Standard 10 the thinking standard stretching all readers with complex text

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 Mo

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

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

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

should imply that we bring the text and the reader

– Notice & Note:

Strategies for Close Reading

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 15 th 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

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

6 th 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

Scoop Two

at The Grade Level Stretch Level

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!