Criterion Knowledge: Does the resource build knowledge through content- rich nonfiction? Dimension 3.1 Meets Partially Meets Does Not Meet (Insufficient Evidence) Emphasis on Reading Content- Rich Texts: The resource accentuates comprehending quality informational texts across disciplines. Guiding Questions: • Are most of the texts content-rich and informational texts that promote learning and thinking? • Does the resource promote regular independent reading? Dimension 3.2 Meets Partially Does Not Meet (Insufficient Evidence) Building Knowledge Through Reading Widely a Topic and Research: Most passages reviewed are organized around a topic or line of inquiry; the resource includes regular research assignments. Guiding Questions: • How well does the resource knowledge on a single topic? • Are the passages carefully sequenced to increase knowledge on a topic or focus area of inquiry? • Does the resource regular (short) research opportunities? Summary of strengths and weaknesses: High-value actions needed to fill the gaps (check all actions that apply): ❏❏ Create a list of supplemental texts on the same topic to promote students’ volume of reading and to build knowledge. ❏❏ Create brief research projects for students on the same topic. ❏❏ Other:
Focus of text-dependent questions (check those that apply): ❏ Focus on determining central ideas or themes and analyzing their development (CCR Reading Standard 2) ❏ Focus on summarizing the key supporting details and ideas (CCR Reading Standard 2) ❏ Focus on analyzing how and why individuals, events, and ideas develop and interact (CCR Reading Standard 3) ❏ Focus on why the author chose a particular word/ phrase (CCR Reading Standard 4) ❏ Focus on defining the most powerful academic words (CCR Reading Standard 4) ❏ on how specific word choices shape meaning and tone (CCR Reading Standard 4) ❏ on examining the impact of sentence or paragraph structures or patterns (CCR Reading Standard 5) ❏ Focus on looking for pivot points in the paragraph or sections of the text (CCR Reading Standard 5) ❏ Focus on how an author’s ideas are developed and refined by particular sentences, paragraphs, etc. (CCR Reading Standard 5) ❏ on how point of view or purpose shapes the content or style (CCR Reading Standard 6) ❏ Focus on integrating and evaluating content presented in diverse media and formats (CCR Reading Standard 7) ❏ Focus on specific claims and overarching arguments (CCR Reading Standard 8) ❏ Focus on the relevance and sufficiency of the evidence authors present (CCR Reading Standard 8) ❏ Focus on how two or more texts address similar themes or topics (CCR Reading Standard 9) ❏ Focus on how authors writing about the same topic shape their presentation of key information (CCR Reading Standard 9) List level-specific, text-dependent questions based on the focus areas identified in the chart 6 Refer to the Checklist for Evaluating Question Quality for assistance with items 9 and 10. Adapted for TCSG Adult Education from College and Career Readiness Standards-in-Action | 6 |
Qualitative Analysis Rubric for Informational 3 The following rubric includes all the factors to consider for making qualitative judgments about the complexity of informational texts. Feature Slightly Complex Moderately Complex Very Complex Exceedingly Complex STRUCTURE Organization: Connections among ideas, processes, or events are explicit and clear; organization of text is chronological, sequential, or easy to predict. Text Features: If used, help the reader navigate and understand content but are not essential to understanding content. Graphics: If used, are simple and unnecessary to understanding the text, but may support and assist readers in understanding the text. Organization: Connections among some ideas or events are implicit or subtle; organization is evident and generally sequential or chronological. Text Features: If used, enhance the reader’s understanding of content. Graphics: If used, are mostly supplemental to understanding the text. Organization: Connections among an expanded range of ideas, processes, or events are often implicit or subtle; organization may contain multiple pathways or exhibit some discipline-specific traits. Text Features: If used, directly enhance the reader’s understanding of content. Graphics: If used, support or are integral to understanding the text. Organization: Connections among an extensive range of ideas, processes, or events are deep, intricate, and often ambiguous; organization is intricate or discipline- Text Features: If used, are essential in understanding content. Graphics: If used, are intricate, extensive, and integral to making meaning of the text; may provide information not otherwise conveyed in the text. LANGUAGE CLARITY AND CONVENTIONS Conventionality: Language is explicit, literal, straightforward, and easy to understand. Conventionality: Language is largely explicit and easy to understand, with some occasions for more complex meaning. Conventionality: Language is fairly complex; contains some abstract, ironic, and/or figurative language. Conventionality: Language is dense and complex; contains considerable abstract, ironic, and/or figurative language.
Feature Slightly Complex Moderately Complex Very Complex Exceedingly Complex LANGUAGE CLARITY AND CONVENTIONS (continued) Vocabulary: Words are contemporary, familiar, and conversational. Sentence Structure: Uses mainly simple sentences. Vocabulary: Words are mostly contemporary, familiar, and conversational; rarely overly academic. Sentence Structure: Uses primarily simple and compound sentences, with some complex constructions. Vocabulary: Words are fairly complex and sometimes unfamiliar, archaic, subject- specific, or overly academic. Sentence Structure: Uses many complex sentences, with several subordinate phrases or clauses and transition words. Vocabulary: are complex and generally unfamiliar, archaic, subject- specific, or overly academic; may be ambiguous or purposefully misleading. Sentence Structure: Uses mainly complex sentences, with several subordinate clauses or phrases and transition words; sentences often contain multiple concepts. KNOWLEDGE DEMANDS Subject Matter Knowledge: Relies on everyday, practical knowledge; includes simple, concrete ideas. Intertextuality: Includes no references or allusions to other texts, or outside ideas, theories, etc. Subject Matter Knowledge: Relies on common, practical knowledge and some discipline-specific content knowledge; includes a mix of simple and more complicated, abstract ideas. Intertextuality: Includes few references or allusions to other texts or outside ideas, theories, etc. Subject Matter Knowledge: Relies on moderate levels of discipline-specific or theoretical knowledge; includes a mix of recognizable ideas and challenging abstract concepts. Intertextuality: Includes some references or allusions to other texts or outside ideas, theories, etc. Subject Matter Knowledge: Relies on extensive levels of discipline-specific or theoretical knowledge; includes a range of challenging abstract concepts. Intertextuality: Includes many references or allusions to other texts or outside ideas, theories, etc. PURPOSE Purpose: Is explicitly stated, clear, concrete, and narrowly focused. Purpose: Is implied but easy to identify on context or source. Purpose: Is implicit or subtle but fairly easy to infer; is more theoretical or abstract than concrete. Purpose: Is subtle and intricate, and difficult to determine; includes many theoretical or abstract elements. Adapted for TCSG Adult Education from College and Career Readiness Standards-in-Action| 10 |