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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.

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fifty shades of the common core part 2 stretching

Fifty Shades of the

Common Core: Part 2

Stretching 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

The Common Core literacy Model

6

3

ELA

Practices

Ela Standard

Strands

Reading

Literature

Building knowledge

Through content

Rich non-fiction and

Informational text.

Reading, writing and

Speaking grounded in

evidence from the text

Regular practice with

complex text and

its academic

vocabulary

Reading

The

The

Informational

Text

Speaking & Listening

Language

Writing

Foundational

Skills

Based on the Common Core ELA

slide3

The

Anchor Standards

Literary Fiction & Informational Non-Fiction

1 1

2 2

3 3

4 4

5 5

6 6

7 7

8 8

9 9

10 10

Text

Text- -based

based Understanding & Comprehension

Understanding & Comprehension

Central Message(s)/theme(s)/BIG ideas(s)

Central Message(s)/theme(s)/BIG ideas(s)

Characters/individuals across the text

Characters/individuals across the text

Author’s Word

Author’s Word Choice (syntax, vocab & language)

Choice (syntax, vocab & language)

Text S

Text Structure & Text Features

tructure & Text Features

Point of View/Purpose

Point of View/Purpose

Content Integration

Content Integration – Read & Research

Read & Research

Evaluate

Evaluate Claims & Arguments (NF only)

Claims & Arguments (NF only)

Text to Text Comparison

Text to Text Comparison

Text Complexity

Text Complexity

Key Ideas & Details

Key Ideas & Details Craft & Structure

Craft & Structure Integration of Ideas

Integration of Ideas

text complexity what how

\ text complexity : WHAT & HOW

Anchor Standard 10 (K-12): Read and comprehend complex

literacy and informational texts independently & proficiently

Text Complexity Standard Spiral

K Actively engage in group reading activities with purpose & understanding.

With prompting & support, read…appropriate complexity for grade 1.

1

2 Read & comprehend…in the 2-3 text complexity band proficiently, with

scaffolding as needed at the high end of the range.

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 4-5 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

old how new how

Old HOW NEW HOW

How

Kids

Read

Source: T. Shanahan, 2012, Learning from Challenging Text

text complexity stretch bands

\ text complexity Stretch Bands

Original

stretch

bands

Revised

stretch

bands as

of 8.15.2012

http://blog.aicr.org/2012/07/09/hot-tired-how-stretch-bands-can-help/

text complexity measurement

\ text complexity Measurement

The Reader

Source: Common Core Documents

3 considerations that make text complex

\ 3 Considerations THAT Make text complex

The book’s language

created by the author

employing the author’s

craft and literacy

devices. (Anchor

Standard 4, 5 & 6)

ex: vocabulary,

sentence structure,

syntax, etc.

The book’s Lexile

Number…generated by

a computer using a

complicated formula.

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.

text complexity a result of the gap

\ Text Complexity…A Result of the Gap

http://blog.aicr.org/2012/07/09/hot-tired-how-stretch-bands-can-help/

the issue with tackling text complexity with read

The Issue with Tackling Text

Complexity with Read-Alouds, Shared

Reading & Novel Studies…

But…

Image: Gooney Bird Greene by Lois Lowry Cartoon Image by The NY Times

when do kids really ever have to struggle through

When do Kids Really EVER HAVE TO STRUGGLE

THROUGH CHALLENGING TEXT?

http://en.wikipedia.org/wiki/

scaffolding challenging text

SCAFFOLDING CHALLENGING TEXT

Source: T. Shanahan, 2012, Learning from Challenging Text

cc book introductions new yorker style

CC Book introductions…

New Yorker Style

Title

Caption

Blurb

“Activating prior knowledge has been overused and misconstrued…”

here s why time in out of text more instructional

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

“Close reading, should not

imply that we ignore the

reader’s experiences…it

should imply that we bring

the text and the reader

close

close together.”

– Notice & Note:

Strategies for Close Reading

ideas content complexity

Ideas & Content Complexity

Source: T. Shanahan, 2012, Learning from Challenging Text

structure complexity

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 feelings

Source: Shanahan article “The Challenge of Challenging Text”

vocabulary complexity

vocabulary Complexity

Source: T. Shanahan, 2012, Learning from Challenging Text

vocabulary complexity1

vocabulary Complexity

Source: T. Shanahan, 2012, Learning from Challenging Text

text based questions

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

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

Symbolism

Source: T. Shanahan, 2012, Learning from Challenging Text

awareness of literacy devices literacy devices1

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

tackle text complexity with complex texts period

TacklE Text Complexity with …

Complex Texts. Period.

Lexile Level

460

Lexile Level 580

really making sense of nonfiction information

Really

Making

Sense

Of

Nonfiction

information

independent assessment follow up of text

Independent/Assessment

follow-up of Text Complexity

anticipating complexity what makes this complex

Anticipating Complexity

What makes this complex?

What will students find confusing?

What am I going to do about it?

reader text considerations 3rd dimension

READER-TEXT Considerations

3rd dimension of complexity

Language is sparse & plain

Uses common words

Sentences are often short

Little language complexity

6th grade lexile

“HOWEVER, many students would have

difficulty understanding this

simplicity, not because of the book

itself but in the interaction between

the reader and the book. Few preteens

have had the emotional experiences

that would prepare them to understand

the old man’s determination to

maintain hope & dignity in the face of

overwhelming odds.” – Shanahan, et.al.

characteristics of close reading works best with

Characteristics of…

Close Reading

• Works best with short passages.

Works best with short passages.

• The focus is intense.

The focus is intense.

• It will extend from the passage itself to other

It will extend from the passage itself to other

part of the text.

part of the text.

• It should involve a great deal of exploratory

It should involve a great deal of exploratory

discussion.

discussion.

• It involves rereading.

It involves rereading.

JJ adds..& teachers actually reading the text they are

JJ adds..& teachers actually reading the text they are

going to teach from.. before the kids do

going to teach from.. before the kids do

Source: Notice & Note: Strategies for Close Reading by Beers

scoops of learning for our at risk learners

Scoops of Learning

for our At-Risk Learners at LMES

Scoop Three

Independent

Text Level

Scoop One

at Their

Instructional

Reading Level

Scoop Two

at The Grade

Level Stretch

Level

Reading Session 1 -

Teacher A

less scaffolding

Reading Session 2 -

Teacher A or

Teacher B

more scaffolding

Reading Session 3 -

Read to Self or

Partner

independent

reading

+

+

stretch level for all

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 all1

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.

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