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Fifty Shades of the
  Common Core: Part 2
Stretching All Readers to Read Complex Text

                 Lake Myra Elementary
                     January 17, 2013

                                              Jennifer Jones
                                     K-12 Reading Specialist
                               Lake Myra Elementary School
                           Wake County Public School System

                             www.helloliteracy.blogspot.com
The Common Core literacy Model
                                                  6   3
                                       Ela Standard   ELA
                                            Strands   Practices
                                           Reading    Building knowledge
                                         Literature   Through content
                                                      Rich non-fiction and
                                          Reading     Informational text.
  The                                Informational
                                                      Reading, writing and
                                                                               The
                                              Text
                                                      Speaking grounded in
                               Speaking & Listening   evidence from the text

                                         Language     Regular practice with
                                                      complex text and
                                           Writing    its academic
                                                      vocabulary
                                      Foundational
                                             Skills
Based on the Common Core ELA
Anchor Standards The
                Literary Fiction & Informational Non-Fiction

      1    Text-based Understanding & Comprehension
      2    Central Message(s)/theme(s)/BIG ideas(s)
      3    Characters/individuals across the text
      4    Author’s Word Choice (syntax, vocab & language)
      5    Text Structure & Text Features
      6    Point of View/Purpose
       7   Content Integration – Read & Research
      8    Evaluate Claims & Arguments (NF only)
       9   Text to Text Comparison
      10   Text Complexity

Key Ideas & Details Craft & Structure Integration of Ideas
t
      ext complexity            : WHAT & HOW
Anchor Standard 10 (K-12): Read and comprehend complex
literacy and informational texts independently & proficiently
     Text Complexity Standard Spiral
K    Actively engage in group reading activities with purpose & understanding.
 1   With prompting & support, read…appropriate complexity for grade 1.
2    Read & comprehend…in the 2-3 text complexity band proficiently, with
     scaffolding as needed at the high end of the range.
 3   Read & comprehend…in the 2-3 text complexity band proficiently, with
     scaffolding as needed at the high end of the range.
 4   Read & comprehend…in the 4-5 text complexity band proficiently, with
     scaffolding as needed at the high end of the range.
 5   Read & comprehend…in the 4-5 text complexity band proficiently, with
     scaffolding as needed at the high end of the range.
Old HOW                                                 How
                                                            Kids   NEW HOW
                                                            Read




Source: T. Shanahan, 2012, Learning from Challenging Text
t
 ext complexity   Stretch Bands
                                                         Original
                                                         stretch
                                                         bands


                                                         Revised
                                                         stretch
                                                         bands as
                                                         of 8.15.2012

                    http://blog.aicr.org/2012/07/09/hot-tired-how-stretch-bands-can-help/
t
             ext complexity    Measurement




                                       The Reader




Source: Common Core Documents
3
        Considerations THAT Make text complex

 The book’s language
created by the author                                        The book’s Lexile
employing the author’s                                    Number…generated by
  craft and literacy                                        a computer using a
   devices. (Anchor                                        complicated formula.
  Standard 4, 5 & 6)
    ex: vocabulary,
 sentence structure,
     syntax, etc.


                         The reader’s role in the text
                         transaction. All the cognitive
                            capabilities, personal &
                             motivational elements,
                             experiences, content
                         knowledge and reading skills
                          that a reader brings to the
                              reading experience.
T
 ext Complexity…A Result of the Gap




                 http://blog.aicr.org/2012/07/09/hot-tired-how-stretch-bands-can-help/
The Issue with Tackling Text
            Complexity with Read-Alouds, Shared
                  Reading & Novel Studies…




                                                                        But…
Image: Gooney Bird Greene by Lois Lowry Cartoon Image by The NY Times
When do Kids Really EVER HAVE TO STRUGGLE
       THROUGH CHALLENGING TEXT?




 http://en.wikipedia.org/wiki/
SCAFFOLDING CHALLENGING TEXT




Source: T. Shanahan, 2012, Learning from Challenging Text
CC Book introductions…
      New Yorker Style

 Title
Caption
 Blurb

“Activating prior knowledge has been overused and misconstrued…”
Here’s Why…Time In & out of Text
      More instructional time spent outside the text means less time inside the text.

