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 The The

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 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.

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

CC Book introductions… New Yorker
Style Title Caption Blurb “Activating prior knowledge has been overused and misconstrued…”

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 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”

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

Really Making Sense Of Nonfiction
information

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 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 do 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 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

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!