Literature. Romeo, Romeo, Art thou complex?. and Text Complexity. What do you mean by complex?. 9-28-11 RRS . Types of Literature. Storybooks. Historical Fiction. Poetry. Fables. Tall Tale. Drama. Folktales. Science Fiction. Fantasy. Fairy Tales.
Art thou complex?
What do you mean by complex?
a Wide Variety of Books?
Cross Curricular Connections
(Science, Social Studies, technical subjects)?
Take a Closer Look at your books!
Common Core State Standards for
Reading is that all students must be
able to comprehend texts of steadily increasing complexity as they progress through school.
Complexity of Text
Why does text complexity matter?
What factors influence text complexity?
How is text complexity measured?
What resources exist in the CCSS to support educators understanding and selection of increasingly complex text?
Decline in sophistication of K-12 Texts
Decrease in emphasis for students to read complex
A serious gap between many high school seniors’
reading ability and the reading requirements they will face
Analyzed the Reading section of the ACT college entrance exam to determine
Which skills differentiated those that achieved benchmark and those that did not.
(About half, 51%, of the half million test takers who take the test each year)
Question type (main idea, word meanings, details) is NOT the chief differentiator between student scoring above and below the benchmark.
may, nevertheless, be challenging to
read/comprehend when it contains
abstract ideas, unfamiliar concepts, and
high levels of interpretation” (Hess and
When the dusk comes crawling,
There will be dancing and feasting.
I shall dance with the others
in circles, in leaps, in stomps.
Laughter and talk
Will weave into the night,
Among the fires
of my people.
Games will be played
And I shall be
a part of it.
By Lopez, Alonzo
How art thou complex?
Your Turn to
Take a Closer
Look At Poetry
The text exemplars are supplemented
by brief performance tasks that further
clarify the meaning of the Standards.
These sample tasks illustrate
specifically the application of the
Standards to texts of sufficient
complexity, quality, and range.
compare and contrast the adventures and experiences of
the owl in Arnold Lobel’s Owl at Home to those of the owl in
Edward Lear’s poem “The Owl and the Pussycat.” [RL.K.9]
Students retell Arnold Lobel’s Frog and Toad Together while
demonstrating their understanding of a central message or
lesson of the story (e.g., how friends are able
to solve problems together or how hard work pays off). [RL.1.2]
Students describe how the character of Bud in Christopher Paul Curtis’
story Bud, Not Buddy responds to a major event in his life of being placed
in a foster home. [RL.2.3]
Students summarize the plot of Antoine de Saint-Exupéry’s
The Little Prince and then reflect on the challenges facing the
characters in the story while employing those and other details in the text to discuss the value of inquisitiveness and exploration as a theme of the story. [RL.5.2]
Students read Paul Fleischman’s poem “Fireflies,” determining the meaning of words and phrases in the poem, particularly focusing on identifying his use of nonliteral language (e.g., “light is the ink we use”) and talking about how it suggests meaning. [RL.3.4]
Students analyze Walt Whitman’s
“O Captain! My Captain!” to uncover the poem’s analogies and allusions. They analyze the impact of specific word choices by Whitman, such as rack and grim, and determine how they contribute to the overall meaning and tone of the poem. [RL.8.4]
O Captain! my Captain! our fearful trip is done;
The ship has weather’d every rack, the prize we sought is won;
The port is near, the bells I hear, the people all exulting,
While follow eyes the steady keel, the vessel grim and daring:
But O heart! heart! heart!
O the bleeding drops of red,
Where on the deck my Captain lies,
Fallen cold and dead.
O Captain! my Captain! rise up and hear the bells;
Rise up—for you the flag is flung—for you the bugle trills;
For you bouquets and ribbon’d wreaths—for you the shores a-crowding;
For you they call, the swaying mass, their eager faces turning;
Here Captain! dear father!
This arm beneath your head;
It is some dream that on the deck,
You’ve fallen cold and dead.
generate knowledge and allow students to study those
topics or themes in depth.
Third Grade Unit 3 Week 4