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Research-Based Teaching Methods for Meeting the Common Core StandardsInstructor Sarah [email protected]
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Thank you for participating today!
Introductions
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Research Base: National Reading Panel Report (2000) RAND Report:Reading for Understanding: Toward an R&D Program in Reading Comprehension (Snow, 2002) ACT, INC. Report (2006) Common Core Standards (2010)
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Workshop 1: Comprehension & the Common Core Standards
Workshop 2: Closing the Gap Between Reader & Text
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Workshop 1: Comprehension & the Common Core Standards
Key Requirement: all students must be able to comprehend texts of steadily increasing complexity as they progress through school.
WHY?Definition of complex text
Strategy use in complex text
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Why text complexity matters:2006 ACT, Inc. report “Reading Between the Lines” Q: What differentiates those who meet the benchmark score in reading (51%)from those who do not?
A: Students ability to answer questions associated with complex texts.
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Summary of Findings:
Literal and inferential questions
No clear differentiator of readiness for college
Textual elements No clear differentiator of readiness for college
Performance with complex text
Clear differentiator of readiness for college
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Definition of Text Complexity
Qua
litat
ive
Dem
ands
Quantitative D
emands
Reader and Task Demands
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Quantitative Demands Word length Word frequency Sentence length Text cohesion
Typically measured by computers: Exp. Lexile Level
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Text Complexity Grade Bands Grade Band Old Lexile
RangesAligned to CCR
K – 1 N/A 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 - 1355CCR – Collect Career Readiness
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Many current quantitative measures underestimate the challenge posed by complex narrative fiction.
According to quantitative measurements, what grade level should be reading Steinbeck’s The Grapes of Wrath? 680 Lexile Level
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Text Complexity Grade Bands Grade Band Old Lexile
RangesAligned to CCR
K – 1 N/A 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 - 1355CCR – Collect Career Readiness
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Qualitative DemandsQualitative Measurement
Simple Text Complex Text
Meaning Single level Multiple levels
Purpose Explicit purpose Implicit purpose
Language Conventions & Clarity
LiteralClearFamiliar ContemporaryConversational
FigurativeAmbiguousUnfamiliarHistoricalAcademic
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Qualitative Demands Cont.Qualitative Measurement
Simple Text Complex Text
Structure SimpleExplicitChronologicalCommon GenreSimple GraphicsGraphics unnecessary
ComplexImplicitManipulated orderMulti-dimensionalSophisticated Gr.Graphics essential to understanding
Knowledge demands
Everyday knowledgeLow intertextuality
Background knowledgeHigh intertextuality
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How does text complexity increase comprehension? The greater the depth of the text, the
higher the level of competence students reach with each strategy.
Examples: predicting in short vs. long text
summarizing in short vs. long text
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Transfer of Strategies Strategies are used when we are stuck Awareness of the need for strategies
increases progressively in more challenging texts
When students see strategies as valuable tools for comprehension, they will be more likely to use those strategies in other contexts (independently).
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ReflectionA new piece of learning for me is…
This makes me think…
I can apply this new knowledge…
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Workshop 2: Closing the Gap Between Reader & Text Provide support (Gradual Release Model)
Increase cognitive capacities
Build background knowledge
Broaden text experiences
Explicitly teach a “plan of action” – C. I. A.
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ReaderNumerous factors associated with the individual reader are relevant when determining whether a given text is appropriate for him/her.
Cognitive capacities Motivation Knowledge Experience
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Challenge:Common Core demands all students must be able to comprehend texts of steadily increasing complexity.
How do we close the gap between reader & text?
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Provide SupportThe Gradual Release of Responsibility
Gradual release of control methods are most effective (NRP, 2000)
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Cognitive Capacity SupportStudents who struggle with accuracy and fluency will not be able to focus their attention on these comprehension demands of complex text.
