Transcript www.sausd.k12.ca.us

Text Complexity and the
Common Core State Standards
Valley High School
Presented by CLAS teachers
Superior Standards
Supportive School Climate
Successful Students
Transition
to Common Core Standards
• for
g to
• SSeti
2
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
Superior Standards
Supportive School Climate
Successful Students
Double Track Agenda
• To provide an
introduction to
complex text
• To model
strategies to
implement in
the classroom
Superior Standards
Supportive School Climate
Successful Students
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
Superior Standards
Supportive School Climate
Successful Students
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
Superior Standards
Supportive School Climate
Successful Students
Extended Anticipatory Guide
• 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.
Superior Standards
Supportive School Climate
Successful Students
Mark the appropriate box and give your reason or
evidence at this time.
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evidence at this time.
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DYAD Share – using Sentence Frames to
facilitate academic conversations
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.
Superior Standards
•
•
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.
Supportive School Climate
Successful Students
DYAD Share – using Sentence Frames
to facilitate academic conversations
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DYAD Share – using Sentence Frames
to facilitate academic conversations
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Seconds
DYAD Share – using Sentence Frames
to facilitate academic conversations
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Seconds
DYAD Share – using Sentence Frames
to facilitate academic conversations
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DYAD Share – using Sentence Frames
to facilitate academic conversations
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Big Idea:
Access to complex texts is crucial
to college and career readiness.
Superior Standards
Supportive School Climate
Successful Students
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?
Superior Standards
Supportive School Climate
Successful Students
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
From CCSS
Appendix A line of latitude—“sailing the parallel”—kept a ship on a
9/10 grade
steady east-west course. Christopher Columbus, who
Exemplar:
sailed the parallel in 1492, held his ships on such a safe
Dash, Joan. course, west and west again, straight on toward Asia. When
The Longitude they came across an island off the coast of what would
Prize.
later be called America, Columbus compelled his crew to
sign an affidavit stating that this island was no island but
mainland Asia.
Superior Standards
Supportive School Climate
Successful Students
Complex Text Example
From
Haynes Auto
Repair
Manual for
1997-2005
Pick up
Trucks
Superior Standards
Supportive School Climate
Successful Students
Why is it important for
students read complex text?
1. Independently read “Why Complex
Text Matters” by David Liben.
2. Choose, find, or highlight 3
important or interesting statements
from the article (aka “Pulled Quotes).
3. Share out in small groups using the
“Save the Last Word for Me”
protocol.
Superior Standards
Supportive School Climate
Successful Students
Save the Last
Word for Me
A Collaborative Conversation
Strategy to engage ALL students
Superior Standards
Supportive School Climate
Successful Students
“Save the Last Word for Me”
Step #1: Individually Read
1. Silently read the article.
2. 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.
3. In a classroom, students could
write their 3 sentence on the
paper provided.
Superior Standards
Supportive School Climate
Successful Students
Highlight 3 sentences or phrases that stand out to you in
some way….you found it interesting, surprising, confusing,
enlightening, etc.
Countdown Clock
0 0 0 89 021345 9876543210
Hours
Minutes
Seconds
Highlight 3 sentences or phrases that stand out to you in
some way….you found it interesting, surprising, confusing,
enlightening, etc.
Countdown Clock
0 0 0 78 021345 9876543210
Hours
Minutes
Seconds
Highlight 3 sentences or phrases that stand out to you in
some way….you found it interesting, surprising, confusing,
enlightening, etc.
Countdown Clock
0 0 0 67 021345 9876543210
Hours
Minutes
Seconds
Highlight 3 sentences or phrases that stand out to you in
some way….you found it interesting, surprising, confusing,
enlightening, etc.
Countdown Clock
0 0 0 56 021345 9876543210
Hours
Minutes
Seconds
Highlight 3 sentences or phrases that stand out to you in
some way….you found it interesting, surprising, confusing,
enlightening, etc.
Countdown Clock
0 0 0 45 021345 9876543210
Hours
Minutes
Seconds
Highlight 3 sentences or phrases that stand out to you in
some way….you found it interesting, surprising, confusing,
enlightening, etc.
Countdown Clock
0 0 0 34 021345 9876543210
Hours
Minutes
Seconds
Highlight 3 sentences or phrases that stand out to you in
some way….you found it interesting, surprising, confusing,
enlightening, etc.
Countdown Clock
0 0 0 23 021345 9876543210
Hours
Minutes
Seconds
Highlight 3 sentences or phrases that stand out to you in
some way….you found it interesting, surprising, confusing,
enlightening, etc.
Countdown Clock
0 0 0 12 021345 9876543210
Hours
Minutes
Seconds
Highlight 3 sentences or phrases that stand out to you in
some way….you found it interesting, surprising, confusing,
enlightening, etc.
Countdown Clock
0 0 0 01 021345 9876543210
Hours
Minutes
Seconds
“Save the Last Word for Me”
Step #1: Individually Read
1. Silently read the article.
2. 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.
