The document outlines a professional development session titled 'Thinking Through Complex Text,' led by Melba Johnson, focusing on instructional strategies for educators to help students analyze complex texts. It emphasizes the importance of vocabulary, text features, and structured reading strategies to enhance comprehension and critical thinking skills. Various activities, assessments, and modeled responses are suggested to guide students through text analysis and essay writing.

1. NC Association for Middle Level Education
“Thinking Through Complex Text”
Conducted by Melba Johnson
March 7, 2016
Co-author of
Write…for the Future and
Critical Reading and Writing for
PSAT, SAT I, and ACT
melba@mindspring.com
910-520-5128
Fleetwood, NC

2. Page 77
KEY WORDS
FOR THINKING
“thinking
words”
“cognitive
language”
X
alike, in common, both, same
label, equal to, plus
which, what

3. Expository/
Informative
Resources for this Session

4. Instructional and Assessment
Our focus in this training will be
INSTRUCTIONAL STRATEGIES!
Why?
The brain is a “pattern detector.” It is our job as
educators to provide students with “patterns that
connect”—strategies to use during an assessment.
Caine and Caine—Brain Research

5. The Four C’s
Brain Research states that
The brain remembers by focusing on

7. A CONSISTENT Process for Analyzing Complex Texts
Day 1—Vocabulary Focus
Read to identify the Tier 2 and Tier 3 words, critical to the
comprehension of the text.
Create a Bridge Map with the relating factors
“has/have the context clues of,”
“is defined as,” and
“can be illustrated by” to become familiar with these words.
Read the multiple choice and constructed response questions. If
there is an essay prompt, read it.

8. MODELING WITH “RED ALERT”

9. Modeling this process!
(using “Red Alert” words)
has/have the
context clues
of

10. advocating coveted
has/have the
context clues
of novel
YOUR TURN!
Words from “from Our Beautiful Macaws and Why They Need
Enrichment” by Alicia Powers
6th grade selection
“Our Beautiful
Macaws and Why
They Need
Enrichment”
by Alicia Powers

11. Modeling this process!
(using “Red Alert” words)
is/are defined as

12. “Our Beautiful Macaws and Why
They Need Enrichment”
by Alicia Powers
is/are defined as
YOUR TURN!
Words “from Our Beautiful Macaws and Why They Need
Enrichment” by Alicia Powers
6th grade selection
advocating novel coveted

13. Modeling this process!
(using “Red Alert” words)
is/are

14. has/have the
context clues
of
“Title”
and
author
is/are
illustrated
by
YOUR TURN!
Words “from Our Beautiful Macaws and Why
They Need Enrichment” by Alicia Powers Oakland
6th grade selection
covetednoveladvocating
“Our Beautiful
Macaws and
Why They
Need
Enrichment”
by Alicia
Powers

15. How is this strategy assessed?
14. Part A --What is the meaning of novel as it
is used in paragraph 2?
Part B--Which phrase from paragraph 2
supports the answer to Part A?

16. Why did the
volcanic eruptions
occur and what
were the effects?
What are the
similarities and
differences
between these
volcanoes?
Constructed
Response Questions

17. Read multiple choice questions.
What Constructed Response
Questions would you create for
“from Our Beautiful Macaws and Why
They Need Enrichment” ?
1.___________________________
2.___________________________

18. Refer to the article titled “The Stripes Will Survive,” the passage titled
“The Zoos Go Wild,” and passage from the article “Our Beautiful
Macaws and Why They Need Enrichment.” Then answer question 17.
You have read three texts that claim that the role of zoos is to
protect animals. Write an essay that compares and contrasts the
evidence each source uses to support this claim. Be sure to use
evidence from all three sources to support your response.
Essay Question

19. Day 2—Text Features and “Chunking”
• Part A: Read the text and examine text features
and their purpose. If there are no text features,
have students create at least two if they were
allowed to insert them.
• Part B: Create a Flee Map to “chunk” the
selection and for note-taking.
• Read the multiple choice and constructed
response questions. If there is an essay prompt,
read it.

20. TEXT FEATURES
Before reading this
article, have students
create a Brace Map to
identify the “parts” of
the article.

21. Using Text Features to
preview a text.

22. What conclusions can be drawn about the
selection’s contents by examining these
text features?

23. Why does
the author
use this text
feature?
Why does
the author
use this text
feature?
Why does
the author
use this text
feature?
Why does
the author
use this text
feature?

24. • Read the text and examine text features and
their purpose. If there are no text features, have
students create at least two if they were allowed
to insert them.
• Create a Flee Map to “chunk” the selection and
to take notes.
• Read the multiple choice and constructed
response questions. If there is an essay prompt,
read it.
Day 2—Text Features and “Chunking”

27. “Chunking“ Process for Any Selection
Read a passage and decide on the “chunks” of paragraphs (if there
are no subheadings).
Create a “FLEE” map and include the significant information for
each chunk. You may use the following map as a model; however,
the “chunks” will be determined by the length of the selection.
“Title of the selection”
Author
details
to
remember

28. “Red Alert”
Laura Girardi
Par. 1-2 Par. 3-5
Another Danger Spot
(par. 1-2)
“Chunking“ Process for “Red Alert”
details to
remember

29. “Chunking” “Red Alert”
So what conclusions can you draw (inferences can you make)
about volcanoes?
So how would you summarize this passage?
“Red Alert”
Par. 1-2 Par. 3-5
Another Danger Spot
(par. 1-2)
details to
remember
So why is it important to me/others to know about __________?

