0. Developing Complex Thinking by Reading Complex Texts
Introducing the New Literacy Navigator
CCSS Edition
Janice McClure
Field Service Specialist School Improvement

1. Describe the Literacy Navigator Program
Learning Goals
By the end of this session, you should be able to:
Describe the Literacy Navigator Program
Explain how Literacy Navigator supports stronger reading comprehension of complex texts
Explain how Literacy Navigator lessons address the ELA Common Core Standards
Describe some of the comprehension strategies that support comprehension of complex, nonfiction texts

2. What is in the 2012 Literacy Navigator Edition?
Foundations: Comprehending Texts, Levels A-E
A series of lessons that reflect the most recent research on reading comprehension in which students learn strategies for reading informational text. Students learn to develop a coherent textbase and apply background knowledge to create an expanded mental model.
30 Lessons
Pre-Test/ Post-Test
Checkpoints
Research Project
Word Study
15 Lessons

3. Literacy Navigator Program Levels
Level A
Environmental Citizenship
Level B
Endangered Species
Level C
Habitats
Level D
Extreme Weather
Explain levels of Lit Nav and overarching theme of each. Explain that each level is designed to teach the same comprehension strategies. The difference between levels, in addition to themes, is the level of text complexity.
Level E
Adaptations

4. Literacy Navigator, Version 1 vs
Literacy Navigator, Version 1 vs. Version 2; What are the Major Differences
Units have been re-leveled:
Old AA is now Level A (4th grade)-Environmental Citizenship
Old A is now Level B (5th grade)- Endangered Species
Old B is now Level C (6th grade)-Habitats
Old C is now Level E (8th grade)- Adaptation
Old D has been replaced with a new Level D (7th grade)-
Extreme Weather
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5. Literacy Navigator, Version 1 vs
Literacy Navigator, Version 1 vs. Version 2; What are the Major Differences
The Introduction in the TE has been minimized, with only a brief description of the Construction-Integration Model and a concise summary of comprehension strategies that build the textbase and mental model.
Every level includes some new text as well as some of the old pieces. Only Level D is completely new.
We now have international rights to all the readings included in each level
All assessments, including formative assessments and checkpoints, have been revised to reflect the changes in the levels and the texts. Open-ended response questions continue to be available for assessment of student learning.
Level Locators are not currently in the works for version 2.
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6. Literacy Navigator, Version 1 vs
Literacy Navigator, Version 1 vs. Version 2; What are the Major Differences
Extension Modules have not been revised. Each Level now consists of only the Foundations Module plus the Word Study Module
In the TE, there is more information available for the teacher in the form sidebars
Common Core Standards are embedded and referred to specifically within each lesson, as referenced in sidebars
Icons, such as the Common Core Standards icon, make it easier for teachers to identify specific pieces of support information in sidebars.
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7. Extension Modules Discontinued…Why?
Common Core Reading Standards focus on integration of comprehension strategies, rather than on isolation of discreet strategy use
Used as a supplement or as an intervention, the 30 Foundations Lessons, 15 Word Study Lesson, plus the pre and post assessments will take significant time in a schools curriculum. Teachers will need time to offer reading instruction beyond the focus on informational texts.
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8. Pre- and Post Assessment: What’s New? What’s the Same?
Assessments have/are being changed to better align with the text passages within each level
Changes take into consideration the CCSS that have an instructional focus within levels
Testing on ARO remains the same
Reports generated through ARO remain the same
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9. Additional Resources for 2012 Edition
Alignments to CCSS
Icons within TE guide teachers to specific instruction addressing specific CC Standards
Videos to to support and offer background knowledge will be iconed in the TE and available on COL
Plans for revising the Implementation Guide, Profile Sheets and other current resources have not yet been finalized
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10. Literacy Navigator assessments are embedded
Literacy Navigator Assessment System- Connecting the assessments to instruction
The assessment philosophy for Literacy Navigator version 2 remains the same:
Literacy Navigator assessments are embedded
instructional TEACHING tools and NOT Tests.
Teachers may need guidance to assist them with “grading” within the program
Using checkpoints and rubrics
Using rubrics to assess student products/performances that are embedded in each lesson
ARO= Assessment and Reporting Online

11. Literacy Navigator Assessments
Foundations Unit Pretest
Check-points
Foundations Unit Posttest
Confirm placement; illuminate strengths and weaknesses in terms of program objectives and error type
Writing, with scoring rubrics available
Growth in terms of program objectives and error type; possible follow-on units

12. Literacy Navigator Training-2012
Training for Literacy Navigator is now being developed by the Pearson PD Group
At least one PD session (one day) has been offered in Baltimore at the end of January
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13. Measures of Text Complexity
Look at page 57 Look at #10 standard for
Text Complexity Issue:
Research shows that the ability to read and comprehend complex text is the best predictor of college success
Issue
The books that students read, or certainly many of the books that students read became easier after College books have not become easier.
Recent text measurements studies have found that college textbooks, workplace texts, domestic newspapers, international English newspapers, and citizenship texts (IRS 1040, juror instructions, health advisories, Wikipedia feature articles) all share a remarkably consistent range of text complexity (1200Lexile Level to 1400 L). The medium demand for grade 12 text is 1130L.
What compounds the Problem?
Students in high school are not only reading texts that are significantly less demanding than those they will encounter in college, but instruction with any text they do read is heavily scaffolded. In college students are expected to read independently. So that’s when so many kids that have been successful in HS have difficulty in college, since teachers tend to scaffold instruction in HS to help kids to be successful, where in college they are on their own.
Furthermore
The amount of reading in college is substantially more than what students typically experience in high school. It can be up to 8 times greater.
(Common Core State Standards 2010, Appendix A, 4)

