Transcript Day 1 – Session 2:45-4:45 - Okaloosa County School District

Common Core State Standards
Session 7
6-12 Social Studies, Science, & CTE
Day 1 – Session 7
2:45-4:45
OUTCOMES
Participants will increase their knowledge of:
1. The structure of the Common Core State
Standards (CCSS);
2. The implications of the CCSS Anchor Standards;
3. Text complexity; and
4. The new Course Descriptions.
2
Tech Check 
Get out your SmartPhone, iPad or Laptop!
• PollEverywhere Practice survey question
http://PollEv.com
3
How to Vote via Web Response
4
Pre-Assessment
1. What is your comfort level and understanding of
the Common Core (CC) Literacy Standards for
Science, Social Studies, and Career/Technical
subjects?
2. What is your comfort level and understanding of
the Comprehension Instructional Sequence (CIS)?
3. What is your comfort level and understanding of
Text Complexity?
5
Rate your level of understanding!
What is your comfort level and understanding of the
Common Core (CC) Literacy Standards for Science,
Social Studies, and Career/Technical subjects?
Send to: 37607
Text Code # to respond
Submit response at
http://PollEV.com/
• 233824if you have never heard of the CC Literacy Standards (ScoobyDoo???).
• 233867 if you have a limited understanding of the CC Literacy
Standards (I have heard of them!).
• 233868 if you have a partial understanding of the CC Literacy
Standards (I could participate in a discussion).
• 233924 if you have an adequate understanding of the CC Literacy
Standards (I could present an overview to others).
• 233929 if you have a thorough understanding of the CC Literacy
Standards (I could train others on implementation).
6
Rate your level of understanding!
What is your comfort level and understanding of the
Comprehension Instructional Sequence (CIS)?
Send to: 37607
Text Code # to respond
Submit response at
http://PollEV.com/
• 235073 if you have never heard of the CIS (Scooby-Doo???).
• 235088 if you have a limited understanding of the CIS
(I have heard of them!).
• 235089 if you have a partial understanding of the CIS
(I could participate in a discussion).
• 235092 if you have an adequate understanding of the CIS
(I could present an overview to others).
• 235093 if you have a thorough understanding of the CIS
(I could train others on implementation).
7
Rate your level of understanding!
What is your comfort level and understanding
of Text Complexity?
Send to: 37607
Text Code # to respond
•
•
•
•
•
Submit response at
http://PollEV.com/
235139 if you have never heard of text complexity
(Scooby-Doo???).
235141 if you have a limited understanding of text complexity
(I have heard of it!).
235144 if you have a partial understanding of text complexity
(I could participate in a discussion).
235145 if you have an adequate understanding of text complexity
(I could present an overview to others).
235176 if you have a thorough understanding of text complexity
8
(I could train others on implementation).
Parking Lot Questions
• A question you need to park (save) until the
end of a presentation.
• It's a fancy way of saying, "Please hold all
questions until the end of the presentation."
9
Digital Resources
for the Common Core
• Apple
• http://itunes.apple.com/us/app/commoncore-standards/id439424555
• Android
• https://play.google.com/store/apps/details?i
d=com.edutater.corestandards
• Common Core State Standards for
Mathematics
• http://www.corestandards.org/
10
Shared Responsibility for Students’ Literacy
Development – Instructional Shifts with
Implementation of the Common Core State
Standards
by Stuart Greenberg
11
Instructional Shifts
Implementation of the Common Core
State Standards
Data Driven
Instruction
Teacher/
Leader
Effectiveness
College &
Career
Ready
Students
Common
Core State
Standards
12
Instructional Shifts
Implementation of the Common Core State Standards
Shift 1
• K-5, Balancing Informational & Literary Texts
• Students read a true balance of informational and literary texts.
Elementary school classrooms are, therefore, places where students
access the world – science, social studies, the arts and literature –
through text. At least 50% of what students read is informational. A
focus on the Foundational Skills.
Shift 2
• 6-12, Knowledge in the Disciplines
• Content area teachers outside of the ELA classroom emphasize literacy
experiences in their planning and instruction. Students learn through
domain-specific texts in science and social studies classrooms – rather
than referring to the text, they are expected to learn from what they
read.
