1. ELA Common Core Text Complexity & Close Reading

2. “The clear, alarming picture that emerges from the evidence, is that while the reading demands of college, workforce training programs, and citizenship have held steady or risen over the past fifty years or so, K–12 texts have, if anything, become less demanding” (CCSS, Appendix A, pg. 2). Why Text Complexity Matters

3. Where does text complexity appear in the Common Core? College and Career Anchor Standard for Reading R.10: Read and comprehend complex literary and informational texts independently and proficiently.

4. How is text complexity measured?

5. Expectations for Text Complexity in the CCSS One of the key requirements of the CCSS for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. By the time they complete the core, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found in college and careers. (CCSS, Appendix A, pg. 2)

6. Weight Distributions for Assessments! DomainGrade 3Grade 4Grade 5 Reading for Literature 32-37%30-34%36-40% Reading for Information 41-45%45-49%29-33% Reading Foundational Skills NA Writing NA Speaking & Listening NA Language 20-24%19-21%29-31%

7. So What Does All Of This Mean For Us and Our Students??? LiteratureInformational Text StoriesDramasPoetry Literary Nonfiction and Historical, Scientific, and Technical Texts Includes children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth Includes staged dialogue & brief familiar scenes Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics

9. Scaffolding With Informational Text Scaffolding Does Mean… Scaffolding Does Not Mean…. Students encounter complex text with minimal clarification. Build prior knowledge & Use Strategies Guides reader with follow up support Encourages Re-reading! Reducing complexity of text or replacing the text Telling students what they are going to learn

10. Non-Fiction/ Informational Text Walk Main Topic Sequence of Information Big Idea(s) Key Academic Vocabulary Conclusions Author’s Purpose Connections

11. Main Topic or Idea

12. Sequence of Information

13. Big Ideas

14. Key Academic Vocabulary Tier One Words: Words that are included in our everyday speech Tier Two Words: Words that are far more likely to appear in written texts than in speech. Tier Three Words: Words that are specific to a domain or field of study and are key to understanding a new concept within a text.

15. Conclusions

16. Author’s Purpose Persuade Influence Convince Encourage Entertain Interest Amuse Inform Teach Tell Let Know Report On Advise Explain

17. Connections

18. The Bar Has Been Raised!!! Grade LevelsOld LevelsNew Levels 2-3450-725450-790 4-5645-845770-980 6-8860-1010955-1155 9-10960-11151080-1305 11-CCR1070-12201215-1355

19. Voracious Readers Real ReadersFake Readers 1. 2. 3. 4. 5. 1. 2. 3. 4. 5.

21. “Deep reading," or slow reading, is a sophisticated process in which people can critically think, reflect and understand the words they are looking at. With most, that means slowing down — even stopping and rereading a page or paragraph if it doesn't sink in — to really capture what the author is trying to say. Experts warn that without reading and really understanding what's being said, it is impossible to be an educated citizen of the world, a knowledgeable voter or even an imaginative thinker. -Laura Casey

22. Where does close reading appear in the Common Core? College and Career Readiness Anchor Standards for Reading R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

23. Teachers can enhance students’ pleasure and success in reading by showing them how to slow down and savor what they read.” -T. Newkirk

24. What is Close Reading? Students read with a pencil…leave thinking tracks! Look for patterns, repetitions, and similarities Asking questions!!!

25. Activity: How to eat an elephant? One bite at a time!

26. Text Evidence