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Using complex Text

Using complex Text. Fostering Strategic and Extended Thinking For every student, every day!. Sara Overby , Coordinating Teacher for Secondary Literacy, soverby@wcpss.net. Why does it matter?.

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Using complex Text

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  1. Using complex Text Fostering StrategicandExtended Thinking For every student, every day! Sara Overby, Coordinating Teacher for Secondary Literacy, soverby@wcpss.net

  2. Why does it matter? The knowledge and skills for high school graduates going directly into the workforce and those going directly to college are now about the same. America Diploma Project, 2004. princegeorgescountymd.gov http://www.theatlantic.com/education/archive/2013/11/ http://www.sltrib.com/sltrib/news/57651996-78/women-walsh-alta-cawp.html.csp

  3. Why does it matter? In the past half-century, K-12 practices have lessened the accountability for students to learn to read complex text independently, while at the same time K-12 texts have become less difficult to read. http://www.expertbriefings.com During the same time, post-secondary reading requirements for career, college, and citizenship have become more complex. (Reading Between the Lines, 2006)

  4. Why does it matter The greatest distinguisher of student performance on the ACT is not the difficulty of the question or the thinking skills required to answer the question. The greatest differentiator of student performance is the ability of the student to read complex texts. (Reading Between the Lines, 2006) http://pando.com/2013/04/25/ ?

  5. Students in 8th grade are more on track to be “college and career ready” by high school graduation than are students in 10th grade. (Reading Between the Lines, 2006) Why does it matter?

  6. …Reading and writing in combination are more likely to prompt critical thinking than when reading is separated from writing or when combined with answering questions. • (Tierney et al., 1989, p. 134)

  7. Incorporate complex reading materials into your course content. What IS  Complex Text? Literacy Lifesaver, March 2014

  8. How can you determine text complexity? • A number • Based on a researched algorithm Number of words in sentences, sentences/100 words, letters/100 words, number of syllables, etc. • Correlates to Grade Level • Lexile • Flesch Kincaid • Gunning Fog • SMOG • and others!

  9. http://www.nytimes.com/roomfordebate http://www.nytimes.com/roomfordebate/2011/05/12/do-we-want-to-be-supersize-humans • 6 Authentic Texts • Our Hunter-Gatherer Bodies http://www.nytimes.com/roomfordebate/2011/05/12/do-we-want-to-be-supersize-humans/we-still-have-the-bodies-of-hunter-gatherers • We Won’t Become Giants http://www.nytimes.com/roomfordebate/2011/05/12/do-we-want-to-be-supersize-humans/we-wont-become-giants-2 • Tradeoffs to Being Tall http://www.nytimes.com/roomfordebate/2011/05/12/do-we-want-to-be-supersize-humans/what-you-trade-off-for-height • A Tall World is a Better World http://www.nytimes.com/roomfordebate/2011/05/12/do-we-want-to-be-supersize-humans/a-tall-world-is-a-better-world-18 • Favoring One Trait Over Another http://www.nytimes.com/roomfordebate/2011/05/12/do-we-want-to-be-supersize-humans/favoring-one-trait-over-others • More Calories and Allergies http://www.nytimes.com/roomfordebate/2011/05/12/do-we-want-to-be-supersize-humans/calories-allegies-and-bigger-bodies

  10. How can you determine text complexity?

  11. How can you determine text complexity? A range or continuum • A number • Based on a researched algorithm Based on features of text that can’t be measured by a number • Correlates to Grade Level • Lexile • Flesch Kincaid • Gunning Fog • SMOG • and others! • Graphs/charts • Disciplinary structures • Prior knowledge expected • “Interrupters” Reviewer/Teacher makes judgments

  12. Qualitative measures of text complexity— the “other stuff” that makes reading hard Easier  Harder  1 2 3 4 5

  13. Qualitative measures of text complexity—the “other stuff” that makes reading hard

  14. How can you determine text complexity? A continuum Based on features of text that can’t be measured by a number • A number • Based on a researched algorithm Reviewer makes judgments • Correlates to Grade Level • Lexile • Flesch Kincaid • Gunning Fog • SMOG • and others! • A balanced continuum between text, task, • and reader readiness • How hard is the text? • How difficult is the concept? • How complex is the learning activity? • How ready is the student?

