Text Complexity and

1. K-2 ELA Text Complexityand Nancy Frey, PhD Text-dependent Questions

2. If you can read this…

3. If you can read this… Thank a teacher!

4. If you can read this… effectively and write a analytical essay in under 42 minutes, and you meet all the math standards, objectives, and learning targets set forth by the Common Core State Standards, and you walk briskly through life in a healthy body taking 10,000 steps a day, while experiencing social and emotional well being, and you can effectively utilize technology and social media to access and analyze important information, and you play the piano perfectly…

5. If you can read this… effectively and write a analytical essay in under 42 minutes, and you meet all the math standards, objectives, and learning targets set forth by the Common Core State Standards, and you walk briskly through life in a healthy body taking 10,000 steps a day, while experiencing social and emotional well being, and you can effectively utilize technology and social media to access and analyze important information, and you play the piano perfectly… Thank a teacher!

6. Leaders wear many hats.

7. Skilled learners are nurtured.

8. Skilled leaders need to be nurtured, too.

9. Write as many entries on the ABC chart as possible while the other rolls the die. Switch roles each time you roll 6! Take Six

10. Take Six Terms related to the ELA Common Core State Standards (e.g., “text-dependent questions”)

11. Compare papers with your partner and add terms to your own. How many terms did you collectively gather? Take Six

12. 10. Read and comprehend complex literary and informational texts independently and proficiently.

13. “Standard 10 defines a grade-by-grade ‘staircase’ of increasing text complexity that rises from beginning reading to the college and career readiness level.” (CCSS, 2010, p. 80)

14. “Fewer, Clearer, Higher”

15. Key Features of the Standards

16. Key Features of the Standards Text complexity and the growth of comprehension.

17. Key Features of the Standards Text complexity and the growth of comprehension. Text types, responding to reading, and research.

18. Key Features of the Standards Text complexity and the growth of comprehension. Text types, responding to reading, and research. Flexible communication and collaboration.

19. Key Features of the Standards Text complexity and the growth of comprehension. Text types, responding to reading, and research. Flexible communication and collaboration. Academic language, vocabulary, and effective use.

20. Key Features of the Standards Text complexity and the growth of comprehension. Text types, responding to reading, and research. Flexible communication and collaboration. Academic language, vocabulary, and effective use. All must be present for literacy learning.

21. “Read like a detective, write like a reporter.”

22. K-5 Reading Standards

23. Expository

24. Expository Persuasive

25. Expository Persuasive Narrative

26. Students produce as well as read complex texts.

27. Quantitative Measures

28. Quantitative Measures Use quantitative info to identify grade bands.

29. Qualitative Values

30. Levels of Meaning and Purpose • Density and complexity • Figurative language • Purpose

31. Density and Complexity Gibbons, G. (1996). Recycle! A handbook for kids.New York; Little, Brown.

32. Types of Vocabulary • Tier 1/General • Commonplace; learned from interactions with texts and people • Tier 2/Specialized • Change meaning with context (“polysemic”) • Tier 3/Technical • Specific to the discipline

33. Density and Complexity • More and more garbage! Every daypeople throw more trash away. As the world population increases, more people throw trash away. Garbage trucks come to pick it up, but where does all this trash go? • Blue = Tier 1 vocabulary Gibbons, G. (1996). Recycle! A handbook for kids.New York; Little, Brown.

34. Density and Complexity • More and more garbage! Every daypeoplethrow more trash away. As the world population increases, more people throw trash away. Garbage trucks come to pick it up, but where does all this trash go? • Blue = Tier 1 vocabulary • Green = Tier 2 vocabulary Gibbons, G. (1996). Recycle! A handbook for kids.New York; Little, Brown.

35. Density and Complexity • More and more garbage! Every daypeoplethrow more trash away. As the worldpopulationincreases, more people throw trash away. Garbage truckscome to pick it up, but where does all this trash go? • Blue = Tier 1 vocabulary • Green = Tier 2 vocabulary • Red = Tier 3 vocabulary Gibbons, G. (1996). Recycle! A handbook for kids.New York; Little, Brown.

36. Structure • Genre • Organization • Narration • Text features and graphics

37. Structure Changes in narration, point of view Changes in font signal narration changes Complex themes

38. Language Conventions • Standard English and variations • Register

39. Language Conventions Non-standard English usage “Out in the hottest, dustiest part of town is an orphanage run by a female person nasty enough to scare night into day. She goes by the name of Mrs. Sump, though I doubt there ever was a Mr. Sump on accounta she looks like somethin’ the cat drug in and the dog wouldn’t eat.” (Stanley, 1996, p. 2)

40. Knowledge Demands • Background knowledge • Prior knowledge • Cultural knowledge • Vocabulary

41. Knowledge Demands Prior experience (Secondary text on technical directions and related information ) Background knowledge (technical drawings and directions for making a paper airplane, invention process, mythology)

42. Qualitative Values Use qualitative values to identify specific grade levels.

43. Task and Reader

45. Our goal with complex text is to slow the reader down.

46. Annotation is a note of any form made while reading text. “Reading with a pencil.”

47. People have been annotating texts since there have been texts to annotate.

48. Annotation is not highlighting.

49. Annotation slows down the reader in order to deepen understanding.

50. Annotation occurs with digital and print texts.