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Implementing Your LDC Module: Helping Students Read and Analyze Complex Text

Implementing Your LDC Module: Helping Students Read and Analyze Complex Text . Check on Tech. Audio Wizard Elluminate tools Hand raise Microphone Smiley face Checkmark Chat box Polling . Virtual Meeting Norms. Please…

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Implementing Your LDC Module: Helping Students Read and Analyze Complex Text

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  1. Implementing Your LDC Module: Helping Students Read and Analyze Complex Text

  2. Check on Tech • Audio Wizard • Elluminate tools • Hand raise • Microphone • Smiley face • Checkmark • Chat box • Polling IU 13 LDC Webinar

  3. Virtual Meeting Norms Please… • participate by using the microphone, answering poll questions, collaborating in breakout rooms and using the chat window. • raise your hand to indicate that you’d like to use the microphone when it is time for questions. • release the microphone when you are finished. • use the door to indicate that you are away from your computer if you need to step out. IU 13 LDC Webinar

  4. Goals for This Afternoon… • Define text complexity as it relates to common core standards and discuss classroom implications. • Model one way teachers can examine the complexity of a text prior to students reading it. • Share scaffolding ideas for reading complex text. IU 13 LDC Webinar

  5. College and Career Ready How do you know if a student is college and career ready? “What appears to differentiate those who are more likely to be ready from those who are less likely is their proficiency in understanding complex texts.” (ACT’sReading Between the Lines)

  6. Reading Rigor Risk NAEP Scale Equivalents of State Grade 8 Reading Standards for Proficient Performance (2009)

  7. PACCSS Prioritieshttp://www.pdesas.org/Standard/CommonCore Among the highest priorities of the Common Core State Standards is that students must read texts closely and acquire knowledge. • At each grade level, 80 to 90 percent of the reading standards require text-dependent analysis. Questions that expect student responses to be text-dependent and discipline-specific require students to demonstrate that they understand the text details and can provide accurate evidence.

  8. Three Part System: Quantitative Measure: gets you to the band and somewhere within it Qualitative Scale: places text inside the band, helps teacher understand elements of complexity Professional Judgment of Reader and Task: puts all considerations together Common Core Appendix A p. 4

  9. Quantitative Measures Ranges for Text Complexity Grade Bands See: access to Quantitative Analysis Tools PDF & Instruction tab of Module Creator, digital articles * The K-1 suggested Lexile range was not identified by the Common Core State Standards and was added by Kansas. ** Taken from Accelerated Reader and the Common Core State Standards, available at the following URL: http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf

  10. Qualitative Factors • Levels of Meaning • Structure • Language Conventionality and Clarity • Knowledge Demands (Schema) • Life Experience • Disciplinary Knowledge • Knowledge of Text/Genre (Informational or Literary Text) Common Core Appendix A p. 6

  11. Qualitative: Text and Task Analysis • Read the text you plan to assign to students. • Consider the background knowledge you bring to your understanding of the text, and list on form. • What active reading strategies did you use while reading to make sense of this text? • Based on your analysis, consider where there may be gaps in your students’ background knowledge. Determine whether additional support/instruction is necessary.

  12. Let’s Try It! http://www.millerandlevine.com/issues/creatine/creatine-600-pix.jpg

  13. Reader and Task Considerations Reader Considerations Task Considerations Reader’s Purpose (can shift) Type of Reading (skimming, studying, etc.) Intended Outcome (increase in knowledge, find solution to problem, engagement w/ text) • Cognitive Ability (attention, memory, critical analytical ability, inferencing, visualization) • Motivation (purpose for reading, interest in content, self-efficacy as a reader) • Knowledge (vocabulary, topic knowledge, linguistic and discourse knowledge, knowledge of comprehension strategies) • Experiences

  14. Readers and Tasks Even many students on course for college and career readiness are likely to need scaffolding as they master higher levels of text complexity. Although such support is educationally necessary and desirable, instruction must move generally toward decreasing scaffolding and increasing independence, with the goal of students reading independently and proficiently within a given grade band by the end of the band’s final year. ~CCSS Appendix A, p. 9

  15. Ways to Support Students

  16. PA CCSS Resources Text Complexity Resources http://www.pdesas.org/ • Appendix A: Research Supporting the Key Elements of the Standards • Appendix B: Text Exemplars and Sample Performance Tasks • PA Common Core ELA Text Complexity Module

  17. Examples of Analyzing Complex TextCheck out these classroom videos and lessons!Watch on your own & discuss at a team meeting Learn Zillion http://learnzillion.com/common_core/ela Reading Informational Text- 6 student ready lessons http://learnzillion.com/lessonsets/308 Search by Grade Band (HS coming soon!) http://learnzillion.com/common_core/ela/5 Teaching Channelhttps://www.teachingchannel.org/ Grade 5 (appropriate all levels)-- Keep It or Junk It Strategy https://www.teachingchannel.org/videos/help-students-analyze-text HS ELA– Planning/Sequencing Questions https://www.teachingchannel.org/videos/structuring-questioning-in-classroom?resume=0 SS/History—Focus on Sourcing https://www.teachingchannel.org/videos/reading-like-a-historian-sourcing

  18. Upcoming Webinars • January 31st– (3:00 – 3:45) Paideia/Socratic Seminar and LDC • February 21st– (3:00 – 3:45) Engagement Techniques and LDC • March 7th– (3:00 – 3:45) Understanding the Informational/Explanatory & Narrative Rubrics • March 21st– (3:00 – 3:45) How to Facilitate a Scoring Session in Your School IU 13 LDC Webinar

  19. Contact Us! Barbara Smith- LDC Site Lead Email: barbaraa_smith@iu13.org Phone: (717) 606-1374 Cell Phone: (717) 644-1144 Skype: barbaraa_smith_iu Twitter: @BarbSmith2 Kelly Galbraith- LDC Consultant Email: kelly_galbraith@iu13.org Phone: (717) 606-1667 Cell Phone: (717) 419-4069 Skype: kelly.galbraith.iu Twitter: @galbraith_kelly Ruth Manthey-LDC Program Assistant Email: ruth_manthey@iu13.org Phone: (717) 606-1939 Tweet about LDC! @LDCIU13 IU 13 LDC Webinar

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