Text Complexity and the Common Core State Standards

Text Complexity and the Common Core State Standards Valley High School Presented by CLAS teachers

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Valley High School Session 1 – Read and Learn About Complex Text Session 2: Reflect and Respond Session 3: Analyze and Apply Session 4: Observe and Implement

Double Track Agenda To provide an introduction to complex text To model strategies to implement in the classroom

Text Complexity and the Common Core State Standards This module is adapted from the TextProject Written by Dana L. Grisham, Thomas Devere Wolsey, and Elfrieda H. Hiebert Available on www.textproject.org/tds Instructor edition Participant handouts

Literacy Instructional Shifts • Building knowledge through content-rich nonfiction • Reading, writing and speaking grounded in evidence from text, both literary and informational • Regular practice with complex text and its academic language

Independently read the statements on the anticipatory guide. Decide whether or not you agree or disagree with the statement. Mark the appropriate box and give your reason or evidence at this time. You will be sharing your current responses using the DYAD SHARE strategy on the reverse side of the handout. This strategy will be explained at the end of 4 minutes. We will revisit this anticipation guide later today. Extended Anticipatory Guide

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DYAD Share – using Sentence Frames to facilitate academic conversations • Frame I • S1: I will begin by reading statement 1. “…”Based on what I know, I would say this statement is true/not true, so I will agree/disagree. One reason for my opinion is that … • S2: I agree/disagree with you. The reason for my agreement/disagreement is that I know that … Now I will read statement 2. “…” Based on what I know I would say this statement is true/not true, so I will agree/disagree. • Frame II • S1: I will begin by reading statement 1.“…” Based on what I know, I would say I agree/disagree with this statement. One reason for my opinion is that… • S2: I agree/disagree with you. The reason for my agreement/disagreement is that I know that … Now I will read statement 2.“…” Based on what I know about...I would say agree/disagree. Work with your partner using sentence frames to discuss and determine whether you agree or disagree with the statements in the Extended Anticipatory Guide. You will have 5 minutes.

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Big Idea:Access to complex texts is crucial to college and career readiness.

Essential Questions – Session #1 Why is it important that students read complex text? Which SAUSD strategies support planning and instruction with complex texts for all students including English learners?

Complex Text Example Phoenicians, Greeks, and Romans tended to sail along the coasts and were rarely out of sight of land. As later navigators left the safety of the Mediterranean to plunge into the vast Atlantic—far from shore, and from the shorebirds that led them to it—they still had the sun and the North Star. And these enabled them to follow imagined parallel lines of latitude that circle the globe. Following a line of latitude—“sailing the parallel”—kept a ship on a steady east-west course. Christopher Columbus, who sailed the parallel in 1492, held his ships on such a safe course, west and west again, straight on toward Asia. When they came across an island off the coast of what would later be called America, Columbus compelled his crew to sign an affidavit stating that this island was no island but mainland Asia. From CCSS Appendix A 9/10 grade Exemplar: Dash, Joan. The Longitude Prize.

Complex Text Example From Haynes Auto Repair Manual for 1997-2005 Pick up Trucks

Independently read “Why Complex Text Matters” by David Liben. Choose, find, or highlight 3 important or interesting statements from the article (aka “Pulled Quotes). Share out in small groups using the “Save the Last Word for Me” protocol. Why is it important for students read complex text?

Save the Last Word for Me A Collaborative Conversation Strategy to engage ALL students

“Save the Last Word for Me”Step #1: Individually Read • Silently read the article. • When time is called after 9 minutes, go back through the article and look for 3 sentences or phrases that stand out to you in some way….you found it interesting, surprising, confusing, enlightening, etc. • In a classroom, students could write their 3 sentence on the paper provided.