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Read Aloud & Model To increase listening comprehension
“Listening comprehension sets the upper limits for reading comprehension” Alice Thomas
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Listening Comprehension
Background KnowledgeVocabularyGrammarComprehension StrategiesLiteracy KnowledgeSynthesis (Oral/Written)Word Recognition
Phonemic AwarenessDecodingSight RecognitionWord Analysis (Intermediate)
Reading Comprehension
The Reading Rope
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Cognitive Capacity SupportComprehension Demands: Critical Analytic Ability (Close Reading) Inferring VisualizationProvide modeling through instructional read aloud.Attention & Memory Demands:Model increasing reading stamina.Model reading longer text over days/weeks.
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Through instructional read aloud we can explicitly teach comprehension strategies within a wide range of sophisticated text structures, thereby increasing student competency in comprehension.
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Guide Instruction & Collaborative Practice To increase successful rehearsal of
strategies in increasingly complex texts
Small Group Instruction – Guided ReadingPartnershipsBook Clubs
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Listening Comprehension
Background KnowledgeVocabularyGrammarComprehension StrategiesLiteracy KnowledgeSynthesis (Oral/Written)Word Recognition
Phonemic AwarenessDecodingSight RecognitionWord Analysis (Intermediate)
Reading Comprehension
The Reading Rope
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Independence To show mastery of strategies across a
wide range of literature.
Continue to provide support through:Literature Partners
Teacher/Student ConferencesReading/Writing Connection
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Listening Comprehension
Background KnowledgeVocabularyGrammarComprehension StrategiesLiteracy KnowledgeSynthesis (Oral/Written)Word Recognition
Phonemic AwarenessDecodingSight RecognitionWord Analysis (Intermediate)
Reading Comprehension
The Reading Rope
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“It is the match or mismatch between characteristics of genre & subject matter & a reader’s capabilities that determines the likelihood of successful comprehension” (Snow, 2002, p. 15)Implication: We can strategically align subject matter and genre to increase student success in complex text– taking full advantage of a student’s instructional range.
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Match Students to Text:Build Background KnowledgeGenre What can the reader expect of character setting, plot? What can the reader expect to think about in
that genre? (theme) What should the reader focus his/her
thinking on? (critical element)
(Genre charts provided at readsidebyside.com)
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Build Background KnowledgeSubject Matter Outside text Text to world connections (current
events)Vocabulary Address unknown content vocabulary Explicitly teach key repeated words both
explicit and implicit
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Broaden Text Experiences Intertextuality Look for references to outside text and bring
them in as appropriate
Exp. Maniac Magee & The Good Samaritan
Strategically plan your scope and sequence to connect books/themes across the year
Focus on key repeated vocabulary across texts & genres
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Teach a plan of action When readers use the structure & genre
of the text to create a “plan of action” they will be more proficient comprehenders (Snow, 2002).
Raising the Standards Through Chapter Books: The C. I. A. Approach, Collinge
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Divide the text into 4 quadrants
Supports reading Stamina & Goal Setting
Plan of action:Quadrant 1 – Collect critical informationQuadrant 2 & 3 – Interpret the textQuadrant 4 – Apply to your life
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Use strategies to Collect Critical Information.Writing down critical information in a reader’s notebook will give students a tool for fixing up comprehension.
Character Names & TraitsSetting clues / Map
Problem(s) & SolutionMain Events
Summarize to monitor comprehension
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Interpret the Text: Dig Deeper by Narrowing the Focus Focus on the critical element for the
genre Look for patterns (key repeated words) Consider how the theme is being
revealed
Select a theme or line of thinking.
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Interpret the Text: Gather EvidenceSupport a line of thinking with evidence from the text.
Look for the turning point at the end of the 3rd quadrant.
What’s the turning point? How does it reveal the author’s message?
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Apply to your Life!Enjoy reading the last quadrant!
Evaluate the author’s message. Do you agree with the message? Why?
Formally reflect on your reading.
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Final Reflection What will you “take-away” from this
workshop?
What PD do you need to help you get started?
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