Qualitative:
Levels of meaning
Single- multiple
Explicit- implicit
Structure
Simple- complex
Language conventionality and clarity
Literal- Figurative
Clear- Ambiguous
Contemporary- Archaic
Conversational- Academic
Knowledge demands: What are they?
Qualitative:
Levels of meaning
Single- multiple
Explicit- implicit
Structure
Simple- complex
Language conventionality and clarity
Literal- Figurative
Clear- Ambiguous
Contemporary- Archaic
Conversational- Academic
Knowledge demands: What are they?
Quantitative: Lexile
K–Gr.1
N/A
Gr. 2–3
450–790
Gr. 4–5
770–980
Gr. 6–8
955–1155
Gr. 9–10 1080–1305
Gr.11–CCR 1215–1355
Quantitative: Lexile
K–Gr.1
N/A
Gr. 2–3
450–790
Gr. 4–5
770–980
Gr. 6–8
955–1155
Gr. 9–10 1080–1305
Gr.11–CCR 1215–1355
Reader & Task
Motivation
Knowledge
Cognitive Tools
Preparation
Complexity of Task
Questions
Purpose
Reader & Task
Motivation
Knowledge
Cognitive Tools
Preparation
Complexity of Task
Questions
Purpose
LITERARY
TEXT COMPLEXITY
RUBRIC & WORKSHEET
Book Title:
Author:
Name/Job Title:
Instructions: Based on your close reading, consider each element of text and select one answer for each row.
Have the text with you for easy reference if possible. More information at http://TeachingBooks.net/TextComplexity
QUALITATIVE ANALYSIS
Meaning
Slightly Complex
Moderately Complex
Very Complex
Exceedingly Complex
r More than one level of
r Several levels of meaning
r Several levels and
Moderately Complex
Very Complex
Exceedingly Complex
Organization r Organization of text is
r Organization may have
r Organization may include
r Organization is intricate
Use of Visual r If used, print and text
Features features represent the
r If used, print and text
r If used, integrated print
r If used, extensive, intricate,
Purpose r One level of meaning;
theme is obvious and
revealed early in the text
meaning with levels clearly
distinguished from each
other; theme is clear but
may be conveyed with some
subtlety
that may be difficult to
identify or separate; theme is
implicit or subtle and may be
revealed over the entirety of
the text
competing elements of
meaning that are difficult
to identify, separate, and
interpret; theme is implicit or
subtle, often ambiguous and
revealed over the entirety of
the text
Text Structure
Slightly Complex
clear, chronological, or easy
to predict
r N/A - No visuals
meaning of the text; assist
in locating information and
understanding the text
two or more storylines and
is occasionally difficult to
predict
features expand the meaning
of the text; provide support
in locating information and
interpreting the text
subplots, time shifts, and
more complex characters
and text features enrich
meaning of the text; may
provide information not
otherwise conveyed through
print alone
with regard to elements such
as narrative viewpoint, time
shifts, multiple characters,
storylines, and detail
integrated print and text
features enhance meaning of
text; provide information not
otherwise conveyed through
print alone
Language Features
Slightly Complex
Conventionality r Literal, direct,
straightforward, easy to
understand
Vocabulary r Contemporary, familiar,
conversational language
Sentence r Mainly simple sentences
Structure
Moderately Complex
Very Complex
Exceedingly Complex
r Largely straightforward
r Complex; contains some
r Dense and complex;
r Mostly contemporary,
r Somewhat complex
r Generally unfamiliar,
r Simple and compound
r Many complex sentences
r Mainly complex sentences,
and easy to understand, with
some occasions for more
complex meaning
familiar, conversational; rarely
unfamiliar or specialized
sentences, with some more
complex constructions
abstract, ironic, and/or
figurative language
