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These are the slides that go with my "Elements of Text Complexity" presentation at the North Carolina Reading Conference, March 17, 2014.
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Standard 10: The Thinking Standard
Jen Jones Hello Literacy K-12 Reading Specialist
Wake County, North Carolina
Stretching All Readers with Complex Text
The Common Core literacy Model
6 Ela Standard
Strands
3 ELA Practices
Reading Literature
Reading Informational
Text
Speaking & Listening
Language
Writing
Foundational Skills
Building knowledge Through content Rich non-fiction and Informational text. Reading, writing and Speaking grounded in evidence from the text Regular practice with complex text and its academic vocabulary
Based on the Common Core ELA
The The
Metatexuality Literary Fiction & Informational Non-Fiction
1 Text-based Understanding & Comprehension
2 Central Message(s)/theme(s)/BIG ideas(s)
3 Characters/individuals across the text
4 Author’s Word Choice (syntax, vocab & language)
5 Text Structure & Text Features
6 Point of View/Purpose
7 Content Integration – Read & Research
8 Evaluate Claims & Arguments (NF only)
9 Text to Text Comparison
10 Text Complexity
Key Ideas & Details Craft & Structure Integration of Ideas
\text complexity : WHAT & HOW
Text Complexity Standard Spiral
K Actively engage in group reading activities with purpose & understanding.
1 With prompting & support, read…appropriate complexity for grade 1.
2 Read & comprehend…in the 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
3 Read & comprehend…in the 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
4 Read & comprehend…in the 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
5 Read & comprehend…in the 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Anchor Standard 10 (K-12): Read and comprehend complex literacy and informational texts independently & proficiently
How
Kids
Read
Old HOW NEW HOW
Source: T. Shanahan, 2012, Learning from Challenging Text
\text complexity Stretch Bands
http://blog.aicr.org/2012/07/09/hot-tired-how-stretch-bands-can-help/
Revised stretch bands as of 8.15.2012
Original stretch bands
\text complexity Measurement
Source: Common Core Documents
The Reader
\3 Considerations THAT Make text complex
The book’s Lexile Number…generated by
a computer using a complicated formula.
The book’s language created by the author employing the author’s
craft and literacy devices. (Anchor Standard 4, 5 & 6) ex: vocabulary,
sentence structure, syntax, etc.
The reader’s role in the text transaction. All the cognitive
capabilities, personal & motivational elements, experiences, content
knowledge and reading skills that a reader brings to the
reading experience.
\Text Complexity…A Result of the Gap
http://blog.aicr.org/2012/07/09/hot-tired-how-stretch-bands-can-help/
“Close reading, should not imply that we ignore the reader’s experiences…it should imply that we bring the text and the reader
close together.” – Notice & Note:
Strategies for Close Reading
CC Book introductions… New Yorker Style
Title
Caption
Blurb
“Activating prior knowledge has been overused and misconstrued…”
Image: Gooney Bird Greene by Lois Lowry Cartoon Image by The NY Times
The Issue with Tackling Text Complexity with Read-Alouds, Shared
Reading & Novel Studies…
But…
When do Kids Really EVER HAVE TO STRUGGLE THROUGH CHALLENGING TEXT?
http://en.wikipedia.org/wiki/
SCAFFOLDING CHALLENGING TEXT
Source: T. Shanahan, 2012, Learning from Challenging Text
Event Coherence Readers must carry character feelings (frustration) from one event to the next as events unfold. Readers “read” a character’s growing
motivation by what they do and don’t do, and finally do.
Ideas & Content Complexity
Source: T. Shanahan, 2012, Learning from Challenging Text
Coherence Complexity
One What?
structure Complexity
“The yellow snow blower that my father bought for my mother for their 15th wedding anniversary last year is now sitting in the garage, under a pile of old boxes and newspapers, where she left it that night, just before she threw her mobile phone, the one with my pictures on it, at dad, and burst into tears.” …to explore the architecture of thoughts and feelings
Source: Shanahan article “The Challenge of Challenging Text”
vocabulary Complexity
Source: T. Shanahan, 2012, Learning from Challenging Text
vocabulary Complexity
Source: T. Shanahan, 2012, Learning from Challenging Text
Text BASED Questions
1. The text says, “My grandmother
was saw the emperor…” who’s
telling the story?
2. Using evidence from the text
and the illustration , infer where
this story takes place. Tell how
you know.
3. The author says, “he lost his
golden dragon throne.” Talk
about the author’s word choice
of lost and how it’s used in the
context of this page.
Awareness of Literacy Devices Literacy devices allow a writer to “show not tell”
and communicate ideas in powerful ways.
Alliteration Allusion Analogy
Connotation Hyperbole
Irony Metaphor
Point of View Symbolism
Source: T. Shanahan, 2012, Learning from Challenging Text
Awareness of Literacy Devices Literacy devices allow a writer to “show not tell”
and communicate ideas in powerful ways.
Source: T. Shanahan, 2012, Learning from Challenging Text
I’m thinking, “Why don’t we just teach kids “the symbolism doesn’t change” from text to text! A rose always mean beauty, bells always mean freedom, rocks always mean strength, storms always mean hard times, leaves and fall
always mean change, etc…”
TacklE Text Complexity with …
Complex Texts. Period.
Lexile Level 460
Lexile Level 580
Close Reading
Really Making Sense Of Nonfiction information
Anticipating Complexity
What makes this complex? What will students find confusing?
What am I going to do about it?
READER-TEXT Considerations 3rd dimension of complexity
Language is sparse & plain Uses common words Sentences are often short Little language complexity 6th grade lexile “HOWEVER, many students would have difficulty understanding this simplicity, not because of the book itself but in the interaction between the reader and the book. Few preteens have had the emotional experiences that would prepare them to understand the old man’s determination to maintain hope & dignity in the face of overwhelming odds.” – Shanahan, et.al.
Characteristics of… Close Reading
• Works best with short passages. • The focus is intense. • It will extend from the passage itself to other
part of the text. • It should involve a great deal of exploratory
discussion. • It involves rereading.
JJ adds..& teachers actually reading the text they are going to teach from.. before the kids do
Source: Notice & Note: Strategies for Close Reading by Beers
Scoops of Learning for our At-Risk Learners at LMES
Scoop One
at Their
Instructional
Reading Level
Scoop Three Independent
Text Level
Scoop Two
at The Grade
Level Stretch
Level
+ + Reading Session 1 -
Teacher A less scaffolding
Reading Session 2 - Teacher A or
Teacher B more scaffolding
Reading Session 3 - Read to Self or
Partner independent
reading
Stretch Level for All
However, for students reading at or above the benchmark for their grade level, for any quarter, for example, end of 2nd quarter, 2nd grade benchmark is 19/20, therefore, a child’s instructional level IS their stretch level and instruction in guided reading will be close reading of complex text in the 2/3 stretch band. Their one instructional level scoop IS their stretch scoop.
Stretch Level for All However, for students
reading below their grade level benchmark, especially for students whose instructional reading level is at least one year below their grade level benchmark, they will receive two scoops of guided reading daily-- one at their instructional level with less scaffolding, and another one on grade level; their stretch scoop, with more scaffolding on complex text in their stretch band.
Thank You!