      Departing from the text in classroom discussion privileges only those who
      already have experience with the topic.

      It is easier to talk about our experiences than to analyze the text—especially
      for students reluctant to engage with reading.




Image from www.zimbio.com Source: www.achievethecore.org
“Close reading, should not
 imply that we ignore the
 reader’s experiences…it
should imply that we bring
  the text and the reader
      close together.”
             – Notice & Note:
       Strategies for Close Reading
Ideas & Content Complexity




Source: T. Shanahan, 2012, Learning from Challenging Text
Coherence Complexity




                       One What?
structure Complexity

    “The yellow snow blower that my father bought for my
    mother for their 15th wedding anniversary last year is
    now sitting in the garage, under a pile of old boxes and
    newspapers, where she left it that night, just before
    she threw her mobile phone, the one with my pictures on
    it, at dad, and burst into tears.”

    …to explore the architecture of thoughts and feelings

Source: Shanahan article “The Challenge of Challenging Text”
vocabulary Complexity




Source: T. Shanahan, 2012, Learning from Challenging Text
vocabulary Complexity




Source: T. Shanahan, 2012, Learning from Challenging Text
Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text
Text BASED Questions
           1. The text says, “My grandmother
              was saw the emperor…” who’s
              telling the story?

           2. Using evidence from the text
              and the illustration , infer where
              this story takes place. Tell how
              you know.

           3. The author says, “he lost his
              golden dragon throne.” Talk
              about the author’s word choice
              of lost and how it’s used in the
              context of this page.
Awareness of Literacy Devices
     Literacy devices allow a writer to “show not tell”
         and communicate ideas in powerful ways.
                                               Alliteration
                                                 Allusion
                                                 Analogy
                                              Connotation
                                                Hyperbole
                                                  Irony
                                                Metaphor
                                              Point of View
                                               Symbolism
Source: T. Shanahan, 2012, Learning from Challenging Text
Awareness of Literacy Devices
     Literacy devices allow a writer to “show not tell”
         and communicate ideas in powerful ways.
          I’m thinking, “Why don’t we just teach kids “the symbolism
            doesn’t change” from text to text! A rose always mean
           beauty, bells always mean freedom, rocks always mean
          strength, storms always mean hard times, leaves and fall
                         always mean change, etc…”




Source: T. Shanahan, 2012, Learning from Challenging Text
TacklE Text Complexity with …
    Complex Texts. Period.
                         Lexile Level
                             460




Lexile Level 580
Close Reading
Really
Making
Sense
Of
Nonfiction
information
Independent/Assessment
follow-up of Text Complexity
Anticipating Complexity
   What makes this complex?
What will students find confusing?
 What am I going to do about it?
READER-TEXT Considerations
         3rd dimension of complexity
Language is sparse & plain

Uses common words

Sentences are often short

Little language complexity

6th grade lexile

“HOWEVER, many students would have
difficulty understanding this
simplicity, not because of the book
itself but in the interaction between
the reader and the book. Few preteens
have had the emotional experiences
that would prepare them to understand
the old man’s determination to
maintain hope & dignity in the face of
overwhelming odds.” – Shanahan, et.al.
Characteristics of…
                              Close Reading
• Works best with short passages.
• The focus is intense.
• It will extend from the passage itself to other
  part of the text.
• It should involve a great deal of exploratory
  discussion.
• It involves rereading.
                        JJ adds..& teachers actually reading the text they are
                              going to teach from.. before the kids do
Source: Notice & Note: Strategies for Close Reading by Beers
Scoops of Learning
                      for our At-Risk Learners at LMES
  Scoop One                     Scoop Two                 Scoop Three
    at Their                   at The Grade              Independent
 Instructional                 Level Stretch               Text Level
Reading Level                      Level


Reading Session 1 -           Reading Session 2 -        Reading Session 3 -
     Teacher A                   Teacher A or              Read to Self or
  less scaffolding                Teacher B                    Partner