language that is sometimes
unfamiliar, archaic, subjectspecific, or specialized
with several subordinate
phrases or clauses and
transition words
contains abstract, ironic, and/
or figurative language
archaic, subject-specific, or
specialized language; may be
ambiguous or purposefully
misleading
often containing multiple
concepts
Knowledge Demands
Slightly Complex
Life r Explores a single theme;
Experiences experiences portrayed are
everyday and common to
most readers
Moderately Complex
Very Complex
Exceedingly Complex
r Explores a single theme;
r Explores themes of
r Explores complex,
r Some references or
r Many references or
experiences portrayed are
common to many readers
Cultural r No references or allusions r A few references or
Knowledge to other texts or cultural
allusions to other texts or
elements
cultural elements
varying levels of complexity;
experiences portrayed are
uncommon to most readers
allusions to other texts or
cultural elements
sophisticated themes;
experiences are distinctly
different from the common
reader
allusions to other texts or
cultural elements
LITERARY TEXT COMPLEXITY RUBRIC & WORKSHEET
http://TeachingBooks.net/TextComplexity
QUANTITATIVE MEASURES
Grade Band
Lexile®
ATOS
Degrees of
Reading Power®
Flesch-Kincaid
Fountas &
Pinnell
Reading
Maturity
SourceRater
2-3
420-820
2.75-5.14
42-54
1.98-5.34
I-P
3.53-6.13
0.05-2.48
4-5
740-1010
4.97-7.03
52-60
4.51-7.72
O-V
5.42-7.92
0.84-5.75
6-8
925-1185
7.00-9.98
57-67
6.51-10.34
U-Z
7.04-9.57
4.11-10.66
9-10
1050-1335
9.67-12.01
62-72
8.32-12.12
Z+
8.41-10.81
9.02-13.93
11-12
1185-1385
11.20-14.10
67-74
10.34-14.20
Z+
9.57-12.00
12.30-14.50
Source: National Governors Association for Best Practices and Council of Chief State School Officers. “Supplemental Information for
Appendix A of the Common Core State Standards for English Language Arts and Literacy: New Research on Text Complexity,” Common Core
State Standards Initiative (2014): 4. Accessed August 8, 2014
http://www.corestandards.org/assets/E0813_Appendix_A_New_Research_on_Text_Complexity.pdf
GRADE SELECTION
In which grade(s) do you use this book? Select all that are relevant.
r Pre-K r K r 1 r 2 r 3 r 4 r 5
r 6 r 7 r 8 r 9 r 10 r 11 r 12
READER AND TASK CONSIDERATIONS
Reflect upon the following questions to match appropriate books with each student:
• What do you want your students to accomplish with the text, and how will you implement
this in your lesson?
• How will you guide your students to construct meaning and grow as readers, based on
the theme and content of this particular text?
• Which readers will deeply connect with this text, and where does that fit into the
instructional plan?
NEXT STEPS / CREDITS
Publish your completed text complexity analysis within TeachingBooks.net’s online crowdsourced results.
• Go to http://TeachingBooks.net/TextComplexity
• Search for the book title, and fill out the online interactive rubric
• OR fax / email your completed text complexity worksheet(s) to TeachingBooks.net
• (608) 327-8010 or [email protected]
This rubric is adapted from the CCSSO’s ELA State Collaborative on Assessment and Student Standards,
and the text complexity rubrics used by the Wisconsin Department of Public Instruction ELA Team.
NOTES / COMMENTS
This Text Complexity Worksheet was created by TeachingBooks.net for educational purposes, and may be copied and
distributed solely for these purposes for no charge, as long as the copyright information remains on all copies.
INFORMATIONAL
TEXT COMPLEXITY
RUBRIC & WORKSHEET
Book Title:
Author:
Name/Job Title:
Instructions: Based on your close reading, consider each element of text and select one answer for each row.
