Transcript Etowah County Text Complexity November, 2014

Etowah County
Text Complexity
November 2014
Presented by
Keitha Segrest & Kathy Allen
SAY WHAT?
In three sentences answer the following questions:
1. What is text complexity?
2. What makes it important?
3. What will get students out of their comfort zones?
Outcomes:
 Use the “close reading”
strategy.
 Explore the process
of implementing practices that
scaffold complex text.
Close Reading
“Close Reading – an intensive analysis
of a text in order to come to terms with
what it says, how it says it, and what it
means.”
Tim Shanahan
Where does Close Reading appear in
the College and Career Ready
Standards?
Anchor Standards for Reading
R.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.
Where does Close Reading appear in
the College and Career Ready
Standards?
Grade Level Standards for Anchor Standard 1
RL.4.1 and RI.4.1: Refer to details and
examples in a text when explaining what the
text says explicitly and when drawing
inferences from the text
Where does Close Reading appear in
the College and Career Ready
Standards?
Grade Level Standards for Anchor Standard 1
RL.5.1 and RI.5.1: Quote accurately from a
text when explaining what the text says
explicitly and when drawing inferences from
the text.
Where does Close Reading appear in
the College and Career Ready
Standards?
Grade Level Standards for Anchor Standard 1
RL.6.1 and RI.6.1: Cite textual evidence to
support analysis of what the text says
explicitly as well as inferences drawn from the
text.
“Deep reading,” or slow reading, is a sophisticated process in
which people can critically think, reflect, and understand the
words they are looking at. With most, that means slowing
down – even stopping and rereading a page or paragraph if it
doesn’t sink in – to really capture what the author is trying to
say. Experts warn that without reading and really
understanding what’s being said, it is impossible to be an
educated citizen of the world, a knowledgeable voter or even
an imaginative thinker.
-Laura Casey
Contra Costa Timesmercurynews.com
International Reading Association: http://www.reading.org/general/publications
How To Do
a Close Reading
1. Read with a pencil in hand; annotate the text. Mark
the big ideas and skills.
2. Reread to look for patterns in the things you’ve
noticed about the text – repetitions, contradictions,
similarities. Find the commonalities.
3. Ask and/or answer questions about the patterns
you’ve noticed – how and why are these patterns
important to the overall text?
Close Reading of
Charlotte’s Web
1. Read with a pencil in hand;
annotate the text. Mark the big ideas and skills.
2. Reread to look for patterns in the things you’ve
noticed about the text – repetitions, contradictions,
similarities. Find the commonalities.
3. Ask and/or answer questions about the patterns
you’ve noticed – how and why are these patterns
important to the overall text?
Close Reading of
Charlotte’s Web
CCR Anchor Standard 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."
Close Reading of
Charlotte’s Web
CCR Anchor Standard 2
"Determine central ideas or themes of a text and
analyze their development; summarize the key supporting
details and ideas.“
CCR Anchor Standard 3
"Analyze how and why individuals, events, and ideas develop
and interact over the course of a text.“
What’s the story beginning to be about?
What in the story makes you say that?
A final thought….
“If young readers do the
work of the first three anchor
standards well— comprehending,
inferring, synthesizing —then they’ll move
rapidly up levels to the kinds of stories
where paying attention to craft, structure,
and language will become an essential part
of their everyday reading work.”
-Calkins, Ehrenworth, & Lehman, 2012
Text Complexity
“Text complexity is the hallmark of
the Common Core State Standards.”
WHAT IS TEXT COMPLEXITY?
QUICK-WRITE: DEFINE COMPLEXITY
Complexity:
the state of being complex
Complex:
a whole made up of interrelated parts
Interrelated:
having a mutual relation
Mutual:
shared in common
What is the Whole?
Text
TEXT COMPLEXITY
“ It is not about just giving students
harder texts. It is about consistently
getting them out of their comfort
zones.”
Sarah Brown Wessley, The TeachingChannel.org
1. Dial up the difficulty
to help students grow
Text Complexity Grade Bands
Text Complexity
Grade Bands in
the Standards
K–1
2–3
4–5
6–8
9 – 10
11 - CCR
Old Lexile Range
N/A
450 - 725
645 - 845
860 – 1010
960 - 1115
1070 – 1220
Lexile Ranges
Aligned to CCR
Expectations
N/A
450 – 790
770 – 980
955 – 1155
1080 – 1305
1215 - 1355
Webinar
Tim Shanahan hosts an informative webinar on the
CCRS Instructional Shifts that can be found at:
http://youtube/3ir257Dfvas
2.
Strategically
Use a
Variety of
Texts
Different Text Require Different
Strategies
• Does the strategy support the selected
text?
• Does the graphic organizer selected take
students deeper in their understanding of
the text?
• Does the strategy selected support the
standard?
How It Has Been
• Think about “How It Has Been” in your classroom.
• Jot your thoughts.
• Share your thoughts with someone at your table.
