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  • Slide 1
  • Slide 2
  • Successful Students Superior StandardsSupportive School Climate Text Complexity and the Common Core State Standards Valley High School Presented by CLAS teachers
  • Slide 3
  • Transition to Common Core Standards for g to SSeti 2
  • Slide 4
  • Successful Students Superior StandardsSupportive School Climate Valley High School Session 1 Read and Learn About Complex Text Session 2: Reflect and Respond Session 3: Analyze and Apply Session 4: Observe and Implement
  • Slide 5
  • Successful Students Superior StandardsSupportive School Climate Double Track Agenda To provide an introduction to complex text To model strategies to implement in the classroom
  • Slide 6
  • Successful Students Superior StandardsSupportive School Climate Text Complexity and the Common Core State Standards This module is adapted from the TextProject Written by Dana L. Grisham, Thomas Devere Wolsey, and Elfrieda H. Hiebert Available on www.textproject.org/tdswww.textproject.org/tds Instructor edition Participant handouts
  • Slide 7
  • Successful Students Superior StandardsSupportive School Climate Building knowledge through content-rich nonfiction Reading, writing and speaking grounded in evidence from text, both literary and informational Regular practice with complex text and its academic language Literacy Instructional Shifts
  • Slide 8
  • Successful Students Superior StandardsSupportive School Climate Extended Anticipatory Guide Independently read the statements on the anticipatory guide. Decide whether or not you agree or disagree with the statement. Mark the appropriate box and give your reason or evidence at this time. You will be sharing your current responses using the DYAD SHARE strategy on the reverse side of the handout. This strategy will be explained at the end of 4 minutes. We will revisit this anticipation guide later today.
  • Slide 9
  • 090 00 4 876543215 3 004987654321039876543210987654321021987654321098765432100 HoursMinutesSeconds Countdown Clock Mark the appropriate box and give your reason or evidence at this time.
  • Slide 10
  • 090 00 3 876543215 2 004987654321039876543210987654321021987654321098765432100 HoursMinutesSeconds Countdown Clock Mark the appropriate box and give your reason or evidence at this time.
  • Slide 11
  • 090 00 2 876543215 1 004987654321039876543210987654321021987654321098765432100 HoursMinutesSeconds Countdown Clock Mark the appropriate box and give your reason or evidence at this time.
  • Slide 12
  • 090 00 1 876543215 0 004987654321039876543210987654321021987654321098765432100 HoursMinutesSeconds Countdown Clock Mark the appropriate box and give your reason or evidence at this time.
  • Slide 13
  • Successful Students Superior StandardsSupportive School Climate DYAD Share using Sentence Frames to facilitate academic conversations Frame I S1: I will begin by reading statement 1. Based on what I know, I would say this statement is true/not true, so I will agree/disagree. One reason for my opinion is that S2: I agree/disagree with you. The reason for my agreement/disagreement is that I know that Now I will read statement 2. Based on what I know I would say this statement is true/not true, so I will agree/disagree. Frame II S1: I will begin by reading statement 1. Based on what I know, I would say I agree/disagree with this statement. One reason for my opinion is that S2: I agree/disagree with you. The reason for my agreement/disagreement is that I know that Now I will read statement 2. Based on what I know about...I would say agree/disagree. Work with your partner using sentence frames to discuss and determine whether you agree or disagree with the statements in the Extended Anticipatory Guide. You will have 5 minutes.
