1. Christina Steinbacher-Reed

2. K-12 ELA Common Core ReadingWriting Speaking & Listening Language Literature Informational Foundational Skills (K-5 only)

3. How do we meet the CC demands for text complexity?  How does CC define text complexity?  What do we need to consider when selecting texts?  How can we meet the rigorous demands of Common Core while meeting individual student needs?

4. What?So What?Now What? As the presentation unfolds, list at least five new understandings that resonate with you. 1234512345 What/So What?

5. Seasonal Partners

6. Common Core vs. PA Common Core Common CorePA Common Core  All inclusive, nationally accepted literacy standards  Includes CC that are included in eligible content and state assessments

7. What are the ‘big shifts’? 1. Balance of literary and informational texts 2. Knowledge in the disciplines 3. Staircase of text complexity 4. Text-based Answers 5. Writing from Sources 6. Academic Vocabulary

8. Fe

9. Where are you at with Common Core? What is the central message of this blog?

10. Common Core Documents  ELA Standard 10  Appendix A – Text Complexity Guidelines  Appendix B – Text Exemplars  Revised Publishers’ Criteria

11. Standard 10 - Vertical Progression

12. Appendix A - Text Complexity  Qualitative – levels of meaning, structure, clarity, knowledge demands  Quantitative – word length, readability level  Reader and Task - (motivation, background knowledge, purpose and complexity of task) Common Core Appendix A - Page 2-9 Appendix B – Text Examples

13. Qualitative Measures  Read pg. 5-6 of Appendix A and mark the text. Underline phrases or words that stand-out to you.  Share these phrases and new understandings with a partner  Review the qualitative measures rubric and share your reactions.

14. Quantitative Measures  Read pg. 7 of Appendix A and mark the text. Underline phrases or words that stand-out to you.  Share these phrases and new understandings with a partner

15. Key Considerations  Read ‘Key Considerations…’ on pg. 8-9 of Appendix A  With a partner: What has been affirmed for you? What has surprised you? What are you still wrestling with?

16.  How do you currently select texts appropriate for your grade level? How does this compare to Common Core’s criteria?  What types of shifts might you need to consider in regards to text selection?

17. Realigned Levels- Adjusted Upward

18. The Hunger Games The boy from District 1 dies before he can pull out the spear. My arrow drives deeply into the center of his neck. He falls to his knees and halves the brief remainder of his life by yanking out the arrow and drowning in his own blood. Rue has rolled to her side, her body curved in and around the spear. I shove the boy away from the net. One look at the wound and I know it’s far beyond my capacity to heal. The spearhead is buried up to the shaft in her stomach. “ Impulsively I lean forward and kiss him, stopping his words. This is probably overdue anyway since he’s right, we are supposed to be madly in love. It’s the first time I’ve ever kissed a boy. “Well, there’s more swelling, but the pus is gone, “ I say in an unsteady voice. “I know what blood poisoning is, Katniss,” says Peeta. 18

19. 1 st Step – The Quantitative  Find the Lexile level – lexile.com  Or use another formula such as Fry’s

20. Fry’s Readability Formula 20

21. Text Complexity Grade Bands Suggested Lexile Range Suggested ATOS Book Level Range** K-1100L – 500L*1.0 – 2.5 2-3450L – 790L2.0 – 4.0 4-5770L – 980L3.0 – 5.7 6-8955L – 1155L4.0 – 8.0 9-101080L – 1305L4.6 – 10.0 11-CCR1215L – 1355L4.8 – 12.0 Quantitative Measures Ranges for Text Complexity Grade Bands Pennsylvania Common Core Standards * The K-1 suggested Lexile range was not identified by the Common Core State Standards and was added by Kansas. ** Taken from Accelerated Reader and the Common Core State Standards, available at the following URL: http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf 21

22. Quantitative Level of Hunger Games  Lexile (810) – Gr. 4-5  ATOS Book Level – 6.2  Scholatic’s Book Wizard Level – 5.3

23. Text Complexity Grade Bands Suggested Lexile Range Suggested ATOS Book Level Range** K-1100L – 500L*1.0 – 2.5 2-3450L – 790L2.0 – 4.0 4-5770L – 980L3.0 – 5.7 6-8955L – 1155L4.0 – 8.0 9-101080L – 1305L4.6 – 10.0 11-CCR1215L – 1355L4.8 – 12.0 Quantitative Measures Ranges for Text Complexity Grade Bands Pennsylvania Common Core Standards * The K-1 suggested Lexile range was not identified by the Common Core State Standards and was added by Kansas. ** Taken from Accelerated Reader and the Common Core State Standards, available at the following URL: http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf 23

