Text Complexity and the Common Core State Standards

Text Complexity and the Common Core State Standards

Text Complexity and the Common Core State StandardsValley High SchoolPresented by CLAS teachersGetting to the Core Successful StudentsSuperior StandardsSupportive School Climate1Transitionto Common Core Standardsfor g to SSeti

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Ask Look at the text. What is the message? Reminder of shift from teacher centered to teacher as facilitator.2Valley High SchoolSession 1 Read and Learn About Complex TextSession 2: Reflect and RespondSession 3: Analyze and ApplySession 4: Observe and Implement

Getting to the Core Successful StudentsSuperior StandardsSupportive School Climate1:00 3Double Track AgendaTo provide an introduction to complex textTo model strategies to implement in the classroom

Getting to the Core Successful StudentsSuperior StandardsSupportive School Climate3:00You will need chart paper to document strategies used. Add metacognitionand extended anticipatory set to the chart paper.4Text Complexity and the Common Core State StandardsThis module is adapted from the TextProjectWritten by Dana L. Grisham, Thomas Devere Wolsey, and Elfrieda H. HiebertAvailable on www.textproject.org/tdsInstructor editionParticipant handouts

Getting to the Core Successful StudentsSuperior StandardsSupportive School Climate:305Building 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 languageLiteracy Instructional Shifts

Getting to the Core Successful StudentsSuperior StandardsSupportive School Climate2:00Literacy in ELA as well as content areas. These are the three shifts as outlined by Achieve the Core (achievethecore.org). Other organizations have 6 shifts (Engage New York). However, the shifts are fundamentally the same.6Extended Anticipatory GuideIndependently 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.Getting to the Core Successful StudentsSuperior StandardsSupportive School ClimateACTIVITY 15:00 1:00 ON YOUR OWN AT LEAST 4:00 DYAD SHARE (2 people sharing)

THIS SLIDE WILL BE REVISED TO BE MORE CONTENT SPECIFIC. QTEL STRATEGY

HAVE TEACHERS KEEP THEIR GUIDES IN THEIR FOLDER SO THAT THEY CAN REVISIT IT AT THE END OF THE MODULE 2 End of Todays session70900048765432153004987654321039876543210987654321021987654321098765432100HoursMinutesSecondsCountdown ClockMark the appropriate box and give your reason or evidence at this time. 80900038765432152004987654321039876543210987654321021987654321098765432100HoursMinutesSecondsCountdown ClockMark the appropriate box and give your reason or evidence at this time. 90900028765432151004987654321039876543210987654321021987654321098765432100HoursMinutesSecondsCountdown ClockMark the appropriate box and give your reason or evidence at this time. 100900018765432150004987654321039876543210987654321021987654321098765432100HoursMinutesSecondsCountdown ClockMark the appropriate box and give your reason or evidence at this time. 11DYAD Share using Sentence Frames to facilitate academic conversationsFrame IS1: 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 IIS1: 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.

Getting to the Core Successful StudentsSuperior StandardsSupportive School Climate120900058765432154004987654321039876543210987654321021987654321098765432100HoursMinutesSecondsCountdown ClockDYAD Share using Sentence Frames to facilitate academic conversations130900048765432153004987654321039876543210987654321021987654321098765432100HoursMinutesSecondsCountdown ClockDYAD Share using Sentence Frames to facilitate academic conversations140900038765432152004987654321039876543210987654321021987654321098765432100HoursMinutesSecondsCountdown ClockDYAD Share using Sentence Frames to facilitate academic conversations150900028765432151004987654321039876543210987654321021987654321098765432100HoursMinutesSecondsCountdown ClockDYAD Share using Sentence Frames to facilitate academic conversations160900018765432150004987654321039876543210987654321021987654321098765432100HoursMinutesSecondsCountdown ClockDYAD Share using Sentence Frames to facilitate academic conversations17Big Idea:Access to complex texts is crucial to college and career readiness.Getting to the Core Successful StudentsSuperior StandardsSupportive School Climate:3018Essential Questions Session #1Why is it important that students read complex text? Which SAUSD strategies support planning and instruction with complex texts for all students including English learners?Getting to the Core Successful StudentsSuperior StandardsSupportive School Climate2:00Possible Idea have chart paper so that answers could be charted.Content area EQs will be more specific in the presentation.19Complex Text ExampleFrom 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.Getting to the Core Successful StudentsSuperior StandardsSupportive School ClimateComplex text is all around us, not just in content area classes.20Complex Text ExampleFrom Haynes Auto Repair Manual for 1997-2005 Pick up Trucks

