Session 2: Supporting the Teacher-Text Interaction: Understanding and Analyzing Text
Complexity
Sequence of Sessions
This one-day training supports users of the Listening and Learning strand of the Core Knowledge Language Arts (CKLA) program. The intent of this
training is to provide ongoing support to those using the program, to foster deeper understanding of the program, and to continue to build expertise in
the program and in using the materials. The training will:
1. Continue to frame the L&L program in the context of the larger Common Core shifts, 2. Will draw upon the growing expertise of the audience, allowing
time for information sharing and teacher-to-teacher connections (these activities are designed to also be a model for instructional leaders- as a way of
structuring the sharing among learning communities/teacher teams) 3. Will provide opportunity for ‘digging deep’ into specific aspects of the Listening
and Learning program to support high-quality implementation and differentiation.
Overarching Objectives of this November 2013 Network Team Institute
1. Participants will be able to articulate the three necessary components of a high quality Listening and Learning read aloud (text, teacher, student)
and how their interaction creates a high-quality ‘experience’ of learning within an L&L Lesson.
2. Participants will be able to describe 5 dimensions of complexity in text and analyze the ways that in-text scaffolds (GLS’s) and discussion
questions guide children’s interaction with text.
3. Participants will identify the specific ways that the Supplemental Guide scaffolds children’s interaction with text to support their engagement,
attention, and learning.
4. Participants will reflect upon their own experiences and knowledge about Listening and Learning implementation in order to collaboratively
engage in information-sharing and problem-solving with peers.
High-Level Purpose of this Session
Session Description: This session will organize participants to analyze a Listening and Learning text around four dimensions of complexity: knowledge,
vocabulary, structure, and literary devices. This session will engage participants in an analysis process that can be seen as a model for how teachers
should approach the Listening and Learning texts and will provide a framework that instructional leaders can take back to the schools/teachers they
support. This session will provide participants multiple opportunities to engage in this analysis process, including a chance to analyze a read aloud that
they will be delivering (or observing as instructional leaders) in an upcoming Domain
Related Learning Experiences
.This training assumes general prior knowledge about CKLA and the Listening and Learning strand and is not appropriate for someone who is not yet
implementing the program. For schools, teachers, or administrators who have not had training on CKLA, Modules 1, 2 of the PD Turnkey Kit will be
important to review prior to this training (see . http://www.engageny.org/resource/professional-development-turnkey-kit-ela-p-2-overview for modules
of training, on-demand webinars, etc.).
Key Points

This session will support teachers in analyzing the dimensions of complexity in a text.
Session Outcomes
What do we want participants to be able to do as a result of this session?
How will we know that they are able to do this?
In this session teachers will:
1. Be able to define and identify texts as having four dimensions of
complexity: knowledge, vocabulary, structure (language structure),
and literary devices.
2. Be able to analyze a passage from their grade-level Listening and
Learning text for evidence of complexity dimensions.
In-session activities
Session Overview
Section
Defining the dimensions
of complexity
Examining dimensions
of complexity in sample
text
Time
Overview
15-20
This section will focus on defining
knowledge and language demands of
text.
10-15
This section will provide participants
guided practice in recognizing
knowledge and language demands of
text.
Prepared Resources
Session 2: Supporting your interaction
with text: Understanding Complexity
PPT, slides 1-15
Handouts:
1. Teacher to Text Planning
Process
2. Teacher to Text Planning tool
Session 2: PPT, slides 16-18
Handouts:
Facilitator Preparation
1. GradeK_practice passage
(“Willy the Waterdrop” from
Taking Care of the Earth)
2. TeachertoTextPlanningTool_K
3. Grade2_practice passage
(“Social Insects: Bees and
Wasps” from Insects)
4. TeachertoTextPlanningTool_2
5. Grade1_practice passage
(“Cinderella” from Different
Lands Similar Stories)
6. TeachertoTextPlanningTool_1
Session 2: PPT, slides 19-20
Extend the analysis of
complexity to your text
25
Debrief
10
This section will provide participants
independent practice in using
Participants will need to bring an
dimensions of complexity on a relevant Anthology for this activity. Ideally, they
text.
will work with a read aloud from an
upcoming domain.
This section will guide participants to
consider links of this activity to their
own practice.
Session 2: PPT, slide 21
Session Roadmap
Section 1: Defining the dimensions of Complexity
Time: 20
[20] In this section, you will define dimensions of text complexity.
Materials used
(in slides)
Time
Slide #/ Pic of Slide
Script/ Activity directions
Slide 1
Key Points:
1. The first piece to consider in a high quality read aloud is your interaction with the text
(teacher:text).
2. The value of a highly scaffolded program, such as L&L is much of the work has been
done for you.
3. The Editors have examined the text, written the lessons/questions and listening
supports. The State, and external reviews have considered how this aligns to the
Common Core and deemed it aligned.
