RESA/DOE SUMMER INSTITUTE Common Core Georgia Performance Standards: Text Complexity and the Integration of Informational Text

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RESA/DOESUMMER INSTITUTECommon Core Georgia
Performance Standards Text Complexity and the
Integration of Informational Text

• Gerald Boyd, Susan Jacobs
• Georgia Department of Education
• English Language Arts

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Complexity Multi-Dimensional Assessment of
Difficulty
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For Example

• Things that are slightly difficult to say after a
  few glasses of wine
• Indubitably
• Proliferation
• Cinnamon
• Many levels of difficulty paired consonants,
  number of syllables, etc.

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• Things that are quite difficult to say after a
  few glasses of wine
• British Constitution
• Passive-Aggressive Disorder
• Loquacious
• Can you see a qualitative difference in these
  terms? (Multi-word, more unusual con/vow combo)

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• Things that are impossible to say after a few
  glasses of wine
• No, no I couldntnobody wants to hear me sing!
• Good evening officer! Isnt is a lovely evening?
• I think Ive already shared this story with you.
• Difficulty and complexity entail more than just
  what meets the eye!

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Framers of the Core on Informational Text in the
Lower Grades
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50 Informational Text K-5

• PART 1 EXTENDED TEXT (4.5 WEEKS)
• Lulu and the Brontosaurus - Judith Viorst (910L)
  FICTION
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• THEMATICALLY CONNECTED SHORT TEXTS
• 1. Arthurs Pet Business Marc Brown (510L)
• 2. I Wanna Iguana Karen Kaufman Orloff (460L)
  MIX
• 3. Hey, Little Ant Philip M. Hoose
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• PART 2 EXTENDED TEXT (4.5 WEEKS)
• Should We Get a Pet? -Sylvia Lollis
  NON-FICTION
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• THEMATICALLY CONNECTED SHORT TEXTS
• 1. A Home for Dixie The True Story of a Rescued
  Puppy Emma Jackson
• 2. 5. Where in the Wild? Camouflaged Creatures
  Concealed and Revealed (poetry) David M.
  Schwartz Yael Schy
• 6. Is a Camel a Mammal? - T. Rabe
  MIX

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Framers of the Core on Informational Text in the
Upper Grades
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50 Informational Text 6-12

• ONE EXTENDED TEXT FROM AMERICAN OR WORLD
  LITERATURE Night by Elie Wiesel
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• SHORT TEXTS FROM AMERICAN OR WORLD LITERATURE
• Metamorphosis by Franz Kafka, novella
•  Antigone by Sophocles
•  Pride by Dahlia Ravikovitch, poem
• Excerpt from Shakespeares The Merchant of
  Venice, Shylocks Hath Not A Jew speech
  (III.i.4961)

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Why Text Complexity Matters

• K-12 Reading texts have seen a decline in the
  levels of difficulty over the last half-century
• The reading demands of college and workforce
  training have held steady or increased over the
  past 50 years
• Only between 7 and 15 of elementary and middle
  school reading is expository

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Quantitative aspects of text complexity, such as
word length or frequency, sentence length, and
text cohesion, that are difficult if not
impossible for a human reader to evaluate
efficiently, especially in long texts, and are
thus today typically measured by computer software
Qualitative aspects of text complexity best
measured by an attentive human reader, such as
levels of meaning or purpose structure language
conventionality and clarity and knowledge demands
Reader and task considerations focus on the
inherent complexity of text, reader motivation,
knowledge, and experience and the purpose and
complexity of the task at hand. This kind of
assessment is best made by teachers employing
their professional judgment.
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• Text Complexity Rubric
• Intended to assist educators in evaluating
  multiple dimensions of a text.
• The rubric addresses the three aspects of text
  complexity required for consideration in Common
  Core Appendix B qualitative, quantitative, and
  reader/task match.
• Each of these three dimensions includes specific
  relevant categories, each of which is listed with
  a short explanation to assist users in making the
  best possible determination.

