Developing Complex Thinking by Reading Complex Texts Introducing the New Literacy Navigator CCSS Edition Janice McClure Field Service Specialist School

Developing Complex Thinkingby

Reading Complex Texts

Introducing the New Literacy NavigatorCCSS Edition

Janice McClureField Service Specialist School Improvement

Learning Goals

By the end of this session, you should be able to:

•Describe the Literacy Navigator Program

•Explain how Literacy Navigator supports stronger reading comprehension of complex texts

•Explain how Literacy Navigator lessons address the ELA Common Core Standards

•Describe some of the comprehension strategies that support comprehension of complex, nonfiction texts

What is in the 2012 Literacy Navigator Edition?• Foundations: Comprehending Texts, Levels A-E

A series of lessons that reflect the most recent research on reading comprehension in which students learn strategies for reading informational text. Students learn to develop a coherent textbase and apply background knowledge to create an expanded mental model.30 LessonsPre-Test/ Post-TestCheckpointsResearch Project

• Word Study15 Lessons

Literacy NavigatorProgram Levels

Level E

Adaptations

Level E

Adaptations

Level A

Environmental Citizenship

Level A

Environmental Citizenship

Level B

Endangered Species

Level B

Endangered Species

Level C

Habitats

Level C

Habitats

Level D

Extreme Weather

Level D

Extreme Weather

Literacy Navigator, Version 1 vs. Version 2;What are the Major Differences

Presentation Title runs here l 00/00/005

•Units have been re-leveled:

•Old AA is now Level A (4th grade)-Environmental Citizenship

•Old A is now Level B (5th grade)- Endangered Species

•Old B is now Level C (6th grade)-Habitats

•Old C is now Level E (8th grade)- Adaptation

•Old D has been replaced with a new Level D (7th grade)-

Extreme Weather



•The Introduction in the TE has been minimized, with only a brief description of the Construction-Integration Model and a concise summary of comprehension strategies that build the textbase and mental model.

•Every level includes some new text as well as some of the old pieces. Only Level D is completely new.

•We now have international rights to all the readings included in each level

•All assessments, including formative assessments and checkpoints, have been revised to reflect the changes in the levels and the texts. Open-ended response questions continue to be available for assessment of student learning.

•Level Locators are not currently in the works for version 2.



•Extension Modules have not been revised. Each Level now consists of only the Foundations Module plus the Word Study Module

•In the TE, there is more information available for the teacher in the form sidebars

•Common Core Standards are embedded and referred to specifically within each lesson, as referenced in sidebars

•Icons, such as the Common Core Standards icon, make it easier for teachers to identify specific pieces of support information in sidebars.

Extension Modules Discontinued…Why?

• Common Core Reading Standards focus on integration of comprehension strategies, rather than on isolation of discreet strategy use

• Used as a supplement or as an intervention, the 30 Foundations Lessons, 15 Word Study Lesson, plus the pre and post assessments will take significant time in a schools curriculum. Teachers will need time to offer reading instruction beyond the focus on informational texts.


Pre- and Post Assessment: What’s New? What’s the Same?

• Assessments have/are being changed to better align with the text passages within each level

• Changes take into consideration the CCSS that have an instructional focus within levels

• Testing on ARO remains the same

• Reports generated through ARO remain the same


Additional Resources for 2012 Edition

• Alignments to CCSS

• Icons within TE guide teachers to specific instruction addressing specific CC Standards

• Videos to to support and offer background knowledge will be iconed in the TE and available on COL

• Plans for revising the Implementation Guide, Profile Sheets and other current resources have not yet been finalized


Literacy Navigator Assessment System-Connecting the assessments to instruction

The assessment philosophy for Literacy Navigator version 2 remains the same:

• Literacy Navigator assessments are embedded

instructional TEACHING tools and NOT Tests.

