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Outcomes for the Session
• Recognize the focus, rigor, and coherence of the
CCSS for ELA. (A,M)
• Identify instructional shifts embedded in the K-2
reading standards as they relate to reading
material selection. (A,M)
• Explore how to implement Close Reading in K-2
and better understand why this is important.
(A,M)
• Deepen understanding of the need for complex
text (even with young learners) and learn how
text complexity is determined. (A,M)
2
Essential Question: How can I teach for
deeper understanding and transfer when they
are just learning how to read?
Long-term Transfer Goal: Intentionally design
engaging learning experiences that
incorporate the rigor of the Common Core
Standards and lead all learners to deeper
understanding and transfer. (T)
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Why new standards and other
changes now?
Readiness is a major concern. Not just
for college…for career, too.
ACT 2012 National Test Data: Percent of Students
Meeting College Readiness Benchmark Scores
English Reading
67
52
Math
46
Science All Four
31
25
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Why? Decreasing levels of complexity…is
College and widening
workplace
informational text
complexity
increasing in
difficulty
Complexity
level of texts
used in school
decreasing in
difficulty
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Why? Expectations are different…
Elementary & secondary
teachers give support and
coaching to help students
figure out difficult reading
tasks.
College teachers expect
students to glean the
information from text
assignments on their own.
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Structure of the ELA Standards
CCR Anchor
Standards/Outcomes
Grade-Specific
Standards
7
ELA
Standards
Language
Reading
4
Strands
Speaking
& Listening
Writing
8
Reading Strand (Literature &
Informational Text) Themes/Categories
A. Key ideas and details
B. Craft and structure
C. Integration of knowledge and ideas
D. Range and level of text complexity
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Key Ideas and Details
A. What did the text say?
Students should be able to determine what
texts say explicitly and be able to summarize
them (including central ideas/themes, how
ideas and characters develop and interact),
making logical inferences, and citing textual
evidence to support conclusions.
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Craft and Structure
B. How did the text say it?
Students should be able to interpret the
meanings of words and phrases and the
structure of texts to determine how they affect
meaning or tone, and how points of view and
purpose shape content and style.
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Integration of Knowledge and Ideas
C. What does the text mean? What is its
value? How does the text connect to other
texts?
Students should be able to synthesize and
compare information from print and digital
sources, and critically evaluate the reasoning
and rhetoric of a text.
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Range of Reading and Level of Text
Complexity
D. Text difficulty is specified in the
standards.
Learners in grades 2-12 will be asked to read
more challenging text (which means that we
have to teach more challenging text than we
have in the past).
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Reading Strand (Foundational Skills)
Themes/Categories
K-1
A. Print Concepts
B. Phonological Awareness
K-5
A. Phonics and Word Recognition
B. Fluency
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Identify the Standard
RL/RI. K. 1
Strand
Grade
Standard Number
Find this standard on your “placemats.” Track
the journey of the learner through the K-5
progression.
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Identify the Standard
RL. 2. 6
Strand
Grade Standard Number
Find this standard on your “placemats.” Track
the journey of the learner through the K-5
progression.
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Identify the Standard
RI. K. 9
Strand
Grade Standard Number
Find this standard on your “placemats.” Track
the journey of the learner through the K-5
progression.
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Identify the Standard
RL/RI. 1. 10
Strand
Grade Standard Number
Find this standard on your “placemats.” Track
the journey of the learner through the K-5
progression.
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Publishers’ Criteria
• Jigsaw Activity: Tables will be given a section of
the Publishers’ Criteria to read.
• Your Table Task: After INDIVIDUALLY reading
and taking notes on your section, discuss the
most important points with your team. On
poster paper, create a HEADLINE that
synthesizes your section into one BIG idea. Two
team members will present the HEADLINE, along
with some key talking points.
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Reading, Vocabulary Development
and Knowledge – Keys to Success
• Focus on being purposeful and selective
when determining which materials to use
AND which not to use with learners.
• Purposefully choose quality informational
texts linked to content areas.
• Select complex texts to use as read-alouds.
• Focused, coherent standards are critical steps
toward CCR Anchor Standards.
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Publishers’ Criteria
Headline Report: What’s the BIG Idea?
As each group shares their Publishers’ Criteria
HEADLINE, please record any notes or AHA’s
that will help you when planning learning
experiences for your students this coming year.
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Let’s summarize…
The Common Core State Standards for ELA…
•
…offer specific guidance for developing a strong
foundation for K-2 learners to become competent
readers.
•
…focus on the use of quality texts and a balanced
program of literary and informational text, with
complex texts used in read-alouds.
•
…set expectations for K-2 teachers to use high
quality texts and text dependent questions so
students gain background knowledge and an
understanding that thinking and reading go handin-hand.
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So . . . what are the
implications?
• …for you?
• …for your school?
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10 Minute Stretch Break
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Close Reading Example
The Big Orange Splot, by Daniel Manus Pinkwater
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How was this read-aloud different
from a typical read-aloud?
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Why adjust the way we question?
• Asking students to make connections to themselves,
other texts and the world is a common style of
questioning that guides students away from the text.
This type of questioning does not lead to a deep
understanding of the text.
