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!