Informational Text Literary Text · Conventionality: Complex; contains some abstract, ironic,...

TEXTS

© 2013 Wisconsin Department of Public Instruction Texts 1

Range of Texts for Reading

Informational Text

Literary

Text

Elem

Mid

High

50%

50%

55%

70%

45%

30%

As students progress in grades, they should read more informational texts.

A text is any communication – spoken, written, or visual – involving language.

In an increasingly visual and online world, students need to be able to

interpret and create texts that combine words, images, and sound in order to make meaning of texts that

no longer read in one clear linear direction.

Informational Text

• Nonfiction

• Literary nonfiction: texts that blend literature and nonfiction, allowing the writer both to narrate facts and to search for truth

Literary Text

• Stories

• Dramas

• Poems

*The descriptor has been modified to capture the duality of visual features; visual features can make a text less difficult by helping the reader access information as well as add complexity when print and text features are used together to enhance the meaning of the text.

Wisconsin Department of Public Instruction TEXT COMPLEXITY FOR LITERARY TEXT PI-8112 Rev. 08-13)

INSTRUCTIONS: Complete and save for your use.

GENERAL INFORMATION

Title

Author

Text Type

Genre

Topics

Notable Features

Author’s Background

Protagonist’s Background

Length of Text

Time period

QUALITATIVE MEASURES

Literary Texts Exceedingly Complex Very Complex Moderately Complex Slightly Complex

Meaning

Meaning: Several levels and competing elements of meaning that are difficult to identify, separate, and interpret; theme is implicit or subtle, often ambiguous and revealed over the entirety of the text

Meaning: Several levels of meaning that may be difficult to identify or separate; theme is implicit or subtle and may be revealed over the entirety of the text

Meaning: More than one level of meaning with levels clearly distinguished from each other; theme is clear but may be conveyed with some subtlety.

Meaning: One level of meaning; theme is obvious and revealed early in the text.

Text Structure

Organization: Organization is intricate with regard to elements such as narrative viewpoint, time shifts, multiple characters, storylines, and detail.

Use of Visual Features*: If used, extensive, intricate, integrated print and text features enhance meaning of text; provide information not otherwise conveyed through print alone

Organization: Organization may include subplots, time shifts, and more complex characters.

Use of Visual Features*: If used, integrated print and text features enrich meaning of the text; may provide information not otherwise conveyed through print alone

Organization: Organization may have two or more storylines and occasionally difficult to predict.

Use of Visual Features: If used, print and text features expand the meaning of the text; provide support in locating information and interpreting the text

Organization: Organization of text is clear, chronological, or easy to predict

Use of Visual Features*: If used, print and text features represent the meaning of the text; provide support and assist in locating information and understanding the text

Language Features

Conventionality: Dense and complex; contains abstract, ironic, and/or figurative language

Vocabulary: Generally unfamiliar, archaic, subject-specific, or overly academic language; may be ambiguous or purposefully misleading

Sentence Structure: Mainly complex sentences often containing multiple concepts

Conventionality: Complex; contains some abstract, ironic, and/or figurative language

Vocabulary: Somewhat complex language that is sometimes unfamiliar, archaic, subject-specific, or overly academic

Sentence Structure: Many complex sentences with several subordinate phrases or clauses and transition words

Conventionality: Largely explicit and easy to understand with some occasions for more complex meaning

Vocabulary: Mostly contemporary, familiar, conversational; rarely unfamiliar or overly academic

Sentence Structure: Simple and compound sentences, with some more complex constructions

Conventionality: Explicit, literal, straightforward, easy to understand

Vocabulary: Contemporary, familiar, conversational language

Sentence Structure: Mainly simple sentences

PI-8112


Literary Texts Exceedingly Complex Very Complex Moderately Complex Slightly Complex

Knowledge Demands

Life Experiences: Explores complex, sophisticated themes; experiences are distinctly different from the common reader