13
Instructional Shifts
Implementation of the Common Core State Standards
Shift 3
• Staircase of Complexity
• In order to prepare students for the complexity of college and career
ready texts, each grade level requires a “step” of growth on the
“staircase”. Students read the central, grade appropriate text around
which instruction is centered. Teachers are patient, create more time and
space in the curriculum for this close and careful reading, and provide
appropriate and necessary scaffolding and supports so that it is possible
for students reading below grade level.
Shift 4
• Text-based Answers
• Students have rich and rigorous conversations which are dependent on a
common text. Teachers insist that classroom experiences stay deeply
connected to the text on the page and that students develop habits for
making evidentiary arguments both in conversation, as well as in writing
to assess comprehension of a text.
14
Instructional Shifts
Implementation of the Common Core State Standards
Shift 5
• Writing from Sources
• Writing needs to emphasize use of evidence to inform or make an
argument rather than the personal narrative and other forms of
decontextualized prompts. While the narrative still has an important role,
students develop skills through written arguments that respond to the
ideas, events, facts, and arguments presented in the texts they read.
Shift 6
• Academic Vocabulary
• Students constantly build the vocabulary they need to access grade level
complex texts. By focusing strategically on comprehension of pivotal and
commonly found words (such as “discourse,” “generation,” “theory,” and
“principled”) and less on esoteric literary terms (such as “onomatopoeia”
or “homonym”), teachers constantly build students’ ability to access more
complex texts across the content areas.
15
THE STANDARDS
16
What’s in a Title? – Everything!
COMMON CORE STATE STANDARDS FOR
English Language Arts
&
Literacy in
History/Social Studies,
Science, and Technical Subjects
17
English Language Arts and Literacy Standards “Roadmap”
READING Strand
WRITING Strand
10 Anchor Standards
10 Anchor Standards
for College and Career
Readiness
for College and Career Readiness
Foundational
Skills
ELA
Standards
K-12
Literacy
Standards
6-12
Literary
Text
Inform
Text
K
Hist. /
S.S.
ELA
Standards
K-12
Literacy
Standards
6-12
SPEAKING &
LISTENING
Strand
6 Anchor
Standards for CCR
ELA
Standards
K-12
LANGUAGE
6 Anchor
Standards for CCR
ELA
Standards
K-12
Sci. /
Tech
Subj.
→→→→→→→→→→→
K
1
→→→→→→
K
1
K
1
→→→→→→
1
1
K
1
2
→→→→→→→→→→→
2
→→→→→→
2
2
2
2
3
3 →→→→→→→→→→→
3
→→→→→→
3
3
3
4
4
→→→→→→→→→→→
4
→→→→→→
4
4
4
5
5
→→→→→→→→→→→
5
→→→→→→
5
5
5
6
6
6
6
7
7
7
7
8
8
8
8
K
→→→→→→→→→→→
6
6-8
6-8
7
6-8
8
9-10
9-10
9-10
9-10
11-12
11-12
11-12
11-12
9-10
9-10
9-10
9-10
11-12
11-12
11-12
11-12
Where in the World are the
Common Core Literacy Standards?
The Standards for Literacy in Social Studies,
Science, and Technical Subjects begin on page
59 of the Common Core State Standards for
English Language Arts document.
Handout #
19
Florida’s Numbering of
the Common Core State Standards
English Language Arts
LACC.1112.WHST.1.1
Subject Grade Strand Cluster Standard
For this example, Language Arts Common Core;
Grades 11-12; Writing in History, Science, and Technical
Subjects; Text Types and Purposes; Standard 1
20
ANCHOR STANDARDS
21
Reading Anchor Standards
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from
the text.
2. Determine central idea or themes of a text and analyze their
development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and
interact over the course of a text.
22
Reading Anchor Standards
Craft and Structure
4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape
meaning or tone.
5. Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the text (e.g., a
section, chapter, scene, or stanza) relate to each other and
the whole.
6. Assess how point of view or purpose shapes the content and
style of a text.
23
Reading Anchor Standards
Integration of Knowledge
7. Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in
words.
8. Delineate and evaluate the argument and specific claims in a
text, including the validity of the reasoning as well as the
relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics
in order to build knowledge or to compare the approaches the
authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts
independently and proficiently.
24
Rate Your Content Area’s Reading
Top 4 List
Rank the top 4 of these reading standards presently
used in your content area classroom.