Getting to the Core Successful StudentsSuperior StandardsSupportive School ClimateComplex text is all around us, not just in content area classes.21Why is it important for students read complex text?Independently read Why Complex Text Matters by David Liben.Choose, find, or highlight 3 important or interesting statements from the article (aka Pulled Quotes).Share out in small groups using the Save the Last Word for Me protocol.Getting to the Core Successful StudentsSuperior StandardsSupportive School ClimateACTIVITY 225:00 8-9 minutes reading/ 17 minutes for discussion.

Save the last word for me strategy. Each member takes turn stating one statement from the article. The rest of the group take turns commenting on the statement. The activity is repeated until all members have had a chance to share.

Add Save the last word, pulled quotes, and modeling new strategy with a less cognitive demand to strategy chart.22 Save the Last Word for MeA Collaborative Conversation Strategy to engage ALL studentsGetting to the Core

Successful StudentsSuperior StandardsSupportive School Climate23Save the Last Word for MeStep #1: Individually ReadSilently read the article.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.In a classroom, students could write their 3 sentence on the paper provided.

Getting to the Core

Successful StudentsSuperior StandardsSupportive School Climate240900098765432158004987654321039876543210987654321021987654321098765432100HoursMinutesSecondsCountdown ClockHighlight 3 sentences or phrases that stand out to you in some way.you found it interesting, surprising, confusing, enlightening, etc.250900088765432157004987654321039876543210987654321021987654321098765432100HoursMinutesSecondsCountdown ClockHighlight 3 sentences or phrases that stand out to you in some way.you found it interesting, surprising, confusing, enlightening, etc.260900078765432156004987654321039876543210987654321021987654321098765432100HoursMinutesSecondsCountdown ClockHighlight 3 sentences or phrases that stand out to you in some way.you found it interesting, surprising, confusing, enlightening, etc.270900068765432155004987654321039876543210987654321021987654321098765432100HoursMinutesSecondsCountdown ClockHighlight 3 sentences or phrases that stand out to you in some way.you found it interesting, surprising, confusing, enlightening, etc.280900058765432154004987654321039876543210987654321021987654321098765432100HoursMinutesSecondsCountdown ClockHighlight 3 sentences or phrases that stand out to you in some way.you found it interesting, surprising, confusing, enlightening, etc.290900048765432153004987654321039876543210987654321021987654321098765432100HoursMinutesSecondsCountdown ClockHighlight 3 sentences or phrases that stand out to you in some way.you found it interesting, surprising, confusing, enlightening, etc.300900038765432152004987654321039876543210987654321021987654321098765432100HoursMinutesSecondsCountdown ClockHighlight 3 sentences or phrases that stand out to you in some way.you found it interesting, surprising, confusing, enlightening, etc.310900028765432151004987654321039876543210987654321021987654321098765432100HoursMinutesSecondsCountdown ClockHighlight 3 sentences or phrases that stand out to you in some way.you found it interesting, surprising, confusing, enlightening, etc.320900018765432150004987654321039876543210987654321021987654321098765432100HoursMinutesSecondsCountdown ClockHighlight 3 sentences or phrases that stand out to you in some way.you found it interesting, surprising, confusing, enlightening, etc.33Save the Last Word for MeStep #1: Individually Read

Silently read the article.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.In a classroom, students could write their 3 sentence a piece of paper or an index card.Getting to the Core

Successful StudentsSuperior StandardsSupportive School Climate34Save the Last Word for MeStep #2: Share and RespondIn groups of 3 or 4 peopleStart with random person: Birthday closest to today is #1take markerBegin 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.Now group member #2 will read one of their sentences. Repeat the process.Getting to the Core

Successful StudentsSuperior StandardsSupportive School Climate35Tips for Success with this strategyTip #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.Getting to the Core

