectrum in a variety of areas in ordert to get a sense of just how complex the text may be to struggling, or even proficient readers.  

 

The rubric breaks text complexity down into several areas:

INFORMATIONAL TEXTS

-Purpose

-Text Structure

-Language Features

-Knowledge Demands

 

LITERARY TEXTS

-Meaning

-Text Structure

-Language

-Knowledge Demands

 

When I first worked with the rubric, the goal was to decide about the complexity level of a text in order to order texts from simple to complex for the purposes of sequencing texts in a curriculum.  However, I beleive that they can be valuable in creating text sets, to ensure that you do have texts at both ends of the spectrum.

 

Truth be told, however, I found the rubric drew my attention to sources of complexity within a text that I had never before considered.  I now plan to apply the rubric to any text I introduce to my clsssroom in order to better understand what aspects of the text may cause my students to struggle to find meaning.  I highly recommend that any educator read through the rubric, and use it to examine texts that you consider relatively simple.  You will be amazed at the amount of ways in which seeingly simple texts can actually prove quite challenging to students struggling with literacy.


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Pearson Announces Creation of New Measure of Text Complexity Designed to Improve Reading Comprehension Skills

Company Scientists Use Intensive Computer Analyses, Artificial Intelligence to Develop an Accurate Measure of Text Difficulty: the Pearson Reading Maturity Metric (Pearson announces a new measure of text complexity that can actually understand the...
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Teacher: increasing text complexity may lead to student frustration less motivation | Scholastic Teacher

Teacher: increasing text complexity may lead to student frustration less motivation | Scholastic Teacher | AdLit | Scoop.it

"The Common Core asks us to increase text complexity and to use less scaffolding. But exposing students to frustration-level text can cause them to feel inferior and lose motivation. To meet the needs of a diverse student population and the Common Core...


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Text Complexity and the Common Core State Standards by Linda Everett | Moving at the Speed of Creativity

Text Complexity and the Common Core State Standards by Linda Everett | Moving at the Speed of Creativity | AdLit | Scoop.it

Notes from Linda Everett‘s presentation, “Text Complexity” at the “21st Century Learning: Transitioning to the Common Core” conference at Southern Nazarene University in Oklahoma City on February 23, 2012.


"The 21st century will not be defined by the volume or speed at which you consume information. (That was the old way of being smart.) It will be defined by how well you curate that information, translate it and contribute information back in a way that your community can understand it. Teaching students to be competent curators is our main responsibility as educators."


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Reading Research: text complexity and Lexiles

Reading Research: text complexity and Lexiles | AdLit | Scoop.it

Abstract:


The texts of beginning reading instruction influence children’s reading performances, which, in turn, predict subsequent success. This report describes how well two quantitative indices identified in the Common Core State Standards—Lexiles and Coh-Metrix—discriminate among different levels and types of beginning reading texts. The differences across text levels predicted by Lexiles were due to sentence length, not vocabulary. Only one of five Coh-Metrix measures—referential cohesion—predicted increased difficulty of beginning texts. Neither system gave sufficiently specific information to match beginning readers with texts. Other systems are needed to make optimal matches between beginning readers and texts.


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Text Complexity & the Common Core

Text Complexity & the Common Core | AdLit | Scoop.it


In a blog post from this summer, Dr. Timothy Shanahan writes,


So why is the common core making such a big deal out of having kids read hard text?


One of the most persuasive pieces of evidence they considered was a report, Reading: Between the Lines, published by American College Testing (ACT; 2006).

You can view the summary or download the full ACT report right here.


In Reading: Between the Lines, ACT demonstrates that student performance cannot be differentiated in any meaningful way by question type. Students do not perform differently if they are answering literal recall items or inferential items (or other question types like main idea or vocabulary, either). Test performance, according to ACT, is driven by text rather than questions. Thus, if students are asked to read a hard passage, they may only answer a few questions correctly, no matter what types of questions they may be. On the other hand, with an easy enough text, students may answer almost any questions right, again with no differences by question type.