Have the text with you for easy reference if possible. More information at http://TeachingBooks.net/TextComplexity
QUALITATIVE ANALYSIS
Purpose
Slightly Complex
Moderately Complex
Very Complex
Exceedingly Complex
r Implied, but easy to
r Implied, but fairly easy to
r Subtle, implied, difficult
Moderately Complex
Very Complex
Exceedingly Complex
Organization r Connections between
of Main Ideas ideas, processes or events
r Connections between
r Connections between
r Connections between
Use of Visual r If used, print and text
Features features represent the
r If used, print and text
r If used, integrated print
r If used, extensive, intricate,
Purpose r Directly stated; clear,
concrete with a narrow focus
identify based upon context
or source
infer; more theoretical than
concrete
to determine; intricate,
theoretical elements
Text Structure
Slightly Complex
are explicit and clear;
organization of text is clear
or chronological or easy to
predict
r N/A - No visuals
some ideas or events
are implicit or subtle;
organization is evident and
generally sequential
an expanded range ideas,
processes or events are
deeper and often implicit
or subtle; organization
may contain multiple
pathways and may exhibit
traits common to a specific
discipline
and text features enrich
meaning of the text; may
provide information not
otherwise conveyed through
print alone
an extensive range of ideas
or events are deep, intricate
and often implicit or subtle;
organization of the text is
intricate or specialized for a
particular discipline
meaning of the text; assist
in locating information and
understanding the text
features expand the meaning
of the text; provide support
in locating information and
interpreting the text
integrated print and text
features enhance meaning of
text; provide information not
otherwise conveyed through
print alone
Slightly Complex
Moderately Complex
Very Complex
Exceedingly Complex
r Largely straightforward
r Complex; contains some
r Dense and complex;
r Mostly contemporary,
r Somewhat complex
r Generally unfamiliar,
r Simple and compound
r Many complex sentences
r Mainly complex sentences,
Language Features
Conventionality r Literal, direct,
straightforward, easy to
understand
Vocabulary r Contemporary, familiar,
conversational language
Sentence r Mainly simple sentences
Structure
and easy to understand, with
some occasions for more
complex meaning
familiar, conversational; rarely
unfamiliar or specialized
sentences, with some more
complex constructions
abstract, ironic, and/or
figurative language
language that is sometimes
unfamiliar, archaic, subjectspecific, or specialized
with several subordinate
phrases or clauses and
transition words
contains abstract, ironic, and/
or figurative language
archaic, subject-specific, or
specialized language; may be
ambiguous or purposefully
misleading
often containing multiple
concepts
Knowledge Demands
Slightly Complex
Very Complex
Exceedingly Complex
Subject Matter r Everyday, practical
r Everyday practical
Knowledge knowledge; simple, concrete knowledge and some
r Moderate levels of
r Extensive, perhaps
Intertextuality r No references or allusions r A few references or
and Cultural to other texts, or outside
allusions to other texts or
outside ideas, theories, etc.
Knowledge ideas, theories, etc.
r Some references or
r Many references or
ideas
Moderately Complex
discipline-specific content
knowledge; both simple and
more complicated, abstract
ideas
discipline-specific content
knowledge; some theoretical
knowledge may enhance
understanding; range of
recognizable ideas and
challenging abstract concepts
allusions to other texts or
outside ideas, theories, etc.
specialized or even theoretical
discipline-specific content
knowledge; range of
challenging abstract and
theoretical concepts
allusions to other texts or
outside ideas, theories, etc.
INFORMATIONAL TEXT COMPLEXITY RUBRIC & WORKSHEET
http://TeachingBooks.net/TextComplexity
QUANTITATIVE MEASURES
Grade Band
Lexile®
ATOS
Degrees of
Reading Power®
Flesch-Kincaid
Fountas &
Pinnell
Reading
Maturity
SourceRater
2-3
420-820
2.75-5.14
42-54
1.98-5.34
I-P
3.53-6.13
0.05-2.48
4-5
740-1010
4.97-7.03
52-60
4.51-7.72
O-V
5.42-7.92
0.84-5.75
6-8
925-1185
7.00-9.98
57-67
6.51-10.34
U-Z
7.04-9.57
4.11-10.66
9-10
1050-1335
9.67-12.01
62-72
8.32-12.12
Z+
8.41-10.81
9.02-13.93
11-12
1185-1385
11.20-14.10
67-74
10.34-14.20
Z+
9.57-12.00
12.30-14.50
Source: National Governors Association for Best Practices and Council of Chief State School Officers. “Supplemental Information for Appendix A of the Common
Core State Standards for English Language Arts and Literacy: New Research on Text Complexity,” Common Core State Standards Initiative (2014): 4. Accessed
August 8, 2014
http://www.corestandards.org/assets/E0813_Appendix_A_New_Research_on_Text_Complexity.pdf
GRADE SELECTION
In which grade(s) do you use this book? Select all that are relevant.
