Tools for Tackling Complex Text

NC Association for Middle Level Education

“Thinking Through Complex Text” Conducted by Melba Johnson

March 7, 2016

Co-author of Write…for the Future and

Critical Reading and Writing for PSAT, SAT I, and ACT

[email protected], NC

mailto:[email protected]

mailto:[email protected]

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KEY WORDS FOR THINKING

“thinking words”

“cognitive

language”

X

alike, in common, both, same

label, equal to, plus

which, what

Expository/Informative

Resources for this Session

Two Kinds of Classroom Strategies

Instructional and Assessment

Our focus in this training will be INSTRUCTIONAL STRATEGIES!

Why?

The brain is a “pattern detector.” It is our job as educators to provide students with “patterns that

connect”—strategies to use during an assessment.Caine and Caine—Brain Research

The Four C’s

Brain Research states thatThe brain remembers by focusing on

A CONSISTENT Process for Analyzing Complex Texts

Day 1—Vocabulary Focus

Read to identify the Tier 2 and Tier 3 words, critical to the comprehension of the text. Create a Bridge Map with the relating factors

“has/have the context clues of,” “is defined as,” and “can be illustrated by” to become familiar with these words.

Read the multiple choice and constructed response questions. If there is an essay prompt, read it.

MODELING WITH “RED ALERT”

Modeling this process! (using “Red Alert” words)

has/have the

context clues

of

advocating coveted

has/have the context clues

of novel

YOUR TURN!Words from “from Our Beautiful Macaws and Why They Need

Enrichment” by Alicia Powers 6th grade selection

“Our Beautiful Macaws and Why They Need Enrichment” by Alicia Powers


is/are defined as


is/are defined as

YOUR TURN!Words “from Our Beautiful Macaws and Why They Need

Enrichment” by Alicia Powers6th grade selection

advocating novel coveted


is/are

has/have the context clues

of

“Title” and author

is/are illustrated

by

YOUR TURN!Words “from Our Beautiful Macaws and Why

They Need Enrichment” by Alicia Powers Oakland 6th grade selection

covetednovel advocating


How is this strategy assessed?

14. Part A --What is the meaning of novel as it is used in paragraph 2?

Part B--Which phrase from paragraph 2 supports the answer to Part A?

Why did the volcanic eruptions

occur and what were the effects?

What are the similarities and

differences between these

volcanoes?

Constructed Response Questions

Read multiple choice questions.

What Constructed ResponseQuestions would you create for

“from Our Beautiful Macaws and Why They Need Enrichment” ?

1.___________________________

2.___________________________

Refer to the article titled “The Stripes Will Survive,” the passage titled “The Zoos Go Wild,” and passage from the article “Our Beautiful Macaws and Why They Need Enrichment.” Then answer question 17.

You have read three texts that claim that the role of zoos is to protect animals. Write an essay that compares and contrasts the evidence each source uses to support this claim. Be sure to use evidence from all three sources to support your response.

Essay Question

Day 2—Text Features and “Chunking”

• Part A: Read the text and examine text features and their purpose. If there are no text features, have students create at least two if they were allowed to insert them.

• Part B: Create a Flee Map to “chunk” the selection and for note-taking.

• Read the multiple choice and constructed response questions. If there is an essay prompt, read it.

TEXT FEATURES

Before reading this article, have students create a Brace Map to identify the “parts” of the article.

Using Text Features to preview a text.

What conclusions can be drawn about theselection’s contents by examining these text features?

Why does the author use this text feature?




• Read the text and examine text features and their purpose. If there are no text features, have students create at least two if they were allowed to insert them.

• Create a Flee Map to “chunk” the selection and to take notes.

• Read the multiple choice and constructed response questions. If there is an essay prompt, read it.

Day 2—Text Features and “Chunking”

“CHUNKING” OF A SELECTION

“Chunking“ Process for Any SelectionRead a passage and decide on the “chunks” of paragraphs

(if there are no subheadings).

Create a “FLEE” map and include the significant information for each chunk. You may use the following

map as a model; however, the “chunks” will be determined by the length of the selection.

“Title of the selection”Author

detailsto remember

“Red Alert”Laura Girardi

Par. 1-2 Par. 3-5Another Danger Spot (par. 1-2)

“Chunking“ Process for “Red Alert”

details to remember

“Chunking” “Red Alert”

So what conclusions can you draw (inferences can you make) about volcanoes?So how would you summarize this passage?

