The document discusses strategies for teaching students to read complex texts based on the Common Core standards. It explains that students should be exposed to challenging texts and given scaffolding support to help them comprehend texts above their current reading level. The document also discusses measuring text complexity, considering factors like vocabulary, structure and coherence. It emphasizes the importance of close reading techniques and having students struggle through difficult texts with teacher support.
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Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text
1. Fifty Shades of the
Common Core: Part 2
Stretching All Readers to Read Complex Text
Lake Myra Elementary
January 17, 2013
Jennifer Jones
K-12 Reading Specialist
Lake Myra Elementary School
Wake County Public School System
www.helloliteracy.blogspot.com
2. The Common Core literacy Model
6 3
Ela Standard ELA
Strands Practices
Reading Building knowledge
Literature Through content
Rich non-fiction and
Reading Informational text.
The Informational
Reading, writing and
The
Text
Speaking grounded in
Speaking & Listening evidence from the text
Language Regular practice with
complex text and
Writing its academic
vocabulary
Foundational
Skills
Based on the Common Core ELA
3. Anchor Standards The
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
4. t
ext complexity : WHAT & HOW
Anchor Standard 10 (K-12): Read and comprehend complex
literacy and informational texts independently & proficiently
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.
5. Old HOW How
Kids NEW HOW
Read
Source: T. Shanahan, 2012, Learning from Challenging Text
6. t
ext complexity Stretch Bands
Original
stretch
bands
Revised
stretch
bands as
of 8.15.2012
http://blog.aicr.org/2012/07/09/hot-tired-how-stretch-bands-can-help/
7. t
ext complexity Measurement
The Reader
Source: Common Core Documents
8. 3
Considerations THAT Make text complex
The book’s language
created by the author The book’s Lexile
employing the author’s Number…generated by
craft and literacy a computer using a
devices. (Anchor complicated formula.
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.
9. T
ext Complexity…A Result of the Gap
http://blog.aicr.org/2012/07/09/hot-tired-how-stretch-bands-can-help/
10. The Issue with Tackling Text
Complexity with Read-Alouds, Shared
Reading & Novel Studies…
But…
Image: Gooney Bird Greene by Lois Lowry Cartoon Image by The NY Times
11. When do Kids Really EVER HAVE TO STRUGGLE
THROUGH CHALLENGING TEXT?
http://en.wikipedia.org/wiki/
13. CC Book introductions…
New Yorker Style
Title
Caption
Blurb
“Activating prior knowledge has been overused and misconstrued…”
14. Here’s Why…Time In & out of Text
More instructional time spent outside the text means less time inside the text.
Departing from the text in classroom discussion privileges only those who
already have experience with the topic.
It is easier to talk about our experiences than to analyze the text—especially
for students reluctant to engage with reading.
Image from www.zimbio.com Source: www.achievethecore.org
15. “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
16. Ideas & Content Complexity
Source: T. Shanahan, 2012, Learning from Challenging Text
18. 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”
22. 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.
23. 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
24. Awareness of Literacy Devices
Literacy devices allow a writer to “show not tell”
and communicate ideas in powerful ways.
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…”
Source: T. Shanahan, 2012, Learning from Challenging Text
29. Anticipating Complexity
What makes this complex?
What will students find confusing?
What am I going to do about it?
30. 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.
31. 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
32. Scoops of Learning
for our At-Risk Learners at LMES
Scoop One Scoop Two Scoop Three
at Their at The Grade Independent
Instructional Level Stretch Text Level
Reading Level Level
Reading Session 1 - Reading Session 2 - Reading Session 3 -
Teacher A Teacher A or Read to Self or
less scaffolding Teacher B Partner
+ more scaffolding
+ independent
reading
33. 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.
34. 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.