Stretch 2 Text: Close Reading...

2

Stretch 2 Text: Close Reading with

Complex Text in Action

Marg Goyings Project Manager, North

Literacy Solutions Intervention Solutions Group, HMH

Marjorie.Goyings@hmhco.com

Nicole Sudano Implementation Manager, North

Literacy Solutions Intervention Solutions Group, HMH

Nicole.Sudano@hmhco.com

Learning Outcomes

Experience how to incorporate Stretch 2 texts during Reading Checkpoints to staircase students to rigorous text.

Practice Close Reading strategies within Stretch 2 Instruction.

Discover how the RDI 4 will support students’ experience with Next Generation Assessments

Understanding Text Complexity TIG page 33

Qualitative Measure

Reader

& Task

Quantitative Measure

Quantitative Measures

Measures such as:

• Word length

• Word frequency

• Word difficulty

• Sentence length

• Text length

• Text cohesion

6

LEXILE BR–1500+L

Measures such as:

• Levels of meaning

• Levels of purpose

• Structure

• Organization

• Language conventionality

• Language clarity

• Knowledge demands

Qualitative Measures

7

Simple Moderate 1 Moderate 2 Complex 1 Complex 2

Reader and Task Considerations

Considerations such as:

• Knowledge and experience

• Purpose for reading

• Complexity of text-based task

• Complexity of text-based questions

8

Workshop Overview

Workshop Planning Guide Sampler pages 118E–118F

A Closer Look

Analyzing a Sample Stretch Text PG pages 10–11

Apply Activities PG page 11

How Do Stretch Texts Challenge Readers?

• Higher Lexile measures

• Complex topics and content

• More advanced academic and domain-specific vocabulary

• More opportunity to practice higher- order critical thinking

PG pages 7

Next Generation Assessments

16

Sample Items for Grade 6: Excerpt from Julie of the Wolves by Jean Craighead George

Sample Item : Questions

Part A Question: What is the purpose of this sentence in paragraph 1: “No roads cross it; ponds and lakes freckle its immensity”? a. It illustrates the theme that human beings should keep the natural would pure and unpolluted. b. It shows how beautiful the setting seems to Miyax. c. It helps develop the theme that nature connects all living things together. d. It emphasizes how the setting of the story creates great challenges for Miyax.*

Sample Items for Grade 6: Excerpt from Julie of the Wolves by Jean Craighead George

Sample Item : Questions Part B Question: Which sentence best helps develop the central idea? a. “Miyax pushed back the hood of her sealskin parka and looked at the Arctic sun.” b. “Somewhere in this cosmos was Miyax; and the very life in her body, its spark and warmth, depended upon these wolves for survival.” c. “The next night the wolf called him from far away and her father went to him and found a freshly killed caribou.” d. He had ignored her since she first came upon them, two sleeps ago.”

Next Generation Assessments

How might teachers use these in their classrooms? When? With whom?

Anchor Standard

Which anchor standard specifically mentions students closely reading text to make inferences

and draw conclusions using evidence in the text?

Reading 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.

What is Close Reading?

Establish purpose

First Reading

First Discussion

Second Discussion

Second Reading

Third Discussion

Writing

Text Complexity: Raising Rigor and Reading, Fisher, Frey, Lapp

Stretch 2 Experience

3 Have heard

about others

using it and

have talked

to them

about it

2 Downloaded

it but have

never used

it

4 Have used

a Stretch 2

Text in a

classroom

setting

1 Never

downloaded

it

Introducing Stretch 2 with the Teacher Packet

Stretch vs. Stretch 2

• Nonfiction, informational texts

• Prepare students for complex texts in college and career

• High grade-level Lexile measures

• Extend on topics from Workshop Readings

• Include teacher scripting and text-dependent questions

• Have Next Gen Assessment Practice

Both Stretch 2 Small group only

Only with students who are ready for a challenge at Reading CheckPoints

Includes one lesson

Accessed through the Teacher Dashboard, RDI Book 1 (except for Flex and Flex II), and SAM

Stretch Text W__

Whole- and Small-group

Scaffolding and pacing to enable all students to access grade-level text

Five days of instruction

Accessed through the READ 180 Community website and/or SAM

Stretch Text 2 W__

To engage in close reading of complex text

PG page 7

Building Literacy Skills With Stretch 2 Readings

• Complex Nonfiction Text

• Multiple Close Readings

• Academic Discussion

• Academic and Domain-Specific Vocabulary

• Evidence-Based Writing

PG page 13

Accessing Stretch 2 Readings PG page 14

Stretch 2 Teacher Packet PG page 14

Whole-Group Instruction

Small-Group Instruction

Writing Prompts and Extension Activities

Stretch 2 Student Packet PG page 14

Scaffolded Reading Routines TIG page 52, Sampler page 25

Routine Teacher Students

Oral Cloze

(1 & 2)

Reads text aloud,

omitting words

Chime in chorally

with omitted words

Modeled Fluent

Reading

Assigns task or

question and

reads text aloud

Follow along silently

and actively

Choral Reading Reads text aloud Read text aloud

Partner Cloze

Monitors students Read text aloud,

omitting words for a

partner to chime in

Independent

Reading

Monitors students Read text silently

and actively

Vocabulary Routine

Rite and Epidemic

1. Pronounce the word (say the word and have students repeat it twice)

2. Explain the meaning of the word to the students and have them record it.

3. Discuss examples. Model two meaningful examples.

4. Deepen understanding with conversation.

5. Review

31

QuickWrite

• How would you rephrase the first sentence? What can you infer about the content of the article from this sentence?

• One way to rephrase the first sentence is ___.

• From this first sentence, I can infer that the article will ____.

www.scholastic.com/read180/community

Discussion

• What evidence does Cloud include to support his claim that “bullying has become cemented in public opinion as a growing epidemic?

www.scholastic.com/read180/community

Modeled Fluent

Your Turn • Skim questions 3 and 4 that are embedded in the small group lesson. Skim

the paragraph once more.

• Think about your students. How would you pose these questions to your students? How would you direct students to annotate the text? Would you choose any additional vocabulary words to frontload before engaging with the text?

• You and a partner will take turns being the student and the teacher. Choose one question and practice teaching that part of the small group lesson.

• You will then switch roles!

www.scholastic.com/read180/community

Independent Reading

Numbered Heads

• What challenges might your students encounter with this text?

• How would you introduce the Stretch 2 text to your students?

• How would you scaffold or differentiate your instruction so that students could access the Stretch 2 text?

www.scholastic.com/read180/community

Joining the READ 180 Community TIG pages 224–225

www.scholastic.com/read180/community

Assessment

RDI 4: Assessment Strategies & Practice

Learning Outcomes

Understand how to implement Stretch texts during Reading Checkpoints to staircase students to rigorous text.

Understand how to use Stretch 2 texts to provide students with opportunity for close and repeated readings of complex text.

Discover how the RDI 4 will support students’ experience with Next Generation Assessments.

Stretch 2 Text: Close Reading with

Complex Text in Action

Marg Goyings Project Manager, North

Literacy Solutions Intervention Solutions, HMH

Marjorie.Goyings@hmhco.com

Nicole Sudano Implementation Manager, North

Literacy Solutions Intervention Solutions, HMH Nicole.Sudano@hmhco.com

Session Evaluation

#ModelSchools

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