                       +       more scaffolding

                                                    +       independent
                                                              reading
Stretch Level for All
              However, for students
              reading at or above the
              benchmark for their grade
              level, for any quarter, for
              example, end of 2nd
              quarter, 2nd grade
              benchmark is 19/20,
              therefore, a child’s
              instructional level IS their
              stretch level and
              instruction in guided
              reading will be close
              reading of complex text in
              the 2/3 stretch band.
              Their one instructional
              level scoop IS their
              stretch scoop.
Stretch Level for All
              However, for students
              reading below their grade
              level benchmark,
              especially for students
              whose instructional
              reading level is at least
              one year below their
              grade level benchmark,
              they will receive two
              scoops of guided reading
              daily-- one at their
              instructional level with less
              scaffolding, and another
              one on grade level (their
              stretch scoop) with more
              scaffolding on complex
              text in their stretch band.
Thank You!

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Fifty Shades of the Common Core - Part 2: Stretching All Readers to Read Complex Text

  • 1. Fifty Shades of the Common Core: Part 2 Stretching All Readers to Read Complex Text Lake Myra Elementary January 17, 2013 Jennifer Jones K-12 Reading Specialist Lake Myra Elementary School Wake County Public School System www.helloliteracy.blogspot.com
  • 2. The Common Core literacy Model 6 3 Ela Standard ELA Strands Practices Reading Building knowledge Literature Through content Rich non-fiction and Reading Informational text. The Informational Reading, writing and The Text Speaking grounded in Speaking & Listening evidence from the text Language Regular practice with complex text and Writing its academic vocabulary Foundational Skills Based on the Common Core ELA
  • 3. Anchor Standards The Literary Fiction & Informational Non-Fiction 1 Text-based Understanding & Comprehension 2 Central Message(s)/theme(s)/BIG ideas(s) 3 Characters/individuals across the text 4 Author’s Word Choice (syntax, vocab & language) 5 Text Structure & Text Features 6 Point of View/Purpose 7 Content Integration – Read & Research 8 Evaluate Claims & Arguments (NF only) 9 Text to Text Comparison 10 Text Complexity Key Ideas & Details Craft & Structure Integration of Ideas
  • 4. t ext complexity : WHAT & HOW Anchor Standard 10 (K-12): Read and comprehend complex literacy and informational texts independently & proficiently Text Complexity Standard Spiral K Actively engage in group reading activities with purpose & understanding. 1 With prompting & support, read…appropriate complexity for grade 1. 2 Read & comprehend…in the 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. 3 Read & comprehend…in the 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. 4 Read & comprehend…in the 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. 5 Read & comprehend…in the 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
  • 5. Old HOW How Kids NEW HOW Read Source: T. Shanahan, 2012, Learning from Challenging Text
  • 6. t ext complexity Stretch Bands Original stretch bands Revised stretch bands as of 8.15.2012 http://blog.aicr.org/2012/07/09/hot-tired-how-stretch-bands-can-help/
  • 7. t ext complexity Measurement The Reader Source: Common Core Documents
  • 8. 3 Considerations THAT Make text complex The book’s language created by the author The book’s Lexile employing the author’s Number…generated by craft and literacy a computer using a devices. (Anchor complicated formula. Standard 4, 5 & 6) ex: vocabulary, sentence structure, syntax, etc. The reader’s role in the text transaction. All the cognitive capabilities, personal & motivational elements, experiences, content knowledge and reading skills that a reader brings to the reading experience.
  • 9. T ext Complexity…A Result of the Gap http://blog.aicr.org/2012/07/09/hot-tired-how-stretch-bands-can-help/
  • 10. The Issue with Tackling Text Complexity with Read-Alouds, Shared Reading & Novel Studies… But… Image: Gooney Bird Greene by Lois Lowry Cartoon Image by The NY Times
  • 11. When do Kids Really EVER HAVE TO STRUGGLE THROUGH CHALLENGING TEXT? http://en.wikipedia.org/wiki/
  • 12. SCAFFOLDING CHALLENGING TEXT Source: T. Shanahan, 2012, Learning from Challenging Text
  • 13. CC Book introductions… New Yorker Style Title Caption Blurb “Activating prior knowledge has been overused and misconstrued…”