• We often ask students simple questions that require
very literal thinking to ensure they have read the
text.
Students expend too much time and energy answering
these questions rather than slowing down to consider the
meaningful text-specific questions that will bring them to a
deeper understanding.
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What Close Reading is…
Close Reading is an intentionally designed
experience with text.
• INTENTIONALLY (strategically chosen)
• DESIGNED (purposeful question(s) set by the
teacher)
• EXPERIENCE (students share, respond, and
argue)
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What Close Reading is…
“Close reading is NOT a
teaching technique that we
all now must adopt. It is an
outcome to be strived for
(with all learners).”
–Dr. Timothy Shanahan
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Reading Themes/Categories in the Common Core State Standards
1st Read
2nd Read
Key Ideas and
Details
What did the text
say?
Craft and
Structure
How did the
text say it?
Start with a
challenging
text
Source: Dr. Timothy Shanahan
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How do we read closely in K-2?
• Model with read-alouds/think-alouds.
• Use the standards to develop text-based
questions.
• Read and Re-read for various purposes.
• Connect speaking/listening/writing in tasks.
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Text-Based Questions…
• …can only be answered correctly by close reading (or
close listening) of the text and demand careful
attention to the text.
• …require an understanding that extends beyond
recalling facts.
• …often require students to infer.
• …do not depend on information from outside sources.
• …allow students to gather evidence and build
knowledge.
• …provide access to increasing levels of complex text.
• …call for careful and thoughtful teacher preparation.
• …require time for students to process.
• …are worth asking.
32
Questions to Consider
Independently answer the following questions
and then discuss with a colleague:
• How will doing Close Reading impact my
instruction?
• What challenges will I face with this shift?
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What does text complexity mean?
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How is Text Complexity Measured?
Quantitative Factors
Lexiles, ATOS, Flesch-Kincaid…
Word frequency
Sentence length
Word choice
35
Lexile Alignment to CCR
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Updated Text Complexity Grade Bands and Associated
Ranges from Multiple Measures
Common
Core
Band
ATOS
Degrees of
Reading
Power®
FleschKincaid
The Lexile
Framework®
2nd – 3rd
2.75 – 5.14
42 – 54
1.98 – 5.34
420 – 820
4th – 5th
4.97 – 7.03
52 – 60
4.51 – 7.73 740 – 1010 5.42 – 7.92 0.84 – 5.75
6th – 8th
7.00 – 9.98
9th – 10th
9.67 –
12.01
11th – CCR
11.20 –
14.10
Reading
Maturity
SourceRater
3.53 – 6.13 0.05 – 2.48
57 – 67
6.51 –
10.34
62 – 72
8.32 –
12.12
1050 –
1335
8.41 –
10.81
9.02 –
13.93
67 – 74
10.34 –
14.2
1185 –
1385
9.57 –
12.00
12.30 –
14.50
925 – 1185 7.04 – 9.57
4.11 –
10.66
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How is Text Complexity Measured?
Qualitative Factors
Meaning/Purpose
Structure
Language conventionality
and clarity
Background knowledge
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Features of a Complex Text
•
•
•
•
•
•
•
•
•
•
Subtle and/or frequent transitions
Multiple and/or subtle themes and purposes
Density of information
Unfamiliar settings, topics or events
Lack of repetition, overlap or similarity in words and
sentences
Complex sentences
Uncommon vocabulary
Lack of words, sentences or paragraphs that review or pull
things together for the student
Longer paragraphs
Any text structure which is less narrative and/or mixes
structures
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How is Text Complexity Measured?
Reader and Task Considerations
Cognitive capabilities of reader
Reading skills
Motivation of reader
Background knowledge
Content/theme concerns
Task related variables
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The Hunger Games – 7+
Quantitative Measures: The ATOS formula (used
with the Accelerated Reader program) identifies this
title as having a quantitative level of 5.3 . A Lexile
measure for this novel is 810L . The DRP analysis
resulted in a score of 42.
Qualitative Measures: The qualitative measures
along with the reader and task measures support the
novel’s placement in the grades 7 and higher text
complexity band.
Source: http://dpi.wi.gov/files/cal/pdf/text-complex-games.pdf
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Determining Text Complexity Resources
Found at aemissouri.weebly.com:
•
•
•
•
Access to Quantitative Analysis Tools
Text Complexity Analysis Sheet
Text Complexity Grade Band Reference Guide
Missouri Text Complexity: Qualitative
Measures Rubric for INFORMATIONAL &
LITERARY TEXTS
• Text Complexity Reader Consideration
• Excerpts from Appendix B, CCSS for ELA
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Text Complexity Demands
Reading Standards 1 - 10
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Final Thoughts
• Close Reading is an outcome for all readers.
• There is no one right way to have students
work with text dependent questions OR Close
Reading.
• Providing for the differing needs of students
means providing and scaffolding supports
differentially - not asking easier questions or
substituting simpler text.
• The CCSS require ALL students to read and
engage with grade-appropriate, complex text
regularly. This requires new ways of working in
our classrooms.
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Final Reflection
As a result of this session, my thinking has
changed or been validated.
• I used to think….
• And now I think…..
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