Text Complexity and Reading Strategies in Education Sessions - June 7, 2012
IT’S COMPLICATED
Leadership Session
June 7, 2012
Text Complexity
“This is interesting. We usually
just read the text once, and then
make a whole bunch of
assumptions.”
9
th
/10
th
Grade Student
New York City
Today’s Agenda
•
Read the Article - Use Margin Notes and/or
Graphic Organizer
•
Read the Article - Answer the questions &
Respond to the prompt
•
Share with colleagues
Access Text
•
Margin Notes or Graphic
Organizer
•
Choose one of the tools above
to support your understanding
of the text
Turn and Talk
Using your notes:
•
Share two important ideas you will take
away from the reading
•
Refer to portions of the text that
support your thinking
Close Read
•
Dig deeper in order to
analyze the text and respond
to the comprehension
questions
•
As you reread think about:
•
Rationale for increase in text
complexity
•
Possible implications for instruction
•
Suggestions to support students
Write about What you Read
•
Generate a list of
bullet points you
might include in
your blurb for the
staff newsletter
•
Whip Around –
share one bullet
point
Stand Up – Pair Up – Share
•
Possible implications for
instruction at your school
•
How will your school support
students
Geometric Review
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10 minutes
Just spent some time looking at an overview of the shifts. We will be looking at one of the shifts so that you’ll have a more concrete understanding of how this shift will affect classroom instruction for your teachers.
Classroom instruction is changing as a result of CCSS and you’ll get a chance today to see how this shift might affect that.
Purpose is to read article and use information from article and the tools we provide to process the text and write about what they read.
Is:
Experience and understand level of rigor
Stamina and focus
Not:
The appropriate amount of time to teach all that we hope to cover
Explore the engagement with text complexity and effective reading strategies in an educational workshop conducted on June 7, 2012. Delve into discussions on understanding text complexity levels, using margin notes and graphic organizers, and sharing key takeaways. Reflect on the challenges U.S. students face with complex texts and ways to enhance instructional support for improved comprehension.
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Presentation Transcript
ITS COMPLICATED Leadership Session June 7, 2012
Text Complexity Text Complexity Grade Band in the Standards Lexile Ranges Aligned to CCR expectations Old Lexile Ranges K 1 2 3 4 5 6 8 9 10 11 CCR N/A N/A 450 725 645-845 860-1010 960-1115 1070-1220 450-790 770-980 955-1155 1080-1305 1215-1355
This is interesting. We usually just read the text once, and then make a whole bunch of assumptions. 9th/10thGrade Student New York City
Todays Agenda Read the Article - Use Margin Notes and/or Graphic Organizer Read the Article - Answer the questions & Respond to the prompt Share with colleagues
Access Text Margin Notes or Graphic Organizer Choose one of the tools above to support your understanding of the text
Turn and Talk Using your notes: Share two important ideas you will take away from the reading Refer to portions of the text that support your thinking
Close Read Dig deeper in order to analyze the text and respond to the comprehension questions As you reread think about: Rationale for increase in text complexity Possible implications for instruction Suggestions to support students
Write about What you Read Why U.S. Students Stumble on Complex Texts Research shows that texts students read in grades K 12 became easier after 1962 Instruction is heavily scaffolded compared to college High school students are rarely held accountable for independent reading College reading is mostly expository, but K 12 reading is mostly narrative, which is easier to comprehend Source: Liben, David. (2010) Generate a list of bullet points you might include in your blurb for the staff newsletter Whip Around share one bullet point
Stand Up Pair Up Share Possible implications for instruction at your school How will your school support students
Geometric Review Squared your thinking New angle Completed a circle of knowledge