  • 14. Here’s Why…Time In & out of Text More instructional time spent outside the text means less time inside the text. Departing from the text in classroom discussion privileges only those who already have experience with the topic. It is easier to talk about our experiences than to analyze the text—especially for students reluctant to engage with reading. Image from www.zimbio.com Source: www.achievethecore.org
  • 15. “Close reading, should not imply that we ignore the reader’s experiences…it should imply that we bring the text and the reader close together.” – Notice & Note: Strategies for Close Reading
  • 16. Ideas & Content Complexity Source: T. Shanahan, 2012, Learning from Challenging Text
  • 17. Coherence Complexity One What?
  • 18. structure Complexity “The yellow snow blower that my father bought for my mother for their 15th wedding anniversary last year is now sitting in the garage, under a pile of old boxes and newspapers, where she left it that night, just before she threw her mobile phone, the one with my pictures on it, at dad, and burst into tears.” …to explore the architecture of thoughts and feelings Source: Shanahan article “The Challenge of Challenging Text”
  • 19. vocabulary Complexity Source: T. Shanahan, 2012, Learning from Challenging Text
  • 20. vocabulary Complexity Source: T. Shanahan, 2012, Learning from Challenging Text
  • 22. Text BASED Questions 1. The text says, “My grandmother was saw the emperor…” who’s telling the story? 2. Using evidence from the text and the illustration , infer where this story takes place. Tell how you know. 3. The author says, “he lost his golden dragon throne.” Talk about the author’s word choice of lost and how it’s used in the context of this page.
  • 23. Awareness of Literacy Devices Literacy devices allow a writer to “show not tell” and communicate ideas in powerful ways. Alliteration Allusion Analogy Connotation Hyperbole Irony Metaphor Point of View Symbolism Source: T. Shanahan, 2012, Learning from Challenging Text
  • 24. Awareness of Literacy Devices Literacy devices allow a writer to “show not tell” and communicate ideas in powerful ways. I’m thinking, “Why don’t we just teach kids “the symbolism doesn’t change” from text to text! A rose always mean beauty, bells always mean freedom, rocks always mean strength, storms always mean hard times, leaves and fall always mean change, etc…” Source: T. Shanahan, 2012, Learning from Challenging Text
  • 25. TacklE Text Complexity with … Complex Texts. Period. Lexile Level 460 Lexile Level 580
  • 29. Anticipating Complexity What makes this complex? What will students find confusing? What am I going to do about it?
  • 30. READER-TEXT Considerations 3rd dimension of complexity Language is sparse & plain Uses common words Sentences are often short Little language complexity 6th grade lexile “HOWEVER, many students would have difficulty understanding this simplicity, not because of the book itself but in the interaction between the reader and the book. Few preteens have had the emotional experiences that would prepare them to understand the old man’s determination to maintain hope & dignity in the face of overwhelming odds.” – Shanahan, et.al.
  • 31. Characteristics of… Close Reading • Works best with short passages. • The focus is intense. • It will extend from the passage itself to other part of the text. • It should involve a great deal of exploratory discussion. • It involves rereading. JJ adds..& teachers actually reading the text they are going to teach from.. before the kids do Source: Notice & Note: Strategies for Close Reading by Beers
  • 32. Scoops of Learning for our At-Risk Learners at LMES Scoop One Scoop Two Scoop Three at Their at The Grade Independent Instructional Level Stretch Text Level Reading Level Level Reading Session 1 - Reading Session 2 - Reading Session 3 - Teacher A Teacher A or Read to Self or less scaffolding Teacher B Partner + more scaffolding + independent reading
  • 33. Stretch Level for All However, for students reading at or above the benchmark for their grade level, for any quarter, for example, end of 2nd quarter, 2nd grade benchmark is 19/20, therefore, a child’s instructional level IS their stretch level and instruction in guided reading will be close reading of complex text in the 2/3 stretch band. Their one instructional level scoop IS their stretch scoop.
  • 34. Stretch Level for All However, for students reading below their grade level benchmark, especially for students whose instructional reading level is at least one year below their grade level benchmark, they will receive two scoops of guided reading daily-- one at their instructional level with less scaffolding, and another one on grade level (their stretch scoop) with more scaffolding on complex text in their stretch band.