Level 2 Craft & Structure

1. Level 2Craft & Structure

2. As you enter today, please hang your Level 1 questions under the “Level 1” sign in the hall.

3. Hearts and Wishes • 3 Hearts are things you will take back, or that you found helpful. • A Wish is something you need more information on or we did not cover. Something you WISH you knew more about from today (please don’t comment on things like temperature etc.).

4. Review Level 1 • Gallery walk of Level 1 Each Kindness Questions • Questions? • Thoughts?

5. Tea party 1. Read your piece of the text from the Close Reading Article from yeterday. 2. Find three people you don’t know and discuss what the text means to you and listen to their ideas as well.

6. Text complexity

7. Where is this in the Utah core? Appendix A - pages 3-17

8. Expert strategy • You will be assigned a number. • All the ones will be together at one spot in the room, twos, threes (etc). • Read your assigned section of your article in Appendix A about Text Complexity. • Discuss this section with your group, make notes, you will be the expert and teach others about this section. • After about 5 minutes you will then mix. There will be one of each number at a table. Each expert will teach the others in the group about their section. • We will then share out as a group about what we have learned.

9. This is how I feel when I teach text complexity. . . . • http://www.youtube.com/watch?v=KdxEAt91D7k

10. The Crisis • Complexity of texts ≠ college and career readiness: • High school textbooks have declined in all subject areas over several decades • Average length of sentences in K-8 textbooks has declined from 20 to 14 words • Vocabulary demands have declined, e.g., 8th grade textbooks = former 5th grade texts; 12th grade anthologies = former 7th grade texts • Complexity of college and careers texts has remained steady or increased, resulting in a huge gap (350L+)

11. Lexile

12. Creating a lexile level • 125 word slice • Sentence length • Difficulty of vocabulary • http://www.youtube.com/watch?v=fr0jQzrDafw

13. Lexile Ranges and Grade Bands Caveat: Not valid for drama or poetry…it’s an algorithm, and therefore, fallible.

14. Definition of text complexity • Quantitative measures – readability and other scores of text complexity often best measured by a computer. • Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human. • Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment. Qualitative Quantitative Reader and Task

15. Quantitative

16. Lexile Analyzer www.lexile.com/findabook/

17. WARNING! 1000L Lexile Measure 224 Pages Fiction & ... Humor & ... Juvenile Categories

18. Qualitative The rubric for literature and the rubric for informational text allow educators to evaluate the important elements of text that are often missed by computer software that tend to focus on more easily measured factors. The educator is critical here.

19. Levels of Purpose What will the reader gain from reading this text? • Structure How is the text designed to support the reader in accessing the purpose? • Language Conventionality and Clarity How does language effect accessibility? • Knowledge Demands What does the student need to know to access the text?

20. Levels of Meaning or Purpose: The Sun Also Rises by Ernest Hemingway Quantitative Measurement Lexile: 610L Qualitative Measurement: Hemingway uses images and word choice to convey emotions rather than describing it; the words often have multiple connotative meanings; the story contains multiple complex and mature themes. Adjusted text complexity value: 11.5+

21. Structure: *Holes, by Louis Sachar QuantitativeMeasurement: 660L QualitativeMeasurement: Structure: Story continuously jumps back and forthbetweenthreedifferent time periods, settings, and charactergroups. Adjustedtextcomplexity value: 5.9 – 7.5 f

22. Knowledge Demands The Grapes of Wrath by John Steinbeck Quantitative Measurement: 680L Qualitative Measurement: Sophisticated themes. The experiences and perspective conveyed will likely be different from many of our students. Knowledge of the Great Depression, the “Okie Migration” to California, and the religion and music of the migrants would be helpful. Adjusted text complexity value: 9-10

23. Reader and Tasks The questions provided in this resource are meant to spur teacher thought and reflection upon the text, students, and any tasks associated with the text. Thinking Skills Reading Skills Motivation and Engagement Prior Knowledge and Experience Content or Theme Concerns

24. THE PROCESS Determine the quantitative measures of the text. Quantitative Qualitative Analyze the qualitative measures of the text. Reader and Task Reflect upon the reader and task considerations. Recommend placement in the appropriate text complexity band.

