Genre as a Series: Finding Predictability in Complex Genres Literacy Publications & Consulting Collinge Read Side by Side Literacy P Presented by Sarah Collinge readsidebysid e.com
Jan 22, 2016
Genre as a Series: Finding Predictability in Complex Genres
Literacy Publications & Consulting CollingeRead Side by Side Literacy P
Presented by Sarah Collinge
readsidebyside.com
Common Core State Standards
Workshop 1:
What do the Common Core State Standards require?
Key Requirement: all students must be able to comprehend texts of steadily increasing complexity as they progress through school.
Genre
Workshop 2:
Closing the gap between reader and text.
Teaching genre to unlock comprehension.
Moving beyond the basic definition of each genre.
Workshop 1:
Key Requirement: all students must be able to comprehend texts of steadily increasing complexity as they progress through school.
2006 ACT, Inc. report “Reading Between the Lines”:
51% of college bound students were proficient in reading according to the 2006 ACT Report.
Why?
ACT Strand: Inferential Thinking
ACT Strands: Strategies & Skills
ACT Strand: Complex Text
Define Complex Text
Qualitati
ve Deman
ds Quantitative Demands
Reader and Task
Common Core State Standards: Appendix A, p. 4
Quantitative Demands
Word length
Word frequency
Sentence Length
Text Cohesion
Typically Measured by Computers (Lexile, AR)
Quantitative Grade Bands
CCR = College Career ReadinessCommon Core State Standards: Appendix A, p. 8
Turn and Talk
According to quantitative measurements,
what grade level should be reading Steinbeck’s
The Grapes of Wrath?
680 Lexile Level
Qualitative Demands
Multiple levels of meaning
Implicit purpose
Figurative language / dialect
Complex structure
Sophisticated genre
Background knowledge necessary
Why?
Increasing the complexity of the text increases student competency with strategy/skill work.
Increased Rigor
The strategy stays the same, but the rigor increases in more demanding text. Exp. Predicting & Summarizing
Why?
Strategies & skills are more likely to transfer.
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).
Reflection
I completely agree with…
It surprised me to hear…
I am wondering…
Workshop 2:
The Common Core State Standards demand all students must be able to comprehend texts of steadily increasing complexity.
How do I close the gap between reader and text?
Close the Gap
Provide Modeling & Support – Gradual Release Model
Reading-Speaking-Listening Link
Build student’s reading comprehension through both being read to and reading independently. Gradually shift this balance as students progress in age.
1 6 13
Com
preh
ensi
on
Listening Comprehensio
n
Read
ing c
ompr
ehen
sion
Age
Common Core State Standards: Appendix A, p. 26
Close the Gap
Build Background Knowledge
Genre
Subject Matter
Vocabulary
Genre
Treat genre like a series; make it comfortable!
Did you know?
Readers find comfort in what is predictable.
Character
Setting
Plot
Genre
Teach students what is most important to the genre.
Realistic Fiction
Historical Fiction
Fantasy
Science Fiction
Nonfiction
Most Curriculums Teach the Definition Only
Beyond the Definition
Read and Reflect
Look at the genre charts.
What are you learning?
What are you wondering?
Beyond the Definition
Practice / Turn and Talk
1. Read Midnight Hero by Su Montour
2. Reflect:
How do these supports help you navigate this genre?
Did the text feel comfortable?
Did you know what was important?
Genre and the MSP
How does knowing this information about genre help students on the MSP?
Determine the genre.
Review the genre chart.
Predict the theme/message.
Read and answer the questions.
Close the Gap
Broaden Text Experiences
Expose students to a range of genres in instructional read aloud
Align subject matter and genre to increase student success in complex text
Strategically plan your scope and sequence to connect books/themes across the year and years
Sample Scope and Sequence
5th Grade
4th Grade
Reflection
I completely agree with…
It surprised me to hear…
I am wondering…
Tomorrow
The C. I. A. Approach to Reading Chapter Books
Workshop 3: Teach a Plan of Action
Collect
Interpret
Apply
Visit my website: readsidebyside.com
Register for upcoming workshops
Purchase materials
Join my list serve
Be invited to special events
Contact me