r Pre-K r K r 1 r 2 r 3 r 4 r 5
r 6 r 7 r 8 r 9 r 10 r 11 r 12
READER AND TASK CONSIDERATIONS
Reflect upon the following questions to match appropriate books with each student:
• What do you want your students to accomplish with the text, and how will you implement
this in your lesson?
• How will you guide your students to construct meaning and grow as readers, based on
the theme and content of this particular text?
• Which readers will deeply connect with this text, and where does that fit into the
instructional plan?
NEXT STEPS / CREDITS
Publish your completed text complexity analysis within TeachingBooks.net’s online crowdsourced results.
• Go to http://TeachingBooks.net/TextComplexity
• Search for the book title, and fill out the online interactive rubric
• OR fax / email your completed text complexity worksheet(s) to TeachingBooks.net
• (608) 327-8010 or [email protected]
This rubric is adapted from the CCSSO’s ELA State Collaborative on Assessment and Student Standards,
and the text complexity rubrics used by the Wisconsin Department of Public Instruction ELA Team.
NOTES / COMMENTS
This Text Complexity Worksheet was created by TeachingBooks.net for educational purposes, and may be copied and
distributed solely for these purposes for no charge, as long as the copyright information remains on all copies.
Common Core Text Complexity
Lexile and Beyond
Fold the Line/ Meet Your Neighbor
Let’s Discuss
• Introduce Yourselves
– Name
– Where you work, with what ages, how do you
support students (flexible, fixed scheduling,
amount of time, work with teachers, parents,
other school community members)?
• Why is Text Complexity important?
• How do you think you will use information
on Text Complexity?
2
Common Core State Standards
Laeapuki, HI
euripedies, 2007
3
College
Career
4
Common Core Standards
Reading (R)-10
Engage with
Complex Text
Standard 10:
Range of Reading and
Level of Text Complexity
5
Engage with
Complex Text
Levels of Complexity
Standard 10: Range of Reading and Level
of Text Complexity
• K: Actively engage in group reading
activities with purpose and
understanding.
– a. Activate prior knowledge related to the
information and events in texts.
– b. Use illustrations and context to make
predictions about text.
Engage with
Complex Text
Standard 10: Range of Reading
and Level of Text Complexity
• Grade 1: With prompting and support,
read informational texts appropriately
complex for grade 1.
– a. Activate prior knowledge related to the
information and events in a text.
– b. Confirm predictions about what will
happen next in a text.
…but who decides
What’s appropriately COMPLEX for Grade 1?