Intertextuality and Cultural Knowledge: Many references or allusions to other texts or cultural elements

Life Experiences: Explores themes of varying levels of complexity; experiences portrayed are uncommon to most readers

Intertextuality and Cultural Knowledge: Some references or allusions to other texts or cultural elements

Life Experiences: Explores a single theme; experiences portrayed are common to many readers

Intertextuality and Cultural Knowledge: A few references or allusions to other texts or cultural elements

Life Experiences: Explores a single theme; experiences portrayed are everyday and common to most readers

Intertextuality and Cultural Knowledge: No references or allusions to other texts or cultural elements

READER–TASK CONSIDERATIONS

Consider the following to determine if the text with the task is appropriately complex for a specific student:

• Who is the reader? What is the student’s age, learning needs, language and reading skills, motivation, engagement with the text and task, prior knowledge, and experience?

• Are there any concerns about the content or themes? • What do you want the reader to do?

QUANTITATIVE MEASURES

Use computer software to determine the quantitative measure of a text. For example, Lexile.com provides lexile measures, renlearn.com provides ATOS measures, and Microsoft Word provides readability statistics through the spelling and grammar feature, which are reported as Flesch-Kincaid Grade Level.

Grade Bands Lexile ATOS

2-3 420 – 820 2.75 – 5.14

4-5 740 – 1010 4.97 – 7.03

6-8 925 – 1185 7.00 – 9.98

9-10 1050 – 1335 9.67 – 12.01

11-CCR 1185-1385 11.20 – 14.10

RECOMMENDED PLACEMENT

After evaluating the qualitative and quantitative measures, make a grade band recommendation for the text.

Grade Band 4-5 Grade Band 6-8 Grade Band 9-10 Grade Band 11-CCR

Comments About Recommended Placement

*The descriptor has been modified to capture the duality of visual features; visual features can make a text less difficult by helping the reader access information as well as add complexity when print and text features are used together to enhance the meaning of the text.

Wisconsin Department of Public Instruction TEXT COMPLEXITY FOR INFORMATIONAL TEXT PI-8113 (Rev. 08-13)

INSTRUCTIONS: Complete and save for your use.

GENERAL INFORMATION

Title

Author

Text Type

Genre

Topics

Notable Features

Author’s Background

Length of Text

Time period


Informational Texts Exceedingly Complex Very Complex Moderately Complex Slightly Complex

Purpose Purpose: Subtle, implied,

difficult to determine; intricate, theoretical elements

Purpose: Implied, but fairly easy to infer; more theoretical than concrete

Purpose: Implied, but easy to identify based upon context or source

Purpose: Explicitly stated; clear, concrete with a narrow focus

Text Structure

Organization of Main Ideas: Connections between an extensive range of ideas or events are deep, intricate and often implicit or subtle; organization of the text is intricate or specialized for a particular discipline

Use of Visual Features*: If used, extensive, intricate, integrated print and text features enhance meaning of text; provide information not otherwise conveyed through print alone

Organization of Main Ideas: Connections between an expanded range of ideas, processes or events are deeper and often implicit or subtle; organization may contain multiple pathways and may exhibit trails common to a specific discipline

Use of Visual Features*: If used, integrated print and text features enrich meaning of the text; may provide information not otherwise conveyed through print alone

Organization of Main Idea: Connections between some ideas or events are implicit or subtle; organization is evident and generally sequential

Use of Visual Features*: If used, print and text features expand the meaning of the text; provide support in locating information and interpreting the text

Organization of Main Ideas: Connections between ideas, processes or events are explicit and clear; organization of text is clear or chronological or easy to predict

Use of Visual Features*: If used, print and text features represent the meaning of the text; provide support and assist in locating information and understanding the text

Language Features

Conventionality: Dense and complex; contains abstract, ironic, and/or figurative language

Vocabulary: Generally unfamiliar, archaic, subject-specific, or overly academic language; may be ambiguous or purposefully misleading

