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Close Encounters of the Complex Kind - NYLA

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Presentation at NYLA - SSL April 2013

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Close Encounters of the Complex Kind - NYLA

  1. 1. ESSENTIAL UNDERSTANDING: Content Delivery Change
  2. 2. Literacy is not just ELA 50% - 50% Building knowledge Writing from evidence Close Reading & Complex Text Spotlight on Vocabulary
  3. 3. TIER 3 = DOMAIN SPECIFIC WORDS TIER 2 = SAT WORDS TIER 1 = EASY ORAL LANGUAGE WORDS Image: thefindrentals.com
  4. 4. OK. SO HOW DO I, AND WHY SHOULD I…
  5. 5. FROM APPENDIX A: Being able to read complex text independently and proficiently is essential for high achievement in college and the workplace and important in numerous life tasks. Moreover, current trends suggest that if students cannot read challenging texts with understanding—if they have not developed the skill, concentration, and stamina to read such texts—they will read less in general. In particular, if students cannot read complex expository text… they will likely turn to text-free or text-light sources, such as video, podcasts, and tweets. These sources, while not without value, cannot capture the nuance, subtlety, depth, or breadth of ideas developed through complex text.
  6. 6. WHY DO STUDENTS NEED COMPLEX TEXT MODELED? HOT SEAT… ? http://www.youtube.com/watch?feature=player_detailpage&v=b0qmzRgqYA k
  7. 7. Reading is not passive Not all Close Reads have to look alike! Close Reads can be: primary sources, excerpts, articles, s hort books & more It’s all about the kids… Building Blocks ESSENTIAL UNDERSTANDINGS:
  8. 8. Content Delivery and Understanding Digest & Discovery Debate or Discussion NOT JUST TO READ…
  9. 9. = Complex Text Uncommon words (Tier 2 & 3) Prior knowledge requirements Long, Complicated sentences Cross-references between sentences M. Adams, PhD.
  10. 10. WHY WE NEED COMPLEX TEXT: Based on research of “The Text Project” – Presented by Marilyn Adams, @ NTI
  11. 11. READING RESEARCH: The more you read the better you’ll read The better you read, the more you’ll comprehend The more you comprehend, the greater the achievement The more you read about geology, the more you can read about geology.
  12. 12. TEXT BASED ANSWERS… “READ LIKE A DETECTIVE, WRITE LIKE A REPORTER” Use precise words Speak with authority Cool words to empower your writing
  13. 13. ENGAGENY.ORG http://engageny.org/re source/close-reading- strategies-with- informational-text-by- expeditionary-learning http://engageny.org/re source/a-protocol-for- citing-evidence-from- informational-text- from-expeditionary- learning W R I T I N G F R O M S O U R C E S : Close Reading
  14. 14. FINDING STAMINA, MEANING, AND RELEVANCE What’s the gist? What’s the Purpose? Perspective Visualize Read with a pencil Vocabulary Connections to real life Space for debate & critique Mining for meaning Find 3 VIP’s
  15. 15. LOOK AT: TOO DUMB FOR COMPLEX… www.ascd.org/publications/educational-leadership/feb11/vol68/num05/Too-Dumb-for-Complex-Texts¢.aspx Willingness to probe Capacity to think deeply Uninterrupted thinking SLOW down
  16. 16. CONSIDERATIONS WHEN YOU CHOOSE COMPLEX TEXT
  17. 17. Out of the Dust Long Walk to Water Esperanza Rising The lightning Thief Number the Stars Promises to Keep To Kill a Mockingbird (8th) The Omnivore’s Dilemma Dragonwings Lyddie Ender’s Game Visit Engageny.org and see what “complex text” was coupled with these ELA novels:
  18. 18. CLOSE ENCOUNTER… We will experience a close read… READS 1 & 2 TOGETHER THEN READ #3… Lexile 1450 -- Content vocabulary Closely chosen for engagement, vocabulary of the discipline and more. You will engage in an evidence-based discussion, then… You will engage in an evidence-based debate. NO LIKES ALLOWED
  19. 19. “Read with a pencil” Circle unfamiliar words Discuss important points Be prepared to support your conclusions: • POINT OF VIEW… (Read like a tree-hugger. Read like the CEO of Exxon) • OPINION… is shaped from POV • Share 3 VIP’s (Very important points) Mother Governor Exxon CEO Tree Hugger Purposeful reading… increases RELEVANCE “Why do I have to read this?”
  20. 20. TASK… BRAINSTORM Essential Questions… which demand evidence Juxtapose picture books…Which is correct? Close read  leads to INQUIRY…further investigation ?

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