Successful StudentsSuperior StandardsSupportive School Climate36Double Track AgendaStrategies so farVisuals as TextElbow PartnerExtended Anticipatory GuideDyad Share with sentence framesBig Ideas and Essential QuestionsReading Complex TextSave the Last Word for MeMetacognition

Getting to the Core

Successful StudentsSuperior StandardsSupportive School Climate3:00You will need chart paper to document strategies used. Add metacognitionand extended anticipatory set to the chart paper.37Session 1 Read and Learn About Complex TextSession 2: Reflect and Respond to Complex TextSession 3: Analyze and ApplySession 4: Observe and Implement

Valley High SchoolGetting to the Core Successful StudentsSuperior StandardsSupportive School Climate1:00 38Essential QuestionsWhy 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?Getting to the Core Successful StudentsSuperior StandardsSupportive School Climate2:00EQ 3 & 4 ARE ADDED TO THIS SESSION. 1 & 2 WERE COVERED DURING The LAST SESSION39What is Complex Text?

Reading Activity:Read CCSS Appendix A: pgs.2-8Why 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 FocusGetting to the Core Successful StudentsSuperior StandardsSupportive School ClimateACTIVITY 3VIEWING WITH A FOCUSProvide pages 2-6 of Appendix A.40Reading with a FocusPurpose: 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).

Getting to the Core Successful StudentsSuperior StandardsSupportive School Climate41Reading and Viewing With A Focus

Getting to the Core Successful StudentsSuperior StandardsSupportive School ClimateACTIVITY 3

PARTICIPANTS WILL INCLUDE THEIR ANSWERS ON The TEXT COMPLEXITY NOTETAKING GUIDE

Why does Text Complexity matter?What are some of the consequences of the increased low reading ability of todays students?How is Text Complexity defined and measured?42Reading and Viewing With A Focus

Companion text as support for understandingGetting to the Core Successful StudentsSuperior StandardsSupportive School ClimateACTIVITY 3

PARTICIPANTS WILL INCLUDE THEIR ANSWERS ON The TEXT COMPLEXITY NOTETAKING GUIDE

Why does Text Complexity matter?What are some of the consequences of the increased low reading ability of todays students?How is Text Complexity defined and measured?

43How do the Common Core State Standards define text complexity?http://vimeo.com/27251914

Getting to the Core Successful StudentsSuperior StandardsSupportive School ClimateACTIVITY 3VIEWING WITH A FOCUS4:22

PARTICIPANTS WILL WATCH VIDEO AND INCLUDE THEIR RESPONSES ON The TEXT COMPLEXITY NOTETAKING GUIDE44Reading and Viewing With A Focus

Getting to the Core Successful StudentsSuperior StandardsSupportive School ClimateACTIVITY 3

BASED ON TIME - PARTICIPANTS WILL INCLUDE THEIR RESPONSES ON The TEXT COMPLEXITY

(PERSONAL OPINION BASED ON EVIDENCE)

ELBOW PARTNERS - HAVE GROUPS OF TWO DISCUSS THEIR RESULTS. CREATE SOME GIMIC OF WHO GOES FIRST. E.G. CLOSEST BIRTHDAY OR TALLEST, ETC.

45Round Robin ShareEach member shares one responseOne person holds the floorNobody should interruptMembers may not passDiscussion begins when the four members have finished sharing their responses Getting to the Core Successful StudentsSuperior StandardsSupportive School ClimateMembers may not pass---If it is the same, they should indicate agreement--- I have the same opinion as I also think

REVIEW extended anticipation guide 46Extended Anticipatory GuideRevisit 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 sessionShare with your Elbow PartnerGetting to the Core Successful StudentsSuperior StandardsSupportive School ClimateACTIVITY 15:00 1:00 ON YOUR OWN AT LEAST 4:00 DYAD SHARE (2 people sharing)47Double Track AgendaMore StrategiesReading and Viewing with a FocusPaired Text (video as support)Round Robin shareElbow Partner share

Getting to the Core Successful StudentsSuperior StandardsSupportive School Climate3:00You will need chart paper to document strategies used. Add metacognitionand extended anticipatory set to the chart paper.4849Many 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

