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

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

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

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

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 Presentation Title runs here l 00/00/00

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. Presentation Title runs here l 00/00/00

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. Presentation Title runs here l 00/00/00

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. Presentation Title runs here l 00/00/00

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 Presentation Title runs here l 00/00/00

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 Presentation Title runs here l 00/00/00

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

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

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 Presentation Title runs here l 00/00/00

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 1962. 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)

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)

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. Presentation Title runs here l 00/00/00

Pricing? Presentation Title runs here l 00/00/00

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

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.

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.

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.

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.

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. Presentation Title runs here l 00/00/00

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.

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.

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