Engage with
Complex Text
Text Complexity
Measures Text
Measures Text
Attentive
Human
Computer
Considers the Reader And Purpose
Source: ELA CCSS Appendix A;
www.corestandards.org
Engage with
Complex Text
FACTOR 1: Qualitative evaluation of
the text
• Not Exact
• 4 areas
•Levels of meaning
•Structure
•Language conventionality and clarity
•Knowledge demands
•Attentive Human:
•Reasonableness
•Experience
•Trained judgment
•Knowledge:
•What supports developmental needs of students
•What helps students stretch toward the next level
Engage with
Complex Text
Factor 1: Levels of Meaning
• Continuum
• Single level of meaning easier than multiple narratives,
multiple intents, or intents at odds with the narrative
•That book has many layers of meaning
•Judgment – layers don’t always make it too difficult
•Red Balloon, Giving Tree
•Satire tricky to understand
•Author’s message opposite of literal portrayal
•Jonathan Swift’s A Modest Proposal
• Informational texts with explicit purpose are generally
easier to understand
•Easy- title, chapters, headings identify topics
•Difficult- implicit, hidden, obscure purpose
Factor 1: Structure
• Continuum
Easy
Simple: Text and graphics
Clearly related
Graphic interpretation not
necessary to understand text
Explicit
Complex
Shifts in narrative perspective
Multiple voices
Interior monologues
Interweaving
Implicit
Unconventional
Manipulations of time and
Difficult sequence
Flash backs, flash forwards,
cycling
Information text
Well marked
Conventional
Chronological narratives
Predictable
Clear genre
Informational texts conform
to specifics of a discipline
Complex graphics
necessary to
understand text
May have graphics
independent of text
Engage with
Complex Text
Factor 1: Language Conventionality
and Clarity
Easy
Literal
Clear
Contemporary
Conversational
(non-academic)
language
Difficult
Figurative
Ironic
Ambiguous
Purposefully
misleading
Archaic language
Academic language
of specialized
discipline
Engage with
Complex Text
Factor 1: Knowledge Demand
• What does the reader need to bring to the
text to understand it?
• What assumptions does the text make
about:
 Reader’s Life Experience
 Cultural knowledge
 Literary knowledge
 Content/discipline knowledge
The fewer the assumptionsthe less complex the text!
Engage with
Complex Text
Factor 2: Quantitative
Factors of Text Complexity
Word Length
Frequency
Sentence Length
Text Cohesion
Usually done with computer
software
• Current means imperfect but
improving
•
•
•
•
•
Engage with
Complex Text
Text Complexity
Grade Bands and Lexiles for
Common Core Standards
•
•
•
•
•
•
K–Gr.1
N/A
Gr. 2–3
450–790
Gr. 4–5
770–980
Gr. 6–8
955–1155
Gr. 9–10
1080–1305
Gr.11–CCR 1215–1355
Lexile Ranges CCR
200 L
-
1700L
11th/12th Grade Textbooks Average
1090L
GED Test Materials 1020L
SAT/ ACT Test Materials 1180L
University Textbooks Average 1395L
16
Lexile- Printed News
1310L
1310L
1440L
1380L
1200L
1320L
1350L
17
Lexile at Work
Entry Level Occupational Reading:
•
•
•
•
•
•
•
•
Agriculture/Natural resources
Architecture/Construction
Arts/AV Technology/Communications
Business and Administration
Education and Training
Health Science
Hospitality and Tourism
Human Services
1270-1510L
1210-1340L
1100-1190L
1210-1310L
1320-1370L
1260-1300L
1230-1260L
1050-1200L
18
Lexile at Work
Entry Level Occupational Reading:
•
•
•
•
•
Law and Public Safety
Manufacturing
Retail/Wholesale Sales and Service
Scientific Research/Engineering
Transportation, Distribution and Logistics
1420-1740L
1200-1310L
1180-1270L
1190-1250L
1170-1350L
Career Readiness means ability to read on the job!
19
Common Lexiles
1260L
1280L
1230L
1360L
1170L
1270L
20
What is Lexile?
• Semantic elements
– Difficulty of Words
– How likely is it that context will reveal the
word’s meaning?
– Lexile uses 600 million words (1998-2003)
with designated difficulties
180
• Syntactic elements
– Complexity of sentence structure
– Lexile uses sentence length
21
Lexile
Syntactic semantic syntactic semantic
syntactic semantic syntactic semantic
syntactic semantic syntactic semantic
syntactic semantic syntactic semantic
syntactic semantic.
= Lexile1370
22
Lexile
The syntactic measure refers to
sentence complexity, and the semantic
measure refers to the difficulty of the
words.
