2. Approaches to Reading Instruction:
A quick history lesson
1500’s
1800’s
McGuffey Third Reader, Junior High Level
A leveled reader
3. Text Complexity- A quick history
lesson
1930’s Dick and Jane
A basal reader- whole word
reading approach
Basal Readers 1960’s-70’s
Adapted text
1980’s-90’s Whole Language
Child derives the text
4. Text Complexity- A quick history
lesson
1990’s-2000’s Guided
Reading
2000’s-2013
Anthology’s and
Scripted Instruction
2014 Common Core
Implementation
Exemplar Texts
Type of instruction?
11. Quantitative Elements of Text
The quantitative element of text complexity refers to
factors of text that are easier for a computer to assess;
• word length or frequency,
• sentence length,
• and text cohesion.
12. How do most readability formulas determine the
quantitative aspect of text?
– Number of syllables in words
– Number of words in sentences
The dog ran home.
The frisky puppy scampered toward the moss covered
colonial mansion.
Quantitative Elements of Text
13. How to Check Readability in Word
• What would you predict
is the readability (Flesch-
Kincaid) level of this
passage?
– 14.2
14. What is the Readability Level of
this Passage?
15. Ways to calculate the Quantitative
element
Other Methods:
• Scholastic- you can use book wizard
http://www.scholastic.com/teachers/
• Lexile- you can use the lexile analyzer
http://www.lexile.com/analyzer/
Flesch-Kincaid:
• In Word 2010, click on File
• Click on Options
• Click on Proofing
• Select, “show readability statistics”
17. Qualitative Elements of Text
• What are other
reasons this text
might be considered
difficult?
18. The qualitative element of text refers to factors best
assessed by a human;
• Levels of meaning (literary) or purpose
(informational)- surface or deeper levels
• Structure- simple vs complex; i.e., sequential
order vs flashbacks; simple graphics vs complex
• Language conventionality and clarity- simple vs
complex; conversational language vs figurative
Qualitative Elements of Text
19. Qualitative Elements continued
• Visual device demands- types of graphics used
• And knowledge demands- does the reader have
the background experiences to relate to the text?
20. This is a Grade 9-10 exemplar
from the CCSS.
How would you assess it
qualitatively?
• Levels of meaning or
purpose,
• Structure,
• Language conventionality
and clarity,
• Visual device demands,
• And knowledge demands
Qualitative Elements of Text
22. Reader/Task Considerations
continued
Task considerations:
• The reader’s purpose
– Skimming
– Studying
• The intended outcome
– Increase in knowledge
– A solution to some real-world problem (driver’s test)
– Engagement with the text (reading for pleasure)
23. Things to Consider…
Heibert, E. (2013). Supporting students’ movement up the staircase of
text complexity. The Reading Teacher, 66(6).
24. Types of Texts? Genres?
Appendix A & B of the CCSS
• http://www.corestandards.org/ELA-
Literacy/introduction/how-to-read-the-standards
Media Text:
• http://www.pbs.org/wgbh/nova/physics/relativit
y-and-the-cosmos.html
25. Literature Informational Text
Stories Dramas Poetry Literary Nonfiction and Historical,
Scientific, and Technical Texts
Includes
children’s
adventure
stories,
folktales,
legends,
fables, fantasy,
realistic fiction,
and myth
Includes
staged
dialogue and
brief familiar
scenes
Includes
nursery
rhymes and
the subgenres
of the
narrative
poem,
limerick, and
free verse
poem
Includes biographies and
autobiographies; books about history,
social studies, science, and the arts;
technical texts, including directions,
forms, and information displayed in
graphs, charts, or maps; and digital
sources on a range of topics
English Language Arts Standards »
Standard 10: Range, Quality, & Complexity » Range of Text Types for K-5
Students in K–5 apply the Reading standards to the following range of text types, with texts selected from a broad range of cultures and periods.
28. Let’s Try it!
We’ll use the 3 elements
Volcano!
• Quantitative: Lexile level 750L
(450-790 is Grade 2-3)
Ben Franklin: His Wit and
Wisdom from A-Z
• Quantitative: Lexile level 820L
(770-980 is Grade 4-5)
Quantitative Elements first:
• word length or frequency,
• sentence length,
• and text cohesion.
29. Evaluating text using the three
elements of text complexity
Volcano!
• Purpose- informational- straight
forward message
• Structure- common informational text
structure; easy to read
graphic, supplemental to understanding
• Language- moderate with regard to
vocab; clear
• Visual device- maps (depends on
student and grade)
• Knowledge demands- moderate
Ben Franklin
• Purpose- informational- explicit
purpose
• Structure- not a common
format, pictures aid in understanding
• Language- difficult with regard to vocab.
Format is also unconventional.
• Visual device- no graphs or charts
• Knowledge demands- moderate
Qualitative Elements second:
• Levels of meaning or purpose,
• Structure,
• Language conventionality and clarity,
• Visual device demands,
• And knowledge demands
30. Evaluating text using the three
elements of text complexity
Volcano!
• Appropriate for a reader who can
comprehend explicit grade 3 text.
• Needs a student who is interested in
informational text, particularly science
and other peoples.
• Reader needs some knowledge of
maps, the topic and comprehension
strategies (sequential order, cause and
effect).
• The reader would needs some background
knowledge of earthquakes, people from
other lands…
Ben Franklin
• Appropriate for a reader who can
comprehend grade 4-5 text.
• Needs a student who is interested in history
and new word meanings and where words
and sayings derive from.
• Reader needs some knowledge of how to
follow unfamiliar text structure and
comprehension strategies (using context).
• The reader would need some background
knowledge of US Presidents, the
Revolutionary War, and colonial times.
Reader Elements third:
• Cognitive capabilities
• Motivation
• Knowledge
• Experiences
You Teach:
• Third Graders
• Some are below grade level
• Some are on grade level
• Some are language learners
• Some are English Only
• A few have been assessed as
gifted
31. Evaluating text using the three
elements of text complexity
Task Elements third:
• The reader’s purpose
• The intended outcome
For both books:
• You would like to use for guided reading
• You want to focus on comprehension of informational
text, sequencing in particular.
32. So, which book do you choose?
• Would you only select one?
OR
• Could you choose both, but use them for
different purposes?
33. Resources for Text Complexity
and the CCSS
Can be found in iTunes- Common Core State Standards app
On the Ca Dept of Ed website:
http://www.cde.ca.gov/re/cc/
The Common Core State Standards website:
http://www.corestandards.org/resources
