teaching close reading of complex texts … learning (and teaching) argumentation structures
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Teaching Close Reading of Complex Texts …
Learning (and Teaching) Argumentation Structures
REVIEW…Text Complexity – Quantitative Factors • Word difficulty is determined by…
• COUNTYING SYLLABLES & SENTENCE LENGTH• Fry Readability: sentence length & syllables [Grades 1-12] [Do
this by hand]• Flesh-Kinkaid: sentence length & syllables [How many years of
schooling to understand the content … 0-12] - Use Microsoft Word (Tools: Options: Spelling)
• Gunning-Fox Index: sentence length & difficult words (3 syllables) [How many years of schooling to understand the content…0-17]
• Juicy Studio’s Online Readability Calculator
• WORD FREQUENCY (Chall’s List, Coxhead Academic List) • LEXILE LEVELS (of the text AND of the reader) WHAT CAN YOU DO?
Text Complexity – Qualitative Factors• Considerate texts facilitate comprehension and have been
written to be responsive to readers• Three key elements: – Structure: (narrative = story grammar; expository =
many structures such as…) & headings– Coherence: systematic connections and logical flow
within the text – Audience Appropriateness: assumptions about what
knowledge the reader brings • What if the author doesn’t use these important structural
cues to create coherence? (or if you have struggling readers who don’t notice/use them)? WHAT CAN YOU DO?
Potential Reading Guide (Fireworks)
• Ask synthesis questions: What key chemicals are involved in producing explosives and what are the differential effects of each?
• Create advanced organizers to highlight the ways YOU want your students to connect the key ideas
• Ask compare questions: What special considerations are to be made when combining chemicals?
• Ask challenge questions: How do fireworks connect with electron configurations and atomic properties?
What can you control? And how?
NOT REALLY – JUST BY SELECTION
How can you design/change/scaffold the task?
HUMAN RATED • Levels of meaning• Structure• Language conventionality• Clarity• Knowledge demands
COMPUTER SCORED • Word length• Word frequency• Sentence length• Text Cohesion• Co-Metrix and Lexiles
Last class: Fireworks textAnd other texts
Add scaffolds With reading guides
And graphic organizers
WHAT CAN YOU DO?
The Case for Struggle?
• Struggle Alone vs. Struggle With Support• Productive Failure (Ch 1, p. 11) =
Supported Struggle – Role of “easy” texts with big, complex ideas – Role of guided high-level questioning before, during,
and after reading – Role of conversation/dialogue during re-readings– Role of summary, synthesis, transformation
Noticing Good Teaching
• What are ten effective teaching techniques that Ms. Chin uses that foster “supported struggle” with a complex text?
10 Effective Teaching Techniques for Supported Struggle
1. Pre-read with authentic purpose (character change)2. Pre: Provide organizer (Beginning, middle, end) 3. During: Read hard text indep. for purpose (get familiar with
character, language, and how change) 4. During: (Time 1) Annotate and note author craft5. After: (Time 1) Dialogue/conversation with evidence-based
reasoning6. During: (Time 2) Revisit purpose to analyze more closely7. During: (Time 2) Think-aloud (notice strategy links) 8. After: (Time 2) Discuss with text-dependent questions9. After: Respond/Transform (Write/new dialogue) 10. Together: Use dialogues and writing as multiple forms of
formative assessment (to prepare for PARRC test!)
Making Quality Arguments
• What are the key components of a good argument (oral or in writing)?
• How can we effectively teach students these components?
• Meet in groups of three • Teach using handouts • Consider effective practices among all three of you• Discuss as a whole group
Teaching Work Groups
• Marissa, Nicole, & Andrew• Amanda, Lennyn, & Mackenzie• Deborah, Ryan, & Laura• Laura, Jay, & Stephanie• Eric, Mark, & John
Homework
• Upload your handout to the wikispace • Write/type 2 page Argument: Text Rigor, Text
Accessibility or Both? – Use claims, evidence, and warrants– Consider alternative side as well
• Read Tovani, Ch. 5: Why Am I Reading?• Read Beuhl Ch. 2: Frontloading (6 pages) with OPTIONAL 1 page reading guide
• Review Diverse Text Assignment (we’ll discuss assignment and questions you have next class)
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