Steps for Identifying Complex Text

Steps for Identifying Complex Text

Quantitative /

1. Determine Lexile level of the text using Lexile.com:

Does the Lexile level fit the range for instructional or grade level use as outlined in Appendix A, pg. 8 of the Common Core State Standards?
Text Complexity Grade Band in the Standards / Lexile Ranges Aligned
to CCR expectations
K-1 / N/A
2-3 / 450-790
4-5 / 770-980
6-8 / 955-1155
9-10 / 1080-1305
11-CCR / 1215-1355
Text Complexity Grade Band based upon quantitative measures from above: ______

1. Determine text readability using:

Level of Readability from above: ______
Qualitative /

1. Use the Text Complexity: Qualitative Measures Rubric (attached) that corresponds to the appropriate text type. Use the rubric to review the book and then, identify the complexity descriptor for each category of qualitative measures and include any notes to extend your thinking.

Qualitative Measures Categories / Complexity Descriptor
(e.g., High, Middle High,
Middle Low, Low) / Notes
Examples:
Language: Uses some figurative language (e.g., juxtaposing literal bread with the metaphorical breadof knowledge).
Knowledge Demands: general background knowledge about slavery and race in mid-nineteenth-century America is helpful.
Levels of Meaning/Purpose
Structure
Language Conventionality and Clarity
Knowledge Demands
(Adapted from Rhode Island Department of Education)

1. Read the text or excerpt. Record any ideas, vocabulary, or text characteristics that could make this text challenging to read.

1. To what extent does the text include Tier 2 vocabulary (frequently occurring words that are central to comprehension, and are understood by most language users (without language delays)) (Beck and McKeown, 1985). :

1. Compare the selected text to the exemplars listed in the Common Core Learning Standards document, page 32 (K-5) and page 58 (6-12) (attached).

Reader and Task /

1. Will the reader understand the purpose-which might shift over the course of the reading experience-for reading this specific text (i.e. skimming, studying to retain content, close reading for analysis, etc.)

1. What will you need to do to help students make connections and develop critical/analytical thinking skills?

1. What will you need to do to help students develop the inferencing skills, visualization skills, questioning skills, and comprehension strategies necessary for reading and gaining meaning from this text?

1. How does this book have the potential to develop and expand the student’s knowledge and understanding with regard to topic, structure of text, language of text or in other ways?

1. Is the theme or content of this text appropriate for students of this age/developmental/maturity level?

(Adapted from Kansas State Department of Education)
Reader / Motivation
Knowledge
Experience
Task / Purpose
Complexity

RECOMMENDED PLACEMENT WITH RATIONALE:

G. Weed, B.McClure, D. Joseph – Corning Painted Post Area School District, in collaboration withJ. Carr – Center for Curriculum Renewal

12/14/2011

Rev. 2/15/2012

TEXT COMPLEXITY ANALYSIS: SUMMARY OF FINDINGS

Qualitative Measures / Quantitative Measures
Levels of Meaning/Purpose:
Structure:
Language Conventiality and Clarity:
Knowledge Demands: / Lexile Level: ______
Readability: ______
Reader and Task Considerations
Recommended Placement

G. Weed, B.McClure, D. Joseph – Corning Painted Post Area School District, in collaboration withJ. Carr – Center for Curriculum Renewal

12/14/2011

Rev. 2/15/2012