Text 176537 and your message to 37607.
•
•
•
•
# 1 (Most used standard )
# 2 (Second most-used standard)
# 3 (Third most-used)
# 4 (Fourth most-used)
25
Writing Anchor Standards
Text Types and Purposes
1. Write arguments to support claims in an analysis of
substantive topics or texts using valid reasoning and
relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and
convey complex ideas and information clearly and
accurately through the effective selection,
organization, and analysis of content.
3. Write narratives to develop real or imagined
experiences or events using effective technique, wellchosen details, and well-structured sequences.
26
Writing Anchor Standards
Production and Distribution of Writing
4. Produce clear and coherent writing in which the
development, organization, and style are
appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a
new approach.
6. Use technology including the internet, to produce
and publish writing and to interact and collaborate
with others.
27
Writing Anchor Standards
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects
based on focused questions, demonstrating understanding
of the subject under investigation.
8. Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source,
and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames
(a single sitting or a day or two) for a range of tasks,
purposes, and audiences.
28
Parking Lot Questions
• A question you need to park (save) until the
end of a presentation.
• It's a fancy way of saying, "Please hold all
questions until the end of the presentation."
29
COGNITIVE DEMAND
AND RIGOR
30
Webb’s Depth of Knowledge and
Bloom’s Taxonomy
The CCSS standards
incorporate Webb’s
Depth of Knowledge
and Bloom’s Taxonomy.
The cognitive demand
of the standards rises
across the grades.
31
The “Demands” of the Standards
The cognitive demand of the standards
incorporates Bloom’s Taxonomy and Webb’s
Depth of Knowledge.
How is this accomplished?
The standards “ramp up” the demands made
on student thinking.
32
Kindergarten
1st Grade
2nd Grade
3rd Grade
READING STANDARDS FOR LITERATURE, Key Ideas and Details
2. With prompting
and support, retell
familiar stories,
including key
details.
2. Retell stories,
including key details,
and demonstrate
understanding of
their central
message or lesson.
2. Recount stories,
including fables and
folktales from diverse
cultures, and determine
their central message,
lesson, or moral.
2. Recount stories,
including fables,
folktales, and
myths from diverse
cultures; determine
the central message,
lesson, or moral and
explain how it is
conveyed through
key details in the
text.
33
3rd Grade
4th Grade
5th Grade
6th Grade
2. Recount stories,
including fables,
folktales, and
myths from diverse
cultures; determine
the central message,
lesson, or moral and
explain how it is
conveyed through
key details in the
text.
2. Determine a
theme of a story,
drama, or poem
from details in the
text; summarize the
text.
2. Determine a theme
of a story, drama, or
poem
from details in the
text, including how
characters in a story or
drama respond to
challenges or how the
speaker in a poem
reflects upon a topic;
summarize the text.
2. Determine a
theme or central idea
of a text and how it is
conveyed through
particular details;
provide a summary
of the text distinct
from personal
opinions or
judgments.
34
7th Grade
2. Determine a theme or
central idea of a text and
analyze its development
over the course of the text;
provide an objective
summary of the text.
8th Grade
2. Determine a theme or
central idea of a text and
analyze its development
over the course of the text,
including its relationship to
the characters, setting,
and plot;
provide an objective
summary of the text.
35
9th -10th Grade
2. Determine a theme or
central idea of a text and
analyze in detail its
development over the
course of the text, including
how it emerges and is
shaped and refined by
specific details; provide an
objective summary of the
text.
11th -12th Grade
2. Determine two or more
central ideas of a text and
analyze their development
over the course of the text,
including how they interact
and build on one another
to provide a complex
analysis; provide an
objective summary of the
text.
36
Sample Guiding Questions
for the Assessment of Student Progress
6th Grade:
• Does the student determine a theme or central idea of a text?
• Does the student determine how the theme or central idea is conveyed through
particular details?
• Does the student provide a summary of the text distinct from personal opinions or
judgments?
7th Grade:
• Does the student determine a theme or central idea of a text?
• Does the student analyze the theme or central idea’s development over the
course of the text?
• Does the student provide an objective summary of the text?
8th Grade:
• Does the student determine a theme or central idea of a text?
