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Reading in YOUR Content Area

Reading in YOUR Content Area. Literacy Training for Teachers at East Wake High Schools. Sara Overby , WCPSS Coordinating Teacher for Secondary Literacy soverby@wcpss.net. Agenda. Today’s Learning Objectives. By the end of this session, teachers will be able to …

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Reading in YOUR Content Area

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  1. Reading in YOUR Content Area Literacy Training for Teachers at East Wake High Schools Sara Overby, WCPSS Coordinating Teacher for Secondary Literacy soverby@wcpss.net

  2. Agenda

  3. Today’s Learning Objectives By the end of this session, teachers will be able to … • know where to find the Common Core Reading Standards for grades 9 and 10 • explain the rationale for including complex text in all content areas • explain the 3 major factors that govern text complexity • use analysis resources to assess the level of complexity of a particular text

  4. Reading Complex Text Matters!

  5. Students and Text Why do students need experience with complex text in EVERY classroom? http://www.act.org/standard/planact/reading/index.html

  6. How did WCPSS do? 20.1 22 Average WCPSS ACT Reading score Benchmark for ACT (out of 36) 45 Percent of WCPSS students meeting ACT Reading benchmark 20 Percent of WCPSS students in score range 20-23 Percent of WCPSS students in score range 16-19 22

  7. CCSS Reading Standards 10 of these… Let’s take a look! http://www.corestandards.org/ELA-Literacy http://rt3nc.org/objects/standards/cclitmap/ela.html

  8. Reading Standard 10 • By the end of grade 10, read and comprehend [literature, literary nonfiction, and informational text] in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. • By the end of grade 12, read and comprehend [literature, literary nonfiction, and informational text] in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

  9. 3 factors of text complexity Quantitative Qualitative Reader and Task

  10. Quantitative Factors • Numerical Score of text difficulty • Identifies expected AGE or GRADE Band • Based on varying combinations of • Length ( and/or syllables) of words • Frequency of words used • Length (and/or clauses) of sentences • “Coherence” – how explicitly ideas are connected The Best Known Software Program-- Lexile.com

  11. Raters and Sample From The Grapes of Wrath • Lexile http://www.lexile.com/analyzer/ • ETS Source Rater http://naeptba.ets.org/SourceRater3/ • Flesch-Kincaid http://www.readability-score.com/ He leaned down and untied the laces, slipped off first one shoe and then the other. And he worked his damp feet comfortably in the hot dry dust until little spurts of it came up between his toes, and until the skin on his feet tightened with dryness. He took off his coat and wrapped his shoes in it and slipped the bundle under his arm. And at last he moved up the road, shooting the dust ahead of him, making a cloud that hung low to the ground behind him. The right of way was fenced, two strands of barbed wire on willow poles. The poles were crooked and badly trimmed. Whenever a crotch came to the proper height the wire lay in it, and where there was no crotch the barbed wire was lashed to the post with rusty baling wire. Beyond the fence, the corn lay beaten down by wind and heat and drought, and the cups where leaf joined stalk were filled with dust.

  12. Qualitative Factors Other factors that make text easy or difficult to read. • Levels of meaning or author’s (hidden) purpose • Conventional v. unfamiliar structure • Language use: Clear ? Conversational ? Contemporary? • Prior knowledge demands • Life experience • Cultural capital • Disciplinary content knowledge

  13. How can teachers judge?

  14. Give it a whirl!

  15. Reader and Task The tasks given to the reader that make the thinking and learning experience with the text rigorous – or that temper the rigor of the text. Complexity of Text Complexity of Task

  16. Think Before You Plan Reader and Task Considerations • Cognitive Capability • Reading Skills • Motivation and Engagement with Task and Text • Prior Knowledge and Experience • Content and/or Theme Concerns • Complexity of Associated Tasks

  17. Reading plan

  18. Get Ready for October 22 • Read the book! • As you read… • Think about the book through lens of the Reading Standard # • “Notice and Note” connections and ideas • After you read…go back and record… • the 10 most important words from the 1st 3 pages (your opinion) • The 10 most important words form the last 3 pages (your opinion) • Be read to explain WHY you chose those words • When you come to Book Club… • Bring 3 Great Ideas of yours to share with the group • Bring 3 applications to real EW classrooms and real EW students (even though the text will not be the same)

  19. What did you learn? By the end of this session, teachers will be able to … • know where to find the Common Core Reading Standards for grades 9 and 10. • explain the rationale for including complex text in all content areas • explain the 3 major factors that govern text complexity • use analysis resources to assess the level of complexity of a particular text

  20. Feedback?

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