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Qualitative Dimensions
Levels of meaning. Symbolism, abstract thought,
satire, allegory, pun, symbolism, complex motif
or nuanced/complicated technical or academic
concepts. 10 excellent, grade-appropriate
examples representing multiple categories Structu
re. Chapters, multiple plot lines, glossaries,
headings, footnotes, legal documents, technical
manuals, non-traditional uses of time or language
(such as magical realism). 10 multiple,
excellent, grade-appropriate structural features.
Language conventionality. Complexity of the
vocabulary such as colloquialisms, figurative or
idiomatic language, dialects, sophisticated
technical or academic language, historical
language such as Elizabethan or Old English
constructions.10 language that is appropriate
and challenging for the target grade but is not
so complex as to be incomprehensible.
Background knowledge. The subject of the text
is one with which your students might reasonably
be expected to be acquainted (World War II) or
one that might be understood once introduced
(photosynthesis). 10 students will comprehend
the text or the subject can be sufficiently
understood when explained. A lower score
indicates a disconnect serious enough to
adversely impact the effectiveness of
instruction.
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Quantitative Dimensions
Quantitative aspects of text complexity, such as word length or frequency, sentence length, and text cohesion, that are difficult for a human reader to evaluate efficiently, as measured by Lexile. Quantitative aspects of text complexity, such as word length or frequency, sentence length, and text cohesion, that are difficult for a human reader to evaluate efficiently, as measured by Lexile. Quantitative aspects of text complexity, such as word length or frequency, sentence length, and text cohesion, that are difficult for a human reader to evaluate efficiently, as measured by Lexile. Quantitative aspects of text complexity, such as word length or frequency, sentence length, and text cohesion, that are difficult for a human reader to evaluate efficiently, as measured by Lexile.
K-1 n/a 2-3 450L - 790L 4-5 770L - 980L 6-8 955L - 1155L 9-10 1080L - 1305L 11-12 1215L - 1355L Low (1-3) Moderate (4-6) High (7-10)

• For the purposes of this rubric, we have used a
  measure familiar to most educators the Lexile
  Measure.
• 10 high end of Lexile range for grade
  band
• lower end of the grade band target range
• 4-6 100 or fewer points below low end of
  target range
• 0-3 mismatches beyond 100 points
• NOTE! a mismatch of Lexile range ALONE is not
  enough to disqualify a text choice.

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Reader and Task
Does this text challenge readers? Aim for 75
comprehension rate. 10 challenges students
within that target range. Does this text match
the interests of the students? Cannot always be
the primary indicator, but even technical texts
can be chosen to provide connection with
students. 10 best choice for the target age and
demographic. Is this text ideal for the task? A
scientific journal will be a better match for a
research project than for a skit depicting the
content. 10 best possible match for the
task. Mismatches for which qualitative and
quantitative measures cannot easily account.
Provides evaluators with a category to bestow or
withhold points based on disconnect that may not
be addressed in other rubric dimensions. 10 no
mismatch and would be entirely appropriate for
the target audience and purpose.
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Resources for Guiding Students Through
Informational and Other More Complex Texts
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Strategies
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Accessing Unit Planning Resources

• GeorgiaStandards.Org
• Model Unit Frameworks
• Blank Planning Template
• Curriculum Maps
• ELA Editable Unit Drop Box (sjacobs_at_doe.k12.ga.us
  )
• ELA Reporter Newsletter
• ListServ join-ela-(gradeband)_at_list.doe.k12.ga.us
  

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• How Can We Help?
•  
• Gerald Boyd Susan Jacobs
• gboyd_at_doe.k12.ga.us sjacobs_at_doe.k12.ga.us
• 404-617-7185
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• Kim Jeffcoat Daniel Rock
• kjeffcoat_at_doe.k12.ga.us
  drock_at_doe.k12.ga.us
• 404-463-1933 770-617-9270
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• DOE ELA HOMEPAGE
• http//public.doe.k12.ga.us/ci_services.aspx?PageR
  eqCIServEnglish