1. Coaching Rigor in the Classroom: Text Complexity and Close Reading Diane Hubona March 15, 2013

2. Food for Thought The decision to withhold rigor from some students is one of the most important reasons why schools fail. (Strong, Silver, Perini, 2010)

3. Rigor Defined Habits of Mind Rigor….What Does it Look Like and Sound Like in the Classroom?

4. So What Is Rigor? Rigor is the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging. --- Strong, Silver, and Perini, ASCD, 2001

5. Adaptation D High Rigor – High Relevance B Low Rigor – High Relevance A Low Rigor – Low Relevance C High Rigor – Low Relevance

6. Quadrant A Represents simple recall & basic understanding of knowledge for its own sake. Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this acquired knowledge. Low Rigor – Low Relevance CD A B

7. Quadrant B Students use acquired knowledge to complete tasks with a connection outside school. Activities or tasks involve lifelike situations. Does not require higher order thinking. Low Rigor – High Relevance CD A B

8. Quadrant C Students are thinking deeply about a problem in the discipline. Represents more complex thinking but has less clear value outside of school. Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze, solve problems and create unique solutions. High Rigor – Low Relevance C D AB

9. Quadrant D Students are thinking deeply and there is a connection to lifelike situations. Even when confronted with unknowns, students are able to use extensive knowledge and skills to create solutions and take action that further develops their skills & knowledge. High Rigor – High Relevance C D A B

10. RELEVANCE C Students are working and thinking. D Teacher is working & thinking. A B Rigor & Relevance: Student – Teacher Engagement RIGORRIGOR

11. Which Quadrant? Students are working on teacher-directed, real-life problems. Which quadrant?

12. Which Quadrant? Students are thinking deeply about teacher-directed questions. Which quadrant?

13. Which Quadrant? Teacher is doing the working and the thinking. Which quadrant?

14. How Do We Get There? Text Complexity Literacy-based instruction

15. The Hunger Games “After the anthem, the tributes file back into the Training Center lobby and onto the elevators. I make sure to veer into a car that does not contain Peeta. The crowd slows our entourages of stylists and mentors and chaperones, so we have only each other for company. No one speaks. My elevator stops to deposit four tributes before I am alone and then find the doors opening on the twelfth floor. Peeta has only just stepped from his car when I slam my palms into his chest. He loses his balance and crashes into an ugly urn filled with fake flowers.”

16. Dimensions of Text Complexity Qualitative Dimensions Quantitative Dimensions Reader and Task Considerations

17. Close Reading: Common Core Demands Triangle of Learning… 1 thing I already knew 2 questions I have 3 things I learned

18. National Poetry Month Tips for Content-Area Poetry Found Poems Diamante Poems Haiku Poems