0 3 9 0 0 0 9 0 8 6 5 4 3 2 1 7 0 9 5 1 8 7 6 5 4 3 2 3 0 4 9 8 7 6 5 4 8 2 3 9 8 7 6 5 4 2 7 1 0 2 1 9 8 1 5 6 0 0 3 2 1 0 4 8 9 6 5 4 3 2 1 0 7 Highlight 3 sentences or phrases that stand out to you in some way….you found it interesting, surprising, confusing, enlightening, etc. Countdown Clock Hours Minutes Seconds

“Save the Last Word for Me”Step #1: Individually Read • Silently read the article. • When time is called after 9 minutes, go back through the article and highlight 3 sentences or phrases that stand out to you in some way….you found it interesting, surprising, confusing, enlightening, etc. • In a classroom, students could write their 3 sentence a piece of paper or an index card.

“Save the Last Word for Me”Step #2: Share and Respond • In groups of 3 or 4 people— • Start with “random” person: Birthday closest to today is #1—take marker • Begin by reading one quote out loud—no commentary, only quote. • Pass marker-next person comments on #1’s quote—not your own. Pass marker. • Next member adds comments about quote from #1—pass marker. • Repeat until each person has commented on #1’s quote. • When all group members have had the chance to comment on the sentence chosen by the first speaker, the first speaker will then, “have the last word” and explain why they chose that sentence. • Now group member #2 will read one of their sentences. Repeat the process.

Tips for Success with this strategy • Tip #1: If you are NOT holding the marker, DO NOT talk. • Tip #2: When all team members have “had the last word” at least 2 times, you may engage in an open ended discussion of the text we read. • Tip #3: If you were using this strategy in your classroom, you might end the activity by having students silently write a summary of their group discussion. • Tip #4: If you were using this strategy in your classroom and a student finished writing the group discussion well ahead of the other students, you might direct the student to reread all or a part of the text that was under discussion.

Double Track Agenda—Strategies so far Visuals as Text Elbow Partner Extended Anticipatory Guide Dyad Share with sentence framesBig Ideas and Essential Questions Reading Complex Text Save the Last Word for Me Metacognition

Session 1 – Read and Learn About Complex Text Session 2: Reflect and Respond to Complex Text Session 3: Analyze and Apply Session 4: Observe and Implement Valley High School

Why is it important that students read complex text? Which SAUSD strategies support planning and instruction with complex texts for all students including English learners? How do the Common Core State Standards define text complexity? What are the three factors for “measuring” text complexity and how are they used? Essential Questions

Reading Activity: Read CCSS Appendix A: pgs.2-8 Why does complex text matter? What are some of the consequences of the low reading ability of students? How is text complexity defined and measured? Complete first column of “Reading/Viewing with a Focus” What is Complex Text?

Purpose: This task requires students to read with a specific purpose in mind. For example, they may be given three questions to consider as they complete the reading of an article. Or, they may be asked to read an author’s journal with the understanding that at the completion of the reading they will decide on a salient image the journal triggered for them, as well as a quote that highlights key concepts or emotions. Focus questions guide students’ reading and alert them to the pertinent information in a text. Required for use: In order for a teacher to write focus questions for a reading, the teacher must know why he or she is asking students to read the particular text, and what the purpose and goals are for the reading. Before reading, the teacher tells students that they will be reading with a focus, and alerts them to the focus question(s). Reading with a Focus

Reading and Viewing With A Focus

Reading and ViewingWith A Focus Companion “text” as support for understanding

How do the Common Core State Standards define text complexity?http://vimeo.com/27251914

Reading and ViewingWith A Focus

Each member shares one response One person “holds the floor” Nobody should interrupt Members may not pass Discussion begins when the four members have finished sharing their responses Round Robin Share

Revisit the Anticipatory Guide Decide whether or not you NOW agree or disagree with the statement Mark the appropriate box and give your reason or evidence from the text of today’s session Share with your Elbow Partner Extended Anticipatory Guide

Double Track Agenda—More Strategies Reading and Viewing with a Focus Paired Text (video as support) Round Robin share Elbow Partner share

“Many people tell me that they do not give students higher level text because the students cannot read it. That is precisely the reason we must give them higher level text.” -Aida Walqui

Session 1 – Read and Learn About Complex Text Session 2 – Reflect and Respond Session 3 – Analyze and Apply Session 4 – Observe and Implement Valley High School

Text Complexity and the Common Core State Standards

Text Complexity and the Common Core State Standards

Presentation Transcript

Text Complexity in Common Core State Standards

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