3. In a classroom, students could write
their 3 sentence a piece of paper or
an index card.
Superior Standards
Supportive School Climate
Successful Students
“Save the Last Word for Me”
Step #2: Share and Respond
1. 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.
2. Now group member #2 will read one of their sentences. Repeat the
process.
Successful Students
Superior Standards
Supportive School Climate
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.
Superior Standards
Supportive School Climate
Successful Students
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
Superior Standards
Supportive School Climate
Successful Students
Valley High School
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
Superior Standards
Supportive School Climate
Successful Students
Essential Questions
• 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?
Superior Standards
Supportive School Climate
Successful Students
What is Complex Text?
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”
Superior Standards
Supportive School Climate
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Reading with a Focus
• 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).
Superior Standards
Supportive School Climate
Successful Students
Reading and Viewing With A Focus
Superior Standards
Supportive School Climate
Successful Students
Reading and Viewing With A Focus
Superior Standards
Supportive School Climate
Successful Students
How do the Common Core State
Standards define text complexity?
http://vimeo.com/27251914
Superior Standards
Supportive School Climate
Successful Students
Reading and Viewing With A Focus
Superior Standards
Supportive School Climate
Successful Students
Round Robin Share
•
•
•
•
•
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
Superior Standards
Supportive School Climate
Successful Students
Extended Anticipatory Guide
• 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
Superior Standards
Supportive School Climate
Successful Students
Double Track Agenda—More Strategies
• Reading and
Viewing with
a Focus
• Paired Text
(video as
support)
• Round Robin
share
• Elbow
Partner share
Superior Standards
Supportive School Climate
Successful Students
“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
Superior Standards
Supportive School Climate
Successful
Students
49
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
Superior Standards
Supportive School Climate
Successful Students
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
Superior Standards
Supportive School Climate
Successful Students
Big Idea:
Access to complex texts is crucial
to college and career readiness.
Superior Standards
Supportive School Climate
Successful Students
Essential Questions
• 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?
• How do we choose content area texts and what existing
resources can we access?
Superior Standards
Supportive School Climate
Successful Students
EXEMPLAR TEXT
Superior Standards
Supportive School Climate
Successful Students
ENGAGE NEW YORK PROTOCOL
FOR TEXT ANALYSIS
Superior Standards
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Successful Students
Protocol for
Analyzing Text
adapted from NYC DOE Secondary Literacy Pilot
Use the following protocol to
evaluate the overall complexity of
texts to be used for instruction.
Superior Standards
Supportive School Climate
Successful Students
Step #1: Identifying Quantitative Complexity
Use lexile.com
(easiest to use) to
find the quantitative
measure of the text
named above.
Use the chart to
determine the grade
band alignment for
the quantitative
measure of the text.
Superior Standards
CCSS **UPDATED**Grade Band
Alignment (not applicable for K-1)
2-3
420L – 820L
4-5
740L – 1010L
6-8
925L – 1185L
9-10
1050L – 1335L
11-CCR
1185L – 1385L
Supportive School Climate
Successful Students
Updated Quantitative Complexity Bands
Superior Standards
Supportive School Climate
Successful Students
Step #2a: Identifying Qualitative Complexity
1. Read through the
text.
2. Jot down ideas or
vocabulary or
other
characteristics of
the text that might
make this text
difficult to read.
Superior Standards
Jottings…
• Complex
sentence with
multiple
concepts
• Overuse of the
word “and”
Supportive School Climate
Successful Students
Step #2b: Identifying Qualitative Complexity
• Use the Gradients in
Complexity rubric
that corresponds to the
text type (literary or
informational text).
• Read through all the
traits of the Gradients
in Complexity Rubric.
Very long passages of
uninterrupted text,
Minimal illustrations
Purpose is implicit and
revealed over entirety
of text, subtle theme
Organization of the text may
have additional characters
and is occasionally difficult
to predict
• Highlight those
indicators that
represent the
complexity of the text
Many complex
sentences…some figurative or
literary language
Superior Standards
Supportive School Climate
Successful Students
Step #3: Determine the Reader/Task influence
Refer to the CCSS for reading in your grade
band/subject to determine the following:
• What content expected by
the standards are embedded
in this text? (e.g. Seminal
U.S. documents? Precise
procedures? Account of an
historical event?)
• Elements of
characterization
• What academic
performances/purposes
does this text enable
readers to engage in? (e.g.
Cite evidence? Analyze an author’s
claim? Provide a summary?
Distinguish between fact and
fiction? Analyze text structure?
Determine the meaning of words
and phrases?)
• Interpretation of text
Superior Standards
Supportive School Climate
Successful Students
Use the information from steps 1-3
to make the following judgments.
A. What grade level,
subject area, and task
is this text best suited
for?
B. What instructional
strategies would help
to facilitate student
access to this text
without degrading
the text’s
complexity?
The chart may help you
brainstorm strategic use of
strategies for instruction
with this text.
