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ELA Coordinators Meeting: Close Reading and Text Complexity

Learn how to effectively utilize close reading strategies and assess text complexity to enhance reading comprehension and critical thinking skills in students.

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ELA Coordinators Meeting: Close Reading and Text Complexity

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  1. ELA Coordinators Meeting: Close Reading and Text Complexity TamraGacek October, 2012 Literacy and Early Learning Unit Office of Teacher Effectiveness

  2. Close Reading Office of Teacher Effectiveness Literacy and Early Learning Unit

  3. Common Core State Standards: Reading Key Ideas and Details (Standards #1-3) Reading for understanding. • Craft and Structure (Standards #4-6) Reading like a writer. • Integration of Knowledge and Ideas (Standards #7-9) Reading across texts and formats with critical literacy. • Range of Reading and Level of Text Complexity(Standard #10) Read a lot with increasing facility. SCDE 2012-2013 Literacy Leaders

  4. Levels of Engaged Reading 0 5 10 no reading completing a task /compliance real reading (meaningful, whole, continuous text)

  5. “Whoever’s doing the reading, writing, and talking is doing the thinking and learning.” CrisTovani, middle school teacher and writer SCDE Literacy Leaders 2011-2012

  6. Fake Reading/Real Reading Office of Teacher Effectiveness Literacy and Early Learning Unit

  7. SCDE Literacy Leaders 2011-2012

  8. SCDE Literacy Leaders 2011-2012

  9. SCDE Literacy Leaders 2011-2012

  10. SCDE Literacy Leaders 2011-2012

  11. SCDE Literacy Leaders 2011-2012

  12. Common Core State Standards (meaning) • close reading • critical literacy • high level comprehension • the use of textual evidence to support thought SCDE Literacy Leaders 2011-2012

  13. Common Core State Standards (instruction) • emphasis on building student independence • instruction that is connected to text • focus on comprehension of text and acquisition of knowledge SCDE Literacy Leaders 2011-2012

  14. Teaching for Independence SCDE Literacy Leaders 2011-2012

  15. Staying Grounded in the Text: Informational Office of Teacher Effectiveness Literacy and Early Learning Unit

  16. Connecting to CCSS • Find your 3-5 grade Reading Standards for Informational Text • Read through the 10 grade level standards. Which ones did you get to experience in this particular engagement? • How might you re-interpret or extend this lesson using this piece to address another standard? Office of Teacher Effectiveness Literacy and Early Learning Unit

  17. Office of Teacher Effectiveness Literacy and Early Learning Unit

  18. Integrated reading, writing, speaking, listening, and research “Often, several standards can be addressed by a single rich task.” CCSS p.5

  19. Text Complexity SCDE 2012-2013 Literacy Leaders

  20. Choosing Just Right Text

  21. “Fitting people with books is about as difficult as fitting them with shoes.” Sylvia Beach, bookseller and publisher

  22. SCDE Literacy Leaders 2011-2012

  23. …the standards do not claim that one system of measurement is sufficient in and of itself. Meanwhile they do stress that teachers need to do everything possible to move students toward increasingly complex texts. pp.34-35 SCDE 2012-2013 Literacy Leaders

  24. Text complexity – the inherent difficulty of reading and comprehending a text combined with consideration of reader and task variables Text complexity band – a range of text difficulty corresponding to grade spans within the Standards CCSS Glossary SCDE 2012-2013 Literacy Leaders

  25. Text Complexity- Informational SCDE 2012-2013 Literacy Leaders

  26. Text Complexity Measures Before CCSS: With CCSS: Quantitative Qualitative Reader and Task Considerations • Quantitative SCDE 2012-2013 Literacy Leaders

  27. Quantitative Measures • Measures such as: • Word length • Word frequency • Word difficulty • Sentence length • Text length • Text cohesion - capable of being measured or expressed in numerical terms

  28. Step 2: Qualitative Measures • Measures such as: • Levels of meaning • Levels of purpose • Structure • Organization • Language conventionality • Language clarity • Prior knowledge demands -relating to or based on the quality or character of something, often as opposed to its size or quantity

  29. Step 3: Reader and Task Considerations • Considerations such as: • Motivation • Knowledge and experience • Purpose for reading • Complexity of task assigned regarding text • Complexity of questions asked regarding text

  30. Step 1: Quantitative Measures

  31. Step 1: Quantitative Measures 870L Lexile Text Measure: 5.6 ATOS Book Level:

  32. Step 2: Qualitative Measures How would To Kill a Mockingbird fair when analyzed through the lens of the Literary Text Rubric?

  33. Step 2: Qualitative Measures

  34. Reader and task considerationsare best made by teachers employing their professional judgment, experience, and knowledge of their students and the subject. CCSS, Appendix A SCDE 2012-2013 Literacy Leaders

  35. Step 3: Reader and Task Considerations The questions included here are largely open-ended questions without single, correct answers, but help educators to think through the implications of using a particular text in the classroom.

  36. Reader and Task Considerations (simplified) • How difficult is this text for this particular student to read and understand? • Is the content of this text appropriate for the reader? • Does the reader demonstrate the necessary strategies and skills to interpret this text and at least a minimum level of comprehension? • Will the reader receive support through the reading of this text, if needed? SCDE 2012-2013 Literacy Leaders

  37. Reader and Task Considerations (simplified) • What will the student be asked to do after or during the reading of this text? • What is the student’s purpose for reading this text? • How motivated is the student to read this text? If it is challenging, is he or she willing to take extra time to read slowly, re-read difficult parts, or seek help when needed? SCDE 2012-2013 Literacy Leaders

  38. Reader and Task Considerations (even more simplified) SCDE 2012-2013 Literacy Leaders

  39. Step 4: Recommended Placement After reflecting upon all three legs of the text complexity model we can make a final recommendation of placement within a text and begin to document our thinking for future reference.

  40. Step 4: Recommended Placement Based upon all the information—all three legs of the model—the final recommendation for To Kill a Mockingbird is…

  41. Step 4: Recommended Placement In this instance, Appendix B confirms our evaluation of the novel. To Kill a Mockingbird is placed within the grade 9-10 text complexity band.

  42. Considerations for Matching Students with Books (emergent/early readers) • familiarity of book • number of words on a page • picture support • vocabulary (percentage of known words) • format • genre’ (chapter book, literary fiction, informational text, etc.) • student’s interest in topic • experience of reader

  43. Contact Information tlgk4@aol.com Office of Teacher Effectiveness Literacy and Early Learning Unit

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