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U SING COMPLEX T EXT Fostering Strategic and Extended Thinking For every student, every day! Sara Overby, Coordinating Teacher for Secondary Literacy,

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Presentation on theme: "U SING COMPLEX T EXT Fostering Strategic and Extended Thinking For every student, every day! Sara Overby, Coordinating Teacher for Secondary Literacy,"— Presentation transcript:

1 U SING COMPLEX T EXT Fostering Strategic and Extended Thinking For every student, every day! Sara Overby, Coordinating Teacher for Secondary Literacy,

2 W HY DOES IT MATTER ? The knowledge and skills for high school graduates going directly into the workforce and those going directly to college are now about the same. America Diploma Project, archive/2013/11/ 78/women-walsh-alta-cawp.html.csp princegeorgescountymd.gov

3 W HY DOES IT MATTER ? In the past half-century, K-12 practices have lessened the accountability for students to learn to read complex text independently, more complex During the same time, post-secondary reading requirements for career, college, and citizenship have become more complex. (Reading Between the Lines, 2006) while at the same time K-12 texts have become less difficult to read.

4 W HY DOES IT MATTER The greatest distinguisher of student performance on the ACT is not the difficulty of the question or the thinking skills required to answer the question. is The greatest differentiator of student performance is the ability of the student to read complex texts read complex texts. (Reading Between the Lines, 2006) ?

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6 are more likely to prompt critical thinking …Reading and writing in combination (Tierney et al., 1989, p. 134) than when reading is separated from writing or when combined with answering questions.

7 I NCORPORATE COMPLEX READING MATERIALS INTO YOUR COURSE CONTENT. What IS Complex Text?

8 Number of words in sentences, sentences/100 words, letters/100 words, number of syllables, etc. Correlates to Grade Level Lexile Flesch Kincaid Gunning Fog SMOG and others! A number Based on a researched algorithm H OW CAN YOU DETERMINE TEXT COMPLEXITY ?

9 12/do-we-want-to-be-supersize-humans 6 Authentic Texts 1.Our Hunter-Gatherer Bodies supersize-humans/we-still-have-the-bodies-of-hunter-gatherers supersize-humans/we-still-have-the-bodies-of-hunter-gatherers 2.We Wont Become Giants supersize-humans/we-wont-become-giants-2 supersize-humans/we-wont-become-giants-2 3.Tradeoffs to Being Tall humans/what-you-trade-off-for-height humans/what-you-trade-off-for-height 4.A Tall World is a Better World supersize-humans/a-tall-world-is-a-better-world-18 supersize-humans/a-tall-world-is-a-better-world-18 5.Favoring One Trait Over Another be-supersize-humans/favoring-one-trait-over-others be-supersize-humans/favoring-one-trait-over-others 6.More Calories and Allergies supersize-humans/calories-allegies-and-bigger-bodies supersize-humans/calories-allegies-and-bigger-bodies 6 Authentic Texts 1.Our Hunter-Gatherer Bodies supersize-humans/we-still-have-the-bodies-of-hunter-gatherers supersize-humans/we-still-have-the-bodies-of-hunter-gatherers 2.We Wont Become Giants supersize-humans/we-wont-become-giants-2 supersize-humans/we-wont-become-giants-2 3.Tradeoffs to Being Tall humans/what-you-trade-off-for-height humans/what-you-trade-off-for-height 4.A Tall World is a Better World supersize-humans/a-tall-world-is-a-better-world-18 supersize-humans/a-tall-world-is-a-better-world-18 5.Favoring One Trait Over Another be-supersize-humans/favoring-one-trait-over-others be-supersize-humans/favoring-one-trait-over-others 6.More Calories and Allergies supersize-humans/calories-allegies-and-bigger-bodies supersize-humans/calories-allegies-and-bigger-bodies

10 H OW CAN YOU DETERMINE TEXT COMPLEXITY ?

11 Based on features of text that cant be measured by a number A range or continuum Correlates to Grade Level Lexile Flesch Kincaid Gunning Fog SMOG and others! Reviewer/Teacher makes judgments A number Based on a researched algorithm H OW CAN YOU DETERMINE TEXT COMPLEXITY ? Graphs/charts Disciplinary structures Prior knowledge expected Interrupters

12 Q UALITATIVE MEASURES OF TEXT COMPLEXITY Q UALITATIVE MEASURES OF TEXT COMPLEXITY Easier Easier Harder Harder THE OTHER STUFF THAT MAKES READING HARD