24. Remember, however, that the quantitative measures is only the first of three “legs” of the text complexity triangle. Our final recommendation may be validated, influenced, or even over- ruled by our examination of qualitative measures and the reader and task considerations. 24

25. “The use of qualitative and quantitative measures to assess text complexity is balanced in the Standards’ model by the expectation that educators will employ professional judgment to match texts to particular students and tasks.” Appendix A

26. Measures such as: Layers of meaning Levels of purpose Structure Organization Language conventionality Language clarity Prior knowledge demands Cultural demands Vocabulary Step 2: Qualitative Measures 26

27. Assessing Text Where on the continuum? 27

28. Qualitative Measures Rubric for Literary Text http://www.ksde.org/Default.aspx?tabid=4605 http://www.ksde.org/Default.aspx?tabid=4605 28 Allow educators to evaluate the important elements of text that are often missed by computer software that tends to focus on more easily measured factors.

29. Qualitative Measures Rubric for Informational Text http://www.ksde.org/Default.aspx?tabid=4605 http://www.ksde.org/Default.aspx?tabid=4605 29 Allow educators to evaluate the important elements of text that are often missed by computer software that tends to focus on more easily measured factors.

30. Qualitative Measures Rubrics Because the factors for literary texts are different from information texts, these two rubrics contain different content. However, the formatting of each document is exactly the same. And because these factors represent continua rather than discrete stages or levels, numeric values are not associated with these rubrics. Instead, four points along each continuum are identified: high, middle high, middle low, and low. 30

31. What are your conclusions?  Work with a partner to use the literary rubric to level the Hunger Games.

32. Step 2: Qualitative Measures 32

33. Remember... Qualitative aspects are “best measured or only measurable by an attentive human reader, such as levels of meaning or purpose; structure; language conventionality and clarity; and knowledge demands.” 33

34. Step 2: Qualitative Measures Quantitative Qualitative Reader and Task Our initial placement of The Hunger Games into a text complexity band has changed when we examined the qualitative measures. Remember, however, that we have completed only the first two legs of the text complexity triangle. The reader and task considerations still remain. 34

35. Considerations such as: Motivation Knowledge and experience Purpose for reading Complexity of task assigned regarding text Complexity of questions asked regarding text Step 3: The Reader and Task 35

36. Reader and Task Considerations 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. 36

37. Step 4: Recommended Placement Reflect back on all three ‘legs’ of text complexity. With your partner or team, make a final judgment 37

38. Hunger Games Recommended Placement 38

39.  Describe the four step process we used to determine text complexity. What resources were used at each step?  With which points or parts of this process do you agree? Disagree?  What are you still wondering about?

40. Determining Text Complexity Four Step Process 1.Determine the quantitative measures of the text. 2.Analyze the qualitative measures of the text. 3.Reflect upon the reader and task considerations. 4.Recommend placement in the appropriate text complexity band. 40

41. What?So What?Now What? As the presentation unfolds, list at least five new understandings that resonate with you. 1234512345 How does CC define text complexity?

42. Applying the Text Complexity Measures to Informational Text “Letter From a Birmingham Jail” by Dr. Martin Luther King Jr. You may well ask: "Why direct action? Why sit ins, marches and so forth? Isn't negotiation a better path?" You are quite right in calling for negotiation. Indeed, this is the very purpose of direct action. Nonviolent direct action seeks to create such a crisis and foster such a tension that a community which has constantly refused to negotiate is forced to confront the issue. It seeks so to dramatize the issue that it can no longer be ignored. My citing the creation of tension as part of the work of the nonviolent resister may sound rather shocking. But I must confess that I am not afraid of the word "tension.” 42

43. Quantitative Analysis of Informational Text “Letter from a Birmingham Jail” Flesch-Kincaid: 9.4 Flesch-Kincaid Gunnings Fog Index: 12.5 Gunnings Fog Index: Automated Readability Index: 9.6 43

44. Qualitative Analysis of Informational Text 44

45. Reader/Task Considerations for Informational Text 45 Will the reader be able to remember and make connections among the various details presented in this specific text? Does the reader possess the necessary comprehension strategies to manage the material in this specific text? Will the reader be interested and engaged with the style of writing and the presentation of ideas within this specific text? Does the reader possess the maturity to respond appropriately to any potentially concerning elements of content or theme? Will the complexity of any before-, during-, or after- reading tasks associated with this specific text interfere with the reading experience?

