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Qualitative: Levels of meaning Single- multiple Explicit- implicit Structure Simple- complex Language conventionality and clarity Literal- Figurative ...
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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

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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

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• 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

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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/

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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?

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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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