• Teachers may need guidance to assist them with “grading” within the programUsing checkpoints and rubricsUsing rubrics to assess student products/performances

that are embedded in each lesson

Literacy Navigator Assessments

Foundations Unit Pretest

Check-points Foundations Unit Posttest

Confirm placement; illuminate strengths and weaknesses in terms of program objectives and error type

Writing, with scoring rubrics available

Growth in terms of program objectives and error type; possible follow-on units

Literacy Navigator Training-2012

• Training for Literacy Navigator is now being developed by the Pearson PD Group

• At least one PD session (one day) has been offered in Baltimore at the end of January


Measures of Text Complexity

(Common Core State Standards 2010, Appendix A, 4)

Text Complexity Grade Bands and Associated Lexile Ranges (in Lexiles)

Text Complexity Grade Band in the

CCSSOld Lexile Ranges

Lexile Ranges Aligned to College

and Career Readiness Expectations

K–1 N/A N/A

2–3 450–725 450–790

4–5 645–845 770–980

6–8 860–1010 955–1155

9–10 960–1115 1080–1305

11–CCR 1070–1220 1215–1355

(Common Core State Standards Initiative 2010e, 8)

Common Core Standards Demand:

• Reading and comprehending more complex informational texts

• ArgumentReasoning and justificationSupporting ideas with evidence

• Collaboration

• Academic Language

• Research

• All of these demands are areas of focus within Literacy Navigator. This is the ONLY resource currently available that teaches students to comprehend complex informational text that is beyond their independent reading level…a MUST within CCSS.


Pricing?


The Construction-Integration

Model of ComprehensionComprehension is the result of the interaction between the textbase and the mental model.

Textbase/Mental Model

The dog went down the road.

As the traffic whizzed by, the small dog moved dangerously close to

the curb.

Literacy Navigator Textbase StrategiesSaying what text means/close reading

Making ideas cohere

• Connecting words/phrases

• Substitute Words

• Pronoun Reference

• Omitted Connectives

Strengthening vocabulary

Focusing on purposeful reading through questioning

• During and after reading

Developing genre and text structure knowledge

• Genre Patterns

• Mid-Level Structures

Using graphic organizers

Strategies for constructing a mental model• Think-alouds

• Discussions

• Writing

help students to build• Relevant background knowledge

• General world knowledge

• Topic-specific knowledge

Literacy Navigator Deepens Understanding

Literacy NavigatorLesson Analysis

Each Literacy Navigator Lesson has four parts

• Introduction

• Work Time

• Guided Practice

• Reflection

Read Introduction pages v & vi in your TE to learn more about Lesson format and structure in Literacy Navigator.

Common Core StandardsLevel B-Lesson 17

RI.5.1-Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

SL.5.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly…

RI.5.5-Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.


Checkpoint Prompts

Lesson 8

Animals of the Desert: Reptiles

You have just finished reading “Animals of the Desert: Reptiles.” Write in your own words what “Animals of the Desert: Reptiles” is about. Be sure to include the big ideas and enough details from the text so that a reader can understand what “Animals of the Desert: Reptiles” is about.

Write your explanation on the lines

below.

Checkpoint Rubric

4 This paper mentions the major big ideas and relates them to each other in a coherent and cohesive text with sufficient supporting details from the reading. The paper may use information from prior knowledge in addition to details and ideas presented in the reading.

3 This paper includes the major big ideas and sufficient supporting details, but does so in a list-like fashion so that the reader must draw the interrelations of the ideas on their own. The details are accurately recalled.

2 This paper includes either big ideas with minimal supporting details, or includes only supporting details in list-like fashion. The details cited contain some inaccuracy.

1 This paper draws heavily from background knowledge and does not reflect a comprehension of the text. The paper may be off topic or unreadable.

Learning Goals

By the end of this session, you should be able to:

•Describe the Literacy Navigator Program

•Explain how Literacy Navigator supports stronger reading comprehension of complex texts

•Explain how Literacy Navigator lessons address the ELA Common Core Standards

•Describe some of the comprehension strategies that support comprehension of complex, nonfiction texts

Documents

Developing Complex Thinking by Reading Complex Texts Introducing the New Literacy Navigator CCSS Edition Janice McClure Field Service Specialist School