Session 2: Supporting the Teacher-Text Interaction

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Session 2: Supporting the Teacher-Text

InteractionUnderstanding and Analyzing Text

Complexity

2

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Part 1: Teacher to Text

Understanding its complexity is critical for supporting students and ensuring your comfort in making the lesson your own.

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1

Text

Teacher Student



2 Organizing Questions

Take a moment to review the questions and set your purpose for this session.

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GATHER ANSWERS LATER



Framework• Increasingly

complex content• Increasingly

complex language o Vocabularyo Grammar o Syntaxo Sentence

Structure

5

Less Complex

More Complex

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Dimensions of Complexity

Knowledge Demands:o Levels of Meaningo Life Experienceso Cultural & Content

Knowledge

Language Demands:o Structureo Conventionality and Clarity

6

(CCSS ELA Appendix A, p. 6)

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Hot Cross Buns

Hot cross buns!

Hot cross buns!

One a penny, two a penny,

Hot cross buns!

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Meaning:

I have buns for sale.

One for a penny, two for a penny.

I have buns for sale!

Explicit Obscure

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Hot Cross Buns

Hot cross buns!

Hot cross buns!


Hot cross buns!

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Structure (K or 1):

Sentence has an article, a noun, a verb and an adjective or adverb.

“The muffin is sweet.”

“The runner is fast.”

“I have buns for sale!”

Conventional Unconventional

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Hot Cross Buns

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Knowledge:

Most students would know the words, “hot,” “cross,” and “buns.”

What are hot cross buns?

• Spiced sweet bun made with raisins and marked with a “frosting” cross on the top

• Traditionally eaten on Good Friday

Everyday Knowledge Cultural Knowledge

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Hot cross buns!

Hot cross buns!


Hot cross buns!



Hot Cross Buns

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Language:

Literal language will be less complex than figurative language.

“one a penny” versus

“one for a penny”

Contemporary Language Archaic Language

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Hot cross buns!

Hot cross buns!


Hot cross buns!



Important Points to Keep in Mind

• Expectations are that complexity will increase as students progress through the grades.

• Reading and readings in the early grades will be more concrete and less abstract. • Early grades: will usually find 1–2 elements or

dimensions of complexity employed through a single text.

• Upper grades: will usually find multiple aspects of complexity in a single text.

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Tools to Supporting Teacher-to-Text Interaction

• Teacher-to-Text Planning Process:outlines key components you should look and plan for when developing a close read activity.

• Teacher-to-Text Planning Tool: use to capture this information for your specificpassage

1–2

8 & 9

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1. Identify Key IdeasThe men soon realized that they would never have enough bullets for the fight ahead. Later that summer, British warships were spotted entering New York’s harbor. King George had gotten help from the Germans as well. More than thirty thousand trained troops arrived to fight the unprepared colonial militiamen.

George Washington nearly lost his army in the fierce fighting around New York and New Jersey that fall. The Redcoats chased the Continental Army south, across the Delaware River. Thinking that they had scared them off, the Redcoats left only a small force to guard them on the other side of the river. It was December, and they felt sure that nobody would fight during the dead of winter. But they were wrong.

George Washington came up with a daring plan. On Christmas night, he gathered his men together. It was snowing and cold, but Washington had the men get into their boats and row quietly across the ice-filled river. More than two thousand soldiers crossed the river. C

hall

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an

d s

etb

ack

s fo

r th

e C

on

tin

en

tal

Arm

y

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1. Identify Key IdeasGeorge Washington came up with a daring plan. On Christmas night, he gathered his men together. It was snowing and cold, but Washington had the men get into their boats and row quietly across the ice-filled river. More than two thousand soldiers crossed the river. The crossings took nine hours! Marching through the wind and sleet of the December cold, the Continental Army reached the British troops just before dawn. While the Redcoats were still sleeping, Washington’s men launched a surprise attack on the enemy camp.

The Redcoats were surprised all right! Some of them came out of their bunks in their underwear and just held up their hands. It was a total victory for General Washington. Nobody in his army had been killed. Washington and his army returned to Philadelphia to shouts of joy. But the war wasn’t over yet.

The Continental Congress knew that they needed more help in order to win their war for independence. German soldiers were fighting alongside the British.S

ucc

ess

un

der

lead

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hip

of

Georg

e W

ash

ing

ton

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2. Identify Knowledge Demands

The men soon realized that they would never have enough bullets for the fight ahead. Later that summer, British warships were spotted entering New York’s harbor. King George had gotten help from the Germans as well. More than thirty thousand trained troops arrived to fight the unprepared colonial militiamen.


George Washington came up with a daring plan. On Christmas night, he gathered his men together. It was snowing and cold, but Washington had the men get into their boats and row quietly across the ice-filled river. More than two thousand soldiers crossed the river.

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3. Identify Language Demands

The men soon realized that they would never have enough bullets for the fight ahead. Later that summer, British warships were spotted entering New York’s harbor. King George had gotten help from the Germans as well. More than thirty thousand trained troops arrived to fight the unprepared colonial militiamen.


George Washington came up with a daring plan. On Christmas night, he gathered his men together.

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4. Select Passage(s)The men soon realized that they would never have enough bullets for the fight ahead. Later that summer, British warships were spotted entering New York’s harbor. King George had gotten help from the Germans as well. More than thirty thousand trained troops arrived to fight the unprepared colonial militiamen.


George Washington came up with a daring plan. On Christmas night, he gathered his men together.

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Practice: Knowledge1. Read Kindergarten passage

2. Identify: a) Life experiences;b) Cultural knowledge c) Content knowledge

K:10

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Practice: Language1. Select the first grade passage

2. Identify: a) Use of pronouns b) Complex cause-effect or time

relationships (passive, negative)

c) Clause structure (embedded, long, etc.)

d) VOCABULARY: Multiple meaning or Tier 2/3

1: 12

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Practice: Literary Devices

1. Select your grade-level passage

2. Identify: a) Narrator/narrator changesb) Literary devices

o imagery

o metaphors

o similes

o personification

o onomatopoeia

K:101: 122: 14

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Extend1. Select a domain 2 read aloud.

2. Go through, systematically focusing on:

A. knowledge demands

B. language structure demands

C. vocabulary demands

D. literary devices

3. Make notes on your handout

8,9 & 17

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Read over your notes on text complexity

Note one way that this analysis deepened or refined your thinking about this text.

Note one way that you can see using this process in your practice



Rounds



Goal: To discover patterns and surprises among our experiences.

RoundsRoles

Task

Listener

Presenter

Listener



Talk – Think - Open Exchange

TalkThink

Repeat once for each person in your group

Open Exchange

Task

Listener

Presenter

Listener



Questions


Documents

Session 2: Supporting the Teacher-Text Interaction