Standard 10 the thinking standard stretching all readers with complex text

Standard 10: The Thinking Standard Stretching All Readers with Complex Text Jen Jones Hello Literacy K-12 Reading Specialist Wake County, North Carolina The Common Core literacy Model Ela Standard Strands Reading Literature The Reading Informational Text Speaking & Listening Language Writing Foundational Skills Based on the Common Core ELA ELA Practices 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 The Metatexuality Literary Fiction & Informational Non-Fiction Text-based Understanding & Comprehension Central Message(s)/theme(s)/BIG ideas(s) Characters/individuals across the text 10 Author’s Word Choice (syntax, vocab & language) Text Structure & Text Features Point of View/Purpose Content Integration – Read & Research Evaluate Claims & Arguments (NF only) Text to Text Comparison Text Complexity Key Ideas & Details Craft & Structure Integration of Ideas \text 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 With prompting & support, read…appropriate complexity for grade Read & comprehend…in the 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range Read & comprehend…in the 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range Read & comprehend…in the 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range Read & comprehend…in the 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range Old HOW Source: T Shanahan, 2012, Learning from Challenging Text How Kids Read NEW HOW \text 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/ \text complexity Measurement The Reader Source: Common Core Documents \3 Considerations THAT Make text complex The book’s language created by the author employing the author’s craft and literacy devices (Anchor Standard 4, & 6) ex: vocabulary, sentence structure, syntax, etc The book’s Lexile Number…generated by a computer using a complicated formula 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 Text BASED Questions The text says, “My grandmother was saw the emperor…” who’s telling the story? Using evidence from the text and the illustration , infer where this story takes place Tell how you know 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 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 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 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 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 Reading Session Teacher A less scaffolding Scoop Three Independent Text Level Scoop Two at The Grade Level Stretch Level + Reading Session Teacher A or Teacher B more scaffolding + Reading Session 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! ... the high end of the range Read & comprehend…in the 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range Read & comprehend…in the 4-5 text complexity band... 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... from Challenging Text vocabulary Complexity Source: T Shanahan, 2012, Learning from Challenging Text Text BASED Questions The text says, “My grandmother was saw the emperor…” who’s telling the