Sentence Structure: Mainly complex sentences often containing multiple concepts

Conventionality: Complex; contains some abstract, ironic, and/or figurative language

Vocabulary: Somewhat complex language that is sometimes unfamiliar, archaic, subject-specific, or overly academic

Sentence Structure: Many complex sentences with several subordinate phrases or clauses and transition words

Conventionality: Largely explicit and easy to understand with some occasions for more complex meaning

Vocabulary: Mostly contemporary, familiar, conversational; rarely unfamiliar or overly academic

Sentence Structure: Simple and compound sentences, with some more complex constructions

Conventionality: Explicit, literal, straightforward, easy to understand

Vocabulary: Contemporary, familiar, conversational language

Sentence Structure: Mainly simple sentences

PI-8113


Informational Texts Exceedingly Complex Very Complex Moderately Complex Slightly Complex

Knowledge Demands

Subject Matter Knowledge: Extensive, perhaps specialized or even theoretical discipline- specific content knowledge; range of challenging abstract and theoretical concepts

Intertextuality: Many references or allusions to other texts or outside ideas, theories, etc.

Subject Matter Knowledge: Moderate levels of discipline-specific content knowledge; some theoretical knowledge may enhance understanding; range of recognizable ideas and challenging abstract concepts

Intertextuality: Some references or allusions to other texts or outside ideas, theories, etc.

Subject Matter Knowledge: Everyday practical knowledge and some discipline-specific content knowledge; both simple and more complicated, abstract ideas

Intertextuality: A few references or allusions to other texts or outside ideas, theories, etc.

Subject Matter Knowledge: Everyday, practical knowledge; simple, concrete ideas

Intertextuality: No references or allusions to other texts, or outside ideas, theories, etc.

READER–TASK CONSIDERATIONS

Consider the following to determine if the text with the task is appropriately complex for a specific student:

• Who is the reader? What is the student’s age, learning needs, language and reading skills, motivation, engagement with the text and task, prior knowledge, and experience?

• Are there any concerns about the content or themes? • What do you want the reader to do?

QUANTITATIVE MEASURES

Use computer software to determine the quantitative measure of a text. For example, Lexile.com provides lexile measures, renlearn.com provides ATOS measures, and Microsoft Word provides readability statistics through the spelling and grammar feature, which are reported as Flesch-Kincaid Grade Level.

Grade Bands Lexile ATOS

2-3 420 – 820 2.75 – 5.14

4-5 740 – 1010 4.97 – 7.03

6-8 925 – 1185 7.00 – 9.98

9-10 1050 – 1335 9.67 – 12.01

11-CCR 1185-1385 11.20 – 14.10

RECOMMENDED PLACEMENT

After evaluating the qualitative and quantitative measures, make a grade band recommendation for the text.

Grade Band 4-5 Grade Band 6-8 Grade Band 9-10 Grade Band 11-CCR

Comments About Recommended Placement

©2013 Wisconsin Department of Public Instruction – Form DL-T

Collection of Texts Multiple print and digital texts in diverse media, formats, and lengths

Instructional Texts

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Process for Building Collections of Texts

Select texts that add to the overall collection of texts - a range of print

and digital text types in diverse media, lengths,

and formats that target specific

standards

Select texts that are worthy of

reading and re-reading

Select appropriately complex texts

Make Strategic Selections

Evaluate current texts for their

ability to develop students' literacy

skills

Evaluate current texts for their

ability to develop a deep

understanding of the content

Evaluate current texts for the

ability to provide rich and varied

language experiences

Locate Gaps

Identify current texts that can be

used to teach your content

standards

Evaluate the complexity of

these texts

Inventory

Know your content

standards

Understand the components of text complexity

Evaluate the complexity of

literary and informational

texts

Learn


Inventorying Texts


Locating Gaps within Collections of Texts

Literacy Development Yes!!! Sort of

Not Really

Action Steps

Do students have access to multiple grade-level and independent-level texts at varying levels of text complexity?

