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Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

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 All Readers to Read Complex Text

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  1. 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

  2. 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

  3. 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

  4. \ 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

  5. Old HOW NEW HOW How Kids Read Source: T. Shanahan, 2012, Learning from Challenging Text

  6. \ 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/

  7. \ text complexity Measurement The Reader Source: Common Core Documents

  8. \ 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.

  9. \ Text Complexity…A Result of the Gap http://blog.aicr.org/2012/07/09/hot-tired-how-stretch-bands-can-help/

  10. 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

  11. When do Kids Really EVER HAVE TO STRUGGLE THROUGH CHALLENGING TEXT? http://en.wikipedia.org/wiki/

  12. SCAFFOLDING CHALLENGING TEXT Source: T. Shanahan, 2012, Learning from Challenging Text

  13. CC Book introductions… New Yorker Style Title Caption Blurb “Activating prior knowledge has been overused and misconstrued…”

  14. 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

  15. “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

  16. Ideas & Content Complexity Source: T. Shanahan, 2012, Learning from Challenging Text

  17. Coherence Complexity One What?

  18. 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”

  19. vocabulary Complexity Source: T. Shanahan, 2012, Learning from Challenging Text

  20. vocabulary Complexity Source: T. Shanahan, 2012, Learning from Challenging Text

  21. 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.

  22. 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

  23. 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

  24. TacklE Text Complexity with … Complex Texts. Period. Lexile Level 460 Lexile Level 580

  25. Close Reading

  26. Really Making Sense Of Nonfiction information

  27. Independent/Assessment follow-up of Text Complexity

  28. Anticipating Complexity What makes this complex? What will students find confusing? What am I going to do about it?

  29. 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.

  30. 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

  31. 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 + +

  32. 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.

  33. 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.

  34. Thank You!

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