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
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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!
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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!
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• 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
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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
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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!!!
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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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