Selecting Texts
The Carnegie Corporation's Reading Next: A Vision for Action and Research in Middle and High School Literacy report (p.4) identifies 15 elements of effective adolescent literacy programs. The sixth recommendation is to provide "students with diverse texts that present a wide range of topics at a variety of reading levels."
When selecting this range of diverse texts for your program, ask yourself whether the texts you select will truly give your students a break from the traditional school-day. Are your students merely experiencing what the Carnegie Corporation's Adolescent Literacy Development in Out-of-School Time Practitioner's Handbook refers to as "more of the same" of what they experience all day during school, or is your program providing them with texts that really distinguish your program as unique from the school day? Have you found a way to embed academic literacy development using texts that are responsive to student interests?
The information below describes how to determine the reading level of texts and lists curriculum that may be appropriate for your program.
When selecting this range of diverse texts for your program, ask yourself whether the texts you select will truly give your students a break from the traditional school-day. Are your students merely experiencing what the Carnegie Corporation's Adolescent Literacy Development in Out-of-School Time Practitioner's Handbook refers to as "more of the same" of what they experience all day during school, or is your program providing them with texts that really distinguish your program as unique from the school day? Have you found a way to embed academic literacy development using texts that are responsive to student interests?
The information below describes how to determine the reading level of texts and lists curriculum that may be appropriate for your program.
Text Complexity
Teachers and curriculum designers use three measures when determining whether the complexity of a text is appropriate for their students.
First, they use their own professional judgement to consider students' levels of motivation, prior knowledge and experience with the topic as well as the text's connection to the task or assignment.
After this, they engage in a "qualitative" evaluation of the text, assessing the complexity of the purpose, structure, language, and background knowledge demands of a text. See questions to ask when conducting a qualitative analysis of text in the image to the right (source: NYS Next Generation ELA Learning Standards, p.10).
Finally, they conduct a "quantitative" evaluation of text complexity, using a computer- or internet-program like the Lexile Framework that assesses the number of complex vocabulary words and sentences. In the table below, you can see how texts have become more complex for every grade level with New York State's Next Generation ELA Learning Standards (source, p.11). Notice in the Reading Maturity column that 6th-8th graders are expected to read texts written between the 7th and 9.5th grade levels.
When selecting texts for your students, you will want to go through the three-step process described above to determine whether they are appropriate for the grade level that you are serving.
Teachers and curriculum designers use three measures when determining whether the complexity of a text is appropriate for their students.
First, they use their own professional judgement to consider students' levels of motivation, prior knowledge and experience with the topic as well as the text's connection to the task or assignment.
After this, they engage in a "qualitative" evaluation of the text, assessing the complexity of the purpose, structure, language, and background knowledge demands of a text. See questions to ask when conducting a qualitative analysis of text in the image to the right (source: NYS Next Generation ELA Learning Standards, p.10).
Finally, they conduct a "quantitative" evaluation of text complexity, using a computer- or internet-program like the Lexile Framework that assesses the number of complex vocabulary words and sentences. In the table below, you can see how texts have become more complex for every grade level with New York State's Next Generation ELA Learning Standards (source, p.11). Notice in the Reading Maturity column that 6th-8th graders are expected to read texts written between the 7th and 9.5th grade levels.
When selecting texts for your students, you will want to go through the three-step process described above to determine whether they are appropriate for the grade level that you are serving.
Reading Materials
Adolescent Literacy programs in New York City use a range of texts. The list below highlights some reading resources that have been used by some of your colleagues.
Reading programs recommended in the Carnegie Corporation's Adolescent Literacy Development in Out-Of-School Time Practitioner's Handbook include the following. These resources are listed with caution as they may not provide students with the break from the school day readings and activities that they need and deserve. You will always want to ask whether the texts you select will lead to fun and engaging discussion and activities.
If you are looking for a great resource for current events, check out NewsELA, a great free repository of real news articles form national papers that are leveled for each grade level. There are often evidence-based reading questions, writing assignments, and quizzes associated with the readings and you can access a virtual classroom tool with a subscription ($).
Adolescent Literacy programs in New York City use a range of texts. The list below highlights some reading resources that have been used by some of your colleagues.
Reading programs recommended in the Carnegie Corporation's Adolescent Literacy Development in Out-Of-School Time Practitioner's Handbook include the following. These resources are listed with caution as they may not provide students with the break from the school day readings and activities that they need and deserve. You will always want to ask whether the texts you select will lead to fun and engaging discussion and activities.
- AfterShool KidzLit
- LitART
- Voyager TimeWarp Plus (specifically designed for struggling readers)
- Failure Free Reading (track student progress with computer software)
- Accelerated Reader (track student progress with computer software)
If you are looking for a great resource for current events, check out NewsELA, a great free repository of real news articles form national papers that are leveled for each grade level. There are often evidence-based reading questions, writing assignments, and quizzes associated with the readings and you can access a virtual classroom tool with a subscription ($).
Updated by Shannon Allen for Literacy Assistance Center - January, 2021