Implementing Your LDC Module: Helping Students Read and Analyze Complex Text

Check on Tech Audio Wizard Elluminate tools – Hand raise – Microphone – Smiley face – Checkmark – Chat box – Polling IU 13 LDC Webinar2

Virtual Meeting Norms Please… participate by using the microphone, answering poll questions, collaborating in breakout rooms and using the chat window. raise your hand to indicate that youd like to use the microphone when it is time for questions. release the microphone when you are finished. use the door to indicate that you are away from your computer if you need to step out. IU 13 LDC Webinar3

Goals for This Afternoon… Define text complexity as it relates to common core standards and discuss classroom implications. Model one way teachers can examine the complexity of a text prior to students reading it. Share scaffolding ideas for reading complex text. IU 13 LDC Webinar4

College and Career Ready How do you know if a student is college and career ready? What appears to differentiate those who are more likely to be ready from those who are less likely is their proficiency in understanding complex texts. (ACTs Reading Between the Lines) 5

Reading Rigor Risk NAEP Scale Equivalents of State Grade 8 Reading Standards for Proficient Performance (2009) 6

PACCSS Priorities Among the highest priorities of the Common Core State Standards is that students must read texts closely and acquire knowledge. At each grade level, 80 to 90 percent of the reading standards require text-dependent analysis. Questions that expect student responses to be text-dependent and discipline- specific require students to demonstrate that they understand the text details and can provide accurate evidence. 7

Three Part System: Quantitative Measure: gets you to the band and somewhere within it Qualitative Scale: places text inside the band, helps teacher understand elements of complexity Professional Judgment of Reader and Task: puts all considerations together Common Core Appendix A p. 4

Quantitative Measures Ranges for Text Complexity Grade Bands * The K-1 suggested Lexile range was not identified by the Common Core State Standards and was added by Kansas. ** Taken from Accelerated Reader and the Common Core State Standards, available at the following URL: 9 See: access to Quantitative Analysis Tools PDF & Instruction tab of Module Creator, digital articles

Qualitative Factors Levels of Meaning Structure Language Conventionality and Clarity Knowledge Demands (Schema) – Life Experience – Disciplinary Knowledge – Knowledge of Text/Genre (Informational or Literary Text) Common Core Appendix A p. 6

Qualitative: Text and Task Analysis 1)Read the text you plan to assign to students. 2)Consider the background knowledge you bring to your understanding of the text, and list on form. 3)What active reading strategies did you use while reading to make sense of this text? 4)Based on your analysis, consider where there may be gaps in your students background knowledge. Determine whether additional support/instruction is necessary.

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Reader and Task Considerations Reader Considerations Cognitive Ability (attention, memory, critical analytical ability, inferencing, visualization) Motivation (purpose for reading, interest in content, self-efficacy as a reader) Knowledge (vocabulary, topic knowledge, linguistic and discourse knowledge, knowledge of comprehension strategies) Experiences Task Considerations Readers Purpose (can shift) Type of Reading (skimming, studying, etc.) Intended Outcome (increase in knowledge, find solution to problem, engagement w/ text)

Readers and Tasks Even many students on course for college and career readiness are likely to need scaffolding as they master higher levels of text complexity. Although such support is educationally necessary and desirable, instruction must move generally toward decreasing scaffolding and increasing independence, with the goal of students reading independently and proficiently within a given grade band by the end of the bands final year. ~CCSS Appendix A, p. 9

Ways to Support Students Before ReadingDuring ReadingAfter Reading Preview text Help students set purpose for reading Introduce content / vocabulary Chunk the text Model expectations for active reading (either in pairs or independently) Read in chunks. Summarize and discuss throughout. Students summarize their understanding of text Students talk about key ideas/questions with peers Provide opportunities for students to synthesize new learning

PA CCSS Resources Text Complexity Resources – Appendix A: Research Supporting the Key Elements of the Standards – Appendix B: Text Exemplars and Sample Performance Tasks – PA Common Core ELA Text Complexity Module 16

Examples of Analyzing Complex Text Check out these classroom videos and lessons! Watch on your own & discuss at a team meeting Learn Zillion Reading Informational Text- 6 student ready lessons Search by Grade Band (HS coming soon!) Teaching Channel Grade 5 (appropriate all levels)-- Keep It or Junk It Strategy HS ELA– Planning/Sequencing Questions SS/HistoryFocus on Sourcing

Upcoming Webinars January 31 st – (3:00 – 3:45) Paideia/Socratic Seminar and LDC February 21 st – (3:00 – 3:45) Engagement Techniques and LDC March 7 th – (3:00 – 3:45) Understanding the Informational/Explanatory & Narrative Rubrics March 21 st – (3:00 – 3:45) How to Facilitate a Scoring Session in Your School IU 13 LDC Webinar18

Contact Us! Barbara Smith- LDC Site Lead Phone: (717) Cell Phone: (717) Skype: barbaraa_smith_iu Kelly Galbraith- LDC Consultant Phone: (717) Cell Phone: (717) Skype: kelly.galbraith.iu Ruth Manthey-LDC Program Assistant Phone: (717) IU 13 LDC Webinar Tweet about