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Text Complexity and Close Reading District Learning Day Location goes here Session time goes here Date goes here

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Page 1: Text Complexity and Close Reading District Learning Day Location goes here Session time goes here Date goes here

Text Complexity and Close Reading

District Learning DayLocation goes here

Session time goes hereDate goes here

Page 2: Text Complexity and Close Reading District Learning Day Location goes here Session time goes here Date goes here

Do Now

• Underline the major points.

• Use a question mark (?) for keywords or phrases that are confusing or unknown to you or questions that you have during the reading. Be sure to write your question(s).

• Use an exclamation mark (!) for things that surprise you, and briefly note what it was that caught your attention.

• Draw an arrow when you make a connection to something inside the text, or to an idea or experience outside the text. Briefly note your connections.

• Circle specific words that are repeated several times.

Annotate True Blue American

Page 3: Text Complexity and Close Reading District Learning Day Location goes here Session time goes here Date goes here

Norms

• Be present and engaged.• Be respectful of differences in perspective

while challenging each other productively and respectively.

• Monitor “air time.”• Make the most of the time we have.• Stay focused on students.

Page 4: Text Complexity and Close Reading District Learning Day Location goes here Session time goes here Date goes here

ObjectivesParticipants will

Know • How to analyze text for complexity • How to use the close reading strategy to build reading language

comprehension and fluency skills

Understand • The knowledge, skills, and habits students need to be successful

with grade level literacy tasks

Do • Measure text for complexity• Conduct a close reading in their classroom

Page 5: Text Complexity and Close Reading District Learning Day Location goes here Session time goes here Date goes here

Common Core Text Difficulty Range for Grades 6 – 8

Lexile Scores SY 2014-15

*Only students tested in both September and May included here. Other students dropped from dataset.

September 2015 May 2015700

760

820

880

940

1000

1060

1120

1180

1240

848.3 850.1

903.1 895.6

972.1950.8

Average Lexile Score: Grades 6, 7, & 8

Grade 6(n=3,533)

Grade 7(n=3,383)

Grade 8(n=2,573)

Page 6: Text Complexity and Close Reading District Learning Day Location goes here Session time goes here Date goes here

A close reading exercise

Delmore Schwartz, “The True-Blue American”

Page 7: Text Complexity and Close Reading District Learning Day Location goes here Session time goes here Date goes here

Text complexity exercise: introduction

Page 8: Text Complexity and Close Reading District Learning Day Location goes here Session time goes here Date goes here

Text complexity exercise: the sequence

A recommended sequence for evaluating a text’s complexity (from the supplement to Appendix A):

1. Use quantitative measures (multiple, if possible) to place a text in a grade band using the text complexity grand bands table.

2. Use an analysis of qualitative measures (such as the rubric provided in the module) to place a text in a specific grade.

3. Be aware of exceptions to using quantitative measures to place texts in a band, especially with narrative fiction and mature themes. Educator judgment should always play a role in text placement.

Page 9: Text Complexity and Close Reading District Learning Day Location goes here Session time goes here Date goes here

Text complexity exercise: qualitative measures

1. Read aloud the selection from “Life at the Top”

2. Read over again silently, annotating for features that you feel might make this text complex for students (with a particular focus on tier II vocabulary)

3. Use the Informational Text Qualitative Measures Rubric to rate the text in all four categories (rows)

Page 10: Text Complexity and Close Reading District Learning Day Location goes here Session time goes here Date goes here

Text complexity exercise: quantitative measures and placement

4. Fill out the Text Placement Template and use it to place the article in an appropriate grade for Common Core instruction.

• The Lexile level of the article is 1310L. • The ATOS level is 9.7 • Be sure to refer to the text complexity grand

bands table

Page 11: Text Complexity and Close Reading District Learning Day Location goes here Session time goes here Date goes here

Text complexity exercise: reader and task considerations

5. Use the Reader and Task Considerations guide to discuss how the following two scenarios might affect your grade placement or instructional strategies for teaching this texta) The article is taught to a group of students which includes struggling readers, students with disabilities in reading, and English Language Learners. You read the article with the students in class (including re-reading and questioning) and then have them write an argument essay about whether it is ethical for companies to hire humans to wash skyscraper windows, using details from the text for support.

