1. ELA Coordinators Meeting: Close Reading and Text Complexity Tamra Gacek October, 2012 Literacy and Early Learning Unit Office of Teacher Effectiveness 1

2. Close Reading Office of Teacher Effectiveness Literacy and Early Learning Unit 2

3. Common Core State Standards: Reading Key Ideas and Details ( Standards #1-3) Reading for understanding. Craft and Structure (Standards #4-6) Reading like a writer. Integration of Knowledge and Ideas (Standards #7-9) Reading across texts and formats with critical literacy. Range of Reading and Level of Text Complexity (Standard #10) Read a lot with increasing facility. SCDE 2012-2013 Literacy Leaders3

4. Levels of Engaged Reading 0 5 10 no reading completing a task /compliance real reading (meaningful, whole, continuous text)

5. “Whoever’s doing the reading, writing, and talking is doing the thinking and learning.” Cris Tovani, middle school teacher and writer SCDE Literacy Leaders 2011-2012

6. Fake Reading/Real Reading Office of Teacher Effectiveness Literacy and Early Learning Unit 6

7. SCDE Literacy Leaders 2011-2012

11. 75%25% Independent Practice Shared Reading Engaged Reading and Writing in Literacy Centers or Work Stations Reading or Writing for Research Referring to text to support a point or make an argument Reading or re-reading student created text Reading for Literature Circles 1:1 Conferencing (with text) Small Group Instruction (with text) Read Aloud Mini-Lessons (without text) Class Discussion (without text) Sharing (without text) SCDE Literacy Leaders 2011-2012

12. Common Core State Standards (meaning) close reading critical literacy high level comprehension the use of textual evidence to support thought SCDE Literacy Leaders 2011-2012

13. Common Core State Standards (instruction) emphasis on building student independence instruction that is connected to text focus on comprehension of text and acquisition of knowledge SCDE Literacy Leaders 2011-2012

14. Teaching for Independence Content Area ? Independent Reading of Content Material ? ? SCDE Literacy Leaders 2011-2012

15. Staying Grounded in the Text: Informational Office of Teacher Effectiveness Literacy and Early Learning Unit 15

16. Connecting to CCSS Find your 3-5 grade Reading Standards for Informational Text Read through the 10 grade level standards. Which ones did you get to experience in this particular engagement? How might you re-interpret or extend this lesson using this piece to address another standard? Office of Teacher Effectiveness Literacy and Early Learning Unit 16

17. Student ActionsTeacher Support Office of Teacher Effectiveness Literacy and Early Learning Unit 17

18. Integrated reading, writing, speaking, listening, and research “Often, several standards can be addressed by a single rich task.” CCSS p.5

19. Text Complexity SCDE 2012-2013 Literacy Leaders19

20. Choosing Just Right Text

21. “ Fitting people with books is about as difficult as fitting them with shoes.” Sylvia Beach, bookseller and publisher

22. SCDE Literacy Leaders 2011-2012

23. …the standards do not claim that one system of measurement is sufficient in and of itself. Meanwhile they do stress that teachers need to do everything possible to move students toward increasingly complex texts. pp.34-35 SCDE 2012-2013 Literacy Leaders23

24. Text complexity – the inherent difficulty of reading and comprehending a text combined with consideration of reader and task variables Text complexity band – a range of text difficulty corresponding to grade spans within the Standards CCSS Glossary SCDE 2012-2013 Literacy Leaders24

25. Text Complexity- Informational SCDE 2012-2013 Literacy Leaders25

26. Text Complexity Measures Before CCSS: Quantitative With CCSS: Quantitative Qualitative Reader and Task Considerations SCDE 2012-2013 Literacy Leaders26

27. Quantitative Measures 27 Measures such as: Word length Word frequency Word difficulty Sentence length Text length Text cohesion - capable of being measured or expressed in numerical terms

28. 28 Step 2: Qualitative Measures Measures such as: Levels of meaning Levels of purpose Structure Organization Language conventionality Language clarity Prior knowledge demands -relating to or based on the quality or character of something, often as opposed to its size or quantity

29. Step 3: Reader and Task Considerations 29 Considerations such as: Motivation Knowledge and experience Purpose for reading Complexity of task assigned regarding text Complexity of questions asked regarding text

30. Step 1: Quantitative Measures 30

31. Step 1: Quantitative Measures 31 Lexile Text Measure: ATOS Book Level: 870L 5.6

33. Step 2: Qualitative Measures 33 How would To Kill a Mockingbird fair when analyzed through the lens of the Literary Text Rubric?

34. Step 2: Qualitative Measures 34

35. Reader and task considerations are best made by teachers employing their professional judgment, experience, and knowledge of their students and the subject. CCSS, Appendix A SCDE 2012-2013 Literacy Leaders35

36. Step 3: Reader and Task Considerations 36 The questions included here are largely open-ended questions without single, correct answers, but help educators to think through the implications of using a particular text in the classroom.

37. Reader and Task Considerations (simplified) How difficult is this text for this particular student to read and understand? Is the content of this text appropriate for the reader? Does the reader demonstrate the necessary strategies and skills to interpret this text and at least a minimum level of comprehension? Will the reader receive support through the reading of this text, if needed? SCDE 2012-2013 Literacy Leaders37

38. Reader and Task Considerations (simplified) What will the student be asked to do after or during the reading of this text? What is the student’s purpose for reading this text? How motivated is the student to read this text? If it is challenging, is he or she willing to take extra time to read slowly, re-read difficult parts, or seek help when needed? SCDE 2012-2013 Literacy Leaders38

39. Reader and Task Considerations (even more simplified) Purposeenjoymentinformationassignment Motivationlowmediumhigh Supportlowmediumhigh SCDE 2012-2013 Literacy Leaders39

40. Step 4: Recommended Placement 40 After reflecting upon all three legs of the text complexity model we can make a final recommendation of placement within a text and begin to document our thinking for future reference.

41. Step 4: Recommended Placement 41 Based upon all the information—all three legs of the model—the final recommendation for To Kill a Mockingbird is…

42. Step 4: Recommended Placement 42 In this instance, Appendix B confirms our evaluation of the novel. To Kill a Mockingbird is placed within the grade 9-10 text complexity band.

43. Considerations for Matching Students with Books (emergent/early readers) familiarity of book number of words on a page picture support vocabulary (percentage of known words) format genre’ (chapter book, literary fiction, informational text, etc.) student’s interest in topic experience of reader

44. Contact Information tlgk4@aol.com Office of Teacher Effectiveness Literacy and Early Learning Unit 44