  15. Do the students in your class Read and write at different levels? http://www.americanindianreport.com/wordpress/2010/11

  16. Less Text Complexity More Reader Texts * Tasks * Readers More Task Complexity Less

  17. Text Rendering This is a very easy routine that all students can do with any level of text. On subsequent uses of this routine, students may be trained in small-group discussion protocols to make meaning of the text. Gallery walks, written products, and discussions of many types are logical next steps to student ideas. Text Rendering Routine Find out more at http://www.nsrfharmony.org/protocol/doc/text_rendering.pdf

  18. 4-A’s Reading Routine Students write a note in each box as they read the text. Students are trained over time to provide reasoning, and then later text evidence or text support. Student comments may be used as the basis for class debate, fishbowl discussions, or written product. 4 A’s Reading Routine Find out more at http://www.nsrfharmony.org/protocol/doc/4_a_text.pdf

  19. 3-Level Reading Guide Teachers create statements that students Agree/Disagree with, based on the reading of the text. The statements correspond to 3 levels. Level 1-- statements that are literally in the text and have a right/wrong answer. Level 2 – statements that require students to put together information in order to answer. Level 3: statements that start with the text and end in real life. 3-Level reading guide Find out more at http://my.ilstu.edu/~jabraun/socialstudies/coalmining/studyguide.html

  20. Text Dependent Questions Teachers create questions that can be answered only by finding passages in the text that support their answers. Students must answer the question in their own words, and then provide the text evidence to support their answer. Later, students can be trained to create Text-Dependent Questions for their peers, to facilitate a fishbowl discussion, or for a make-your-own test. Text Dependent Questions Find out more at http://achievethecore.org/page/710/text-dependent-question-resources

  21. Make Your Own HOTS Questions Students must ASK a question about the text, 1 question per level of Bloom’s Revised Taxonomy. They do not answer these questions. Later, students answer other students’ questions, either in Brief Answer Format, in a small-group protocol, or in a seminar discussion. Make-Your-Own Questions Routine http://www.centergrove.k12.in.us/Page/7844 Find out more at https://tpri.wikispaces.com/file/view/05-2Bloom-16-17+Stems+for+Instruction.pdf

  22. Question the Author Students treat the author as a real person making choices as s/he writes. Students ask the author questions about the intended meaning or the choices of words or the decisions about what information to reveal or conceal. After Questioning the Author, students respond to their peers’ questions, hypothesizing about the author’s likely answers. Question the Author Routine Find out more at http://www.readwritethink.org/professional-development/strategy-guides/question-author-30761.html

  23. Will all of this help my students

  24. Complex Text and Student Engagement

  25. Complex Text and Critical Thinking

  26. Complex Text and Deep Learning

  27. What Does It Look Like in Your Class? • Incorporate complex reading materials into your course content. • Use complex text 2x/week • Foster a text-based collaborative learning environment • Design inquiry activities to drive student learning Have students discuss and write about the texts they read. • Summarizing • Interpreting the text • Analyzing concepts • Cause-effect • Comparison/ contrast • Classify, categorize, divide • Author’s choices of details or structure • Definition and re-definition • Parts to the whole • Strategic, purposeful note-taking and annotating • Creating/answering higher-order questions requiring text evidence • Writing collaboratively

  28. It is important that students bring a certain ragamuffin, barefoot irreverence to their studies. They are not here to worship what is known, but to question it. http://egrpsengage.blogspot.com http://media.azw.s3.amazonaws.com/18910_n13014mentorrebeccanobelrgbf.jpg ~Jacob Bronowski http://www2.artsmia.org/blogs/ofrenda-2012/page/2/

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