4. But the reality is- you cannot just execute it as written and have it work for your
classroom. Knowing the text well is essential to make the read aloud work for your
classroom.
Slide 2
Key Points:
1. Now let’s refine the lens you take to the text.
2. Lets focus on its complexity.
3. The framework of text complexity is a grounding one.
4. When you understand the dimensions of text complexity and focus teaching around
those dimensions, you know you are not/cannot be ‘doing the program wrong.’
5. This framework allows you to make the adjustments you need to hone in on the
complex aspects of text- or those pieces that are complex for your classroom- and know
you are staying true to the intent of the program.
GROUP
Slide 3
Slide 4
Key Points:
1. So what makes a text complex?
2. The CCSS talks about a “staircase” of complexity across the grades.
3. It is helpful to understand what the facets or dimensions of complexity are, as they are
broader than just being “difficult” for students to read or understand.
4. Each of the dimensions of complexity, detailed in the CCSS appendix, represents a
characteristic of the knowledge (content or ideas of a text) or language conveyed in a
text.
5. Transition: Let’s take a look at the dimensions of complexity in more depth in order to
develop an understanding of characteristics of knowledge and language demands
conveyed in texts.
1. Knowledge Demands of the Text involve:
• Levels of Meaning
• Life Experiences
• Cultural Knowledge
2. Language Demands of the Text include:
• Structure
• Conventionality and Clarity
3. Thus, complexity can come from an obscure meaning, an unconventional sentence or
language structures, or from figurative language or multiple ideas or themes being
presented in a text.
4. Transition: Let’s take a look at a simple nursery rhyme and the complexity that is
contained even in a simple or familiar story.
Trainer’s Note: This page references page 6 from Common Core State Standards For
English Language Art & Literacy In History/Social Studies, Science, And Technical Subjects:
Appendix A.
Slide 5
Key Points:
1. Listen to this nursery rhyme as I read it aloud.
Hot cross buns!
Hot cross buns!
One a penny, two a penny,
Hot cross buns!
2. What does the nursery rhyme mean? (I have buns for sale. One for a penny, two for a
penny. I have buns for sale!)
3. Would you consider this meaning explicit or obscure.
4. Obscure
Transition: In addition to the obscure meaning, there are other dimensions of the text that
make the meaning obscure. Let’s take a look…
Slide 6
Key Points:
1. The “structure” of the text may contribute to the complexity.
2. For a kindergartener or first grader, what does “conventional” text structure look like?
3. Sentences probably have an article, a noun, a verb and an adjective or adverb. For
instance, (<CLICK> through examples)“The muffin is sweet.” “The runner is fast.” “Hot
dogs cost 99 cents.”
4. The language of poetry and nursery rhymes can be more unconventional.
5. Complete sentences may be replaced by phrases. Verbs may be implied (one costs a
penny).
Slide 7
Key Points:
1. The knowledge demands of a text also contribute to the complexity.
2. If the knowledge required is familiar, the text will be less complex.
3. Children probably know all of the words “hot,” “cross,” “buns,” but they may not know
what a hot cross bun is.
4. Raise your hand if you know what a hot cross bun is.
5. A hot cross bun is a spiced sweet bun made with currants or raisins and marked with a
“frosting” cross on the top. They are traditionally eaten on Good Friday.
6. There is a cultural element to the simple nursery rhyme that makes it more complex.
Slide 8
Key Points:
1. The language used may also contribute to text complexity.
2. Literal language will be less complex than figurative language.
3. Contemporary language (one for a penny) is less complex than archaic, traditional, or
otherwise unfamiliar language (one a penny).
4. Hearing the language of complex texts (via read-alouds) helps students along on the
“staircase of complexity.”
Slide 9
Key Points:
1. It is important to remember that as a “staircase” of complexity, <CLICK> expectations
are that complexity and elements of complexity will increase as students progress
through the grades.
2. <CLICK> Reading and readings in the early grades will be more concrete and less
abstract.
3. When elements or dimensions of complexity are employed, <CLICK> they will usually be
used individually or in pairs in the earlier grades, <CLICK> whereas works used in the
later grades may include multiple aspects of complexity in the same text.
4. It is important to note that you can focus on various passages of text that contain more
or less aspects of complexity and the way you do this will depend on your classroom.
Slide 10
Key Points
1. Review the protocol forms
HANDOUT:
Teacher to Text Planning Process
Teacher to Text Planning tool
Slide 11
Key Points
1. This text is from a grade 1 read-aloud, George Washington, Commander in Chief (end of
the year)
2. Read text.
3. <CLICK> to reveal underlined details in text. Read aloud these details to participants.
4. You will notice in this passage, key ideas included<CLICK> Challenges and setbacks from
the Continental Army.