13 Q UALITATIVE MEASURES OF TEXT COMPLEXITY Q UALITATIVE MEASURES OF TEXT COMPLEXITY THE OTHER STUFF THAT MAKES READING HARD

14 A continuum Correlates to Grade Level Lexile Flesch Kincaid Gunning Fog SMOG and others! Reviewer makes judgments A balanced continuum between text, task, and reader readiness How hard is the text? How difficult is the concept? How complex is the learning activity? How ready is the student? A number Based on a researched algorithm H OW CAN YOU DETERMINE TEXT COMPLEXITY ? Based on features of text that cant be measured by a number

15 D O THE STUDENTS IN YOUR CLASS R EAD AND WRITE AT DIFFERENT LEVELS ?

16 T EXTS * T ASKS * R EADERS More Task Complexity Less Less Text Complexity More Reader

17 T EXT R ENDERING R OUTINE This is a very easy routine that all students can do with any level of text. On subsequent uses of this routine, students may be trained in small-group discussion protocols to make meaning of the text. Gallery walks, written products, and discussions of many types are logical next steps to student ideas. Text Rendering Find out more at

18 4 A S R EADING R OUTINE Students write a note in each box as they read the text. Students are trained over time to provide reasoning, and then later text evidence or text support. Student comments may be used as the basis for class debate, fishbowl discussions, or written product. 4-As Reading Routine Find out more at AGREEARGUE Author ASSUMES ASPIRE TO

19 3-L EVEL READING GUIDE 3-Level Reading Guide Find out more at Right There Text and You Beyond the Text Teachers create statements that students Agree/Disagree with, based on the reading of the text. The statements correspond to 3 levels. Level 1-- statements that are literally in the text and have a right/wrong answer. Level 2 – statements that require students to put together information in order to answer. Level 3: statements that start with the text and end in real life.

20 T EXT D EPENDENT Q UESTIONS Text Dependent Questions Find out more at dependent-question-resources Students Show Evidence in Text Explain Key Ideas Academic Vocabulary Connect to CC Standard Difficult Structure Tricky Passages Teachers create questions that can be answered only by finding passages in the text that support their answers. Students must answer the question in their own words, and then provide the text evidence to support their answer. Later, students can be trained to create Text- Dependent Questions for their peers, to facilitate a fishbowl discussion, or for a make-your- own test.

21 M AKE -Y OUR -O WN Q UESTIONS R OUTINE Make Your Own HOTS Questions Find out more at https://tpri.wikispaces.com/file/view/05- 2Bloom Stems+for+Instruction.pdf https://tpri.wikispaces.com/file/view/05- 2Bloom Stems+for+Instruction.pdf Students must ASK a question about the text, 1 question per level of Blooms Revised Taxonomy. They do not answer these questions. Later, students answer other students questions, either in Brief Answer Format, in a small-group protocol, or in a seminar discussion.

22 Q UESTION THE A UTHOR R OUTINE Students treat the author as a real person making choices as s/he writes. Students ask the author questions about the intended meaning or the choices of words or the decisions about what information to reveal or conceal. After Questioning the Author, students respond to their peers questions, hypothesizing about the authors likely answers. Question the Author Find out more at development/strategy-guides/question-author html Decide on several stopping points Choose places that invite confusion Model the strategy first Ask questions of the author Why did the author choose to…? What do you think the author believes about…? Why did the author use…?

23 W ILL ALL OF THIS HELP MY STUDENTS

24 C OMPLEX T EXT AND S TUDENT E NGAGEMENT

25 C OMPLEX T EXT AND C RITICAL T HINKING

26 C OMPLEX T EXT AND D EEP L EARNING

27 W HAT D OES I T L OOK L IKE IN Y OUR C LASS ? Have students discuss and write about the texts they read. Summarizing Interpreting the text Analyzing concepts Cause-effect Comparison/ contrast Classify, categorize, divide Authors choices of details or structure Definition and re-definition Parts to the whole Strategic, purposeful note-taking and annotating Creating/answering higher-order questions requiring text evidence Writing collaboratively Incorporate complex reading materials into your course content. Use complex text 2x/week Foster a text-based collaborative learning environment Design inquiry activities to drive student learning

28 It is important that students bring a certain ragamuffin, barefoot irreverence to their studies. They are not here to worship what is known, but to question it. ~Jacob Bronowski mentorrebeccanobelrgbf.jpg


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