14. Text Complexity Grade Bands and Associated Lexile Ranges (in Lexiles)
Text Complexity Grade Band in the CCSS
Old Lexile Ranges
Lexile Ranges Aligned to College and Career Readiness Expectations
K–1
N/A
2–3
450–725
450–790
4–5
645–845
770–980
6–8
860–1010
955–1155
9–10
960–1115
1080–1305
11–CCR
1070–1220
1215–1355
(Common Core State Standards Initiative 2010e, 8)

15. Common Core Standards Demand:
Reading and comprehending more complex informational texts
Argument
Reasoning and justification
Supporting ideas with evidence
Collaboration
Academic Language
Research
All of these demands are areas of focus within Literacy Navigator. This is the ONLY resource currently available that teaches students to comprehend complex informational text that is beyond their independent reading level…a MUST within CCSS.
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16. Pricing?
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17. The Construction-Integration Model of Comprehension
Comprehension is the result of the interaction between the textbase and the mental model.
This slide is a visual representation of the Construction-Integration Model of Comprehension. This is the model that is the basis of Literacy Navigator. Basically this model views comprehension as the result of taking the words on the page and integrating them with the reader’s relevant knowledge to place the information into long term memory. Literacy navigator lessons use the strategies listed here to teach students how to comprehend text. Refer participants to pages IV and V in their TE Introduction and ask them to refer to it as we go through each idea to see how some old ideas are new in Literacy Navigator. Also note that all of this information and research will be available on COL

18. Textbase/Mental Model
The dog went down the road.
As the traffic whizzed by, the small dog moved dangerously close to the curb.
Ask participants to read the first sentence. Ask them to close their eyes and envision the scene. Ask a few what their dog looks like. Note that we have many different visions of “dog”. Ask what the road looks like. Ask how the dog is moving. Explain that out text base is the same, but our Mental models are different, based on our experiences and background knowledge. Explain, also, that our mental model can change as we read and gather more information. Show the second sentence and let participants discuss how the textbase of the second sentence changed their mental model.
Then show the second sentence. Ask if readers have to change their mental model. Note that, even though the text-base is the same for all of us, our mental models can be very different, based on our experience. Note also that as we read and get more information, we, often unconsciously, adjust our mental image.

19. Literacy Navigator Textbase Strategies
Saying what text means/close reading
Making ideas cohere
Connecting words/phrases
Substitute Words
Pronoun Reference
Omitted Connectives
Strengthening vocabulary
Focusing on purposeful reading through questioning
During and after reading
Developing genre and text structure knowledge
Genre Patterns
Mid-Level Structures
Using graphic organizers
For many students, comprehension does not break down as they are attempting to analyze and synthesize the text but at the text level where they are trying to interpret the ideas in the text and combine them into a meaningful whole.
This set of strategies focus on helping students create a coherent and cohesive rendition of the text.
The textbase should be consistent across readers.

20. Literacy Navigator Deepens Understanding
Strategies for constructing a mental model
Think-alouds
Discussions
Writing
help students to build
Relevant background knowledge
General world knowledge
Topic-specific knowledge
We’ve been engaged in strategies for building accurate awareness of the text-base. We are now moving into instructional strategies that will help readers construct appropriate and accurate mental models.

21. Literacy Navigator Lesson Analysis
Each Literacy Navigator Lesson has four parts
Introduction
Work Time
Guided Practice
Reflection
Read Introduction pages v & vi in your TE to learn more about Lesson format and structure in Literacy Navigator.

22. Common Core Standards Level B-Lesson 17
RI.5.1-Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. SL.5.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly… RI.5.5-Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
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23. Checkpoint Prompts Lesson 8 Animals of the Desert: Reptiles
You have just finished reading “Animals of the Desert: Reptiles.” Write in your own words what “Animals of the Desert: Reptiles” is about. Be sure to include the big ideas and enough details from the text so that a reader can understand what “Animals of the Desert: Reptiles” is about.
Write your explanation on the lines
below.

24. Checkpoint Rubric
4 This paper mentions the major big ideas and relates them to each other in a coherent and cohesive text with sufficient supporting details from the reading. The paper may use information from prior knowledge in addition to details and ideas presented in the reading. 3 This paper includes the major big ideas and sufficient supporting details, but does so in a list-like fashion so that the reader must draw the interrelations of the ideas on their own. The details are accurately recalled. 2 This paper includes either big ideas with minimal supporting details, or includes only supporting details in list-like fashion. The details cited contain some inaccuracy. 1 This paper draws heavily from background knowledge and does not reflect a comprehension of the text. The paper may be off topic or unreadable.

25. Describe the Literacy Navigator Program
Learning Goals
By the end of this session, you should be able to:
Describe the Literacy Navigator Program
Explain how Literacy Navigator supports stronger reading comprehension of complex texts
Explain how Literacy Navigator lessons address the ELA Common Core Standards
Describe some of the comprehension strategies that support comprehension of complex, nonfiction texts