“Red Alert”

Par. 1-2 Par. 3-5Another Danger Spot (par. 1-2)

details to remember

So why is it important to me/others to know about __________?

HOW WOULD YOU “CHUNK”“from Our Beautiful Macaws and Why They Need

Enrichment” ?




1.___________________________

2.___________________________



Essay Question

• Read the text and discuss text structure (create appropriate map/maps) with the Frame of Reference.

• In the Frame of Reference, establish the author’s purpose.

Day 3—Text Structure and Author’s Purpose

“Text structure provides a conceptual net for keeping information in mind.”

“Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution, etc.) of events, ideas, concepts or information in a text.”

Thinking Maps as Conceptual Nets for Comprehending

Complex Texts

Text Structure of “Red Alert”

So what is the author’s purpose in this selection?To….

From whose point of view?

So what is the author’s purpose in this selection?To explain the dangers of a volcanic eruption to humans

and land

So what is the author’s purpose in this selection?To explain the reasons why …

Text Structure of “from Our Beautiful Macaws and Why They Need Enrichment” ?




1.___________________________

2.___________________________



Essay Question

Provide students with the correct answers to the multiple choice questions.

Have them create a partial Multi-flow Map to prove the answer with textual evidence or explanation. WHY it is correct?

Have them create another partial Multi-flow Map to explain WHY the other answers are incorrect.

Day 4—Correct/Incorrect Answer Strategy

Multiple Choice Questions for

14. Part AWhat is the meaning of novel as it is used in paragraph 2?

A lengthyB unique*****C solidD textured

Part BWhich phrase from paragraph 2 supports the answer to Part A?

A “wear-and-tear”B “twenty foot sections”C “new and fun”****D “little feet healthy”

“from Our Beautiful Macaws and Why They Need Enrichment”

The corect answer to Question

14—Part A is B.

. Option #1

Textual evidence number will depend on the question and the selection.

What about the other answer choices?

A.

C.

D.

Option #2

Additional Questions on “from Our Beautiful Macaws and Why They Need Enrichment”

16. Part AWhat is the author’s main purpose in “Our Beautiful Macaws and Why TheyNeed Enrichment”?

A to describe the different tasks zookeepers are required to performB to explain why some pet Macaws eventually live in zoosC to explain how a zoo is providing a stimulating environment for Macaws****D to describe why zookeepers include specific equipment in new exhibits

Part BWhich sentence from the article best supports the answer to Part A?

A. “The ACCR team combed through a handful of creative ideas to give the Macaw Exhibit a new, fresh look.”****B. “This way the birds get a bit of a ‘different look’ with their perching without the keepers having to make any permanent rearrangements.”C.. “A behaviorally unhealthy bird may become aggressive, destructive, or even sick.”D. “Add to this the fact that Blue and Gold Macaws can live for over 60 years, and the bird often becomes an unbearable burden even for well intentioned owners.”

The teacher should create a constructed response question (s) for the text.

Have students to create the correct Thinking Map to gather the appropriate textual evidence.

Students should write the constructed response by taking the information off the map, constructing complete sentences.

Day 5 —Addressing Constructed Response Questions

Why did the volcanic eruptions

occur and what were the effects?

What are the similarities and

differences between these

volcanoes?

Constructed Response Questions

Response Response

Question What are the similarities and differences between these volcanoes? Map to gather evidence

Question Why did the volcanic eruptions occur and what were the effects?

Map to gather evidence



1.___________________________

2.___________________________

Response Response

Question______________________Map to gather evidence

Question______________________Map to gather evidence



Days 6-7—Focusing on the Essay Question

How does a student begin to collect the evidence from the three selections?

How does a student integrate Relevant Evidence smoothly and thoroughly with references to sources?

• The author states (says, claims, informs, explains)…• According to the text in paragraph ____,• From the reading of the article, I…• As referenced in paragraph ___ of the article• Based on the evidence in _______,…• From my reading, I know that….• An example on page _____ proves that…• The text explicitly states…• I can infer from the evidence in the _____paragraph

that…

Thanks for attending

“Thinking Through Complex Text”

Conducted by Melba JohnsonMarch 7, 2016