Session 2: Supporting the Teacher-Text Interaction

1. Session 2: Supporting the Teacher-Text Interaction Understanding and Analyzing Text Complexity EngageNY.org 2

2. Text Part 1: Teacher to Text Understanding its complexity is critical for supporting students and ensuring your comfort in making the lesson your own. • Teacher • Student • 1 EngageNY.org 3

3. 2 Organizing Questions GATHER ANSWERS LATER Take a moment to review the questions and set your purpose for this session. EngageNY.org

4. Framework More Complex Less Complex • Increasingly complex content • Increasingly complex language • Vocabulary • Grammar • Syntax • Sentence Structure EngageNY.org 5

5. Dimensions of Complexity (CCSS ELA Appendix A, p. 6) 3 Knowledge Demands: • Levels of Meaning • Life Experiences • Cultural & Content Knowledge Language Demands: • Structure • Conventionality and Clarity EngageNY.org 6

6. Hot Cross Buns Meaning: I have buns for sale. One for a penny, two for a penny. I have buns for sale! Explicit  Obscure Hot cross buns! Hot cross buns! One a penny, two a penny, Hot cross buns! EngageNY.org 7

7. Hot Cross Buns Structure (K or 1): Sentence has an article, a noun, a verb and an adjective or adverb. “The muffin is sweet.” “The runner is fast.” “I have buns for sale!” Conventional  Unconventional Hot cross buns! Hot cross buns! One a penny, two a penny, Hot cross buns! EngageNY.org 8

8. Hot Cross Buns Hot cross buns! Hot cross buns! One a penny, two a penny, Hot cross buns! Knowledge: Most students would know the words, “hot,” “cross,” and “buns.” What are hot cross buns? • Spiced sweet bun made with raisins and marked with a “frosting” cross on the top • Traditionally eaten on Good Friday Everyday Knowledge  Cultural Knowledge EngageNY.org 9

9. Hot Cross Buns Language: Literal language will be less complex than figurative language. “one a penny” versus “one for a penny” Contemporary Language Archaic Language EngageNY.org Hot cross buns! Hot cross buns! One a penny, two a penny, Hot cross buns! 10

10. Important Points to Keep in Mind • Expectations are that complexity will increase as students progress through the grades. • Reading and readings in the early grades will be more concrete and less abstract. • Early grades: will usually find 1–2 elements or dimensions of complexity employed through a single text. • Upper grades: will usually find multiple aspects of complexity in a single text. EngageNY.org 11

11. 8 & 9 Tools to Supporting Teacher-to-Text Interaction 1–2 Teacher-to-Text Planning Process: outlines key components you should look and plan for when developing a close read activity. Teacher-to-Text Planning Tool:use to capture this information for your specific passage EngageNY.org 12

12. 1. Identify Key Ideas Challenges and setbacks for the Continental Army The men soon realized that they would never have enough bullets for the fight ahead. Later that summer, British warships were spotted entering New York’s harbor. King George had gotten help from the Germans as well. More than thirty thousand trained troops arrived to fight the unprepared colonial militiamen. George Washington nearly lost his army in the fierce fighting around New York and New Jersey that fall. The Redcoats chased the Continental Army south, across the Delaware River. Thinking that they had scared them off, the Redcoats left only a small force to guard them on the other side of the river. It was December, and they felt sure that nobody would fight during the dead of winter. But they were wrong. George Washington came up with a daring plan. On Christmas night, he gathered his men together. It was snowing and cold, but Washington had the men get into their boats and row quietly across the ice-filled river. More than two thousand soldiers crossed the river. EngageNY.org 13