• SO what are the implications for you? Jot your
thoughts.
3. Layer the Text
Anchor
Standard 10
Read and
comprehend complex
literary and
informational texts
independently.
•Appendix A, pp. 4-10
•3-part model of text complexity
•Equally important considerations of
text complexity
•To be used with the 9 reading
standards for Reading Literature
Reader and Task
Why Use Complex Text?
• Complex text holds the vocabulary-, language-, knowledge-, and
thinking-building potential of deep comprehension.
• If students have not developed the skills, concentration, and
perseverance to read challenging texts with understanding, they
will read less in general.
• Limited access to complex texts is an equity issue. The
consequences are disproportionately harsh for students in poverty
or high-mobility situations.
Oregon Dept. of Education
Scaffolding
of Complex Text
Temporary guidance or assistance provided to a student by a
teacher, another adult, or a more capable peer, enabling the
student to perform a task he or she otherwise would not be
able to do alone, with the goal of fostering the student’s
capacity to perform the task on his or her own later on.
Appendix A, page 43
Instructional Supports
1. Cultivates student interest and engagement in reading, writing, and speaking about texts.
2. Addresses instructional expectations and is easy to understand and use for teachers (e.g.,
clear directions, sample proficient student responses, sections that build teacher
understanding of the whys and how of the material).
3. Integrates targeted instruction in multiple areas such as grammar and syntax, writing
strategies, discussion rules and aspects of foundational reading.
4. Provides substantial materials to support students who need more time and attention to
achieve automaticity with decoding, phonemic awareness, fluency and/or vocabulary
acquisition.
5. Provides all students (including emergent and beginning readers) with extensive
opportunities to engage with grade-level texts and read alouds that are at high levels of
complexity including appropriate scaffolding so that students directly experience the
complexity of text.
“The Challenge of Challenging Text”
Shanahan, Fisher, & Frey
http://www.ascd.org/publications/educationalleadership/mar12/vol69/num06/The-Challenge-of-Challenging-Text.aspx
What Makes Text Complex?
Read the Text
• Identify the factors that make text complex.
• Explain the challenges students may experience due to the
identified factors.
What Makes Text Complex?
Directions
You will not be able to take the text with you (due to copyright
restrictions) when you leave so you may choose a tool that best suits you
to note your learning.
• Use the graphic organizer provided for you
• Use sticky notes to write your annotations
• Use notebook paper
• Choose another way that helps you better comprehend the text
What Can Teachers
Do About Text Complexity?
Read the Text
• Identify three important components of literacy
instruction.
• Explain actions teachers can take to help students
read complex text.
What Can Teachers
Do About Text Complexity?
Directions
You will not be able to take the text with you (due to copyright
restrictions) when you leave so you may choose a tool that best suits you
to note your learning.
• Use the graphic organizer provided for you
• Use sticky notes to write your annotations
• Use notebook paper
• Choose another way that helps you better comprehend the text
How It Has Been
• Think about “How It Has Been” in your classroom.
• Jot your thoughts.
• Share your thoughts with someone at your table.
• SO what are the implications for you? Jot your
thoughts.
Planning Scaffolds
for Complex Text
This is How We Do It!
Know, Understand, Do
Statements
1. The elements of a short story keep the story running
smoothly and allow the action to develop in a logical
way.
2. Describe the evolution of the characters and how they
affect the outcome of the story.
3. There are five Elements of a Short Story (Plot, Character,
Conflict, Theme & Setting).
Know
Understand
(concepts, facts,
formulas, Key
vocabulary)
(big idea, large
concept, declarative
statement of enduring
understanding)
Do
There are five
Elements of a
Short Story (Plot,
Character,
Conflict, Theme
& Setting).
The elements of a
short story keep the
story running
smoothly and allow
the action to
develop in a logical
way.
Describe the evolution
of the characters and
how they affect the
outcome of the story.
Unit formative
assessment(s)
(skills, competencies)
Additional Information
Steps for Scaffolding
Complex Text
Step 1: determine the purpose of the reading
Step 2: determine the levels of scaffolding you will need
Step 3: design the scaffolding activities, starting at the top
level
Step 4: check your scaffolding activities against your
Know, Understand, and Do outcomes
Adapted from: http://cvulearns.weebly.com/scaffolding.hmtl
This is How We Do It With Insight!
KNOWLEDGE
SKILLS (DO)
UNDERSTAND
Scaffolding
makes the
impossible possible!
Food for Thought…
“What’s the opposite of scaffolding a lesson? It would
be saying to students something like `Read this ninepage science article, write a detailed essay on the
topic it explores, and turn it in by Wednesday.’ Yikes
– no safety net, no parachute, no scaffolding – just
left blowing in the wind.”
Rebecca Alber, “Six Scaffolding Strategies to Use with Your Students.”
RESOURCES
SAY WHAT?
In three sentences answer the following questions:
1. What is text complexity?
2. What makes it important?
3. What will get students out of their comfort zones?