Argue with Evidence

Using Complex

Text

Goals

• Why use complex text with struggling readers?

• How to use complex text with struggling readers?• Primary sources• The textbook• Literature

• How to support with evidence using complex text?

ELA Shifts

Reading Standards

• 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

• 5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. 

• 5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Writing Standard 1

• 5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

• a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

• b. Provide logically ordered reasons that are supported by facts and details.

• c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

• d. Provide a concluding statement or section related to the opinion presented.

To Simplify or Not to Simplify

• Why complex text when simple is so much easier?

• A major obstacle to learning is the use of simplified texts– the texts that struggling learners are thought to need because they lack the language and/or literacy skills for grade level appropriate material.

• They can be kept simple only up to a point – texts used in the early years when children are learning to read.

Text Complexity

• The language readers need for dealing with academic text is an outcome of – not a prerequisite for –school learning.

• Academic language is a form of language that is different enough from spoken language that when kids first see it in texts, it is as if they are dealing with a foreign language!

Why Text Complexityfor Struggling Readers?• The super-simplified texts struggling

readers get are thin in content. Little can be learned by having read them and worst of all, they provide no clue as to the English that figures in academic discourse.

• Complex content can’t be expressed in simple language. The only way students can learn academic language is through complex text stuffed with information. All students need this.

Why Text Complexityfor Struggling Readers?

• They make little use of the grammatical structures or expressive devices that figure in comprehending complex text.

• Students would have no access to structural devices or ways of expressing or organizing ideas for speaking and writing.

• Can’t be taught in bits and pieces or in a language course. Too pervasive and varied.

An Example

• Does this text represent academic discourse?

• A hurricane is a big windy storm. The wind blows hard. It is windy. The wind can blow down trees. It rains very hard. It is rainy. The rain can wash away houses.

• Need compelling and complex text!

• Hurricanes are the most awesome, violent storms on earth! People call these storms by many other names, such as typhoons and cyclones. The scientific name for all these storms is tropical cyclone. Only tropical storms that form over the Atlantic Ocean or eastern Pacific are called “hurricanes.”

How Do We Use Complex Text

with Struggling Readers?• The fact is that the only way one can learn the

language that figures in advanced literacy is through literacy and only by noticing and grappling with the way forms and structures relate to the meaning of the text….through instructional conversations.

• Can’t struggle through materials on their own. Need support from competent others because they do not ordinarily pay much attention to the language used in text. They want access to meaning but what they need is to see how meaning relates to form. No replacement for a competent teacher. Cannot be handed off to peers.

Deconstruct

• Choose a sentence (or two) to deconstruct. (color code)

• Decide in advance how to break down the sentence and prepare conversational starters to focus on.

• Instructional conversations have to be real conversations.

• It doesn’t work if we just tell them or try to teach the words or grammar out of context..

Kinds of Text Complexity

at the Sentence Level

•Meaning

•Vocabulary

•Grammar

Informational Density

• This sentence is grammatically simple, but semantically complex.

• There are no other storms like hurricanes on earth.

• There are other storms on earth.• But none are like hurricanes, at least not on

earth. • This doesn’t exclude the possibility of

hurricane-like storms on other planets.

Meaning Level

• The dog was so sweet, I couldn’t help but smile.

• Does someone need help?

• The dog was so sweet, I could not resist smiling.

• How else could you explain it?

Informational Density

• Susanna Martin, pleading Not Guilty to the indictment of Witchcraft, brought in against her, there were produced the evidences of many Persons very sensibly and grievously Bewitched; who all complained of the Prisoner at the bar, as the Person whom they believed the cause of their Miseries.

• What do you think indictment of witchcraft means? Why?

• Susanna Martin• pleading Not Guilty• indictment of Witchcraft• the Prisoner at the bar• Believed to be the cause of their

Miseries

• Persons• Many• Sensible• Grievously bewitched• Complained• Produced evidence• Believed Susanna Martin the cause of

their miseries

Instructional Conversations

• The Puritans harshly punished people who missed church or who spoke out in dissent.

(Harcourt)

• Vocabulary level

• What do you think dissent means?

• What clues made you think that?

Instructional Conversations

• The Puritans harshly punished people who missed church or who spoke out in dissent. The usual punishment for such behavior was several hours in the town stocks. (Harcourt)

• Grammar level

• What verb phrases?

• What noun phrases? (pre- or post-modifiers of the head noun)?

When to Simplify Text

• When using Primary Sources

• Text complexity is not just about words per sentence and word frequency.

• Simplify the document enough to allow students to engage with the broader historical context.

• You’re simplifying some of the language but not the knowledge demands.

(Resiman and Wineburg 2012)

Simplifying text

• Start with a central historical question.

• Most important element of HQ: Can it be supported with textual evidence or does it divert students’ attention from the text.

• HQs:• Direct students to the historical record rather

than to their philosophical or moral beliefs or opinions.

• Are open to multiple interpretations• Force students to support their claims with

textual evidence. (Resiman and Wineburg 2012)

Historical Questions

• What accusations did the townspeople make against Susanna Martin? vs.

• Should Susanna Martin have been tried for witchcraft?

Think of the “Right There” and “Think and Search” kind of questions.

Historical Questions

• Excerpt those parts of the primary source that directly address the question.

• Invite rather than intimidate readers. (The play)

• Always have them compare the original to the adaptation so they know that the one has been specifically modified. (The play)

• Expose to SOME of the “flavor, cadence, feel and ethos” of the text

(Resiman and Wineburg 2012)

Reconstruct andProve with Evidence

• Using the chart, take a position arguing for one side or the other.

• Use the alternative arguments column to create your arguments, depending on which side you choose.