Do students have access to a range of print and digital text types in diverse media, lengths, and formats?

Can the texts be used to teach specific standards?

Do the texts provide students with the opportunity to develop their vocabulary, increase their reading fluency, and deepen their comprehension?

Deep Understanding Are the texts culturally significant and rich in content; do they exemplify literary merit?

Do the texts cluster around central ideas/topics/themes to develop deep content knowledge?

Do the texts provide students the opportunity to acquire meaning, confirm meaning, and create meaning?

Do students have access to a range of print and digital text types in diverse media, lengths, and formats to conduct research?

Rich and Varied Language Experiences Do students have access to multiple texts that interest them and promote the joy of reading?

Do the texts provide students with opportunities for discussion?

Do students have multiple ways to access the texts?

Guide to Creating Text Sets for Grades 2-12

Draft, December 2013 @ Wisconsin Department of Public Instruction Guide to Creating Text Sets 1

Rationale The Common Core State Standards for English Language Arts and Literacy in All Subjects focus on building student ability to read and understand grade-level complex text and express that understanding clearly through writing and speaking. The Common Core State Standards emphasize the role of close engagement with text in students building knowledge about the world. A coherent sequence of texts around a clear topic or line of inquiry will support students in building vocabulary and background knowledge. Text sets are one tool for educators in planning units of instruction to help students meet the demands of the Standards. What is a text set? A text set is a collection of related texts organized around a topic or line of inquiry. The line of inquiry of a given set is determined by an anchor text—a rich, complex grade-level text. The anchor text is the focus of a close reading with instructional supports in the classroom. The number of texts in a set can vary depending on purpose and resource availability around a given topic. What is important is that the texts in the set are connected meaningfully to each other to deepen student understanding of the anchor text. In a sense, the texts “talk to one another” so that in reading the set, students build a coherent body of knowledge around a topic. There are many ways of organizing text sets. Often, strong sets will be organized around the topic of the anchor text, so that students have the opportunity to build additional knowledge about that topic. For example, with an anchor text like “When Mr. Jefferson Came to Philadelphia,” a piece of historical fiction for the 4-5 grade band, an accompanying set would likely include texts on the topic of the American Revolution. Building vocabulary and content knowledge about that period of history will help students make rich meaning out of the anchor text. However, the line of inquiry of a text set may also ask students to engage in a genre or author study. We encourage you to consider a range of approaches to organizing sets, constantly returning to the question: “What would this set help my students build knowledge about in the world?” On the following page, we have generated a list of the general features of strong and weak text sets to serve as guideposts in developing your own sets.



Features of Strong Text Sets for Instructional Texts:

Strong text sets Weak text sets

Text sets include a range of print and digital texts in diverse media, formats, and lengths.

Text sets are exclusively print or digital and focus on one media, format, and/or length.

Text complexity levels support student achievement of the grade-level complexity demands of the CCSS.*

Text complexity levels are erratic and do not support the staircase of text complexity in the CCSS.

Texts are used in service to the standards. Text are selected before standards are identified.

Texts build student knowledge about a topic, and there is meaningful connection to the anchor text.

Texts are not related or connected across sets, or they are only superficially connected.

Texts are authentic, rich, culturally responsive, and worthy of study.

Texts are only commissioned texts or textbook passages.

*One strategy for supporting readers is to use a gradated text set, a set in which the complexity demands steadily increase to build towards instruction around a grade-level text. In this case, some texts in a set may start below the quantitative demands of the grade band in an effort to build towards the anchor text. Similarly, some texts may place above the band to provide an opportunity for advanced engagement with the content after students have built vocabulary and background knowledge through the anchor text.

Features of Strong Text Sets for Independent Texts:

Strong text sets Weak text sets


Text sets are exclusively print or digital and focus on one media, format, and/or length.

