implementing your ldc module: helping students read and analyze complex text

Implementing Your LDC Module: Helping Students Read and Analyze Complex Text

Check on Tech• Audio Wizard

• Elluminate tools– Hand raise– Microphone– Smiley face– Checkmark– Chat box– Polling

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Virtual Meeting NormsPlease…

• participate by using the microphone, answering poll questions, collaborating in breakout rooms and using the chat window.

• raise your hand to indicate that you’d like to use the microphone when it is time for questions.

• release the microphone when you are finished.

• use the door to indicate that you are away from your computer if you need to step out.

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Goals for This Afternoon…

• Define text complexity as it relates to common core

standards and discuss classroom implications.

• Model one way teachers can examine the complexity

of a text prior to students reading it.

• Share scaffolding ideas for reading complex text.

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College and Career Ready

How do you know if a student is college and career ready?

“What appears to differentiate those who are more likely to be ready from those who are less likely is their proficiency in understanding complex texts.” (ACT’s Reading Between the Lines)

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Reading Rigor RiskNAEP Scale Equivalents of State Grade 8 Reading Standards

for Proficient Performance (2009)

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PACCSS Prioritieshttp://www.pdesas.org/Standard/CommonCore

Among the highest priorities of the Common Core State Standards is that students must read texts closely and acquire knowledge.

• At each grade level, 80 to 90 percent of the reading standards require text-dependent analysis. Questions that expect student responses to be text-dependent and discipline-specific require students to demonstrate that they understand the text details and can provide accurate evidence.

Three Part System:Quantitative Measure: gets you to the band and somewhere within itQualitative Scale: places text inside the band, helps teacher understand elements of complexityProfessional Judgment of Reader and Task: puts all considerations together

Common Core Appendix A p. 4

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Text Complexity Grade Bands

Suggested Lexile Range

Suggested ATOS Book Level Range**

K-1 100L – 500L* 1.0 – 2.5

2-3 450L – 790L 2.0 – 4.0

4-5 770L – 980L 3.0 – 5.7

6-8 955L – 1155L 4.0 – 8.0

9-10 1080L – 1305L 4.6 – 10.0

11-CCR 1215L – 1355L 4.8 – 12.0

Quantitative Measures Ranges for Text Complexity Grade Bands

* The K-1 suggested Lexile range was not identified by the Common Core State Standards and was added by Kansas.

** Taken from Accelerated Reader and the Common Core State Standards, available at the following URL: http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf

See: access to Quantitative Analysis Tools PDF & Instruction tab of Module Creator, digital articles

Qualitative Factors

• Levels of Meaning• Structure• Language Conventionality and Clarity• Knowledge Demands (Schema)– Life Experience– Disciplinary Knowledge– Knowledge of Text/Genre (Informational or

Literary Text)

Common Core Appendix A p. 6

Qualitative: Text and Task Analysis1) Read the text you plan to assign

to students.2) Consider the background

knowledge you bring to your understanding of the text, and list on form.

3) What active reading strategies did you use while reading to make sense of this text?

4) Based on your analysis, consider where there may be gaps in your students’ background knowledge. Determine whether additional support/instruction is necessary.

Let’s Try It!

http://www.millerandlevine.com/issues/creatine/creatine-600-pix.jpg

Reader and Task Considerations

Reader Considerations• Cognitive Ability (attention,

memory, critical analytical ability, inferencing, visualization)

• Motivation (purpose for reading, interest in content, self-efficacy as a reader)

• Knowledge (vocabulary, topic knowledge, linguistic and discourse knowledge, knowledge of comprehension strategies)

• Experiences

Task Considerations• Reader’s Purpose (can shift)

• Type of Reading (skimming, studying, etc.)

• Intended Outcome (increase in knowledge, find solution to problem, engagement w/ text)

Readers and Tasks

Even many students on course for college and career readiness

are likely to need scaffolding as they master higher levels of text

complexity. Although such support is educationally necessary

and desirable, instruction must move generally toward

decreasing scaffolding and increasing independence, with the

goal of students reading independently and proficiently within a

given grade band by the end of the band’s final year.

~CCSS Appendix A, p. 9

Ways to Support StudentsBefore Reading During Reading After Reading

• Preview text

• Help students set purpose for reading

• Introduce content / vocabulary

• “Chunk” the text

• Model expectations for active reading (either in pairs or independently)

• Read in “chunks.” Summarize and discuss throughout.

• Students summarize their understanding of text

• Students talk about key ideas/questions with peers

• Provide opportunities for students to synthesize new learning

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PA CCSS Resources

Text Complexity Resources http://www.pdesas.org/

– Appendix A: Research Supporting the Key Elements of the Standards

– Appendix B: Text Exemplars and Sample Performance Tasks

– PA Common Core ELA Text Complexity Module

Examples of Analyzing Complex TextCheck out these classroom videos and lessons!

Watch on your own & discuss at a team meeting

Learn Zillion http://learnzillion.com/common_core/elaReading Informational Text- 6 student ready lessonshttp://learnzillion.com/lessonsets/308Search by Grade Band (HS coming soon!)http://learnzillion.com/common_core/ela/5

Teaching Channel https://www.teachingchannel.org/Grade 5 (appropriate all levels)-- Keep It or Junk It Strategyhttps://www.teachingchannel.org/videos/help-students-analyze-text

HS ELA– Planning/Sequencing Questions https://www.teachingchannel.org/videos/structuring-questioning-in-classroom?resume=0

SS/History—Focus on Sourcing https://www.teachingchannel.org/videos/reading-like-a-historian-sourcing

Upcoming Webinars

• January 31st – (3:00 – 3:45) Paideia/Socratic Seminar and LDC• February 21st – (3:00 – 3:45) Engagement Techniques and LDC• March 7th – (3:00 – 3:45) Understanding the Informational/Explanatory & Narrative Rubrics• March 21st – (3:00 – 3:45) How to Facilitate a Scoring Session in Your School

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Contact Us!Barbara Smith- LDC Site LeadEmail: barbaraa_smith@iu13.org Phone: (717) 606-1374Cell Phone: (717) 644-1144Skype: barbaraa_smith_iuTwitter: @BarbSmith2 Kelly Galbraith- LDC ConsultantEmail: kelly_galbraith@iu13.org Phone: (717) 606-1667Cell Phone: (717) 419-4069Skype: kelly.galbraith.iuTwitter: @galbraith_kelly Ruth Manthey-LDC Program AssistantEmail: ruth_manthey@iu13.org Phone: (717) 606-1939

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