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In this presentation, I share with my staff the three factors in determining text complexity with classroom based examples of each, especially the qualitative measure that so heavily depends on digging deeper into anchor stands 4, 5, and 6 regarding Author's Craft. At Lake Myra, we also believe in making sure that ALL students (regardless of their instructional reading level) get at least one dose daily of reading in their grade level stretch band, and if that's different than their instructional level, then an additional scoop of instruction at their lower instructional level.
Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text
Fifty Shades of the Common
Core: Part 2Stretching All Readers to Read Complex Text Lake Myra Elementary January 17, 2013 Jennifer Jones K-12 Reading Specialist Lake Myra Elementary School Wake County Public School System www.helloliteracy.blogspot.com
The Common Core literacy Model
6 3 Ela Standard ELA Strands Practices Reading Building knowledge Literature Through content Rich non-fiction and Reading Informational text. The Informational Reading, writing and The Text Speaking grounded in Speaking & Listening evidence from the text Language Regular practice with complex text and Writing its academic vocabulary Foundational SkillsBased on the Common Core ELA
Anchor Standards The Literary Fiction
& Informational Non-Fiction 1 Text-based Understanding & Comprehension 2 Central Message(s)/theme(s)/BIG ideas(s) 3 Characters/individuals across the text 4 Author’s Word Choice (syntax, vocab & language) 5 Text Structure & Text Features 6 Point of View/Purpose 7 Content Integration – Read & Research 8 Evaluate Claims & Arguments (NF only) 9 Text to Text Comparison 10 Text ComplexityKey Ideas & Details Craft & Structure Integration of Ideas
t ext complexity : WHAT
& HOWAnchor Standard 10 (K-12): Read and comprehend complexliteracy and informational texts independently & proficiently Text Complexity Standard SpiralK Actively engage in group reading activities with purpose & understanding. 1 With prompting & support, read…appropriate complexity for grade 1.2 Read & comprehend…in the 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. 3 Read & comprehend…in the 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. 4 Read & comprehend…in the 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. 5 Read & comprehend…in the 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
3 Considerations THAT Make text
complex The book’s languagecreated by the author The book’s Lexileemploying the author’s Number…generated by craft and literacy a computer using a devices. (Anchor complicated formula. Standard 4, 5 & 6) ex: vocabulary, sentence structure, syntax, etc. The reader’s role in the text transaction. All the cognitive capabilities, personal & motivational elements, experiences, content knowledge and reading skills that a reader brings to the reading experience.
Here’s Why…Time In & out
of Text More instructional time spent outside the text means less time inside the text. Departing from the text in classroom discussion privileges only those who already have experience with the topic. It is easier to talk about our experiences than to analyze the text—especially for students reluctant to engage with reading.Image from www.zimbio.com Source: www.achievethecore.org
“Close reading, should not imply
that we ignore the reader’s experiences…itshould imply that we bring the text and the reader close together.” – Notice & Note: Strategies for Close Reading
structure Complexity “The yellow snow
blower that my father bought for my mother for their 15th wedding anniversary last year is now sitting in the garage, under a pile of old boxes and newspapers, where she left it that night, just before she threw her mobile phone, the one with my pictures on it, at dad, and burst into tears.” …to explore the architecture of thoughts and feelingsSource: Shanahan article “The Challenge of Challenging Text”
Text BASED Questions 1. The
text says, “My grandmother was saw the emperor…” who’s telling the story? 2. Using evidence from the text and the illustration , infer where this story takes place. Tell how you know. 3. The author says, “he lost his golden dragon throne.” Talk about the author’s word choice of lost and how it’s used in the context of this page.
Awareness of Literacy Devices Literacy
devices allow a writer to “show not tell” and communicate ideas in powerful ways. Alliteration Allusion Analogy Connotation Hyperbole Irony Metaphor Point of View SymbolismSource: T. Shanahan, 2012, Learning from Challenging Text
Awareness of Literacy Devices Literacy
devices allow a writer to “show not tell” and communicate ideas in powerful ways. I’m thinking, “Why don’t we just teach kids “the symbolism doesn’t change” from text to text! A rose always mean beauty, bells always mean freedom, rocks always mean strength, storms always mean hard times, leaves and fall always mean change, etc…”Source: T. Shanahan, 2012, Learning from Challenging Text
READER-TEXT Considerations 3rd dimension of
complexityLanguage is sparse & plainUses common wordsSentences are often shortLittle language complexity6th grade lexile“HOWEVER, many students would havedifficulty understanding thissimplicity, not because of the bookitself but in the interaction betweenthe reader and the book. Few preteenshave had the emotional experiencesthat would prepare them to understandthe old man’s determination tomaintain hope & dignity in the face ofoverwhelming odds.” – Shanahan, et.al.
Characteristics of… Close Reading• Works
best with short passages.• The focus is intense.• It will extend from the passage itself to other part of the text.• It should involve a great deal of exploratory discussion.• It involves rereading. JJ adds..& teachers actually reading the text they are going to teach from.. before the kids doSource: Notice & Note: Strategies for Close Reading by Beers
Scoops of Learning for our
At-Risk Learners at LMES Scoop One Scoop Two Scoop Three at Their at The Grade Independent Instructional Level Stretch Text LevelReading Level LevelReading Session 1 - Reading Session 2 - Reading Session 3 - Teacher A Teacher A or Read to Self or less scaffolding Teacher B Partner + more scaffolding + independent reading
Stretch Level for All However,
for students reading at or above the benchmark for their grade level, for any quarter, for example, end of 2nd quarter, 2nd grade benchmark is 19/20, therefore, a child’s instructional level IS their stretch level and instruction in guided reading will be close reading of complex text in the 2/3 stretch band. Their one instructional level scoop IS their stretch scoop.
Stretch Level for All However,
for students reading below their grade level benchmark, especially for students whose instructional reading level is at least one year below their grade level benchmark, they will receive two scoops of guided reading daily-- one at their instructional level with less scaffolding, and another one on grade level (their stretch scoop) with more scaffolding on complex text in their stretch band.