= Lexile 1090
23
24
Lexile.com
.txt
25
1
2
3
26
Lexiles
Lexile= 740L
Lexile= 700L
27
Engage with
Complex Text
Qualitative Measures Correct
Quantitative Measures
• Provisional Nature of Quantitative
Measures
– More tools being developed, and more tools
needed
•
Not yet: Precise, Accurate, or Easy to Use
• Cannot account for all elements that
make a text easy or difficult
• Do reflect some things about text, use
multiple measures together
• Quantitative measures should Never be
used alone to determine grade level
complexity
• Results of Qualitative measures overrule
Quantitative (or confirm them)
• Use your judgment!!!
– Teach students to use their judgment
Engage with
Complex Text
Factor 3: Match the Book
to the Reader and the Task
• Motivation
– Purpose
– Interest
– Love of reading
– Confidence in reading
Engage with
Complex Text
Factor 3: Match the Book
to the Reader and the Task
• Knowledge
– Vocabulary and topical knowledge
– Knowledge of text structure and reading/
learning strategies
Engage with
Complex Text
Factor 3: Match the Book
to the Reader and the Task
• Knowledge
– Knowledge of text structure cont.
• Teaching Informational Text
Engage with
Complex Text
Factor 3: Match the Book
to the Reader and the Task
• Cognitive Tools
–
–
–
–
–
Attention
Memory
Ability to analyze
Inference
Visualization
Engage with
Complex Text
Factor 3: Match the Book
to the Reader and the Task
• Past experiences
• Purpose of reading in
this instance
– Related task or purpose
– Type of reading:
Studying, Pleasure
Reading, Researching
• Complexity of assigned
task
• Questions posed
• Again subjectively apply
your professional
judgment:
• Experience
• Knowledge of student
• Knowledge of subject
Engage with
Complex Text
All Three Factors Come
Together!
• Text Complexity
– Qualitative
– Quantitative
• Appropriateness
– Reader
– Task
• It’s a balance.
Ok, fine…
BUT WE NEED EXAMPLES!!!
Engage with
Complex Text
Examples!
36
• Is the rubric adequate?
• Should anything be added or
changed?
• Do you think it will yield a good result
as a crowdsource? Why?
• Would you use and/ or contribute to
it? Why?
• Would you encourage teachers to use
and/or contribute to it? Why?
• Would you encourage students to use
the results? Why?
37
Engage with
Complex Text
Text Complexity
• Student interest
wide
band of complexity
– Increase in complexity
– Variability of items
• Support Below and Above
– Generally, increase independence and
decrease scaffolding
Engage with
Complex Text
Text Complexity
Toward
CCR
Text at High End of
Grade Band
What students can read, in
terms of complexity, is
the greatest predictor of
success in college.
Text Between Middle and
High End of
Grade Band
End of Year
Text Near Middle of
Grade Band
Text Between Low End
and Middle of
Grade Band
Text at Low End of
Grade Band
Susan Pimentel, 2012
Beginning of Year
www.achievethecore.org
Standard 10
•
•
•
•
•
•
K: Actively engage in group reading activities with purpose and
understanding.
Gr. 1: With prompting and support, read prose and poetry
[informational texts] of appropriate complexity for grade 1.
Gr. 2: By the end of the year, read and comprehend literature
[informational texts] in the grades 2–3 text complexity band proficiently,
with scaffolding as needed at the high end of the range.
Gr. 3: By the end of the year, read and comprehend literature
[informational texts] at the high end of the grades 2–3 text complexity
band independently and proficiently.
Gr. 4: By the end of the year, read and comprehend literature
[informational texts] in the grades 4–5 text complexity band proficiently,
with scaffolding as needed at the high end of the range.
Gr. 5: By the end of the year, read and comprehend literature
[informational texts] at the high end of the grades 4–5 text complexity
band independently and proficiently.