Getting to the Core Successful StudentsSuperior StandardsSupportive School ClimateWho is she and what is her role in SAUSD?49Session 1 Read and Learn About Complex TextSession 2 Reflect and RespondSession 3 Analyze and ApplySession 4 Observe and Implement

Valley High SchoolGetting to the Core Successful StudentsSuperior StandardsSupportive School Climate1:00 50Building 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 languageLiteracy Instructional Shifts

Getting to the Core Successful StudentsSuperior StandardsSupportive School Climate2:00Literacy in ELA as well as content area. These are the three shifts as outlined by Achieve the Core (achievethecore.org). Other organizations have 6 shifts (Engage New York). However, the shifts are fundamentally the same.51Big Idea:Access to complex texts is crucial to college and career readiness.Getting to the Core Successful StudentsSuperior StandardsSupportive School Climate:3052Essential QuestionsWhy 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?Getting to the Core Successful StudentsSuperior StandardsSupportive School Climate2:00

ADD THE EQ 5 TO THE LIST OF EQS COVERED53EXEMPLAR TEXT

Getting to the Core Successful StudentsSuperior StandardsSupportive School ClimateACTIVITY 4

READ GIVEN EXEMPLAR TEXT. EXPLAIN THE ENGAGE NEW YORK PROTOCOL54ENGAGE NEW YORK PROTOCOL FOR TEXT ANALYSIS

Getting to the Core Successful StudentsSuperior StandardsSupportive School ClimateACTIVITY 4

AND APPLY TO GIVEN EXEMPLAR TEXT FOR EACH CONTENT AREA

GRADUAL RELEASE OF RESPONSIBILITY I DO, WE DO, THEY DO, YOU DO

55Protocol for Analyzing Textadapted from NYC DOE Secondary Literacy Pilot Use the following protocol to evaluate the overall complexity of texts to be used for instruction. Getting to the Core Successful StudentsSuperior StandardsSupportive School ClimateStep #1: Identifying Quantitative ComplexityUse 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 820L4-5740L 1010L6-8925L 1185L9-101050L 1335L11-CCR1185L 1385LGetting to the Core Successful StudentsSuperior StandardsSupportive School ClimateUpdated Quantitative Complexity Bands

Death of a Salesmanhas a Lexile of 770Getting to the Core Successful StudentsSuperior StandardsSupportive School ClimateStep #2a: Identifying Qualitative Complexity Read through the text. Jot down ideas or vocabulary or other characteristics of the text that might make this text difficult to read.

JottingsComplex sentence with multiple conceptsOveruse of the word and

Getting to the Core Successful StudentsSuperior StandardsSupportive School ClimateStep #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 textVery long passages of uninterrupted text, Minimal illustrationsPurpose is implicit and revealed over entirety of text, subtle themeOrganization of the text may have additional characters and is occasionally difficult to predictMany complex sentencessome figurative or literary languageGetting to the Core Successful StudentsSuperior StandardsSupportive School Climate60Step #3: Determine the Reader/Task influenceWhat 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 characterizationWhat 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: Getting to the Core Successful StudentsSuperior StandardsSupportive School ClimateUse the information from steps 1-3 to make the following judgments. What grade level, subject area, and task is this text best suited for? 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. soliloquyBreak down complex sentence into meaningful partsDiscuss purpose as it relates to Title of PlayStructureLanguage FeaturesLayoutGetting to the Core Successful StudentsSuperior StandardsSupportive School ClimateSession 1 Read and Learn About Complex TextSession 2 Reflect and RespondSession 3 Analyze and ApplySession 4 Observe and Implement

Valley High SchoolGetting to the Core Successful StudentsSuperior StandardsSupportive School Climate1:00 63Death of a SalesmanClose Reading of Willy Lomans monologue from Act IIGetting to the Core Successful StudentsSuperior StandardsSupportive School ClimateWilly Loman

Getting to the Core Successful StudentsSuperior StandardsSupportive School ClimateFirst impressionswhat might you say about the character of Willy Loman? What are some of the details in one or all of the portrayals.65Juicy SentenceWilly (talking about Dave Singleman): When he diedand 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.Break the long sentence into smaller simple sentences for each idea.Why are each of the details included in this sentence?How does each part of the sentence function within the whole?What questions do you have about the whole play based on this sentence?Getting to the Core Successful StudentsSuperior StandardsSupportive School ClimateUse chart paper or the white board to split this sentence into its smaller parts.66

Getting to the Core Successful StudentsSuperior StandardsSupportive School ClimateINCLUDE IF NECESSARY:If students need more background about passenger trains. You may ask Who might use this?67

Getting to the Core Successful StudentsSuperior StandardsSupportive School ClimateINCLUDE IF NECESSARY:If students need more background about the clothing mentioned. Who might use this?