Dr. Shanahan, a member of the CCSS development team, has some particularly interesting insights into the thinking behind the standards. In the video above, watch him speak about the shift from a skills-focused approach in state standards to the emphasis on complex text in the Common Core State Standards.




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Presentation by the PARCC experts at GA Common Core Conference #ppt #edchat #ccss #commoncore #ccchat

Presentation by the PARCC experts at GA Common Core Conference.
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Reading Research: text complexity and Lexiles | Common Core State Standards

Reading Research: text complexity and Lexiles | Common Core State Standards | AdLit | Scoop.it
AbstractThe texts of beginning reading instruction influence children’s reading performances, which, in turn, predict subsequent success.
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Rescooped by Lynnette Van Dyke from Standards-Based Text Sets
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The NYCDOE Beginner's Guide to Text Complexity

The website that I have 'scooped' is of no importance whastoever.  It is simply the search engine of the NYCDOE web portal, with the terms 'Beginner Text Complexity types into the serch box.  However, the fist result that comes up is a downloadable document that is HUGELY helpful in understanding text complexity.

 

A Beginner's Guide to Text Complexity was put out by the NYCDOE's Literacy pilot program, and is a part of the effort to move educators towards the CCSS-dictated standards for grade-appropriate texts.

 

The first few pages of the document should be nothing new to eduactors who are well versed in the Common Core.  However, atrting on page 8, the guide has several pages that explicitly break down the process of analyzing a text for level of complexity.  The guide analyzes "The Book Thief" by Marcus Zusak as well as an Informational text from a scintific journal.  

 

The text complexity rubric that is used in these pages is provided through one of the other sites that I have 'scooped.'

 

I beleive that this site, combined with a good understanding of the text complexity rubric, will better equip any educator to determine which texts are approprite for both struggling and advanced readers, as well as the entire spectrum in between.

 

 


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We Thought We Should Mention » Text Complexity & the Common Core

There has been quite a bit published recently on the Common Core State Standards and what they will mean for teachers in the classroom. In this recent video, Tim Shanahan argues that it’s not what students are being asked to do with a text that presents the difficulty, but the complexity level of the text itself. As Shanahan and others have argued:


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Tackling Text Complexity through Annotation

Tackling Text Complexity through Annotation | AdLit | Scoop.it

You know.... I like this, and for many different reasons! I see a way to build student investment in reading complex texts, I see metacognition, I see rationale, I see a variety of instructional strategies, I see technology, I see formative assessment, basically I see students grappling with the text and building confidence in their ability to understand it.

 

I'm not crazy about the article, but we can work with that.


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Ted Caron's comment, July 19, 2012 10:32 AM
Love the visual thesaurus. Do you think many teachers utilize this with their students? Could be great tool to empower students to take ownership over looking up unfamiliar and exploring academic vocabulary. Perhaps as you were alluding to, I'm not crazy about the LP. Bogged down by competing objectives.
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Text Complexity: Is This Book at Grade Level?

Text Complexity:  Is This Book at Grade Level? | AdLit | Scoop.it
An element of the common core I have yet to discuss on this blog but have heard rumblings of throughout the field of ELA is the idea of text complexity, which is best addressed in Appendix A of the CCSS, should you be so inclined for some light...
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INTERTEXTrEVOLUTION: Evernote: Text Complexity and the Gradual Release of Responsibility

INTERTEXTrEVOLUTION: Evernote: Text Complexity and the Gradual Release of Responsibility | AdLit | Scoop.it

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Reading Research: text complexity and Lexiles

Reading Research: text complexity and Lexiles | AdLit | Scoop.it

Abstract:


The texts of beginning reading instruction influence children’s reading performances, which, in turn, predict subsequent success. This report describes how well two quantitative indices identified in the Common Core State Standards—Lexiles and Coh-Metrix—discriminate among different levels and types of beginning reading texts. The differences across text levels predicted by Lexiles were due to sentence length, not vocabulary. Only one of five Coh-Metrix measures—referential cohesion—predicted increased difficulty of beginning texts. Neither system gave sufficiently specific information to match beginning readers with texts. Other systems are needed to make optimal matches between beginning readers and texts.


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