implementing your ldc module: helping students read and analyze complex text
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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 . Virtual Meeting Norms. Please… - PowerPoint PPT PresentationTRANSCRIPT
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
IU 13 LDC Webinar 2
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.
IU 13 LDC Webinar 3
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.
IU 13 LDC Webinar 4
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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!
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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: [email protected] Phone: (717) 606-1374Cell Phone: (717) 644-1144Skype: barbaraa_smith_iuTwitter: @BarbSmith2 Kelly Galbraith- LDC ConsultantEmail: [email protected] Phone: (717) 606-1667Cell Phone: (717) 419-4069Skype: kelly.galbraith.iuTwitter: @galbraith_kelly Ruth Manthey-LDC Program AssistantEmail: [email protected] Phone: (717) 606-1939
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