Superior Standards
Structure
Characteristics
of monologue
vs. soliloquy
Supportive School Climate
Language
Features
Layout
Discuss
purpose as
it relates to
Title of
Play
Break down
complex
sentence into
meaningful
parts
Successful Students
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
Superior Standards
Supportive School Climate
Successful Students
Death of a Salesman
Close Reading of Willy
Loman’s monologue from Act II
Superior Standards
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Successful Students
Willy Loman
Superior Standards
Supportive School Climate
Successful Students
Juicy Sentence Willy (talking about Dave
Read the sentence to the
left.
1. Break the long
sentence into
smaller simple
sentences for each
idea.
2. Why are each of the
details included in
this sentence?
3. How does each part
of the sentence
function within the
whole?
4. What questions do
you have about the
whole play based on
this sentence?
Superior Standards
Singleman): When he died—
and by the way he died the
death of a salesman, in his
green velvet slippers in the
smoker of the New York, New
Haven and Hartford, going
into Boston—when he died,
hundreds of salesmen and
buyers were at his funeral.
Supportive School Climate
Successful Students
Superior Standards
Supportive School Climate
Successful Students
Superior Standards
Supportive School Climate
Successful Students
Superior Standards
Supportive School Climate
Successful Students
Now read the entire monologue on your own.
Annotate as you read with
** – Main idea or central to the author’s purpose
*– Author’s craft or use of style elements
! – I love this part! Great writing or idea
? – Raises a questions, possible discussion point for class
?? – Something is unclear or confusing to me. I need to ask
about this in class
Superior Standards
Supportive School Climate
Successful Students
Text Dependent Questions
Questions of Key Ideas
and Details
• Why did Willy Loman
become a salesman?
Cite evidence from the
text.
• What do we learn
about Willy’s character
in this scene? Show
what words lead you to
make that conclusion.
Superior Standards
Questions of Craft and
Style
• How does the use of
multiple conjunctions
(known as polysyndeton)
affect your understanding
of Willy’s character?
What do you think the
author’s purpose was
using “and” 20 times in
this short passage?
Supportive School Climate
Successful Students
Breaking it up
You will now be performing ONE line from the monologue.
• In groups of 2-3, read your line several times. Select
one or two key words that seem to convey the meaning
or purpose of that line of dialogue. Chart the word(s)
and explain next to each why you selected it based
upon what you know from reading the entire
monologue.
• Then, rehearse and perform your line with your
partners in a way that will show at least 2 different
purposes or emotions in mind (angry/explanatory,
questioning/afraid, etc.) Be ready to share one
interpretation with the class as a whole.
Superior Standards
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Successful Students
Final Assessment (based on CCSS
exemplar assessment)
• Students compare three recorded
productions of Death of a Salesman
to the written text, evaluating how
each version interprets the source
text and debating which aspects of
the enacted interpretations of the play
capture a particular character, scene,
or theme.
Superior Standards
Supportive School Climate
Successful Students
3 interpretations of Willy Loman
http://youtu.be/tOG0kiPJMtE
http://youtu.be/TXp
GQCvtrUo
Links given to
YouTube
performances—
files too large to
include
http://youtu.be/GTkR-YUITFE
Superior Standards
Supportive School Climate
Successful Students
Double Track Agenda—Strategies in lesson
• Photo Analysisschema building
• Juicy Sentence
deconstruction
• Annotation
• Text dependent
questions
• Key Words
• Cite with evidence
• Multiple
Interpretations
Superior Standards
Supportive School Climate
Successful Students
EXEMPLAR TEXT
Superior Standards
Supportive School Climate
Successful Students
Essential Questions
• 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?
• How do we choose content area texts and what existing
resources can we access?
• How does understanding text complexity support
implementation of the instructional shifts?
Superior Standards
Supportive School Climate
Successful Students
How is text complexity
defined in the Common Core
State Standards?
Superior Standards
Supportive School Climate
Successful Students
ANALYZE EXAMPLE FROM
TEXTBOOK
• Is the text complex? Why or why not?
• Is it the best complex text to teach this
content?
If not the best complex text, consider using an
outside resource to teach the information while
utilizing complex text.
• If text complexity is too low, consider
increasing complexity of the task.
Superior Standards
Supportive School Climate
Successful Students
Alignment of your content with the
Common Core State Standards
(CCSS)—work with a course partner
World Languages
VAPA
• Scan through the article
“Alignment of the National
Standards for Learning
Languages with the
Common Core State
Standards (from ACTFL.org
site)
• Begin looking at proficiency
descriptors and CCSS
Anchor Standards
• Think about your course
expectations and
outcomes.
• Look at the CCSS Anchor
standards and determine
alignment.
• What are you currently
doing to support CCSS
and what do you need to
modify?
Superior Standards
Supportive School Climate
Successful Students
Double Track Agenda
• To understand
the role of
complex text in
CCSS
• To model CCSS
aligned
strategies for
implementation
in the classroom
Superior Standards
Supportive School Climate
Successful Students
Superior Standards
Supportive School Climate
Successful Students
Superior Standards
Supportive School Climate
Successful Students