• Does the student analyze the theme or central idea’s development over the
course of the text
o Does the student include the theme or central idea’s relationship to the
characters , setting, and plot?
• Does the student provide an objective summary of the text?
37
Sample Guiding Questions
for the Assessment of Student Progress
Grades 9-10:
• Does the student determine a theme or central idea of a text?
• Does the student analyze in detail the theme or central idea as it
develops over the course of the text?
• Does the student include how the theme or central idea emerges
and is shaped and refined by specific details?
• Does the student provide an objective summary of the text?
Grades 11-12:
• Does the student determine two or more central ideas of a text?
• Does the student analyze the development of these central ideas
over the course of the text?
• Does the student include how the central ideas interact and build
on one another to provide a complex analysis?
• Does the student provide an objective summary of the text?
38
TEXT COMPLEXITY
39
The equatorial heat warmed
the precincts of Antarctica in
the Southern Hemisphere
instead, shrinking the fringing
sea ice and changing the
circumpolar winds. As a
result—and for reasons that
remain unexplained—the
waters of the Southern Ocean
may have begun to release
carbon dioxide, enough to
raise concentrations in the
atmosphere by more than
100 parts per million over
millennia—roughly equivalent
to the rise in the last 200
years.
The heat at the equator
warmed areas of Antarctica.
This caused the sea ice to
melt and changed the wind
around the ice cap. Scientists
are not sure why, but that
caused the waters of the
Southern Ocean to release
carbon dioxide into the
atmosphere. The
concentrations increased by
more than 0.01% over
thousands of years. This is
about the same as the past
200 years.
40
Preemergence herbicides are also
formulated as liquid solutions (aqueous
solutions, AS; emulsifiable concentrates,
E, EC; flowable solutions, F) and dry,
water-soluble formulations (dry
flowable, DF; disperable granules, DG;
water-dispersable granules, WDG;
water-soluble bags, WSB; wettable
powders, WP) for spray applications.
Spray pressure should be constant and
adequate to maintain proper spray
pattern for uniformity and to ensure
droplet penetration through the plant
canopy. Excessive pressure can lead to
drift and damage to nontarget plants.
Spray volume should be sufficient for
thorough coverage. Herbicides should
be thoroughly mixed (agitated) in spray
tanks to obtain uniform results, and
spray nozzle openings (orifices) should
be checked regularly and replaced when
wear becomes evident.
Herbicides that are applied before weeds
grow are made as liquids or water
soluble granules.
When applying, a constant pressure should
be maintained to make sure that the spray
gets through to the area you are intending
to spray. Too much pressure may result in
the herbicide getting on desirable plants
and damaging and/or killing plants other
than the weeds.
For best results, herbicides should be
thoroughly mixed and spay nozzles should
be checked regularly and replaced when
damaged.
41
Let every nation know,
whether it wishes us well
or ill, that we shall pay
any price, bear any
burden, meet any
hardship, support any
friend, oppose any foe, in
order to assure the
survival and the success
of liberty.
All countries of the world
should understand,
whether they are our
friend or our enemy, that
the United States will do
whatever is necessary,
no matter what it takes,
to be sure that our
country and other
democracies remain
free.
42
What is right with “simplified” text?
• Provides for scaffolding for ELL students, students
with disabilities.
• They can become a foundation for understanding
complex text as long as students have the
opportunity to read complex texts as well.
• Gradated Text Collection – a collection of texts on a
topic that advance in degrees of complexity. Some
students may read simpler texts first, then move on
to complex text (a form of instructional support).
43
What’s wrong with the simplified
text approach?
• Simplified usually means limited, restricted, and thin in
meaning.
• Academic vocabulary can only be learned from complex
texts––by noticing how it works in texts, engaging with,
thinking about, and discussing their more complex
meanings with others.
• Mature language skills needed for success in school and
life can only be gained by working with demanding
materials.
• No evidence that struggling readers—especially at
middle and high school--catch up by gradually increasing
the complexity of simpler texts.
44
Gradated Texts
Article: Breathing and Its
True Role in Our Life,
Health and Longevity
A collection of texts that
increase in difficulty from
simple to moderate to
complex, around a common
topic.
45
Parking Lot Questions
• A question you need to park (save) until the
end of a presentation.
• It's a fancy way of saying, "Please hold all
questions until the end of the presentation."
