Go to Alexander Staff Links /Common Core/Region 7 Wiki(Right Side of Page)
View Text Complexity and Kansas Common Core Standards Powerpoint-Scroll to November 15, 2011.
Review and Print ELA Text Complexity Literary Text pdf , ELA Text Complexity Informational Textpdf
and Text Complexity Reader Task Considerations
Review Analysis of To Kill A Mockingbird (You may want to use this as a reference for the following tasks.)
Complete Text Complexity Literary Text Analysis Blank Document and CCS ELA Text Complexity Analysis Blank document based on text being used in your classroom.Bring completed documents to the January 20th meeting.
(You may do this as a group, but all individuals must post to blog)
Everyone should post a BRIEF reflection on these documents by January 10th, 2012. If you have questions please contact sheila_jenkins @alexander.k12.nc.us.
It appears that we are supposed to complete two things to bring with us to the meeting, but I only see the CCS ELA Text Complexity blank document. Is there a seperate blank document for "Literary Text Analysis", and if so, where can I find it? Thanks!!!
ReplyDeleteJamie Curtis
These resources allow a thorough examination of the appropriateness of text to reading level and age group. Should we assume that texts given in actual text books might be off level, or can we count on the work of the text book companies to use appropriate texts? On the second page of the Common Core Text Exemplars pfd there is a link to sample texts to be used with Common Core Curriculum Maps. On this cite there are text lists by genre and grade level. Can we trust the appropriateness of the text listed on this cite? Overall, I think the Text Complexity Analysis is a useful tool. I just wonder if certain works have already been analyzed similarly and are compiled in reliable sources.
ReplyDeleteJamie Curtis
The Text Complexity Analysis seems to be a thorough process of analyzing a text and determining the appropriateness of the text with specific classes. It does seem like a lengthy process. How accurate are we in using the information given on the AR reading site and by using the lexile scores alone? I noticed that To Kill A Mockingbird had very different ranges based upon the lexile scores and the qualitative analysis. I assume that you can't just go by one of the prongs of the analysis.
ReplyDeleteThe process of using the Test Complexity Analysis seems to be lengthy. I know that the reading teachers in my school are looking at lextiles. The children are coming to us in such a wide variation of levels that it becomes a problem with finding appropriate materials. I think by using the literature book series we can create lessons that have things for our lower and higher lextile levels. I feel that we are using this process, but maybe not as in depth! I think that it is one or many ways to evaluate our students.
ReplyDeleteIn response to the post on Jan. 3 at 11:47. With books such as To Kill a Mockingbird there can be a difference between between the lexile level and the qualitative analysis level. As teachers we must look at all three areas of the text complexity analysis to see the level of the book. We cannot just look at one of the areas.
ReplyDeleteWhile reading the text complexity analysis power point I did notice its thorough approach to selecting a text however, I repeatedly asked myself how are we to solely base our selections on this, and is it reliable? I'm glad Jamie touched on the same questions. I feel these questions have to be examined. In my opinion, the method is a useful option although we need to not dilute the importance of; communication among our peers, confidance in our training, and awareness of our changing technology and world in order to make the best most effective text selections for our students.
ReplyDeleteAmanda Miller
that is confidence- sorry AM
ReplyDeleteI think the text complexity analysis is certainly a helpful and balanced method of analyzing whether or not a text is appropriate for a specific class. In many cases, our teaching experience and prior knowledge of our students' abilities determine which selections are read, but the complexity analysis will be useful in evaluating unfamiliar selections.
ReplyDeleteI think the text complexity analysis process is another tool for teachers to use. I believe it gives a more rounded view of the book's level instead of just depending on the lexile level.
ReplyDeleteI like the choice of four categories given in the tool and know it can be useful to me. At the same time, I think it's important to realize we teach texts for different reasons. Sometimes a text "low" in complex vocabulary, for instance, enables students to focus on plot, theme, or some other element without struggle. In other words, "low" in one area isn't always a bad thing.
ReplyDeleteThe text complexity analysis tool allows for true consideration of the text overall. We are not just looking at the words used in a text anymore to determine whether or not it is challenging enough. Informally, we have for years, looked at theme, plot, prior knowledge, and other such elements to evaluate a text to decide if it was "teachable." Now we are just doing the same in a more formal manner.
ReplyDeleteWith the text complexity analysis tool, I can look at what I want to teach and consider its worth with more than one element. I like that I can consider a text's structure, its prior knowledge needed, its complexity, among other things when I am trying to decide whether to use it in my classroom. It may take some time to get used to but will prove valuable in the long run.
ReplyDeleteThe text complexity analysis process provides teachers with an additional tool in which to evaluate material. We need to justify why a particular piece of literature should be taught. Utilizing this process throughout the system should help in eliminating pieces of literature being used consecutively and broaden our scope.
ReplyDeleteThe text complexity document really just adds a formality to what teachers should already be doing. Of course we consider word choice, plot, theme, characterization, lexile, subject matter, and a text's overall teachability. Reliance on any one of these measures does not give a complete view of the text's applicability to students at a particular grade level. The process is pretty lengthy and for those of us who teach many novels in one year, could become a source of frustration. I think using this document on textbook or EoG selections would be an interesting exercise... I expect there would be quite a few that would come up much lower than the grade they are placed in.
ReplyDeleteIf students do not read appropriate complex texts at each grade level, no growth will occur. By using the text complexity model, they should become more independent and proficient readers. Motivation is still a key factor. The bookmarks make it easier to formulate reading placement for students.
ReplyDeleteThe text complexity analysis process is another tool to evaluate material. While it does take considerable time to go through the process, it does force us to look closely at what literature we are teaching. It also gives us the opportunity (challenge) to evaluate and provide appropriate supplemental materials to meet the demands placed on our students. So while the lexile level may be low, interest may be high, so this leads to knowledge that can be applied to more complex text. We already do this; the tool just puts it in a format for all to see our rationale.
ReplyDeleteI feel it is so important to look at more than just lexiles with books. the text complexity analysis is a tool to remind us that we need to consider content to age appropriateness as well as just considering the reading levels!
ReplyDeleteThe text complexity is a more thorough way to analyze the appropriateness of a novel than simply looking at the lexiles alone. Honestly, I think teachers are already analyzing novels in this way, this is just a way to put the analysis on paper.
ReplyDeleteI feel that the text complexity document is a written formality. As a language arts teacher, I take into consideration the complexity, diction, versatility, and appropriateness of the literature I bring into my classroom. I do feel that looking at a text as closely as we did was important, but I did not feel that I was unearthing anything shocking, or something that I hadn't thought of before. I can see its merit as a tool for teachers who have not analyzed their literature, but it is also a formality.
ReplyDelete