1. Brandy Meetze North East Florida Educational Consortium www.nefec.org 1

2.  Purpose: Determine what distinguished the reading performance of students likely to succeed in college and not. Process:  Set benchmark score on the reading test shown to be predictive of success in college (“21” on ACT composite score)  Looked at results from a half million students.  Divided texts into three levels of complexity: uncomplicated, more challenging, and complex. 2

3. Performance on the ACT Reading Test by Comprehension Level (Averaged across Seven Forms) 3

4. Performance on the ACT Reading Test by Textual Element ( Averaged across Seven Forms) 4

5. Performance on the ACT Reading Test by Degree of Text Complexity (Averaged across Seven Forms). 5

6.  Performance on complex texts is the clearest differentiator in reading between students who are more likely to be ready for college and those who are less likely to be ready. 6

7. Question type and level (main idea, word meanings, details) is NOT the chief differentiator between student scoring above and below the benchmark. The degree of text complexity in the passages acted as the “sorters” within ACT. The findings held true for both males and females, all racial groups and was steady regardless of family income level. What students could read, in terms of its complexity--rather than what they could do with what they read—is greatest predictor of success. 7

8. Year/Grade Level K123-89-12 2011-2012F LLLLL 2012-2013F LF LF LLLL 2013-2014 CCSS fully implemented F L B L 2014-2015 CCSS fully implemented and assessed F L 8

9.  Reading Standards include over exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade  Text complexity is defined by: Qualitative 1.Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative 2.Quantitative measures – readability and other scores of text complexity Reader and Task 3.Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned Text Complexity & Text-based Questions 9

10.  An instructional model based upon research evidence introduced last year to Florida’s teachers.  The model assists teachers of students in implementing whole-class examination of difficult texts and build students’ specialized knowledge.  This sequence helps students grasp textual nuances they would not understand on their own.  It is a “text-dependent” approach, ensuring the close examination of key text details and utilizes complex text. 10 Teaching Students to Think as They Read

11. A. Teacher introduces benchmark(s), sets purpose, asks essential question(s) and reads/thinks aloud using grade-level resource while students mark text as directed. B. Teacher poses written question and facilitates directed note taking. Students read text, independently, in pairs, or small groups and take notes based on question presented by teacher. C. Students compare notes in pairs or small groups and discuss similarities and differences. Teacher facilitates text discussion based on notes and directs students to use text evidence to support responses. Step One: Read to Build Deep Comprehension A. Teacher models generation of a complex question based on a section of the text, relating to a broad perspective or issue. B. Students work individually, in pairs, or small groups to re-read text and generate their own questions. C. Teacher facilitates text discussion using student- generated question(s). Students respond to each other’s questions, engaging in text discussion. Step Two: Reread and Generate Questions to Deepen Text Understanding Step Three: Read to Use Text Evidence to Validate Responses B. Students respond to question using the graphic organizer and support their response with text evidence and share their answers. C. Teacher facilitates discussion, asking students to support their response with text evidence. Students look at original answers and can change their answer based on new evidence or keep their answers the same and add additional information to support their answer. A. Teacher posts a written question aligned to the cognitive complexity of FCAT and models how the text supports answering the question using a graphic organizer.

12.  STANDARDS Do not plan your lesson by first selecting the text, but always begin with the standards If you are teaching a content area text, your standards should include Common Core literacy standards while focusing on NGSS standards for your content

13. Evaluatebiotechnology medical and ethical issues  SC.912.L.16.10 : Heredity and Reproduction Evaluate the impact of biotechnology on the individual society and the environment, including medical and ethical issues determine main idea  LA.910.1.7.3: The student will determine the main idea or essential message in grade- level text through inferring, paraphrasing, summarizing, and identifying relevant details

14. 6. (9-10)Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question theauthor seeks to address. identifying important issues that remain unresolved. 6. (11-12)Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

15.  Once you have your standard selected, you can then choose text appropriate in content and adequately complex  The internet is full of public domain literature and content-specific news  Use a resource like interventioncentral.org to give a baseline readability level  Either use the literacy standard mapped out, or choose one that is the best fit for your article

16.  Text should be complex for the students intended to use it  Try to use text that lends itself to opposing views and deep discussion  Try to use text that allows for cross- curricular connections  Try to use text that will encourage students to think more globally

17. Step One

18. Before reading: Would you eat genetically modified foods? 18

19. Before text reading: Use the Essential Question Handout to record your answer to this question: Predict what you think are the potential risks and benefits of genetically modified organisms. Base your response on your current background knowledge. 19

20. Words for Vocabulary Word Wall:  Words introduced in this section: biodegradable, herbicide, pesticide, pathogen, antibodies,  Words introduced previously in text- reading 20

21. Listen as the facilitator reads the following text: Genetically Modified Foods: Harmful or Helpful? Question: What are the potential risks and benefits of genetically modified organisms? Mark the text with the following codes: A – agricultural applications M – medical applications E – environmental applications 21

22. After text marking:  In small groups, compare and discuss differences in text coding.  Support your suggested answers from the text. 22

23. After the initial reading, use the Essential Question Handout in the participant notebook to answer the following question: According to the text, what are the potential risks and benefits of genetically modified organisms? 23

24. Step Two

25.  Guiding Question: What are some of the arguments surrounding genetically modified organisms?  Risk  Benefit  Neither  Be sure to utilize the text features as you take notes 25

26.  Compare notes in pairs or small groups 26

27.  Take a position and discuss whether the benefits of genetically modified organisms are worth the risks. Use text to justify all positions. 27

28. Generate questions unanswered from your first text reading. Record your questions on your Student Question Generation paper as you work in pairs or small groups. 28 What do we not know right now about what we buy and eat and take as medicine?

29. 29 Share questions with the whole group to identify which are common, and which questions are most relevant to the topic and/or significant to learning Record/post common and relevant/significant questions on the Question Generation Poster for future use in: *extended text discussion *seeking answers in text-reading throughout the remainder of the chapter/unit * focusing on unanswered questions in collaborative inquiry.

30. Step Three

31. 31 According to the text, who or what is most impacted by genetically modified organisms? Use information from notes to help write final response on the Essential Question Handout. Share answers in small groups. As part of whole class discussion, record responses to the essential question in multiple choice format.

32. Using background knowledge, i.e., predicting, inferring Identifying key ideas from text Learning and using text structures Monitoring comprehension and employing fix-up strategies Using a variety of reading strategies effectively Paraphrasing, explaining, and summarizing information to construct conclusions Engaging in question generation Extended text discussion and writing 32