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Text Complexity and the Common Core State Standards

Text Complexity and the Common Core State Standards. Session #1 Presented by CLAS teachers. Transition to Common Core Standards. for g to. SSeti.

simon-mcintosh
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Text Complexity and the Common Core State Standards

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  1. Text Complexity and the Common Core State Standards Session #1 Presented by CLAS teachers

  2. Transitionto Common Core Standards • for g to • SSeti

  3. “Many people tell me that they do not give students higher level text because the students cannot read it. That is precisely the reason we must give them higher level text.” -Aida Walqui

  4. Spurgeon Intermediate February 26 Session 1 – Read and Learn About Complex Text 3/124/23 – Session 2: Reflect and Respond 5/1 – Session 3: Analyze and Apply 5/8 – Session 4: Observe and Implement

  5. Literacy Instructional Shifts • Building knowledge through content-rich nonfiction • Reading, writing and speaking grounded in evidence from text, both literary and informational • Regular practice with complex text and its academic language

  6. Independently read the statements on the anticipatory guide Decide whether or not you agree or disagree with the statement Mark the appropriate box and give your reason or evidence Share your current responses using the DYAD SHARE strategy on the reverse side of the handout. We will revisit this anticipation guide at the end of all four sessions, so I will collect it today. Extended Anticipatory Guide

  7. Double Track Agenda To provide an introduction to complex text To model strategies to implement in the classroom

  8. Big Idea:Access to complex texts is crucial to college and career readiness.

  9. Complex Text Example From Haynes Auto Repair Manual for 1997-2005 Pick up Trucks

  10. Essential Questions – Session #1 Why is it important that students read complex text? Which SAUSD strategies support planning and instruction with complex texts for all students including English learners?

  11. Independently read “Why Complex Text Matters” by Liben. Choose, find, or highlight 3 important or interesting statements from the article. (aka “Pulled Quotes) Share out in small groups using the “Save the Last Word for Me” protocol Why is it important for students read complex text?

  12. Save the Last Word for Me A Collaborative Conversation Strategy to engage ALL students

  13. Step #1: Individually Read • Silently read the article. • When time is called after 9-10 minutes, go back through the article and look for 3 sentences or phrases that stand out to you in some way….you found it interesting, surprising, confusing, enlightening etc. • Write your 3 sentence on the paper provided.

  14. Step #2: Share and Respond • You will work in groups of 3 or 4 people. • The group member whose birthday is closest to today, picks up the marker and begins by reading one of their sentences out loud. They will not comment on why they chose that sentence. They will only read the sentence or phrase out loud. They will pass the marker to the person seated on their right, group member 2. • Group member 2 will comment on the sentence the first speaker read. Person 2 will pass the marker to the person on their right, group member 3. • Group member 3 will comment on the sentence the first speaker read. Person 3 will pass the marker to the person on their right, group member 4. • Group member 4 will comment on the sentence the first speaker read. Person 4 will pass the marker to the person on their right, group member 1. • When all group members have had the chance to comment on the sentence chosen by the first speaker, the first speaker will then, “have the last word” and explain why they chose that sentence. • Now group member 2 will read one of their sentences. In the order described above, the other group members will comment on the sentence, until group member 2 will “have the last word.”

  15. Tips for Success • Tip #1: If you are not holding the marker, DO NOT talk. • Tip #2: When all team members have “had the last word” at least 2 times, you may engage in an open ended discussion of the text we read. • Tip #3: If you were using this strategy in your classroom, you might end the activity by having students silently write a summary of their group discussion. • Tip #4: If you were using this strategy in your classroom and a student finished writing the group discussion well ahead of the other students, you might direct the student to reread all or a part of the text that was under discussion.

  16. On Your Own… Choose one strategy to model with your students. Big Idea – Essential Questions Metacognition – Explicit Thinking Close Reading – Visual & Article Anticipatory Guide DYAD Sharing Pulled Quotes Save the Last Word

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