  • Slide 14
  • 090 00 5 876543215 4 004987654321039876543210987654321021987654321098765432100 HoursMinutesSeconds Countdown Clock DYAD Share using Sentence Frames to facilitate academic conversations
  • Slide 15
  • 090 00 4 876543215 3 004987654321039876543210987654321021987654321098765432100 HoursMinutesSeconds Countdown Clock DYAD Share using Sentence Frames to facilitate academic conversations
  • Slide 16
  • 090 00 3 876543215 2 004987654321039876543210987654321021987654321098765432100 HoursMinutesSeconds Countdown Clock DYAD Share using Sentence Frames to facilitate academic conversations
  • Slide 17
  • 090 00 2 876543215 1 004987654321039876543210987654321021987654321098765432100 HoursMinutesSeconds Countdown Clock DYAD Share using Sentence Frames to facilitate academic conversations
  • Slide 18
  • 090 00 1 876543215 0 004987654321039876543210987654321021987654321098765432100 HoursMinutesSeconds Countdown Clock DYAD Share using Sentence Frames to facilitate academic conversations
  • Slide 19
  • Successful Students Superior StandardsSupportive School Climate Big Idea: Access to complex texts is crucial to college and career readiness.
  • Slide 20
  • Successful Students Superior StandardsSupportive School Climate Essential Questions Session #1 Why is it important that students read complex text? Which SAUSD strategies support planning and instruction with complex texts for all students including English learners?
  • Slide 21
  • Successful Students Superior StandardsSupportive School Climate Complex Text Example From CCSS Appendix A 9/10 grade Exemplar: Dash, Joan. The Longitude Prize. Phoenicians, Greeks, and Romans tended to sail along the coasts and were rarely out of sight of land. As later navigators left the safety of the Mediterranean to plunge into the vast Atlanticfar from shore, and from the shorebirds that led them to itthey still had the sun and the North Star. And these enabled them to follow imagined parallel lines of latitude that circle the globe. Following a line of latitudesailing the parallelkept a ship on a steady east-west course. Christopher Columbus, who sailed the parallel in 1492, held his ships on such a safe course, west and west again, straight on toward Asia. When they came across an island off the coast of what would later be called America, Columbus compelled his crew to sign an affidavit stating that this island was no island but mainland Asia.
  • Slide 22
  • Successful Students Superior StandardsSupportive School Climate Complex Text Example From Haynes Auto Repair Manual for 1997-2005 Pick up Trucks
  • Slide 23
  • Successful Students Superior StandardsSupportive School Climate Why is it important for students read complex text? 1.Independently read Why Complex Text Matters by David Liben. 2.Choose, find, or highlight 3 important or interesting statements from the article (aka Pulled Quotes). 3.Share out in small groups using the Save the Last Word for Me protocol.
  • Slide 24
  • Successful Students Superior StandardsSupportive School Climate Save the Last Word for Me A Collaborative Conversation Strategy to engage ALL students
  • Slide 25
  • Successful Students Superior StandardsSupportive School Climate Save the Last Word for Me Step #1: Individually Read 1.Silently read the article. 2.When time is called after 9 minutes, go back through the article and look for 3 sentences or phrases that stand out to you in some way.you found it interesting, surprising, confusing, enlightening, etc. 3.In a classroom, students could write their 3 sentence on the paper provided.
  • Slide 26
  • 090 00 9 876543215 8 004987654321039876543210987654321021987654321098765432100 HoursMinutesSeconds Countdown Clock Highlight 3 sentences or phrases that stand out to you in some way.you found it interesting, surprising, confusing, enlightening, etc.
  • Slide 27
  • 090 00 8 876543215 7 004987654321039876543210987654321021987654321098765432100 HoursMinutesSeconds Countdown Clock Highlight 3 sentences or phrases that stand out to you in some way.you found it interesting, surprising, confusing, enlightening, etc.
  • Slide 28
  • 090 00 7 876543215 6 004987654321039876543210987654321021987654321098765432100 HoursMinutesSeconds Countdown Clock Highlight 3 sentences or phrases that stand out to you in some way.you found it interesting, surprising, confusing, enlightening, etc.
  • Slide 29
  • 090 00 6 876543215 5 004987654321039876543210987654321021987654321098765432100 HoursMinutesSeconds Countdown Clock Highlight 3 sentences or phrases that stand out to you in some way.you found it interesting, surprising, confusing, enlightening, etc.