30. HOW WOULD YOU “CHUNK”
“from Our Beautiful Macaws and Why They Need
Enrichment” ?

31. Read multiple choice questions.
What Constructed Response
Questions would you create for
“from Our Beautiful Macaws and Why
They Need Enrichment” ?
1.___________________________
2.___________________________

32. Refer to the article titled “The Stripes Will Survive,” the passage titled
“The Zoos Go Wild,” and passage from the article “Our Beautiful
Macaws and Why They Need Enrichment.” Then answer question 17.
You have read three texts that claim that the role of zoos is to
protect animals. Write an essay that compares and contrasts the
evidence each source uses to support this claim. Be sure to use
evidence from all three sources to support your response.
Essay Question

33. • Read the text and discuss text structure
(create appropriate map/maps) with the
Frame of Reference.
• In the Frame of Reference, establish the
author’s purpose.
Day 3—Text Structure and Author’s Purpose

34. “Text structure provides a conceptual net for
keeping information in mind.”
“Describe the overall structure (e.g.,
chronology, comparison, cause/effect,
problem/solution, etc.) of events, ideas,
concepts or information in a text.”
Thinking Maps as Conceptual Nets
for Comprehending Complex Texts

35. Text Structure of “Red Alert”
So what is the author’s purpose in this selection?
To….
From whose point of view?
So what is the author’s purpose in this selection?
To explain the dangers of a volcanic eruption to humans and land

36. So what is the author’s purpose in this selection?
To explain the reasons why …
Text Structure of“from Our Beautiful Macaws and Why They Need Enrichment”
?

37. Read multiple choice questions.
What Constructed Response
Questions would you create for
“from Our Beautiful Macaws and Why
They Need Enrichment” ?
1.___________________________
2.___________________________

38. Refer to the article titled “The Stripes Will Survive,” the passage titled
“The Zoos Go Wild,” and passage from the article “Our Beautiful
Macaws and Why They Need Enrichment.” Then answer question 17.
You have read three texts that claim that the role of zoos is to
protect animals. Write an essay that compares and contrasts the
evidence each source uses to support this claim. Be sure to use
evidence from all three sources to support your response.
Essay Question

39. Provide students with the correct answers to the
multiple choice questions.
Have them create a partial Multi-flow Map to prove
the answer with textual evidence or explanation.
WHY it is correct?
Have them create another partial Multi-flow Map to
explain WHY the other answers are incorrect.
Day 4—Correct/Incorrect Answer Strategy

40. Multiple Choice Questions for
14. Part A
What is the meaning of novel as it is used in paragraph 2?
A lengthy
B unique*****
C solid
D textured
Part B
Which phrase from paragraph 2 supports the answer to Part A?
A “wear-and-tear”
B “twenty foot sections”
C “new and fun”****
D “little feet healthy”
“from Our Beautiful Macaws and Why They Need Enrichment”

41. The corect
answer to
Question
14—Part A
is B.
.
Option #1
Textual
evidence
number will
depend on
the question
and the
selection.

42. What about the other
answer choices?
A.
C.
D.
Option #2

43. Additional Questions on “from Our Beautiful
Macaws and Why They Need Enrichment”
16. Part A
What is the author’s main purpose in “Our Beautiful Macaws and Why They
Need Enrichment”?
A to describe the different tasks zookeepers are required to perform
B to explain why some pet Macaws eventually live in zoos
C to explain how a zoo is providing a stimulating environment for Macaws****
D to describe why zookeepers include specific equipment in new exhibits
Part B
Which sentence from the article best supports the answer to Part A?
A. “The ACCR team combed through a handful of creative ideas to give the Macaw
Exhibit a new, fresh look.”****
B. “This way the birds get a bit of a ‘different look’ with their perching without the
keepers having to make any permanent rearrangements.”
C.. “A behaviorally unhealthy bird may become aggressive, destructive, or even sick.”
D. “Add to this the fact that Blue and Gold Macaws can live for over 60 years, and
the bird often becomes an unbearable burden even for well intentioned owners.”

44. The teacher should create a constructed
response question (s) for the text.
Have students to create the correct Thinking Map
to gather the appropriate textual evidence.
Students should write the constructed response
by taking the information off the map,
constructing complete sentences.
Day 5 —Addressing Constructed Response
Questions

45. Why did the
volcanic eruptions
occur and what
were the effects?
What are the
similarities and
differences
between these
volcanoes?
Constructed
Response Questions

46. Response Response
Question What are the similarities
and differences between these
volcanoes?
Map to gather evidence
Question Why did the volcanic
eruptions occur and what were the
effects?
Map to gather evidence

47. What Constructed Response
Questions would you create for
“from Our Beautiful Macaws and Why
They Need Enrichment” ?
1.___________________________
2.___________________________

48. Response Response
Question______________________
Map to gather evidence
Question______________________
Map to gather evidence

49. Refer to the article titled “The Stripes Will Survive,” the
passage titled “The Zoos Go Wild,” and passage from the
article “Our Beautiful Macaws and Why They Need
Enrichment.” Then answer question 17.
You have read three texts that claim that the role of zoos
is to protect animals. Write an essay that compares and
contrasts the evidence each source uses to support this
claim. Be sure to use evidence from all three sources to
support your response.
Days 6-7—Focusing on the Essay Question

50. How does a student begin to collect the evidence
from the three selections?

51. How does a student integrate Relevant Evidence
smoothly and thoroughly with references to sources?
• The author states (says, claims, informs,
explains)…
• According to the text in paragraph ____,
• From the reading of the article, I…
• As referenced in paragraph ___ of the article
• Based on the evidence in _______,…
• From my reading, I know that….
• An example on page _____ proves that…
• The text explicitly states…
• I can infer from the evidence in the
_____paragraph that…

52. Thanks for attending
“Thinking Through Complex Text”
Conducted by Melba Johnson
March 7, 2016