Texts are at students’ independent reading level. Text complexity levels are either too low or too high, so students are not engaged with the texts.

Students are able to apply learning over time. Texts are not related or connected across sets or they are only superficially connected.

Texts promote the joy of reading. Texts are only commissioned texts or textbook passages.

High interest texts include a range of texts from which students can choose.

Students do not have choice or the texts focus exclusively on topics, genres, or formats that do not interest students.



The following are examples of text sets, both strong and weak.

Strong Text Set Weak Text Set

Anchor Text: Fahrenheit 451, Ray Bradbury Anchor Text: Fahrenheit 451, Ray Bradbury

Related Instructional Texts: • “You Have Insulted Me: A Letter,” Kurt Vonnegut

(Informational) • “Burning a Book” by William Stafford (Poem) • “The Book Burnings,” United States Holocaust

Memorial Museum (Informational) • The Book Thief, Marcus Zusak • “Learning to Read and Write,” Frederick Douglass

(Informational) • “Learning to Read,” Malcolm X (Informational) • “Unto My Books So Good to Turn,” Emily Dickinson

(Poem) • “The Portable Phonograph,” Walter Van Tilburg Clark Related Independent Texts

1984, George Orwell

Brave New World, Aldous Huxley

Twelve Years a Slave, Solomon Northup

Persepolis, Marjane Satrapi

Animal Farm, George Orwell

Ella Minnow Pea, Mark Dunn

The Sledding Hill, Chris Crutcher

Uncle Tom’s Cabin, Harriet Beecher Stowe

The Giver, Lois Lowry

Places I Never Meant To Be: Original Stories by Censored Writers, Judy Blume

Balzac and the Little Chinese Seamstress, Dai Sijie

Related Texts: • “‘Chaos:’ Gunman Ambushes, Kills Two Firefighters

at New York Blaze,” Catherine Shoichet and Greg Botelho (CNN) (Informational)

• “Johannes Gutenberg and the Printing Press,” Mary Bellis (About.com) (Informational)

• Fahrenheit 451, Francois Truffaut (Film) • “About Ray Bradbury: Biography” (Informational) • “The Pedestrian,” Ray Bradbury (Literary) • The Children’s Story, James Clavell (Literary)

While there are some merits to the weaker set, the connections between some of the texts are superficial or

tangential, and it is not clear how a teacher would use these texts to support student knowledge building. The

stronger set is more focused. The anchor text and related texts are connected concretely by the topic of

censorship. Thematically, these texts provide a comment on the social and political effects of gaining

knowledge through reading and writing. Strong sets often present opportunities for both topical connections

and thematic connections that students are able to discern through rereading and deep analysis. They provide

a rich context for close, analytic reading, comparison, and synthesis of texts through which students are more

likely to meet the expectations of the CCSS for ELA/Literacy.

http://www.ushmm.org/museum/exhibit/online/bookburning/burning.phphttp://www.cnn.com/2012/12/24/us/new-york-firefighters-shootinghttp://www.cnn.com/2012/12/24/us/new-york-firefighters-shootinghttp://inventors.about.com/od/gstartinventors/a/Gutenberg.htmhttp://www.raybradbury.com/bio.html



Steps to Creating a Text Set:

Selecting texts for teaching is a complex and nuanced process. There is no single process for creating a text set; educators may take a variety of different approaches given their aims and available resources. The following can be used as a basic guide to creating your own text sets:

Step One: Learn

The first step is to learn. You must know your content standards. Ask yourself, What is it that students need to know and be able to do? Then ask, What texts can be used in service to the standards? Always start with the standards, not the resources. Once you know what it is that students need to know and be able to do, you can identify an anchor text and/or formulate an overall line of inquiry for the set. This can happen in either order. An educator may first identify an anchor text, from which they formulate a line of inquiry for the set OR an educator may choose to first identify a topic for a unit of study and then seek out an anchor text around which to build the set.