  • Slide 30
  • 090 00 5 876543215 4 004987654321039876543210987654321021987654321098765432100 HoursMinutesSeconds Countdown Clock Highlight 3 sentences or phrases that stand out to you in some way.you found it interesting, surprising, confusing, enlightening, etc.
  • Slide 31
  • 090 00 4 876543215 3 004987654321039876543210987654321021987654321098765432100 HoursMinutesSeconds Countdown Clock Highlight 3 sentences or phrases that stand out to you in some way.you found it interesting, surprising, confusing, enlightening, etc.
  • Slide 32
  • 090 00 3 876543215 2 004987654321039876543210987654321021987654321098765432100 HoursMinutesSeconds Countdown Clock Highlight 3 sentences or phrases that stand out to you in some way.you found it interesting, surprising, confusing, enlightening, etc.
  • Slide 33
  • 090 00 2 876543215 1 004987654321039876543210987654321021987654321098765432100 HoursMinutesSeconds Countdown Clock Highlight 3 sentences or phrases that stand out to you in some way.you found it interesting, surprising, confusing, enlightening, etc.
  • Slide 34
  • 090 00 1 876543215 0 004987654321039876543210987654321021987654321098765432100 HoursMinutesSeconds Countdown Clock Highlight 3 sentences or phrases that stand out to you in some way.you found it interesting, surprising, confusing, enlightening, etc.
  • Slide 35
  • Successful Students Superior StandardsSupportive School Climate Save the Last Word for Me Step #1: Individually Read 1.Silently read the article. 2.When time is called after 9 minutes, go back through the article and highlight 3 sentences or phrases that stand out to you in some way.you found it interesting, surprising, confusing, enlightening, etc. 3.In a classroom, students could write their 3 sentence a piece of paper or an index card.
  • Slide 36
  • Successful Students Superior StandardsSupportive School Climate Save the Last Word for Me Step #2: Share and Respond 1.In groups of 3 or 4 people Start with random person: Birthday closest to today is #1take marker Begin by reading one quote out loudno commentary, only quote. Pass marker-next person comments on #1s quotenot your own. Pass marker. Next member adds comments about quote from #1pass marker. Repeat until each person has commented on #1s quote. When all group members have had the chance to comment on the sentence chosen by the first speaker, the first speaker will then, have the last word and explain why they chose that sentence. 2.Now group member #2 will read one of their sentences. Repeat the process.
  • Slide 37
  • Successful Students Superior StandardsSupportive School Climate Tips for Success with this strategy Tip #1: If you are NOT holding the marker, DO NOT talk. Tip #2: When all team members have had the last word at least 2 times, you may engage in an open ended discussion of the text we read. Tip #3: If you were using this strategy in your classroom, you might end the activity by having students silently write a summary of their group discussion. Tip #4: If you were using this strategy in your classroom and a student finished writing the group discussion well ahead of the other students, you might direct the student to reread all or a part of the text that was under discussion.
  • Slide 38
  • Successful Students Superior StandardsSupportive School Climate Double Track AgendaStrategies so far Visuals as Text Elbow Partner Extended Anticipat ory Guide Dyad Share with sentence framesBig Ideas and Essential Questions Reading Complex Text Save the Last Word for Me Metacogni tion
  • Slide 39
  • Successful Students Superior StandardsSupportive School Climate Session 1 Read and Learn About Complex Text Session 2: Reflect and Respond to Complex Text Session 3: Analyze and Apply Session 4: Observe and Implement Valley High School
  • Slide 40
  • Successful Students Superior StandardsSupportive School Climate Essential Questions Why is it important that students read complex text? Which SAUSD strategies support planning and instruction with complex texts for all students including English learners? How do the Common Core State Standards define text complexity? What are the three factors for measuring text complexity and how are they used?