46
WHY TEXT COMPLEXITY
MATTERS
47
Text Complexity - An ACT Study
• Purpose: Determine what distinguished the
reading performance of students likely to
succeed in college and not.
• Process:
• Set benchmark score on the reading test
shown to be predictive of success in
college (“21” on ACT composite score).
• Looked at results from a half million
students.
48
Performance on the ACT Reading Test
by Comprehension Level
49
Performance on the ACT Reading Test
by Textual Element
(Averaged across Seven Forms)
50
Text Complexity Matters
Texts used in the ACT Reading Test reflect
three degrees of complexity:
Uncomplicated: __________
More Challenging: ________
Complex: -----------------------51
Performance on the ACT Reading Test
by Degree of Text Complexity
(Averaged across Seven Forms)
In this figure, performance on questions associated with uncomplicated and more
challenging texts both above and below the ACT College Readiness Benchmark for
Reading follows a pattern similar to those in the previous analyses.
52
Improvement on each of the two kinds of questions is gradual and fairly uniform.
52
Recap of ACT Findings
Question type and level (main idea, word meanings, details) is NOT
the chief differentiator between student scoring above and below
the benchmark.
The degree of text complexity in the passages acted as the “sorters”
within ACT. The findings held true for both males and females, all
racial groups and was steady regardless of family income level.
What students could read, in terms of its complexity rather than what they could do with what they read - is
greatest predictor of success. FCAT has complex
passages and highly cognitive demanding questions.
53
Guiding Question
How do we ensure the texts our
students are reading are in the
appropriate text complexity band?
54
The Common Core Standards' three equally important
components of text complexity.
Quantitative measures – readability and other
scores of text complexity often best measured by
computer software.
Qualitative measures – levels of meaning,
structure, language conventionality and clarity, and
knowledge demands often best measured by an
attentive human reader.
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.
55
Where do we find texts in the appropriate text
complexity band?
We could….
Use available resources such as the
text complexity rubric and available
quantitative measures to determine
the text complexity of other
materials on our own.
Choose an excerpt of text
from Appendix B as a
starting place:
or…
56
Determining Text Complexity
A Four-step Process:
1.
Determine the quantitative
measures of the text.
2.
Analyze the qualitative
measures of the text.
3.
Reflect upon the reader and
task considerations.
4.
Recommend placement in the
appropriate text complexity
band.
Reader and Task
57
Step 1: Quantitative Measures
Quantitative Measures
Measures such as:
• Word length
• Word frequency
• Word difficulty
• Sentence length
• Text length
• Text cohesion
58
59
Step 2: Qualitative Measures
Measures such as:
• Structure
• Language Demands and
Conventions
• Knowledge Demands
• Levels of
Meaning/Purpose
60
Common Core Standards
Qualitative Features of Text Complexity
Structure
•
•
•
•
Simple  Complex
Explicit  Implicit
Conventional Unconventional
Events related in chronological order  Events related
out of chronological order (chiefly literary texts)
• Traits of a common genre or subgenre  Traits specific to
a particular discipline (chiefly informational texts)
• Simple graphics  Sophisticated graphics
• Graphics unnecessary or merely supplemental to
understanding the text  Graphics essential to
understanding the text and may provide information not
elsewhere provided
61
Common Core Standards
Qualitative Features of Text Complexity
Language Demands: Conventionality and Clarity
•
•
•
•
•
Literal  Figurative or ironic
Clear  Ambiguous or purposefully misleading
Contemporary, familiar  Archaic or otherwise unfamiliar
Conversational  General Academic and domain specific
Light vocabulary load: few unfamiliar or academic words
Many words unfamiliar and high academic vocabulary present
• Sentence structure straightforward Complex and varied
sentence structures
• Though vocabulary can be measured by quantifiable means, it is
still a feature for careful consideration when selecting texts
• Though sentence length is measured by quantifiable means,
sentence complexity is still a feature for careful consideration
when selecting texts
62
Common Core Standards
Qualitative Features of Text Complexity
Knowledge Demands: Life Experience
• Simple theme  Complex or sophisticated themes
• Single theme  Multiple themes
• Common everyday experiences or clearly fantastical situations 
Experiences distinctly different from one’s own
• Single perspective  Multiple perspectives
• Perspective(s) like one’s own  Perspective(s) unlike or in
opposition to one’s own
• Everyday knowledge  Cultural and literary knowledge
• Few allusions to other texts  Many allusions to other texts
• Low intertextuality (few or no references to other texts) 
High intertextuality (many references or citations to other texts)
63
Common Core Standards
Qualitative Features of Text Complexity
Levels of Meaning (chiefly literary texts) or
purpose (chiefly informational texts)
• Single level of meaning Multiple levels of
meaning
• Explicitly stated purpose  Implicit purpose,
may be hidden or obscure
64
Common Core Standards
Qualitative Features of Text Complexity
Structure
•
•
•
•
Simple  Complex
Explicit  Implicit
Conventional Unconventional
Events related in chronological order  Events related
out of chronological order (chiefly literary texts)
• Traits of a common genre or subgenre  Traits specific to
a particular discipline (chiefly informational texts)
• Simple graphics  Sophisticated graphics
• Graphics unnecessary or merely supplemental to
understanding the text  Graphics essential to
understanding the text and may provide information not
elsewhere provided
65
Step 2: Qualitative Measures
Because the factors for literary texts are different from
information texts, the rubric contains slightly different content
aimed at each that we have discussed. However, the
formatting of each document is exactly the same.