In the case of Wonders of Nature, for example, the text set author started with the anchor text. The topic of the anchor text is animals with special abilities that affect how they live in the world. From this, the author of the set determined that the overall line of inquiry would be animals with special abilities. Determining the overall line of inquiry in a set with an informational anchor text is often straight-forward; you can use the topic of the anchor text as the central organizer of the set. With a literary anchor text, it may be more challenging to settle on an overarching line of inquiry prior to exploring available resources. In some cases, you may need to adapt your line of inquiry as you select the richest available resources that connect with the anchor text.

The most important part of this step is that the anchor text be a grade-level complex text that meets the complexity demands of the Common Core State Standards and is worthy of the time and attention of students. Without a rich anchor text, it is impossible to create a worthwhile text set, which is why you must also understand the components of text complexity and how to evaluate the complexity of texts.

Step Two: Inventory

The second step in the process for creating collections of texts is to do an inventory of the texts that you currently have that could potentially be part of the text set. Identify texts that can be used in service to the standards and that fit within the topic of the unit. It is important to evaluate those texts for their complexity.

Step Three: Locate Gaps

The third step is to locate gaps. Are your current texts developing your students’ literacy skills? Are students able to develop a deep understanding of the content? Do your texts provide rich and varied language experiences?

Step Four: Make Strategic Selections

The final step is to make strategic selections. This is when you add texts to the texts you already have in order to create text sets that have multiple print and digital texts in diverse media, formats, and lengths and that



target specific standards. In order to make strategic selections, remember the features of developing strong texts sets:

For Instructional Texts For Independent Texts



Text complexity levels support student achievement of the grade-level complexity demands of the CCSS.*

Texts are at students’ independent reading level.

Texts are used in service to the standards. Students are able to apply learning over time.

Texts build student knowledge about a topic, and there is meaningful connection to the anchor text.

Texts promote the joy of reading.

Texts are authentic, rich, culturally responsive, and worthy of study.

High interest texts include a range of texts from which students can choose.

Use databases to research texts around the topic. Sometimes you will need to adjust your search terms to find a range of texts on a topic. For example, in building the Wonders of Nature text set around animals with special abilities, the text set author searched animals with special abilities, animals, animal adaptation, moles, beavers, praying mantis, chameleon, trap-door spider, spiders, archerfish, etc. You want to protect the coherence of the set, but also be creative with search terms that might bring you a range of resources.

Several databases allow you to organize texts according to qualitative and quantitative measures. These databases are exceptionally helpful in building a text set, as otherwise you need to evaluate the text for their qualitative and quantitative measures. Here are just a few resources we’d recommend exploring:

BadgerLink (http://www.badgerlink.net/) allows you to search for texts through multiple means such as database, text type, keyword, author, title, or subject. BadgerLink is made free by the Wisconsin Department of Public Instruction for Wisconsin residents.

TeachingBooks (http://www.teachingbooks.net/ ) allows you to search for texts by title, author and illustrator, subjects, booklists and awards, grade levels, curricular areas, genres, type of resources, and format of resources. You can also find out the text quantitative and qualitative measures. TeachingBooks is made free by the Wisconsin Department of Public Instruction for Wisconsin residents and is also accessible through BadgerLink.

Children’s Cooperative Book Center (CCBC) (http://ccbc.education.wisc.edu/) allows you to search for individual books as well as booklists of texts. CCBC publishes Choices, an annual best-of-the year list.

Lexile “Find a Book” (http://www.lexile.com/fab/) allows you to search for books by Lexile, grade, and topic.

Scholastic Book Wizard (http://www.scholastic.com/bookwizard/ ) allows you to search for books by topic and filter by quantitative measure.