Page 12: Text Complexity and Close Reading District Learning Day Location goes here Session time goes here Date goes here

Text complexity exercise: reader and task considerations

5. Use the Reader and Task Considerations guide to discuss how the following scenario might affect your grade placement or instructional strategies for teaching this text

b) The article is taught to a construction design/engineering course. You ask the students to read the article independently for homework. In class, they must draw diagrams representing the Hearst and Empire State buildings and scaffolds/washing machines discussed in the article and create a formula for each tower to measure the speed of washing windows given X floors. You then break students into groups and give each group the blueprint for a new skyscraper; the groups must create the schematics for a window washing machine that is structurally sound for the given building and can wash windows in the fastest possible time (as measured by the formula).

Page 13: Text Complexity and Close Reading District Learning Day Location goes here Session time goes here Date goes here

Text complexity exercise: discussion6. Discuss the following questions:

• Does the final placement of the text surprise you? Based on your knowledge of students at that grade level, how do you think they will find the reading experience?

• What tier II (academic) vocabulary words would you work on most extensively with your students? Why those words?

• What types of text-dependent questions or writing tasks might be paired with this text?

Page 14: Text Complexity and Close Reading District Learning Day Location goes here Session time goes here Date goes here

Text complexity exercise: final reflection

Share promising practices/challenges/questions re: text complexity and academic vocabulary:

• Promising practices: 1. What have you already seen in your classrooms that aligns well with shift

#3?2. After reading the resources in module #4 and trying out a text complexity

exercise, what can you take back to your teachers that constitutes an “easy win”?

• Challenges1. What will your teachers find the most challenging about text complexity?2. What will students in your district find the most challenging?3. What are the obstacles/roadblocks that must be removed in order for

classrooms in your district to achieve shift #3?

Page 15: Text Complexity and Close Reading District Learning Day Location goes here Session time goes here Date goes here

Title of section 1 goes here, for example, “Lesson Modeling”

First section of presentation header goes here in the form of a question, for example, “What do we know about co-teaching in the inclusion setting?”

Page 16: Text Complexity and Close Reading District Learning Day Location goes here Session time goes here Date goes here

Airtight Activity:MODELING

• Have the facilitator MODEL the skill.• Align the activity to the objective• Check for participants’ understanding • Give explicit instructions to your

activity • Have participants give feedback

Page 17: Text Complexity and Close Reading District Learning Day Location goes here Session time goes here Date goes here

Reflection:MODELING

• What resonated with you?• What is similar to your current

practice?• What is different than your current

practice?• What are you going to change as a

result?

Page 18: Text Complexity and Close Reading District Learning Day Location goes here Session time goes here Date goes here

Title of section 2 goes here, for example, “Application to your Classroom”

First section of presentation header goes here in the form of a question, for example, “How do we measure successful co-teaching in the inclusion setting?”

Page 19: Text Complexity and Close Reading District Learning Day Location goes here Session time goes here Date goes here

Airtight Activity: Application (ie – apply to upcoming lesson)

• Align the activity to the objective• Check for participants’

understanding • Give explicit instructions to your

activity • Have participants give feedback

Page 20: Text Complexity and Close Reading District Learning Day Location goes here Session time goes here Date goes here

Reflection:Application

• What was easiest for you?• What was most difficult?• What else do you need to learn/do

prior to applying to your classroom?

Page 21: Text Complexity and Close Reading District Learning Day Location goes here Session time goes here Date goes here

Closing

Page 22: Text Complexity and Close Reading District Learning Day Location goes here Session time goes here Date goes here

Revisit Objectives

Place session objectives here in KUDOS formatWhat will participants:

• Know• Understand• And Be Able to Do as a result of this

presentation?

Page 23: Text Complexity and Close Reading District Learning Day Location goes here Session time goes here Date goes here

Next steps and activities for follow up

Describe the next steps and activities for follow up

Page 24: Text Complexity and Close Reading District Learning Day Location goes here Session time goes here Date goes here

Reflection: One minute paper on post-it

• Jot down your “Take-Aways” • Consider what you need to know and be able to

do to successfully implement what you have learned in this session.– What is still unclear?– What professional development or additional

resources do you need?

Page 25: Text Complexity and Close Reading District Learning Day Location goes here Session time goes here Date goes here

District Contacts

• Place district contacts and website information here