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Fifty Shades of the Common Core: Part 2 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 Stretching All Readers to Read Complex Text

Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

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In this presentation, I share with my staff the three factors in determining text complexity with classroom based examples of each, especially the qualitative measure that so heavily depends on digging deeper into anchor stands 4, 5, and 6 regarding Author's Craft. At Lake Myra, we also believe in making sure that ALL students (regardless of their instructional reading level) get at least one dose daily of reading in their grade level stretch band, and if that's different than their instructional level, then an additional scoop of instruction at their lower instructional level.

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Page 1: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

Fifty Shades of the

Common Core: Part 2

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

Stretching All Readers to Read Complex Text

Page 2: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read 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

The The

Page 3: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

Anchor Standards 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

The

Page 4: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

\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

Page 5: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

How

Kids

Read

Old HOW NEW HOW

Source: T. Shanahan, 2012, Learning from Challenging Text

Page 6: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex 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

Page 7: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

\text complexity Measurement

Source: Common Core Documents

The Reader

Page 8: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

\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 devices. (Anchor 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.

Page 9: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

\Text Complexity…A Result of the Gap

http://blog.aicr.org/2012/07/09/hot-tired-how-stretch-bands-can-help/

Page 10: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

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…

Page 11: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

When do Kids Really EVER HAVE TO STRUGGLE THROUGH CHALLENGING TEXT?

http://en.wikipedia.org/wiki/

Page 12: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

SCAFFOLDING CHALLENGING TEXT

Source: T. Shanahan, 2012, Learning from Challenging Text

Page 13: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

CC Book introductions… New Yorker Style

Title

Caption

Blurb

“Activating prior knowledge has been overused and misconstrued…”

Page 14: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

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

Page 15: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

“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

Page 16: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

Ideas & Content Complexity

Source: T. Shanahan, 2012, Learning from Challenging Text

Page 17: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

Coherence Complexity

One What?

Page 18: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

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”

Page 19: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

vocabulary Complexity

Source: T. Shanahan, 2012, Learning from Challenging Text

Page 20: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

vocabulary Complexity

Source: T. Shanahan, 2012, Learning from Challenging Text

Page 21: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text
Page 22: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex 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.

Page 23: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

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

Page 24: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex 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…”

Page 25: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

TacklE Text Complexity with …

Complex Texts. Period.

Lexile Level 460

Lexile Level 580

Page 26: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

Close Reading

Page 27: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

Really Making Sense Of Nonfiction information

Page 28: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

Independent/Assessment follow-up of Text Complexity

Page 29: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

Anticipating Complexity

What makes this complex? What will students find confusing?

What am I going to do about it?

Page 30: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

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.

Page 31: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

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

Page 32: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

Scoops of Learning for our At-Risk Learners at LMES

Scoop One

at Their

Instructional

Reading Level

Scoop Three Independent

Text Level

Scoop Two

at The Grade

Level Stretch

Level

+ + Reading Session 1 -

Teacher A less scaffolding

Reading Session 2 - Teacher A or

Teacher B more scaffolding

Reading Session 3 - Read to Self or

Partner independent

reading

Page 33: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

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.

Page 34: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

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.

Page 35: Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

Thank You!