Three Instructional Shifts

1. Three Instructional Shifts

3. Building Knowledge through Content-Rich Nonfiction and Informational Text Students read a balance of informational and literary texts. Students access the world through texts. Teachers embed literacy experiences in content area instruction.

4. Reading and Writing Grounded in Evidence from Texts Students have rigorous conversations that are dependent on a common text. Classroom experiences stay deeply connected to the text. Students use evidence to support arguments during discussion. Writing emphasizes use of evidence to inform or make an argument.

5. Regular Practice with Complex Texts and Its Academic Vocabulary To be college and career ready, students make a “step” of growth on the “staircase” of complexity. Students read grade appropriate texts around which instruction is centered. Teachers create more time and space for close and careful reading. Teachers constantly build students’ vocabulary so that they are able to access grade level complex texts.

6. Text Complexity

7. Analyzing a Text for Complexity • Identify a quantitative measure • Determine qualitative measure • Consider your readers, and the task you expect them to complete • Make a recommended placement

8. Identify the quantitative measure. Use lexile.com (or your district’s measure). http://www.lexile.com/

10. Determine the qualitative measure Choose a portion of text, preferably in the middle. (In some cases use two passages.) Annotate the portion of text you have selected. Look for : • Levels of meaning/purpose • Structure • Language • Knowledge demands

12. The Book Thief Annotations Students are likely to find the following characteristics challenging: • the historical setting; • much of the text is figurative with extensive use of metaphor, including personification of death itself; • the innovative stylistic techniques used - the most obvious is the narrator Death’s use of boldface text to relay certain information; • the intertwining, multiple themes.

13. To complete the qualitative measure... Match your annotations to the Text Complexity Qualitative Rubric.

14. Matching our annotations to the rubric

15. Book Thief Marcus Zusak

16. Reader and Task Reader variables (such as motivation, knowledge and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed).

17. Consider Reader and Task What aspects of the text will likely pose the most challenge for my students? • Content or theme concerns or challenges? • Text structure challenges? • Language feature challenges? • Knowledge and experience demands? • Motivation for and interest in the text?

18. What Common Core State Standards should I focus on when teaching this text? (refer to the shorthand document) • What are natural areas of focus for this text? • With what standards do my students need the most practice? Will the complexity of any before, during and after reading tasks or the complexity of any questions asked about the text interfere with the reading experience? What supports do I need to provide so that all of my students (even those who are struggling readers) can access the text?

19. Pulling it all together… It is important to consider all sides of the triangle equally to determine placement. Lexile measurement Annotations & rubric Your class & your assigned task

20. What do we do with all of this information?

23. Text complexity bands for placement of text: • K-1 • 2-3 • 4-5 • 6-8 • 9-10 • 11-CCR

24. Why is this process important?

25. How would teachers use the placemats? • Discuss at tables • Share ideas

26. “Realizing that some of the books on the Lexile scale were not what I expected, but diving into the form to complete text complexity helped rationalize how to really score the book’s difficulty.” -quote from a teacher

27. Group Practice Complete a placemat for the text provided.

28. Answering Hard Questions How do I teach my students to read difficult materials when we don’t have time to read even simple texts in class?