25. Text Complexity Rubric

26. Rubric Activity Using “the Other Side” , the Lexile Analyzer Along with...”The Amazing Tool” www.lexile.com/findabook/

27. Important Discoveries • The text complexity analysis process gives us a method for becoming more purposeful in text selection. • The process helps us at all grade levels to be confident in our content knowledge and ability to read and analyze a text before we teach it. • The process encourages us to engage in meaningful discussions about text with colleagues.

28. In the end… “The use of qualitative and quantitative measures to assess text complexity is balanced in the Standards’ model by the expectation that educators will employ professional judgment to match texts to particular students and tasks.” Appendix A

29. Do you get it now?

30. Looking at Level 2 Craft & Structure

31. As teachers do we feel like this when we are told we have another thing to teach?

32. Text features

33. Where is this in the Utah core? Page 15 - RI2.5 Page 16 - RI3.5

34. We can teach language arts in collaboration with other subjects. TEXT FEATURES are one of those skills easily taught during other subjects.

36. Why are text features important? • Text Features help us to identify the big ideas and topics that the author is focusing on. • Authors use text features to bring attention to important details. • Visual text features such as maps and charts help to support the information the author presents in the text. • Text features make the text more accessible to the reader and often provide additional information to help students comprehend the content.

37. Informational TextLevel 2 Craft & structure

38. Level 2 Text featuresText-Dependent Questions Paula the Predictor What key facts do the text features of the text help us to understand?

39. USOE Earth & Moon Book This book was created by Davis School District using the text from UEN http://www.uen.org/core/science/sciber/TRB3/index.shtml

40. Teacher plan ahead copy Student copy

41. Text Features continued Work in partners to do a review game with worksheet. • Number different text features • Teacher defines a text feature • Partners: • A. Think (think of the answer) • B. Share (show the numbered answer on their fingers) • C. Show (teams show the class the answers they came up with)

42. Text structure

43. Where is this in the utah core? Pg 13 – RL2.3 & 2.5, Pg 14 – RL3.3 & 3.5 Pg 15 – RI2.3, Pg 16 – RI3.3 This is also a part of the overall strand Craft and Structure.

44. Value of teaching text structure When we use and teach the same text structures repeatedly, students can “save the template in their brain,” so it can be recalled later, or students can organize ideas on their own. Ray Reutzel, DSD training 12/9/10

45. Text Structure Continued “If students are reading to answer their own questions (they do this while filling in a graphic organizer), their comprehension increases by 50%.” Ray Reutzel, DSD training, 12-9-10

46. Informational Text Structures Adapted from a power point presentation created by bev netto

48. Organizational Patterns “Read” the texts below. Which is a narrative (literature)? Which is expository (informational text)? How can you tell? • XXXXXXX xx XXXXXX • I. Xxxxx • Initially, xxxxxxxxxxxxxxxxxxxxxxxx xxx xxxxxxxxxxx xxx xx xxxx. • Xxxxx xx xxxxxxxxxxxxxxxxxxx xxx. Xxxx, xxxxx, xxxxxxxxxx. • XxxxXxxxx • Xxxx, xxxx, xxx, xx: • Xxxx • Xxxxxxx xxx XXXXXXX xx XXXXXX As she lingered xxx xxxxxxxxxxxxxxxxxxxxxxxxx. Xxxx, xxxxxxxxxxxxx! Xxxxxxxxxxxx. Xxxx! Xxxx! Xxxxxxxxxxxxxxx, xxxxxxxxxxxxxxxxxxxxx. Xxxxxxxx, “Xxxxxxxxxxx. Xxxxxxxxxxxxxxx xxx xx xxxxxxxxxxx?” Cochran and Hain,

49. What is Text Structure? Text structure refers to the organization of ideas in a text. As authors write a text to communicate an idea, they will use a structure that goes along with the idea (Meyer 1985).

50. Time Order • Sequence • Description • Listing • Compare and Contrast • Cause – Effect • Problem and Solution • Reutzel, Cooter (2008)