13. 1. Identify Key Ideas Success under leadership of George Washington George Washington came up with a daring plan. On Christmas night, he gathered his men together. It was snowing and cold, but Washington had the men get into their boats and row quietly across the ice-filled river. More than two thousand soldiers crossed the river. The crossings took nine hours! Marching through the wind and sleet of the December cold, the Continental Army reached the British troops just before dawn. While the Redcoats were still sleeping, Washington’s men launched a surprise attack on the enemy camp. The Redcoats were surprised all right! Some of them came out of their bunks in their underwear and just held up their hands. It was a total victory for General Washington. Nobody in his army had been killed. Washington and his army returned to Philadelphia to shouts of joy. But the war wasn’t over yet. The Continental Congress knew that they needed more help in order to win their war for independence. German soldiers were fighting alongside the British. EngageNY.org 14

14. 2. Identify Knowledge Demands The men soon realized that they would never have enough bullets for the fight ahead. Later that summer, British warships were spotted entering New York’s harbor. King George had gotten help from the Germans as well. More than thirty thousand trained troops arrived to fight the unprepared colonial militiamen. George Washington nearly lost his army in the fierce fighting around New York and New Jersey that fall. The Redcoats chased the Continental Army south, across the Delaware River. Thinking that they had scared them off, the Redcoats left only a small force to guard them on the other side of the river. It was December, and they felt sure that nobody would fight during the dead of winter. But they were wrong. George Washington came up with a daring plan. On Christmas night, he gathered his men together. It was snowing and cold, but Washington had the men get into their boats and row quietly across the ice-filled river. More than two thousand soldiers crossed the river. EngageNY.org 15

15. 3. Identify Language Demands The men soon realized that they would never have enough bullets for the fight ahead. Later that summer, British warships were spotted entering New York’s harbor. King George had gotten help from the Germans as well. More than thirty thousand trained troops arrived to fight the unprepared colonial militiamen. George Washington nearly lost his army in the fierce fighting around New York and New Jersey that fall. The Redcoats chased the Continental Army south, across the Delaware River. Thinking that they had scared them off, the Redcoats left only a small force to guard them on the other side of the river. It was December, and they felt sure that nobody would fight during the dead of winter. But they were wrong. George Washington came up with a daring plan. On Christmas night, he gathered his men together. EngageNY.org 16

16. 4. Select Passage(s) The men soon realized that they would never have enough bullets for the fight ahead. Later that summer, British warships were spotted entering New York’s harbor. King George had gotten help from the Germans as well. More than thirty thousand trained troops arrived to fight the unprepared colonial militiamen. George Washington nearly lost his army in the fierce fighting around New York and New Jersey that fall. The Redcoats chased the Continental Army south, across the Delaware River. Thinking that they had scared them off, the Redcoats left only a small force to guard them on the other side of the river. It was December, and they felt sure that nobody would fight during the dead of winter. But they were wrong. George Washington came up with a daring plan. On Christmas night, he gathered his men together. EngageNY.org 17

17. K:10 Practice: Knowledge Read Kindergarten passage Identify: Life experiences; Cultural knowledge Content knowledge EngageNY.org 18

18. 1: 12 Practice: Language Select the first grade passage Identify: Use of pronouns Complex cause-effect or time relationships (passive, negative) Clause structure (embedded, long, etc.) VOCABULARY: Multiple meaning or Tier 2/3 EngageNY.org 19

19. K:10 1: 12 2: 14 Practice: Literary Devices • Select your grade-level passage • Identify: • Narrator/narrator changes • Literary devices o imagery o metaphors o similes o personification o onomatopoeia EngageNY.org 21

20. 8,9 & 17 Extend • Select a domain 2 read aloud. • Go through, systematically focusing on: • knowledge demands • language structure demands • vocabulary demands • literary devices 3. Make notes on your handout EngageNY.org 22

21. Read over your notes on text complexity Note one way that this analysis deepened or refined your thinking about this text. Note one way that you can see using this process in your practice

22. Rounds

23. Goal: To discover patterns and surprises among our experiences. Roles Rounds Listener Listener Task Presenter

24. Talk – Think - Open Exchange Repeat once for each person in your group Talk Think Listener Listener Task Presenter Open Exchange

25. Questions