  • Slide 41
  • Successful Students Superior StandardsSupportive School Climate What is Complex Text? Reading Activity: Read CCSS Appendix A: pgs.2-8 Why does complex text matter? What are some of the consequences of the low reading ability of students? How is text complexity defined and measured? Complete first column of Reading/Viewing with a Focus
  • Slide 42
  • Successful Students Superior StandardsSupportive School Climate Reading with a Focus Purpose: This task requires students to read with a specific purpose in mind. For example, they may be given three questions to consider as they complete the reading of an article. Or, they may be asked to read an authors journal with the understanding that at the completion of the reading they will decide on a salient image the journal triggered for them, as well as a quote that highlights key concepts or emotions. Focus questions guide students reading and alert them to the pertinent information in a text. Required for use: In order for a teacher to write focus questions for a reading, the teacher must know why he or she is asking students to read the particular text, and what the purpose and goals are for the reading. Before reading, the teacher tells students that they will be reading with a focus, and alerts them to the focus question(s).
  • Slide 43
  • Successful Students Superior StandardsSupportive School Climate Reading and Viewing With A Focus
  • Slide 44
  • Successful Students Superior StandardsSupportive School Climate Reading and Viewing With A Focus Companion text as support for understanding
  • Slide 45
  • Successful Students Superior StandardsSupportive School Climate How do the Common Core State Standards define text complexity? http://vimeo.com/27251914 http://vimeo.com/27251914
  • Slide 46
  • Successful Students Superior StandardsSupportive School Climate Reading and Viewing With A Focus
  • Slide 47
  • Successful Students Superior StandardsSupportive School Climate Round Robin Share Each member shares one response One person holds the floor Nobody should interrupt Members may not pass Discussion begins when the four members have finished sharing their responses
  • Slide 48
  • Successful Students Superior StandardsSupportive School Climate Extended Anticipatory Guide Revisit the Anticipatory Guide Decide whether or not you NOW agree or disagree with the statement Mark the appropriate box and give your reason or evidence from the text of todays session Share with your Elbow Partner
  • Slide 49
  • Successful Students Superior StandardsSupportive School Climate Double Track AgendaMore Strategies Readin g and Viewin g with a Focus Paired Text ( video as suppor t ) Round Robin share Elbow Partne r share
  • Slide 50
  • Successful Students Superior StandardsSupportive School Climate 49 Many people tell me that they do not give students higher level text because the students cannot read it. That is precisely the reason we must give them higher level text. -Aida Walqui
  • Slide 51
  • Successful Students Superior StandardsSupportive School Climate Session 1 Read and Learn About Complex Text Session 2 Reflect and Respond Session 3 Analyze and Apply Session 4 Observe and Implement Valley High School
  • Slide 52
  • Successful Students Superior StandardsSupportive School Climate Building knowledge through content-rich nonfiction Reading, writing and speaking grounded in evidence from text, both literary and informational Regular practice with complex text and its academic language Literacy Instructional Shifts
  • Slide 53
  • Successful Students Superior StandardsSupportive School Climate Big Idea: Access to complex texts is crucial to college and career readiness.
  • Slide 54
  • Successful Students Superior StandardsSupportive School Climate Essential Questions Why is it important that students read complex text? Which SAUSD strategies support planning and instruction with complex texts for all students including English learners? How do the Common Core State Standards define text complexity? What are the three factors for measuring text complexity and how are they used? How do we choose content area texts and what existing resources can we access?
  • Slide 55
  • Successful Students Superior StandardsSupportive School Climate EXEMPLAR TEXT
  • Slide 56
  • Successful Students Superior StandardsSupportive School Climate ENGAGE NEW YORK PROTOCOL FOR TEXT ANALYSIS
  • Slide 57
  • Successful Students Superior StandardsSupportive School Climate Protocol for Analyzing Text adapted from NYC DOE Secondary Literacy Pilot Use the following protocol to evaluate the overall complexity of texts to be used for instruction.
