1. Complex Text Albuquerque Public Schools University of New Mexico New Mexico & California Accountability Leadership Institute Lily Wong Fillmore PPS Leadership May, 2013

2. Common Core Shifts Increase of Informational Texts Text Complexity Academic Vocabulary Text-based Answers Use of Evidence in Writing Literacy Instruction in all Content Areas -Adapted from ODEs Common Core Shifts increased rigor }

3. Activity: #1 Consider a level 3-4 ELD class you have observed recently. Highlight the actions you observed students demonstrating. (2 min) Discuss with a partner the verbs you observed. What quadrant had the most highlighted verbs? Why might this be? What are the implication for our EBs as we shift to CCSS? (5 min)

4. Rigor/Relevance Framework

5. What Do Complex Texts Mean for our Emergent Bilinguals?

6. From Remediation to Enrichment Simultaneously build language and literacy skills Use texts that are compelling andjuicy Deconstruct text Reconstruct text Demystify figurative language Student Works & Thinks: Application to real-world unpredictable situations

7. Reparable Harm: Fulfilling the Unkept Promise of Educational Opportunity for California's Long Term English Learners, 2010 "Long Term English Learners need Rigor: The curriculum provided to long-term ELs cannot be dumbed down, watered down, or simplified. They need challenging, rigorous, relevant curricula along with the instructional strategies and targeted support based on individual assessment that will enable them to succeed in a a rigorous classroom."

8. Reparable Harm: Fulfilling the Unkept Promise of Educational Opportunity for California's Long Term English Learners, 2010 "Teaching subject matter to ELs requires direct, explicit instruction on strategies needed to build vocabulary and comprehend grade-level texts and participate in discussion about the content...Long- Term ELs need explicit instruction in academic uses of English, with focus on comprehension, vocabulary development, and advanced grammatical structures needed to comprehend and produce academic language."

9. Activity #2 Simple vs. complex text Read the following two versions of Aesops androcles and the Lion

10. Text 1 Long ago, there was a slave in Rome. His name was Androcles. Androcles did not want to be a slave. One day, Androcles ran away. He went into a dark forest. There he heard a loud roar. That sounds like a lion! Androcles thought. He heard the roar again. Now it sounded like a moan. Then he saw the lion. Androcles was frightened. But the lion did not move. The lion was hurt. He had a large thorn in his paw. Androcles helped the lion. Androcles looked at the lions paw. He saw the thorn. He took it out. He beamed at Androcles. Androcles touched the lions mane. He said: You must rest. Your paw will get better The lion gave Androcles some food. Then he ate the food. Then he thanked the lion. Androcles and the lion fell asleep.

11. Text 2 A slave named Androcles ran away from his master, by whom he had been most cruelly treated, and, in order to avoid capture, he took himself into the forest. As he wandered about in search of food and shelter, he came to a cave, which he entered and found to be unoccupied. Really, however, it was a lions den, and almost immediately, to the horror of the wretched fugitive, the lion himself appeared. The man gave himself up for lost. But, to his utter astonishment, the lion, instead of springing upon him came and fawned upon hem, at the same time whining and lifting up his paw. Observing it to be much swollen and inflamed, he examined it and found a large thorn embedded in the ball of the foot. He accordingly removed it and dressed the wound as well as he could. And in course of time it healed up completely. The lions gratitude was unbounded. He looked upon the man as his friend, and they shared the cave for some time together.

12. Activity #2 Simple vs. complex text Which version captured your attention? Why? What makes one better than the other? Why? Which versions are EBs more likely to see in school?

13. Lets compare the two versions Language (words, structure) Flow, cohesiveness, coherence Ease of following ideas Informativeness Overall impression of Androcles

14. Lets compare the two versions Long ago, there was a slave in Rome. His name was Androcles. Androcles did not want to be a slave. One day, Androcles ran away. He went into a dark forest. There he heard a loud roar. That sounds like a lion! Androcles thought. A slave named Androcles ran away from his master, by whom he had been most cruelly treated, and, in order to avoid capture, he took himself into the forest. As he wandered about in search of food and shelter, he came to a cave, which he entered and found to be unoccupied. Really, however, it was a lions den, and almost immediately, to the horror of the wretched fugitive, the lion himself appeared.

15. Lets compare the two versions He heard the roar again. Now it sounded like a moan. Then he saw the lion. Androcles was frightened. But the lion did not move. The lion was hurt. He had a large thorn in his paw. Androcles helped the lion. Androcles looked at the lions paw. He saw the thorn. He took it out. He beamed at Androcles. Androcles touched the lions mane. He said: You must rest. Your paw will get better The man gave himself up for lost. But, to his utter astonishment, the lion, instead of springing upon him came and fawned upon hem, at the same time whining and lifting up his paw. Observing it to be much swollen and inflamed, he examined it and found a large thorn embedded in the ball of the foot. He accordingly removed it and dressed the wound as well as he could. And in course of time it healed up completely.

16. Lets compare the two versions The lion gave Androcles some food. Then he ate the food. Then he thanked the lion. Androcles and the lion fell asleep. The lions gratitude was unbounded. He looked upon the man as his friend, and they shared the cave for some time together.

17. Lily Wong Fillmore: Requirement for learning: ACCESS to INPUT They provide reliable access to academic language––this puts students in a position to learn it. Simplified texts, on the other hand, which may be easier to read, are written in language which make little use of the grammatical structures or expressive devices that figure in complex texts offer no such access or exposure. Interacting with complex texts and noticing how language is used in them is the way anyone learns it. English learners need help to manage such texts, of course.

18. Example of Complex Text See website

19. Where we are as a department