Helping Students Read and Analyze Complex Text 1-16

Implementing Your LDC Module:
Helping Students Read and Analyze Complex Text
Check on Tech
• Audio Wizard
• Elluminate tools
– Hand raise
– Microphone
– Smiley face
– Checkmark
– Chat box
– Polling
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Virtual Meeting Norms
• participate by using the microphone, answering poll questions,
collaborating in breakout rooms and using the chat window.
• raise your hand to indicate that you’d like to use the microphone
when it is time for questions.
• release the microphone when you are finished.
• use the door to indicate that you are away from your computer if
you need to step out.
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Goals for This Afternoon…
• Define text complexity as it relates to common core
standards and discuss classroom implications.
• Model one way teachers can examine the complexity
of a text prior to students reading it.
• Share scaffolding ideas for reading complex text.
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College and Career Ready
How do you know if a student is college and
career ready?
“What appears to differentiate those who are more
likely to be ready from those who are less likely is
their proficiency in understanding complex texts.”
(ACT’s Reading Between the Lines)
Reading Rigor Risk
NAEP Scale Equivalents of State Grade 8 Reading Standards
Proficient Performance (2009)
PACCSS Priorities
Among the highest priorities of the Common Core
State Standards is that students must read texts
closely and acquire knowledge.
• At each grade level, 80 to 90 percent of the
reading standards require text-dependent
analysis. Questions that expect student
responses to be text-dependent and disciplinespecific require students to demonstrate that
they understand the text details and can provide
accurate evidence.
Three Part System:
Quantitative Measure: gets you to the band and somewhere within it
Qualitative Scale: places text inside the band, helps teacher understand
elements of complexity
Professional Judgment of Reader and Task: puts all considerations
Common Core Appendix A p. 4
Quantitative Measures Ranges for
Text Complexity Grade Bands
See: access to Quantitative Analysis Tools PDF &
Instruction tab of Module Creator, digital articles
Text Complexity
Grade Bands
Lexile Range
Suggested ATOS
Book Level Range**
100L – 500L*
1.0 – 2.5
450L – 790L
2.0 – 4.0
770L – 980L
3.0 – 5.7
955L – 1155L
4.0 – 8.0
1080L – 1305L
4.6 – 10.0
1215L – 1355L
4.8 – 12.0
* The K-1 suggested Lexile range was not identified by the Common Core State Standards and was added by Kansas.
** Taken from Accelerated Reader and the Common Core State Standards, available at the following URL:
Qualitative Factors
Levels of Meaning
Language Conventionality and Clarity
Knowledge Demands (Schema)
– Life Experience
– Disciplinary Knowledge
– Knowledge of Text/Genre (Informational or
Literary Text)
Common Core Appendix A p. 6
Qualitative: Text and Task Analysis
Read the text you plan to
assign to students.
Consider the background
knowledge you bring to your
understanding of the text, and
list on form.
What active reading strategies
did you use while reading to
make sense of this text?
Based on your analysis,
consider where there may be
gaps in your students’
background knowledge.
Determine whether additional
support/instruction is
Let’s Try It!
Reader and Task Considerations
Reader Considerations
• Cognitive Ability (attention,
memory, critical analytical ability,
inferencing, visualization)
• Motivation (purpose for reading,
interest in content, self-efficacy as a
• Knowledge (vocabulary, topic
knowledge, linguistic and discourse
knowledge, knowledge of
comprehension strategies)
• Experiences
Task Considerations
• Reader’s Purpose (can shift)
• Type of Reading (skimming,
studying, etc.)
• Intended Outcome (increase in
knowledge, find solution to problem,
engagement w/ text)
Readers and Tasks
Even many students on course for college and career readiness
are likely to need scaffolding as they master higher levels of text
complexity. Although such support is educationally necessary
and desirable, instruction must move generally toward
decreasing scaffolding and increasing independence, with the
goal of students reading independently and proficiently within a
given grade band by the end of the band’s final year.
~CCSS Appendix A, p. 9
Ways to Support Students
Before Reading
• Preview text
• Help students set
purpose for reading
• Introduce content /
• “Chunk” the text
During Reading
• Model expectations for
After Reading
• Students summarize
active reading (either in
their understanding of
pairs or independently)
• Read in “chunks.”
• Students talk about key
Summarize and discuss
ideas/questions with
• Provide opportunities
for students to
synthesize new learning
PA CCSS Resources
Text Complexity Resources
– Appendix A: Research Supporting the Key
Elements of the Standards
– Appendix B: Text Exemplars and Sample
Performance Tasks
– PA Common Core ELA Text Complexity Module
Examples of Analyzing Complex Text
Check out these classroom videos and lessons!
Watch on your own & discuss at a team meeting
Learn Zillion
Reading Informational Text- 6 student ready lessons
Search by Grade Band (HS coming soon!)
Teaching Channel
Grade 5 (appropriate all levels)-- Keep It or Junk It Strategy
HS ELA– Planning/Sequencing Questions
SS/History—Focus on Sourcing
Upcoming Webinars
• January 31st – (3:00 – 3:45)
Paideia/Socratic Seminar and LDC
• February 21st – (3:00 – 3:45)
Engagement Techniques and LDC
• March 7th – (3:00 – 3:45)
Understanding the Informational/Explanatory &
Narrative Rubrics
• March 21st – (3:00 – 3:45)
How to Facilitate a Scoring Session in Your School
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Contact Us!
Barbara Smith- LDC Site Lead
Email: [email protected]
Phone: (717) 606-1374
Cell Phone: (717) 644-1144
Skype: barbaraa_smith_iu
Twitter: @BarbSmith2
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Email: [email protected]
Phone: (717) 606-1667
Cell Phone: (717) 419-4069
Skype: kelly.galbraith.iu
Twitter: @galbraith_kelly
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Phone: (717) 606-1939
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