  • Slide 58
  • Successful Students Superior StandardsSupportive School Climate Step #1: Identifying Quantitative Complexity Use lexile.com (easiest to use) to find the quantitative measure of the text named above. Use the chart to determine the grade band alignment for the quantitative measure of the text. CCSS **UPDATED**Grade Band Alignment (not applicable for K-1) 2-3420L 820L 4-5740L 1010L 6-8925L 1185L 9-101050L 1335L 11-CCR1185L 1385L
  • Slide 59
  • Successful Students Superior StandardsSupportive School Climate Updated Quantitative Complexity Bands Death of a Salesman has a Lexile of 770
  • Slide 60
  • Successful Students Superior StandardsSupportive School Climate Step #2a: Identifying Qualitative Complexity 1.Read through the text. 2.Jot down ideas or vocabulary or other characteristics of the text that might make this text difficult to read. Jottings Complex sentence with multiple concepts Overuse of the word and
  • Slide 61
  • Successful Students Superior StandardsSupportive School Climate Step #2b: Identifying Qualitative Complexity Use the Gradients in Complexity rubric that corresponds to the text type ( literary or informational text). Read through all the traits of the Gradients in Complexity Rubric. Highlight those indicators that represent the complexity of the text Very long passages of uninterrupted text, Minimal illustrations Purpose is implicit and revealed over entirety of text, subtle theme Organization of the text may have additional characters and is occasionally difficult to predict Many complex sentencessome figurative or literary language
  • Slide 62
  • Successful Students Superior StandardsSupportive School Climate Step #3: Determine the Reader/Task influence What content expected by the standards are embedded in this text? (e.g. Seminal U.S. documents? Precise procedures? Account of an historical event?) Elements of characterization What academic performances/purposes does this text enable readers to engage in? (e.g. Cite evidence? Analyze an authors claim? Provide a summary? Distinguish between fact and fiction? Analyze text structure? Determine the meaning of words and phrases?) Interpretation of text Refer to the CCSS for reading in your grade band/subject to determine the following:
  • Slide 63
  • Successful Students Superior StandardsSupportive School Climate Use the information from steps 1-3 to make the following judgments. A.What grade level, subject area, and task is this text best suited for? B.What instructional strategies would help to facilitate student access to this text without degrading the texts complexity? The chart may help you brainstorm strategic use of strategies for instruction with this text. Characteristics of monologue vs. soliloquy Break down complex sentence into meaningful parts Discuss purpose as it relates to Title of Play Structure Language Features Layout
  • Slide 64
  • Successful Students Superior StandardsSupportive School Climate Session 1 Read and Learn About Complex Text Session 2 Reflect and Respond Session 3 Analyze and Apply Session 4 Observe and Implement Valley High School
  • Slide 65
  • Successful Students Superior StandardsSupportive School Climate Death of a Salesman Close Reading of Willy Lomans monologue from Act II
  • Slide 66
  • Successful Students Superior StandardsSupportive School Climate Willy Loman
  • Slide 67
  • Successful Students Superior StandardsSupportive School Climate Juicy Sentence Willy (talking about Dave Singleman): When he died and by the way he died the death of a salesman, in his green velvet slippers in the smoker of the New York, New Haven and Hartford, going into Bostonwhen he died, hundreds of salesmen and buyers were at his funeral. Read the sentence to the left. 1.Break the long sentence into smaller simple sentences for each idea. 2.Why are each of the details included in this sentence? 3.How does each part of the sentence function within the whole? 4.What questions do you have about the whole play based on this sentence?