You may also want to look at the text resources available through Read Works (http://www.readworks.org/spotlight-on-science) and Reading A-Z (http://www.readinga-z.com/).

http://www.badgerlink.net/http://ccbc.education.wisc.edu/http://www.lexile.com/fab/http://www.scholastic.com/bookwizard/http://www.readworks.org/spotlight-on-sciencehttp://www.readinga-z.com/



School librarians have a wealth of experience in using these databases to locate texts at given levels of complexity, so contact your school librarian (or a local librarian) for additional assistance.

Continue to refine your selections until you are satisfied that you have a range and balance of texts that support student engagement with the line of inquiry. Then, finalize your selections and document the text set for use in your instructional unit and to share with other educators. In documenting your set, we recommend including the title, author, qualitative measure, quantitative measure, source, text type, and brief summary/justification for including the text in the set.

Danielson’s Framework for Educator Effectiveness Domain 1 – Planning and Preparation 1a: Demonstrating Knowledge of Content and Pedagogy

Knowledge of content

Knowledge of prerequisite relationships

Knowledge of content related pedagogy 1b: Demonstrating Knowledge of Students

Knowledge of characteristics of age group

Knowledge of students’ varied approaches to learning

Knowledge of students’ skills and knowledge

Knowledge of students’ interests and cultural heritage 1c: Setting Instructional Outcomes

Value, sequence, and alignment

Clarity

Balance

Suitability for diverse learners 1d: Demonstrating Knowledge of Resources

Learning Activities

Instructional materials and resources

Instructional groups

Lesson and unit structure 1e: Demonstrating Student Assessments

Congruence with instructional outcomes

Criteria and standards

Design of formative assessments

Use for planning

Domain 2 – Classroom Environment 2a: Creating an Environment of Respect and Rapport

Teacher interaction with students

Student interaction with other students 2b: Establishing a Culture for Learning

Importance of the content

Expectations for learning and achievement

Student pride in work 2c: Managing Classroom Procedures

Management of instructional groups

Management of transitions

Management of materials and supplies

Performance of non-instructional duties

Supervision of volunteers and paraprofessionals 2d: Managing Student Behavior

Expectations

Monitoring of student behavior

Response to student behavior 2e: Organizing Physical Space

Safety and accountability

Arrangement of furniture and use of physical resources

Domain 4 – Professional Responsibilities and Reflecting on Teaching 4a: Reflecting on Teaching

Accuracy

Use in future teaching 4b: Maintaining Accurate Records

Student completion of assignments

Student progress in learning

Non-instructional records 4c: Communicating with Families

Information about the instructional program

Information about individual students

Engagment of families in the instructional program 4d: Participating in a Professional Community

Relationship with colleges

Involvement in a culture of professional inquiry

Service to the school

Participation in school and district projects 4e: Growing and Developing Professionally

Enhancement of content knowledge and pedagogical skills

Receptivity to feedback from colleagues

Service to the profession 4f: Showing Professionalism

Integrity and ethical conduct

Service to students

Advocacy

Decision making

Compliance with school and district regulations

Domain 3 – Instruction 3a: Communicating with Students

Expectations for learning

Directions and procedures

Explanations of content

Use of oral and written language 3b: Using Questioning and Discussion Techniques

Quality of questions

Discussion techniques

Student participation 3c: Engaging Students in Learning

Activities and assignments

Instructional materials and resources

Grouping of students

Structure and pacing 3d: Using Assessments in Instruction

Assessment criteria

Monitoring of student learning

Feedback to students

Student self-assessment and monitoring of progress 3e: Demonstrating Flexibility and Responsiveness

Lesson adjustment

Response to students

Persistence

Source: Danielson, C. (2007). Enhancing professional practice: A framework for teaching. ASCD.

7 Texts8 8112 Text Complexity for Literary Texts8 8113 Text Complexity for Informational Texts9 Collections of Texts10 Guide to Creating Text Sets11 DanielsonFramework Indicators

Informational Text Literary Text · Conventionality: Complex; contains some abstract, ironic,...

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Transcript of Informational Text Literary Text · Conventionality: Complex; contains some abstract, ironic,...