66
Step 3: Reader and Task
Considerations such as:
• Motivation
• Knowledge and experience
• Purpose for reading
• Complexity of task assigned regarding
text
• Complexity of questions asked
regarding text
67
Vocabulary and Syntax
The educational implications of the measures of text
difficulty include:
• Single biggest predictor of student achievement is vocabulary and
syntax.
• Need to be addressed throughout schooling (kindergarten through
12th grade). Schools and districts should plan a coherent, intensive
and systematic program for vocabulary and syntax.
• Syntax is one of the most powerful predictors of difficulty.
• Some features of text are more important than others—syntax and
vocabulary are an example of two essential text features to pay
particular attention to during instruction.
68
What Complex Text Demands of Readers
•A Willingness to Pause and Probe
•Students must be patient as they read complex texts and be willing to devote
time to contemplation of the text
•The Capacity for Uninterrupted Thinking
•Time devoted to the text and thinking about the text exclusively - singletasking rather than multi-tasking
•A Receptivity to Deep Thinking
•Contemplation of the meaning of the text and not a quick response voicing
an opinion based on a shallow interpretation
(Mark Bauerlein, 2011)
69
Reader and Task
Ten Guiding Principles
1. Make close reading and rereading of texts central to lessons.
2. Provide scaffolding that does not preempt or replace text.
3. Ask text dependent questions from a range of question types.
4. Emphasize students supporting answers based upon evidence
from the text.
5. Provide extensive research and writing opportunities (claims
and evidence).
70
Reader and Task
Ten Guiding Principles
6. Offer regular opportunities for students to share ideas, evidence
and research.
7. Offer systematic instruction in vocabulary.
8. Ensure wide reading from complex text that varies in length.
9. Provide explicit instruction in applied grammar and conventions.
10. Cultivate students’ independence.
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Shorter, Challenging Texts
• The study of short texts is useful to enable students at a
wide range of reading levels to participate in the close
analysis of more demanding text.
•
Place a high priority on the close, sustained reading of
complex text. Such reading emphasizes the particular over
the general and strives to focus on what lies within the
four corners of the text.
• Close reading often requires compact, short, selfcontained texts that students can read and re-read
deliberately and slowly to probe and ponder the meanings of
individual words, the order in which sentences unfold, and the
development of ideas over the course of the text.
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Parking Lot Questions
• A question you need to park (save) until the
end of a presentation.
• It's a fancy way of saying, "Please hold all
questions until the end of the presentation."
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NEW COURSE DESCRIPTIONS
ALIGNED TO NGSSS AND CCSS
COURSE DESCRIPTIONS
• 2000310 Biology
• 2109310 World History
• 8007110 Introduction to Environmental Water
Technology
How do the literacy standards support the content
of each course?
75
Reflective Journal
Please take a moment to reflect on
the instructional implications of text
complexity.
What are the instructional
implications of text complexity for
your course(s)?
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Looking Ahead at
Day 2 – Session 7
Comprehension Instructional
Sequence
Content Area Lesson:
What Thawed the Last Ice Age?