Slide 12
Key Points:
1. <CLICK> to reveal underlined details in text. Read aloud these details to participants.
2. You will notice in this passage, key ideas included<CLICK> Success under leadership of
George Washington.
3. Remember this is an important idea – key ideas. Because so much of these read alouds
are just about exposure.
4. Knowing what is the big idea helps shape your response to their comments/questions
and to know where to focus, etc.
Slide 13
Key Points:
1. Focus on the elements of text that represent life experiences, cultural knowledge, and
content knowledge that may be similar to/different from your students’.
2. Take a minute to write down what you see as knowledge demands.
3. Review/debrief key ones: Cultural knowledge about war; content knowledge- b British
and German both European and against the “new colony.”
4. Colonial militiamen are American and the same as the Continental army
5. That army of Germans/British trained and also called Redocoats
6. Some geography helps explain span of fighting and harshness of events
7. Christmas- cultural knowledge- adds to idea of surprise of fighting… as holiday of peace.
Slide 14
Key Points:
1. Examine and write down language demands. These encompass vocabulary, structure,
and literary devices.
2. Debrief: Vocabulary (in green). Tier 2: fierce, daring, spotted; idiom- dead of winter
3. Debrief Structure: Most common sentence is subject object verb. And in the positive and
active. Variations from that make things difficult. Show exemplars as using pronouns
(i.e., vague referents, little distinction of subject/object), embedded clauses, negative).
Slide 15
Key Points:
1. This is one option of where you would focus your effort as you teach this text. This
passage represents key ideas ( e.g., power of Washington as leader, surprise), and leads
the children towards the ‘excitement of the text.’ This passage also has a number of
dimensions of complexity and is a place to ‘unpack’ the text as you recognize this.
Section 2: Examining dimensions of complexity in sample texts
Time:
[15 minutes] In this section, participants will practice recognizing the dimensions of complexity in sample text.
Materials used
include:
Slide 16
Key Points:
1. Focus on knowledge demands in the kindergarten passage. Work alone or with a pair.
2. Debrief what they find. Focus on the fact that the passage is kindergarten and involves
familiar content (water, conservation), very concrete experience, and is potentially
something they have life experience with.
3. Modification: Compare these knowledge demands to the second grade text, which uses
a similar approach of personification and first person, but on a much more
abstract/complex topic.
HANDOUTS:
GradeK_practice passage (“Willy the Waterdrop” from Taking Care of the Earth)
TeachertoTextPlanningTool_K
Slide 17
Key Points:
1. Focus on language demands in the second grade passage. Work alone or with a pair.
2. Debrief what they find. Focus on the vocabulary words: social, community, solitary,
cooperate, organized
3. Structure: many embedded clauses- requiring building/modifying ideas and linking ideas
in complex ways. Compare to the clauses in K, where there is ‘extra’ information within
clauses, but most of it is just used for elaboration, rather than clarification or requiring
links among ideas.
HANDOUTS:
Grade2_practice passage (“Social Insects: Bees and Wasps” from Insects)
TeachertoTextPlanningTool_2
Slide 18
Key Points:
1. Examine the K and first grade text.
2. Debrief similarities in literary devices- use of imagery, personification, simile.
Grade1_practice passage (“Cinderella” from Different Lands Similar Stories)
TeachertoTextPlanningTool_1
Section 3 and 4: Extend text analysis to your text and Debrief
Time:
[35] In this section, participants will apply their understanding of text complexity to a read aloud that they have recently done or will be doing. Materials used
The debrief will focus on the value of ‘getting to know’ the text with a lens on complexity and how this activity is a practice they can take
include:
forward into their classroom and planning.
Slide 19
Key Points:
1. Have participants choose a Domain 4 text.
2. Ask them to read the text thoroughly first (10 minutes).
3. Ask them to select a passage that is two or three paragraphs long.(2 minutes)
4. Ask them to focus on knowledge demands first (7 minutes)
5. Ask them to then focus on language demands- vocabulary (7minutes)
6. Then focus on language demands- structure (7 minutes)
Slide 20
Key Points:
1. Consider how this focus on text complexity enhances or changes your perspective on
this text.
2. Re-look at one of the passages you marked as difficult from your Domain 2 text.
3. Write down two ways that your lens has sharpened.
4. Explain to your partner: Do you agree with the passages you marked as
difficult? How is your rationale for this refined/stronger?
5. Modification. Do this as a group of three to model the process of speaker, listener roles,
and the importance of physical positioning and having clear roles within a ‘sharing’
protocol.
Slide 21
Run a domino share procedure here.
1. Ask participants to comment on how this process may be incorporated to their practice
or ‘one thing you can do now’ with this idea of complex text.
Use the following icons in the script to indicate different learning modes.
Video
Reflect on a prompt
Turnkey Materials Provided
5.
Additional Suggested Resources
Active learning
Turn and talk