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Getting to the Core Successful StudentsSuperior StandardsSupportive School ClimateINCLUDE IF NECESSARY:If students need more background about the locations mentioned. Who might use this train route?

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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 classGetting to the Core Successful StudentsSuperior StandardsSupportive School ClimateText Dependent QuestionsQuestions of Key Ideas and DetailsWhy 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 StyleHow 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?Getting to the Core Successful StudentsSuperior StandardsSupportive School ClimateAllow for multiple interpretations, as long as students can support their interpretations with examples from the text.Remind students that and is a coordinating conjunction (if they do not talk about this themselves) and that a coordinating conjunction indicates that both sides are equal in value to the speaker.71Breaking it upYou 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.

Getting to the Core Successful StudentsSuperior StandardsSupportive School ClimateDivide the class into pairs or triads (16 groups in all). Give each pair/triad ONE line from the entire monologue. Each group will be asked to pick a key word and explain their selection. After giving them 8-10 minutes to rehearse, have each group perform the line with one emotion/purpose.

72Final 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.Getting to the Core Successful StudentsSuperior StandardsSupportive School ClimateThis assessment can be done as a full class discussion, as a Socratic Seminar, or as a written assessment.733 interpretations of Willy Loman

Links given to YouTube performancesfiles too large to includehttp://youtu.be/tOG0kiPJMtEhttp://youtu.be/TXpGQCvtrUohttp://youtu.be/GTkR-YUITFEGetting to the Core Successful StudentsSuperior StandardsSupportive School ClimateLonger clips from these productions are available for downloading.74Double Track AgendaStrategies in lessonPhoto Analysis-schema buildingJuicy Sentence deconstructionAnnotationText dependent questionsKey WordsCite with evidenceMultiple Interpretations

Getting to the Core Successful StudentsSuperior StandardsSupportive School Climate3:00You will need chart paper to document strategies used. Add metacognitionand extended anticipatory set to the chart paper.75EXEMPLAR TEXT

Getting to the Core Successful StudentsSuperior StandardsSupportive School ClimateACTIVITY 4

READ GIVEN ADOPTED TEXT. APPLY PROTOCOL TO FOR EACH CONTENT AREA.

GRADUAL RELEASE OF RESPONSIBILITY I DO, WE DO, THEY DO, YOU DO

76Essential QuestionsWhy 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?Getting to the Core Successful StudentsSuperior StandardsSupportive School Climate2:00

ADD THE EQ 5 TO THE LIST OF EQS COVERED77How is text complexity defined in the Common Core State Standards?

Getting to the Core Successful StudentsSuperior StandardsSupportive School ClimateANALYZE EXAMPLE FROM TEXTBOOKIs 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.Getting to the Core Successful StudentsSuperior StandardsSupportive School ClimatePARTICIPANTS WILL APPLY NYC PROTOCOL TO EXAMPLE FROM Textbook. THERE MUST BE A COPY OF EACH COURSE REPRESENTED FOR EACH CONTENT AREA.79Alignment of your content with the Common Core State Standards (CCSS)work with a course partnerWorld LanguagesScan 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

VAPAThink 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?Getting to the Core Successful StudentsSuperior StandardsSupportive School Climate80Double Track AgendaTo understand the role of complex text in CCSSTo model CCSS aligned strategies for implementation in the classroom

Getting to the Core Successful StudentsSuperior StandardsSupportive School Climate3:00You will need chart paper to document strategies used. Add metacognitionand extended anticipatory set to the chart paper.81

Any Questions??Getting to the Core Successful StudentsSuperior StandardsSupportive School Climate

Getting to the Core Successful StudentsSuperior StandardsSupportive School ClimateSoundJay.com Sound Effects21072.0