Creating Deep
Readers Through
Read Alouds
NC DPI English Language Arts
CCSA
March 2015
Defining
What is Text?: The term “text” refers to anything that a
teacher can use to center instruction, anything that students
can read, view, listen to, or explore, including books,
photographs, films, articles, music, art, and more.
What is a Text Set?: A text set is a collection of related texts
organized around a topic or line of inquiry.
A text set includes information in many modalities, including
print, audio, visual. Examples could be podcasts, news
footage, photographs, drawings, artifacts, sculptures, and
paintings, including primary sources.
Criteria
Constructing a text set requires considering
three criteria:
1. A variety based on text complexity considerations.
2. Various cultural perspectives may be appropriate for some
concepts.
3. Differences that offer various approaches to the “big idea” or
conceptual understanding that unifies the conceptual text
set.
Donham, J. (2013). Text Sets, Deep Learning, and the Common Core. School Library Monthly, 29(6), 5-7.
Strong vs. Weak
Strong text sets
Weak text sets
Build student knowledge about a
topic; meaningful connection to the
anchor text
Texts are authentic, rich, and
worthy of study
Range of text types (literary and
informational) and formats
Texts are not related or connected
across sets or they are only
superficially connected
Only commissioned texts or textbook
passages
Focused exclusively on one genre or
format (unless the set is a genre
study)
Text complexity levels are erratic and
do not support the staircase of text
complexity in the CCSS
Text complexity levels support
student achievement of the gradelevel complexity demands of the
CCSS*
Choosing a Text
• Layers of meaning
• Purpose
• Concept
complexity
• Vocabulary
• Sentence length
and structure
• Figurative
language
• Regional/historical
usage (dialects)
• Text features
• Genre
• Organization
Meaning
Language
Structure
Knowledge
• Background
• Experiences
From Student Achievement Partners
Text Sets in K-12 Classrooms
 Elementary: Across Genres /
Integrated approach
 Middle Grades: Across Genres / Team
Approach
 High School: Across Genres
Shifts
Building knowledge through content-rich
nonfiction
Reading, writing and speaking grounded in
evidence from text, both informational
and literary
Regular practice with complex text and its
academic language
Text Sets and the
Standards
 The Standards focus on building student ability to read and
understand grade-level complex text and express that
understanding clearly through writing and speaking.
 The Standards emphasize the role of close engagement with
text in students building knowledge about the world.
 A coherent sequence of texts around a clear topic or line of
inquiry will support students in building vocabulary and
background knowledge.
 Text sets are one tool for educators in planning units of
instruction to help students meet the demands of the
Standards.
Where does using multiple texts
appear in the Standards?
Reading: Integration of Knowledge and Ideas
 R.CCR.7 Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words.
 R.CCR.9 Analyze how two or more texts address similar themes or
topics in order to build knowledge or to compare the approaches the
authors take.
Writing: Research to Build and Present Knowledge
 W.CCR.7 Conduct short as well as more sustained research projects
based on focused questions, demonstrating understanding of the
subject under investigation.
 W.CCR.8 Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
Speaking and Listening: Comprehension and
Collaboration
 SL.CCR.2 Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
Standard 10 in K-2
Range of Reading and Level of Text Complexity
 RL.CCR.10 Read and comprehend complex literary and informational
texts independently and proficiently.
 RL.K.10 Actively engage in group reading activities with purpose and
understanding
 RL.1.10 With prompting and support, read prose and poetry of
appropriate complexity for grade 1.
 RL.2.10 By the end of the year, read and comprehend literature,
including stories and poetry, in the grades 2-3 complexity band
proficiency, with scaffolding as needed at the high end of the range.
Read Aloud!!!
Traditional Read Alouds
Teacher reads once
Students sit and JUST listen
Time filler
Teacher favorites
No connection to classroom learning
Rich Read Alouds
 Purposeful
 Worth re-reading
 Connection and integration across disciplines
 50/50
 Coherent
 2 to 3 grade levels ABOVE
 Students are active in the learning
Why Read Aloud?
Vocabulary
Comprehension
Knowledge of the world (Content)
Speaking and Listening
Model of good reading – “See it in action!”
Fluency
Love of reading!
Why Read
Aloud?
Appendix A
Seeing It In Action
www.commoncore.americaachieves.org
Turning a Read Aloud Into a
Text Set
Staying on Topic Within a Grade & Across Grades
• Charlotte’s Web
• Spiders
• Spider and the Fly
Appendix B – Text Exemplars and Sample Performance
Tasks
Common Core and Essential Standards
How do I fit it all in?!
GRAIR
Guided Reading with Accountable and Independent
Reading
o
o
o
o
o
Connected to read aloud and shared reading
Allows for teacher and student choice
Builds reading volume
Develops reading stamina and persistence
Strengthens community of readers and learners
Guided Reading (GR)
 Small group with the teacher
 Formative assessments
 Additional supports of read aloud and shared reading
texts
 Reinforce and deepen
 Targeted instruction
Accountable Independent
Reading (AIR)







Opportunities for interest
Independent reading
SSR
Accountable (book talks, response journal, etc.)
Choice from text set/related readings
Vocabulary
Fluency
Purpose and Goals of the
Read Aloud Project (RAP)
• Creating deep readers while achieving the
standards through listening to books read
aloud.
• Building knowledge of the world and the
words that describe it from the very
beginning days of school
• Allow every child equal access to
meaningful learning
Edmodo.com
Edmodo Group Codes for:
• RAP (Read Aloud Project)
pkx52i
• BAP (Basal Alignment Project)
f4q6nm
• AAP (Anthology Alignment
Project)
jsv4r7
List Serve
http://elaccss.ncdpi.wikispaces.net/listjoin
Contact Information
Julie Joslin, Ed.D.
Section Chief
English Language Arts
919-807-3935
Julie.Joslin@dpi.nc.gov
Kristi Day, M.Ed
K-5 ELA
Consultant
919-807-3928
Kristi.Day@dpi.nc.gov
Lisa McIntosh, MSA
K-5 ELA
Consultant
919-807-3895
Lisa.Llewellyn@dpi.nc.gov
Anna Lea Frost, M.Ed
6-8 ELA
Consultant
919-807-3952
Anna.Frost@dpi.nc.gov
Angie Stephenson, M.Ed
9-12 ELA
Consultant
919-807- 3833
Angela.Stephenson@dpi.nc.gov