The Progression of Reading
Standard 10
• Gr. 6: By the end of the year, read and comprehend
literature [informational texts, history/social studies texts,
science/technical texts] in the grades 6–8 text
complexity band proficiently, with scaffolding as
needed at the high end of the range.
• Gr. 7: By the end of the year, read and comprehend
literature [informational texts, history/social studies texts,
science/technical texts] in the grades 6–8 text
complexity band proficiently, with scaffolding as
needed at the high end of the range.
• Gr. 8: By the end of the year, read and comprehend
literature [informational texts, history/social studies texts,
science/technical texts] at the high end of the grades 6–
8 text complexity band independently and proficiently.
corestandards.org
• http://www.corestandards.org/
42
43
44
CCSS Using TextWhat do they do once they have it?
Students explain how the main
idea that Lincoln had “many faces”
in Russell Freedman’s Lincoln: A
Photo biography is supported by
key details in the text. [RI.3.2]
Source: CCSS ELA Appendix B
Students compare and contrast Laurence
Yep’s fictional portrayal of Chinese immigrants
in turn-of-the-twentieth-century San Francisco
in Dragonwings to historical accounts of the
same period (using materials detailing the
1906 San Francisco earthquake) in order to
glean a deeper understanding of how authors
use or alter historical sources to create a
sense of time and place as well as make
fictional characters lifelike and real. [RL.7.9]
Source: CCSS ELA Appendix B
Students evaluate Jim
Murphy’s The Great
Fire to identify which
aspects of the text
(e.g., loaded language
and the inclusion of
particular facts) reveal
his purpose;
presenting Chicago as
a city that was “ready
to burn.” [RH.6–8.6]
Source: CCSS ELA Appendix B
Find Your Partner
Reflect
• Where is Your Understanding Now about Text
Complexity?
• Why is Text Complexity important?
• How will you use today’s information on Text
Complexity?
• How will you continue to develop your
understanding of Text Complexity more?
48
Struggling Readers
• Don’t underestimate capacity
– Opportunity to dive deep
– Opportunity to build on strengths
•
•
•
•
•
Don’t judge capacity
Reading and Rereading
Writing- Reading, Rereading, Analyzing
Talking about Reading
Toolkit to tackle challenging reading
– Alphabet charts, word boxes, e-readers
HELP STUDENTS LEARN TO LOVE READING
49
Digital Literacy
• Literacy includes Digital Literacy
• Digital Reading primary mode
– Employment tasks
– Employment communication
– Social arena, marketplace, higher education,
political arena
More Multifaceted
– Non-linear
• Background knowledge, definitions, search optionsrelevance
• Greater independence
REQUIRES EVALUATING
Remixing of Books
50
Who Helps Connect It ALL?
WE
DO!!!
51
THE END!!
Credits for Text Complexity Powerpoint
• Berkeley Lab. Focus Group Discussion Image. 8 Apr 2013
http://today.lbl.gov/2013/04/08/join-april-29-focus-group-to-discuss-minidescriptions-of-lab/ .
• Common Core State Standards Initiative. Common Core Standards and
Appendices. http://www.corestandards.org/ .
• Crowdmelt.com. “Three Ways to Meet Someone” Image. 27 Sep 2013
http://crowdmelt.com/3-ways-to-meet-someone/ .
• Global Language Monitor. Jan 1, 2014 “Number of Words in the English
Language: 1,025,109.8 .” http://www.languagemonitor.com/number-ofwords/number-of-words-in-the-english-language-1008879/ .
• IGI Market Care. Quantitative and Qualitative Data Collection Image. 2014
http://igimarketcare.org/Data-collection.html .
• MetaMetrics. Lexile.com . https://lexile.com/ .
• Massengil, Gina. “College and Career Readiness: Through the Lens of Lexiles.”
TTAC Telegram, Vol. XVII Issue 3 http://ttac.gmu.edu/telegram/issue-3
• TeachingBooks.net
HAVE A GREAT DAY AT
LIBRARY SUMMER CAMP
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