Complex Text,
Rigorous Instruction and
Authentic Engagement in
the Choral Classroom
FMEA Pre-Conference January 8, 2014
Beth Cummings bethcummings@flmusiced.org
Jeanne Reynolds reynoldsj@pcsb.org
This session will address the Florida Common
Core processes relating to selection of literature
and the use of complex text in the choral
classroom.
Instruction will also include ways to increase the
level of instructional rigor and ensure high-level,
authentic student engagement as an integral part
of every choral rehearsal.
Common Core Resource
http://nccas.wikispaces.com/Common+Core+Alignment
Comprehension Instructional Sequence Lesson (CIS) In order for Florida secondary
students to be college and career-ready for lifelong learning, they need supportive
challenges in interacting with complex content-area information. The
Comprehension Instructional Sequence is such an approach. It is a complex form of
multiple-strategy instruction that promotes student development in reading
comprehension, vocabulary, content-area knowledge, and critical thinking about
complex texts.
How can this CCS be taught in a Choral
classroom while keeping the integrity of
the course as the focus?
 LACC.910.RL.2.5: Analyze how an author’s choices
concerning how to structure a text, order events within it
(e.g., parallel plots), and manipulate time (e.g., pacing,
flashbacks) create such effects as mystery, tension, or
surprise.
text/tɛkst/ noun
1. the main body of matter in a manuscript, book,
newspaper, etc., as distinguished from notes,
appendixes, headings, illustrations, etc.
2. the original words of an author or speaker, as opposed to
translation, paraphrase, commentary, or the like the
actual wording of anything written or printed
3. any of the various forms in which a writing exists
Common Core Complex texts:
• contain more implicit meaning and use unconventional
structures. Literary texts make use of flashbacks, flash
forwards, and/or multiple points of view. Informational
texts may incorporate complex graphics and/or deviate
from the traditional conventions and norms for that type
of writing.
• use figurative language, ambiguity, archaic or unfamiliar
language (academic or domain specific).
Common Core Complex texts:
• assume the reader has life experience (cultural, literary
and content knowledge) that will contribute to his/her
understanding of the information in the text.
• have literal meaning that is intentionally at odds with the
underlying meaning. The purpose of informational texts
may be implicit, hidden or obscure.
Complex
Text
 Not just a reading passage
• Music is a good example of figurative language,
unfamiliar language (academic or domain specific).
AND
• Informational texts may incorporate complex graphics
and/or deviate from the traditional conventions and
norms for that type of writing.
Comprehension Instructional Sequence Lesson (CIS)
A CIS lesson is delivered in three steps with integrated and sustained text-based
discussions and writing used throughout. Multiple readings of the same text facilitate
deeper thinking.
• Step One of a CIS lesson contains explicit instruction in
vocabulary and close reading through text-marking and
directed note-taking.
• In Step Two, students generate questions that launch them
into collaborative inquiry, supporting the practice of lifelong
learning.
• Step Three challenges students to use text evidence to
validate positions they have formed over the course of the
lesson.
Vocabulary
Text Coding- To generate
questions and discussion
P/N
P- Positive, N- Negative, F- Foreshadowing
F
Don’t’ breathe
Directed Note takingMarking score- marking problem
spots
Demonstrate
understanding of text
Using the text as
evidence for decisions-
via
performance/
writing
Vocabulary
Text Coding
Directed Note
Taking
Demonstrate
understanding
of text.
Shifts – ELA Literacy
Shift 1
Balancing Informational & Literary Text
Students read a true balance of informational and literary texts.
Shift 2
Knowledge in the Disciplines
Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher
or activities
Shift 3
Staircase of Complexity
Students read the central, grade appropriate text around which instruction is centered. Teachers are
patient, create more time and space and support in the curriculum for close reading.
Shift 4
Text-based Answers
Students engage in rich and rigorous evidence based conversations about text
Shift 5
Writing from Sources
Writing emphasizes use of evidence from sources to inform or make an argum
Shift 6
Academic Vocabulary
Students constantly build the transferable vocabulary they need to access grade level complex texts. This
can be done effectively by spiraling like content in increasingly complex texts
Shifts – Math
Shift 1
Focus
Teachers significantly narrow and deepen the scope of how time and energy is spent in the
math classroom. They do so in order to focus deeply on only the concepts that are
prioritized in the standards.
Shift 2
Coherence
Principals and teachers carefully connect the learning within and across grades so that
students can build new understanding onto foundations built in previous years.
Shift 3
Fluency
Students are expected to have speed and accuracy with simple calculations; teachers
structure class time and/or homework time for students to memorize, through repetition,
core functions.
Shift 4
Deep Understanding
Students deeply understand and can operate easily within a math concept before moving
on. They learn more than the trick to get the answer right. They learn the math.
Shift 5
Application
Students are expected to use math and choose the appropriate concept for application
even when they are not prompted to do so.
Shift 6
Dual Intensity
Students are practicing and understanding. There is more than a balance between these
two things in the classroom – both are occurring with intensity.
Mathematical Practices
MACC.K12.MP
Mathematical Practices
 MACC.K12.MP.1
 MACC.K12.MP.2
 MACC.K12.MP.3

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
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
MACC.K12.MP.4
MACC.K12.MP.5
MACC.K12.MP.6
MACC.K12.MP.7
MACC.K12.MP.8
Florida Department of Education Bureau of Curriculum and
Instruction
Make sense of problems and
persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique
the reasoning of others.
Model with Mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in
repeated reasoning.
1/9/13
Student Engagement
 Off Task
 Compliance
 Active Engagement
 Authentic Engagement
Student Engagement
 Compliance – Students passively participating in the lesson, without evidence that
most students are mentally wrestling with content
 Active Engagement – Students actively engaged with content- you can observe
students performing.
 Authentic Engagement – There is evidence that students are not simply “doing a
task.” They are mentally wrestling with content and making meaning for themselves.


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Students are processing, connecting to what they already know, and questioning how
the new content is similar and different.
They are creating analyzing, evaluating, synthesizing, extending beyond what the
teacher has “told” them.
They are in the process of owning the content/learning.
What does this look like in a choral classroom?
Learning Goals – Instructional Rigor
 Learning Goals
 A learning goal identifies what students will
learn or be able to do as a result of instruction,
separate from what they do to demonstrate the
learning.
 Learning activities and assignments help
students reach learning goals.
Planning for MPA Success
Small Group Discussion Activity
Questions and Next Steps
 Beth Cummings bethcummings@flmusiced.org
 Jeanne Reynolds reynoldsj@pcsb.org