46. “Letter of Birmingham” Recommendation  According to the ELA CCSS RL.9-10.9: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts. The recommended placement of this piece of informational text is in grade span 9-10. 46

47. Text Complexity Resource Appendix A: Research Supporting the Key Elements of the Standards Appendix B: Text Exemplars and Sample Performance Tasks http://www.pdesas.org/ Lexile.com iu17commoncore.wikispaces.com (includes professional reading book lists) 47

48. Your Turn! Using the four step process, explore the text complexity of your texts.

49. Feeling like this a little heavy? Where do we begin in meeting the Common demands for text complexity?

50. Step 1 - Collaborate Do not do this alone! Now more than ever we need each other. Collaborate with colleagues to make joint decisions regarding text levels and grade placements.

51. Step 2 - Evaluate Don’t totally scrap your current reading material! Instead, use the CC resources to evaluate where you’re at and where you need to be in terms of selecting reading materials.

52. Step 3 – Innovate One bite at a time! Begin shifting amount of informational vs. literary; shift 20% of students’ reading to grade level with scaffolding; Continue referring back to Common Core document for guidance

53. Part 2 – A Shift in Instruction  The Common Core was designed as the “WHAT”, not the “HOW”  Common Core is NOT:

54. Shift in Instruction “... it is important to recognize that scaffolding often is entirely appropriate. The expectation that scaffolding will occur with particularly challenging texts is built into the Standards’ grade-by-grade text complexity expectations, for example. The general movement, however, should be toward decreasing scaffolding and increasing independence both within and across the text complexity bands defined in the standards.” Appendix A

55. Publisher’s Criteria - REVISED  K-2 Reading Foundations Text Selection Questions and Tasks  Gr. 3-12 Text Selection Questions and Tasks Academic Vocabulary Writing to Sources and Vocabulary

56. A Close Read of the Introduction the careful, sustained interpretation of a brief passage of text. Such a reading places great emphasis on the particular over the general, paying close attention to individual words, syntax, and the order in which sentences and ideas unfold as they are read

57. Criteria Jigsaw 1. Select a K-2 or 3-12 2. Work in a team of 3 3. Each member read and mark a different section 4. Regroup with your team and share out key ideas

58. Engaging Students with the Texts Students need to engage with: Age/grade appropriate materials for exposure to structures, content, vocabulary Instructional level materials that allow them to progress “Easy” materials that allow them to practice Cited by PDE - Source: KAREN WIXSON, PHD UNIVERSITY OF MICHIGAN/UNCG 58

59. What?So What?Now What? As the presentation unfolds, list at least five new understandings that resonate with you. 1234512345 What do we need to consider when selecting texts?

60. How do we meet the demands of CC and the needs of the individual? Read Aloud Shared Reading Small Group Differ. Reading Independent Reading TEACHER STUDENT Standards Aligned Whole Group Instruction with Grade Level + Texts

61. Read Aloud Shared Reading Small Group Differ. Reading Independent Reading TEACHER STUDENT Application and transfer of skills and strategies to differentiated reading levels

62. Read Aloud Shared Reading Small Group Differ. Reading Independent Reading TEACHER STUDENT Close, critical reading

63. What is Shared Reading? Heterogeneous, whole group, curriculum aligned instruction using grade level appropriate complex texts Teacher controlled text with a specific teaching point All students can see and engage in reading of the text Text is at or above grade level readability Provide strong teacher scaffold for ‘close reading’

64. Shared Reading is not...  A Read Aloud  Small, homogeneous groups  Round-Robin (ie: popcorn reading)  Students reading by themselves

65. Shared Reading vs. Read Aloud Shared Reading  All eyes on same text  Students interact with text  15-30 minutes  Same text can be used over multiple days for different purposes Read Aloud  All ears (not eyes) on same text  Highly teacher controlled  5-15 minutes  New text read at each session

66.  How is this approach similar to what you already doing?  Differences?  Wonderings?

67. What does Shared Reading look like?  Grade 4 Shared Reading Demonstration Grade 4 Shared Reading Demonstration  Note what the teacher is doing vs. what the students are doing

68. Shared Reading Texts May be used multiple times to serve different purposes May include excerpts of a longer text May include high interest, modern texts (magazine articles, blogs, song lyrics, etc.) Think about ‘bundling’

69. Remember…  Shared Reading is where you directly teach a strategy or concept to the whole class use grade level, complex texts. Differentiated small groups is where students apply it at their instructional or independent reading level.  Thoughts?

