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    Joyce Jacox

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    The document discusses the importance of text complexity in K-12 education. It notes that reading levels of high school graduates are below what is required for work and college. Text complexity is important to preserve language skills and support student progress in all academic areas. The document provides details on measuring text complexity qualitatively based on meaning, purpose and language features. It also discusses the need for exposure to complex texts to develop strong foundational reading, writing, speaking and listening skills from an early age.

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    Joyce Jacox

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    The document discusses the importance of text complexity in K-12 education. It notes that reading levels of high school graduates are below what is required for work and college. Text complexity is important to preserve language skills and support student progress in all academic areas. The document provides details on measuring text complexity qualitatively based on meaning, purpose and language features. It also discusses the need for exposure to complex texts to develop strong foundational reading, writing, speaking and listening skills from an early age.

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    The document discusses the importance of text complexity in K-12 education. It notes that reading levels of high school graduates are below what is required for work and college. Text complexity is important to preserve language skills and support student progress in all academic areas. The document provides details on measuring text complexity qualitatively based on meaning, purpose and language features. It also discusses the need for exposure to complex texts to develop strong foundational reading, writing, speaking and listening skills from an early age.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    33 views3 pages

    Joyce Jacox

    Uploaded by

    api-218157225
    The document discusses the importance of text complexity in K-12 education. It notes that reading levels of high school graduates are below what is required for work and college. Text complexity is important to preserve language skills and support student progress in all academic areas. The document provides details on measuring text complexity qualitatively based on meaning, purpose and language features. It also discusses the need for exposure to complex texts to develop strong foundational reading, writing, speaking and listening skills from an early age.

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    © All Rights Reserved
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    of 3

    Joyce Jacox

    Oct 1, 2014

    Common Core Appendix A

    READING
    K-12 Grade Texts have declined in sophistication. There is a large gap in the reading
    level of high school students graduating and their required reading for work and
    college. We now have a need for text complexity to save language. The self-esteem
    and social nature of kids will change negatively if language is not preserved through
    text. ACT tests show that the
    students who struggle to read are
    struggling in all areas of academic
    progression.
    In school children read
    Expository texts, which are
    textbooks and anything that is
    informational. In many English
    classes they read narratives
    about others experiences are
    fantasies. Kids need text that
    offers them new motives of
    thought in order to progress into higher levels of learning comprehension.

    TEXT COMPLEXITY

    This can be measured by:


    Qualitative-Meaning, Purpose, Structure, language, conventionality, clarity, and
    knowledge demands
    Quantitative-word/sentence length, text cohesion
    Reader & task Considerations-Motivation, knowledge, experiences, questions
    posed
    I-Levels of Meaning
    Literary or Informational-Text that has a single
    level of meaning is easier than those with several levels of
    meaning like satires where the purpose is to be at odds
    with the underlying message. Informational texts with a
    hidden, implicit or obscure purpose can be confusing.
    II-Structure
    Texts of low complexity tend to have simple conventional
    structures. A complex structure will have more flash backs, flash-forwards,
    and manipulations of time.
    III-Language
    Easier to read when its Literal, contemporary, and conversational.
    Vs harder =Figurative, Ironic, Ambiguous, and Archaic.
    IV-Knowledge Demands
    Fewer assumptions are less complex

    Foundational Reading Skills


    Students have phonological awareness of
    vowels and consonants. As teachers we want to decrease scaffolding and increase
    independence.

    WRITING
    Arguments-Necessity for work and college complexity texts
    Informational-Necessity for increased knowledge in any content area
    Narrative-Necessity for sharing of one persons experiences to another,
    persuasion, and entertainment, language arts come from sophisticated
    cultures.
    SPEAKING/LISTENING
    Oral language comes first because our brains
    adapt faster than our motor skills as babies.
    Kids need to be surrounded by language and
    new vocabulary everyday, so that their
    comprehension of language can continue to
    grow. Children get into routines where they
    may start to not hear new vocabulary,
    reading new literature in the most
    convenient way to keep those brains
    progressing. The more they hear that is new
    to them the more their ears will stay wide awake to learn something new.

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