  • Slide 68
  • Successful Students Superior StandardsSupportive School Climate
  • Slide 69
  • Successful Students Superior StandardsSupportive School Climate
  • Slide 70
  • Successful Students Superior StandardsSupportive School Climate
  • Slide 71
  • Successful Students Superior StandardsSupportive School Climate Now read the entire monologue on your own. Annotate as you read with ** Main idea or central to the authors purpose Authors craft or use of style elements ! I love this part! Great writing or idea ? Raises a questions, possible discussion point for class ?? Something is unclear or confusing to me. I need to ask about this in class
  • Slide 72
  • Successful Students Superior StandardsSupportive School Climate Text Dependent Questions Questions of Key Ideas and Details Why did Willy Loman become a salesman? Cite evidence from the text. What do we learn about Willys character in this scene? Show what words lead you to make that conclusion. Questions of Craft and Style How does the use of multiple conjunctions (known as polysyndeton) affect your understanding of Willys character? What do you think the authors purpose was using and 20 times in this short passage?
  • Slide 73
  • Successful Students Superior StandardsSupportive School Climate Breaking it up You will now be performing ONE line from the monologue. In groups of 2-3, read your line several times. Select one or two key words that seem to convey the meaning or purpose of that line of dialogue. Chart the word(s) and explain next to each why you selected it based upon what you know from reading the entire monologue. Then, rehearse and perform your line with your partners in a way that will show at least 2 different purposes or emotions in mind (angry/explanatory, questioning/afraid, etc.) Be ready to share one interpretation with the class as a whole.
  • Slide 74
  • Successful Students Superior StandardsSupportive School Climate Final Assessment (based on CCSS exemplar assessment) Students compare three recorded productions of Death of a Salesman to the written text, evaluating how each version interprets the source text and debating which aspects of the enacted interpretations of the play capture a particular character, scene, or theme.
  • Slide 75
  • Successful Students Superior StandardsSupportive School Climate 3 interpretations of Willy Loman Links given to YouTube performances files too large to include http://youtu.be/tOG0kiPJMtE http://youtu.be/TXp GQCvtrUo http://youtu.be/GTkR-YUITFE
  • Slide 76
  • Successful Students Superior StandardsSupportive School Climate Double Track AgendaStrategies in lesson Photo Analysis - schema building Juicy Sentence deconstr uction Annotati on Text dependen t question s Key Words Cite with evidence Multiple Interpre tations
  • Slide 77
  • Successful Students Superior StandardsSupportive School Climate EXEMPLAR TEXT
  • Slide 78
  • Successful Students Superior StandardsSupportive School Climate Essential Questions Why is it important that students read complex text? Which SAUSD strategies support planning and instruction with complex texts for all students including English learners? How do the Common Core State Standards define text complexity? What are the three factors for measuring text complexity and how are they used? How do we choose content area texts and what existing resources can we access? How does understanding text complexity support implementation of the instructional shifts?
  • Slide 79
  • Successful Students Superior StandardsSupportive School Climate How is text complexity defined in the Common Core State Standards?
  • Slide 80
  • Successful Students Superior StandardsSupportive School Climate ANALYZE EXAMPLE FROM TEXTBOOK Is the text complex? Why or why not? Is it the best complex text to teach this content? If not the best complex text, consider using an outside resource to teach the information while utilizing complex text. If text complexity is too low, consider increasing complexity of the task.
  • Slide 81
  • Successful Students Superior StandardsSupportive School Climate Alignment of your content with the Common Core State Standards (CCSS)work with a course partner World Languages Scan through the article Alignment of the National Standards for Learning Languages with the Common Core State Standards (from ACTFL.org site) Begin looking at proficiency descriptors and CCSS Anchor Standards VAPA Think about your course expectations and outcomes. Look at the CCSS Anchor standards and determine alignment. What are you currently doing to support CCSS and what do you need to modify?
  • Slide 82
  • Successful Students Superior StandardsSupportive School Climate Double Track Agenda To understand the role of complex text in CCSS To model CCSS aligned strategies for implementation in the classroom
  • Slide 83
  • Successful Students Superior StandardsSupportive School Climate
  • Slide 84
  • Successful Students Superior StandardsSupportive School Climate

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