text complexity and close reading for the developing reader read 180 common core kick-off judy...
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Text Complexity and Close Reading for the
Developing Reader
Read 180 Common Core Kick-Off
Judy FuhrmanK-12 Staff Developer
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AgendaOText Complexity
OClose Reading
OScaffoldingOApplication
ObjectiveBy the end of this
session, participants will
have experienced and practiced instructional
methodology for R180 classrooms
that supports close reading of more complex
text.
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CCSS for ELA & Literacy in History/Social Studies,
Science, & Technical Subjects
Standard 10: Range of Reading and Level of Text Complexity
Read and comprehend complex literary and informational texts independently and proficiently.
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Reading Between the Lines Iowa City, IA; ACT, Inc. (2006)
Students… “must also develop special skills and
strategies for reading text in each of the differing content
areas (such as English, science, mathematics and history)— meaning that a
student who “naturally” does well in
one area may struggle in another.”
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Text Complexity
Reader and TaskQualita
tive Quantitative
Levels of meaning, structure, language conventionality and clarity, and knowledge demands
Readability measures and
other scores of text complexity
Reader variables (motivation, knowledge, experiences) and task variables (purpose &
complexity generated by the task assigned and the questions posed)
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Increasing Text Complexity
OUse a text you teach frequently. Can you make it more complex by changing the task?
OTake a task that is often very challenging for the students. Can you scaffold it with a more accessible text (stair stepping)
OCompare texts. Can you make a central text more complex or more accessible?
https://www.teachingchannel.org/videos/simplifying-text-complexity
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What is the task?
How can you change it?
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Action Magazine
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Compare & contrast the vocabulary and sentence structure.
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http://www.smekenseducation.com/build-background-knowledge-without-always-pre-reading.html
Include much practice with
summary writing.
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ASSESSMENT
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assign “stretch” text to students
buddies engage with challenging text –
journal - discuss
model complex approaches, like rhetorical argument
use graphic organizers to make text structure
visible
immersion in complex language exposure
introduce background knowledge
Sca
ffold
ing f
or
Text
Com
ple
xit
y
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Lexile Expectations
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Growth
LEVEL BOY Norms EOY
Norms Chang
e
RUSD
EOY
Difference from Norms
7th Grade
490
579 +109 629 +139 (+30)
9th Grade
520
613 +93 604 +80(-9)
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http://culturecurriculumchange.wordpress.com/orbits/