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Complexity , Reading & Adolescent Literacy. Rita & John. ritaplatt@hotmail.com john.wolfe@mpls.k12.mn.us http://www.weteachwelearn.org/tag/rita-platt/ http://mplsesl.wikispaces.com/Home+Page @ ritaplatt @johnwolfe3rd .
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Rita & John • ritaplatt@hotmail.com • john.wolfe@mpls.k12.mn.us • http://www.weteachwelearn.org/tag/rita-platt/ • http://mplsesl.wikispaces.com/Home+Page • @ritaplatt • @johnwolfe3rd • Rita Platt is a Nationally Board Certified teacher. Her experience includes teaching learners of all levels from kindergarten to graduate student. She currently is a Library Media & Reading Specialist for the St. Croix Falls SD in Wisconsin, teaches graduate courses for the Professional Development Institute, and consults with local school districts. • John Wolfe is a teacher on special assignment for the Multilingual Department at the Minneapolis Public School District. He has worked with students at all levels as well as provided professional development to fellow teachers. His areas of expertise include English Language Learners, literacy, and integrated technology.
Trinidadian Guppies From John Whitfield’s People Will Talk: The Surprising Science of Reputation
Relax … Everything (and more) is on The Wikihttp://www.mplsesl.wikispaces.com/
O love is the crooked thing, There is nobody wise enough To find out all that is in it…
O love is the crooked thing, There is nobody wise enough To find out all that is in it…
Common Core College & Career Ready Anchor Standards Rigor Text Complexity High-Stakes Assessment
Common Core is not the enemy of common sense!
… but Standard 10! (“Range of Reading & Level of Text Complexity”)
Text Complexity • Quantitative Factors Text level (GE, Lexile, etc.) • Qualitative Factors Genre, length, theme, text structures/features, register, demands on reader • Professional Judgment Interest, knowledge of student, relevancy
Good Teaching • Where does the student need to be? • Where is s/he now? • What is the roadmap? • How will be know when s/he has reached the destination? Modified from DuFour, DuFour, Eaker, & Karhanek, 2004
Battling Paradigms The Super-Mario Paradigm (Motivation through Growth) “They’ll chase success.” The Dinner Party Paradigm (Motivation through Interest) “They’ll do what it takes to stay.”
Battling Paradigms Growth Through Interest Growth Through Challenge The true reward of academic work is the play of ideas in intense classroom work with challenging ideas and texts. If we’re not providing this to students, we have no right to expect anything from them. When we: • Give students great works at hightext-levelsand • Promote rigorous discussion around them … we motivate students to meet grade-level literacy challenges. Success and mastery are the deep motivators for every activity. Students thrive on triumphing over challenges. Schools owe students carefully structured series of “just-right” challenges and the support for continuous success. When we: • Give students appropriately leveled texts and • Give them appropriate tasks … we motivate students to meet literacy-growth challenges.
Battling Paradigms Growth Through Interest Growth Through Challenge What kills learning? • Boredom, • Impoverished instruction, • Endless drill Also … “You learn what you practice. If you spend all your time on low-level literal reading tasks with idea-impoverished texts, you’ll only learn to do those low level reading skills.” What kills learning? • Frustration, • Stagnation (no progress) Also … “You learn what you practice. If you spend your time discussing texts the students can’t read, students will become good at discussion, not so good at reading.”
Individualized & All Together: Whole Class Instruction Using Differentiated Texts
The Solution: Content-Related, Level-Appropriate Reading Circles Grade 7 Social Studies Standard: 7.4.4.19. Regional tensions around economic development, slavery, territorial expansion and governance resulted in a Civil War and a period of Reconstruction that led to the abolition of slavery, a more powerful federal government, a renewed push into indigenous nations’ territory and continuing conflict over racial relations. (Civil War and Reconstruction: 1850-1877)
What is your learning target? Individualized & All Together: Whole Class Instruction Using Differentiated Texts your readers while you teach to the target. GROW
They can’t all read the textbook … but they can all read about slavery. Grade Lvl 3.6 Grade Lvl 4 Grade Lvl 2
Reading Time: Students read together to support their literacy near peers… Each text tells how slaves were mistreated. Be ready to explain that. Grade Lvl 3.6 Grade Lvl 4 Each text describes how a slave resisted. Be ready to explain that. Grade Lvl 2
Discussion Time/Jigsaw. An “expert” from each group reports to a JIGSAWgroup. Each member of the group takes notes on what they hear … with the expectations for notes differentiated by literacy & language levels.
Benefits. • Every students gets … • a steady diet of “easy texts” • daily success as a reader • interactive support from near peers for reading comprehension • an ideal situation for cooperative effort since comprehension problems will tend to be at or above each group member’s ZPD. • experience reading in the history/social studies genre • background and general knowledge about the time and topic being studied • vocabulary development related to the topic • a chance to speak about the reading and to listen to others talking about texts on the same topic
What about State Curriculum-Standards Based Learning Targets? State Curriculum-Standards are established by act of legislature! You’re required by LAW to address each standard, provide evidence of each benchmark!
The Solution: Content-Related, Level-Appropriate Reading Circles Grade 7 Social Studies Standard: 7.4.4.19. Cite the main ideas of the debate over slavery and states' rights; explain how they resulted in major political compromises and, ultimately, war. (Civil War and Reconstruction: 1850-1877) For example: Missouri Compromise, Nullification Crisis, Compromise of 1850, Bleeding Kansas.)
“Precision Teaching.” After the “non-fiction reading workshop” portion of the class, you do “precision teaching” using visuals, graphic organizers, etc. • From the “precision teaching,” students • receive “comprehensible input” in the form of proficiency-appropriate teacher language combined with paraverbal support for understanding • develop the key conceptual understandings identified by the curriculum standards • exercise their brains • From the “reading workshop,” students • develop vocabulary & background knowledge, • become familiar with how texts are structured in a specific subject, and • get the daily, successful reading that will drive their growth as readers.
