Teaching Close Reading of Complex Texts …

Learning (and Teaching) Argumentation Structures

REVIEW…Text Complexity – Quantitative Factors • Word difficulty is determined by…

• COUNTYING SYLLABLES & SENTENCE LENGTH• Fry Readability: sentence length & syllables [Grades 1-12] [Do

this by hand]• Flesh-Kinkaid: sentence length & syllables [How many years of

schooling to understand the content … 0-12] - Use Microsoft Word (Tools: Options: Spelling)

• Gunning-Fox Index: sentence length & difficult words (3 syllables) [How many years of schooling to understand the content…0-17]

• Juicy Studio’s Online Readability Calculator

• WORD FREQUENCY (Chall’s List, Coxhead Academic List) • LEXILE LEVELS (of the text AND of the reader) WHAT CAN YOU DO?

Text Complexity – Qualitative Factors• Considerate texts facilitate comprehension and have been

written to be responsive to readers• Three key elements: – Structure: (narrative = story grammar; expository =

many structures such as…) & headings– Coherence: systematic connections and logical flow

within the text – Audience Appropriateness: assumptions about what

knowledge the reader brings • What if the author doesn’t use these important structural

cues to create coherence? (or if you have struggling readers who don’t notice/use them)? WHAT CAN YOU DO?

Potential Reading Guide (Fireworks)

• Ask synthesis questions: What key chemicals are involved in producing explosives and what are the differential effects of each?

• Create advanced organizers to highlight the ways YOU want your students to connect the key ideas

• Ask compare questions: What special considerations are to be made when combining chemicals?

• Ask challenge questions: How do fireworks connect with electron configurations and atomic properties?

Using Digital Tools to Change Accessibility of Texts

What can you control? And how?

NOT REALLY – JUST BY SELECTION

How can you design/change/scaffold the task?

HUMAN RATED • Levels of meaning• Structure• Language conventionality• Clarity• Knowledge demands

COMPUTER SCORED • Word length• Word frequency• Sentence length• Text Cohesion• Co-Metrix and Lexiles

Last class: Fireworks textAnd other texts

Add scaffolds With reading guides

And graphic organizers

WHAT CAN YOU DO?

The Case for Struggle?

• Struggle Alone vs. Struggle With Support• Productive Failure (Ch 1, p. 11) =

Supported Struggle – Role of “easy” texts with big, complex ideas – Role of guided high-level questioning before, during,

and after reading – Role of conversation/dialogue during re-readings– Role of summary, synthesis, transformation

Noticing Good Teaching

• What are ten effective teaching techniques that Ms. Chin uses that foster “supported struggle” with a complex text?

10 Effective Teaching Techniques for Supported Struggle

1. Pre-read with authentic purpose (character change)2. Pre: Provide organizer (Beginning, middle, end) 3. During: Read hard text indep. for purpose (get familiar with

character, language, and how change) 4. During: (Time 1) Annotate and note author craft5. After: (Time 1) Dialogue/conversation with evidence-based

reasoning6. During: (Time 2) Revisit purpose to analyze more closely7. During: (Time 2) Think-aloud (notice strategy links) 8. After: (Time 2) Discuss with text-dependent questions9. After: Respond/Transform (Write/new dialogue) 10. Together: Use dialogues and writing as multiple forms of

formative assessment (to prepare for PARRC test!)

Making Quality Arguments

• What are the key components of a good argument (oral or in writing)?

• How can we effectively teach students these components?

• Meet in groups of three • Teach using handouts • Consider effective practices among all three of you• Discuss as a whole group

Teaching Work Groups

• Marissa, Nicole, & Andrew• Amanda, Lennyn, & Mackenzie• Deborah, Ryan, & Laura• Laura, Jay, & Stephanie• Eric, Mark, & John

Homework

• Upload your handout to the wikispace • Write/type 2 page Argument: Text Rigor, Text

Accessibility or Both? – Use claims, evidence, and warrants– Consider alternative side as well

• Read Tovani, Ch. 5: Why Am I Reading?• Read Beuhl Ch. 2: Frontloading (6 pages) with OPTIONAL 1 page reading guide

• Review Diverse Text Assignment (we’ll discuss assignment and questions you have next class)