70. Engaging Students with the Texts Students need to engage with: Age/grade appropriate materials for exposure to structures, content, vocabulary Instructional level materials that allow them to progress “Easy” materials that allow them to practice Cited by PDE - Source: KAREN WIXSON, PHD UNIVERSITY OF MICHIGAN/UNCG 70

71. What?So What?Now What? As the presentation unfolds, list at least five new understandings that resonate with you. 1234512345 How do we meet the demands of CC and the needs of the individual?

72. The Shift To Text-Dependent Questions In “A Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against injustice. Based on this text, and this text alone, what do you know? What can you make out about the letter Dr. King received?

73. What is ‘close reading’? Depends on who you ask!

74. One Perspective Oh the Places You’ll Go!  Language  Narrative  Syntax  Context

75. David Coleman’s Perspective  CCSS.ELA-Literacy.RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.  David Coleman Presentations: Bringing the Common Core to Life  Walking through MLK Letter (10 min) Walking through MLK Letter (10 min)  http://vimeo.com/25206110, http://vimeo.com/25206110

76. In the ‘narrow’...  Little, if any, focus on context  Only rely on what is in ‘the four corners’  Avoid imputing to the author any ideas or arguments that aren’t evident in the text  Avoid substituting our ideas for the authors  Limit pre-reading strategies  Re-read multiple times searching for textual evidence

77. Proceed with Caution!

78. A Broader Perspective  Meaning emerges from the transaction between the reader and the text  “The words give us information, but the meaning doesn’t emerge until each reader brings his thinking to bear upon it.” (Beers and Probst, 2012)  Until then, words are merely ‘ink on paper’ (Rosenblatt, 1938/1995)

79. An Example - My Papa’s WaltzMy Papa’s Waltz The whiskey on your breath Could make a small boy dizzy; But I hung on like death: Such waltzing was not easy. We romped until the pans Slid from the kitchen shelf; My mother's countenance Could not unfrown itself. The hand that held my wrist Was battered on one knuckle; At every step you missed My right ear scraped a buckle. You beat time on my head With a palm caked hard by dirt, Then waltzed me off to bed Still clinging to your shirt. - Roethke

80. What?So What?Now What? As the presentation unfolds, list at least five new understandings that resonate with you. 1234512345 What/So What?

81.  What is my own definition of ‘close reading’? How does it compare with what has been shared today?  In your own reading, how do you engage in ‘close reading’? What motivates you to read in this way?

82. In Action...  Pattern Folders – A Literary Analysis Tool (Gr. 9-12) Pattern Folders – A Literary Analysis Tool (Gr. 9-12)  Thinking Notes (Gr. 9-12) Thinking Notes (Gr. 9-12)  Little Notes for Big Ideas (Gr. 3-12) Little Notes for Big Ideas (Gr. 3-12)  Analyzing Informational Text - Gr. 5 Analyzing Informational Text - Gr. 5  Evidence and Arguments - Gr. 9-12 Evidence and Arguments - Gr. 9-12  Poetic Elements - High School Poetic Elements - High School  Embedded Vocabulary – Elementary Embedded Vocabulary – Elementary  Text Complexity: A Teacher’s Perspective Text Complexity: A Teacher’s Perspective

83. Next Steps  Collaborate, Evaluate, Innovate  Continue referring back to the actual Common Core document and publisher’s criteria  iu17commoncore.wikispaces.com iu17commoncore.wikispaces.com

84. Remember, it’s a process...

85. What?So What?Now What? As the presentation unfolds, list at least five new understandings that resonate with you. 1234512345 What/So What?

86. How do we meet the CC demands for text complexity?  How does CC define text complexity?  What do we need to consider when selecting texts?  How can we meet the rigorous demands of Common Core while meeting individual student needs?

87. Ticket out the Door Red light – Stop or hold off doing Yellow – think about doing or points to ponder Green – definitely need to move forward with

88. Upcoming ELA Common Core Learning Opportunities  Feb 6 (C) and 13 (W) – Meeting Common Core’s Demand for Text Complexity  March 13 (C) and March 18 (W) – Meeting Common Core’s Demand for Rigorous Writing Across the Gr. 4-12 Curriculum – Canton  April 30 (C) and May 1 (W) – Meeting the Common Core Demands for Writing at the Elementary Level

89. Contact  Christina Steinbacher-Reed creed@iu17.orgcreed@iu17.org