Text Complexity and

1. 3-5 ELA Text Complexityand Nancy Frey, PhD Text-dependent Questions

2. If you can read this…

3. If you can read this… Thank a teacher!

4. If you can read this… effectively and write a analytical essay in under 42 minutes, and you meet all the math standards, objectives, and learning targets set forth by the Common Core State Standards, and you walk briskly through life in a healthy body taking 10,000 steps a day, while experiencing social and emotional well being, and you can effectively utilize technology and social media to access and analyze important information, and you play the piano perfectly…

5. If you can read this… effectively and write a analytical essay in under 42 minutes, and you meet all the math standards, objectives, and learning targets set forth by the Common Core State Standards, and you walk briskly through life in a healthy body taking 10,000 steps a day, while experiencing social and emotional well being, and you can effectively utilize technology and social media to access and analyze important information, and you play the piano perfectly… Thank a teacher!

6. Leaders wear many hats.

7. Skilled learners are nurtured.

8. Skilled leaders need to be nurtured, too.

9. Write as many entries on the ABC chart as possible while the other rolls the die. Switch roles each time you roll 6! Take Six

10. Take Six Terms related to the ELA Common Core State Standards (e.g., “text-dependent questions”)

11. Compare papers with your partner and add terms to your own. How many terms did you collectively gather? Take Six

12. 10. Read and comprehend complex literary and informational texts independently and proficiently.

13. “Standard 10 defines a grade-by-grade ‘staircase’ of increasing text complexity that rises from beginning reading to the college and career readiness level.” (CCSS, 2010, p. 80)

14. “Fewer, Clearer, Higher”

15. Key Features of the Standards

16. Key Features of the Standards Text complexity and the growth of comprehension.

17. Key Features of the Standards Text complexity and the growth of comprehension. Text types, responding to reading, and research.

18. Key Features of the Standards Text complexity and the growth of comprehension. Text types, responding to reading, and research. Flexible communication and collaboration.

19. Key Features of the Standards Text complexity and the growth of comprehension. Text types, responding to reading, and research. Flexible communication and collaboration. Academic language, vocabulary, and effective use.

20. Key Features of the Standards Text complexity and the growth of comprehension. Text types, responding to reading, and research. Flexible communication and collaboration. Academic language, vocabulary, and effective use. All must be present for literacy learning.

21. “Read like a detective, write like a reporter.”

22. K-5 Reading Standards

23. Quantitative Measures

24. Quantitative Measures Use quantitative info to identify grade bands.

25. Qualitative Values

26. Qualitative Values Use qualitative values to identify specific grade levels.

27. Task and Reader

29. Our goal with complex text is to slow the reader down.

30. Annotation is a note of any form made while reading text. “Reading with a pencil.”

31. People have been annotating texts since there have been texts to annotate.

32. Annotation is not highlighting.

33. Annotation slows down the reader in order to deepen understanding.

34. Annotation occurs with digital and print texts.

35. Annotation in Kindergarten • Language experience approach • Interactive writing and shared pen activities

36. 1 2 3 4 5 Modeled Annotation in Kindergarten Kemp, L. M. (1996). One peaceful pond: A counting book. New York: Houghton Mifflin.

37. Modeled Annotation in Second Harvey, S., & Goudvis, A. (2007). Strategies That Work: Teaching Comprehension for Understanding and Engagement. Portland, ME: Stenhouse.

38. Even young students can annotate.

39. Annotations in Grades 3-5 • Underlinethe major points. • Circle keywords or phrases that are confusing or unknown to you. • Use a question mark (?) for questions that you have during the reading. Be sure to write your question.

40. Using Questioning in Fifth Grade

41. Same text, different student, different strategy: Inferring.

42. Close Reading

43. “X-ray the book”

44. Not every reading is a close one! “X-ray the book”

45. In the primary grades, close reading is accomplished through interactive read aloudsand shared readings.

46. Creating a Close Reading

47. Short passage Creating a Close Reading

48. Short passage Complex text Creating a Close Reading

49. Short passage Complex text Limited frontloading Creating a Close Reading

50. Short passage Complex text Limited frontloading Repeated readings Creating a Close Reading