Successful Students Superior StandardsSupportive School Climate Text Complexity and the Common Core State Standards Valley High School Presented by CLAS teachers

Transition to Common Core Standards for g to SSeti 2

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

Successful Students Superior StandardsSupportive School Climate Double Track Agenda To provide an introduction to complex text To model strategies to implement in the classroom

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 – Instructor edition – Participant handouts

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

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.

HoursMinutesSeconds Countdown Clock Mark the appropriate box and give your reason or evidence at this time.

HoursMinutesSeconds Countdown Clock Mark the appropriate box and give your reason or evidence at this time.

HoursMinutesSeconds Countdown Clock Mark the appropriate box and give your reason or evidence at this time.

HoursMinutesSeconds Countdown Clock Mark the appropriate box and give your reason or evidence at this time.

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.

HoursMinutesSeconds Countdown Clock DYAD Share – using Sentence Frames to facilitate academic conversations

HoursMinutesSeconds Countdown Clock DYAD Share – using Sentence Frames to facilitate academic conversations

HoursMinutesSeconds Countdown Clock DYAD Share – using Sentence Frames to facilitate academic conversations

HoursMinutesSeconds Countdown Clock DYAD Share – using Sentence Frames to facilitate academic conversations

HoursMinutesSeconds Countdown Clock DYAD Share – using Sentence Frames to facilitate academic conversations

Successful Students Superior StandardsSupportive School Climate Big Idea: Access to complex texts is crucial to college and career readiness.

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?

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 Atlantic—far from shore, and from the shorebirds that led them to it—they 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 latitude—“sailing the parallel”—kept 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.

Successful Students Superior StandardsSupportive School Climate Complex Text Example From Haynes Auto Repair Manual for Pick up Trucks

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.

Successful Students Superior StandardsSupportive School Climate Save the Last Word for Me A Collaborative Conversation Strategy to engage ALL students

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.

HoursMinutesSeconds Countdown Clock Highlight 3 sentences or phrases that stand out to you in some way….you found it interesting, surprising, confusing, enlightening, etc.

HoursMinutesSeconds Countdown Clock Highlight 3 sentences or phrases that stand out to you in some way….you found it interesting, surprising, confusing, enlightening, etc.

HoursMinutesSeconds Countdown Clock Highlight 3 sentences or phrases that stand out to you in some way….you found it interesting, surprising, confusing, enlightening, etc.

HoursMinutesSeconds Countdown Clock Highlight 3 sentences or phrases that stand out to you in some way….you found it interesting, surprising, confusing, enlightening, etc.

HoursMinutesSeconds Countdown Clock Highlight 3 sentences or phrases that stand out to you in some way….you found it interesting, surprising, confusing, enlightening, etc.

HoursMinutesSeconds Countdown Clock Highlight 3 sentences or phrases that stand out to you in some way….you found it interesting, surprising, confusing, enlightening, etc.

HoursMinutesSeconds Countdown Clock Highlight 3 sentences or phrases that stand out to you in some way….you found it interesting, surprising, confusing, enlightening, etc.

HoursMinutesSeconds Countdown Clock Highlight 3 sentences or phrases that stand out to you in some way….you found it interesting, surprising, confusing, enlightening, etc.

HoursMinutesSeconds Countdown Clock Highlight 3 sentences or phrases that stand out to you in some way….you found it interesting, surprising, confusing, enlightening, etc.

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.

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 #1—take marker  Begin by reading one quote out loud—no commentary, only quote.  Pass marker-next person comments on #1’s quote—not your own. Pass marker.  Next member adds comments about quote from #1—pass marker.  Repeat until each person has commented on #1’s 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.

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.

Successful Students Superior StandardsSupportive School Climate Double Track Agenda—Strategies 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

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

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?

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”

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 author’s 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).

Successful Students Superior StandardsSupportive School Climate Reading and Viewing With A Focus

Successful Students Superior StandardsSupportive School Climate Reading and Viewing With A Focus Companion “text” as support for understanding

Successful Students Superior StandardsSupportive School Climate How do the Common Core State Standards define text complexity?

Successful Students Superior StandardsSupportive School Climate Reading and Viewing With A Focus

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

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 today’s session Share with your Elbow Partner

Successful Students Superior StandardsSupportive School Climate Double Track Agenda—More Strategies Readin g and Viewin g with a Focus Paired Text ( video as suppor t ) Round Robin share Elbow Partne r share

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

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

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

Successful Students Superior StandardsSupportive School Climate Big Idea: Access to complex texts is crucial to college and career readiness.

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?

Successful Students Superior StandardsSupportive School Climate EXEMPLAR TEXT

Successful Students Superior StandardsSupportive School Climate ENGAGE NEW YORK PROTOCOL FOR TEXT ANALYSIS

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.

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) L – 820L L – 1010L L – 1185L L – 1335L 11-CCR1185L – 1385L

Successful Students Superior StandardsSupportive School Climate Updated Quantitative Complexity Bands Death of a Salesman has a Lexile of 770

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”

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 sentences…some figurative or literary language

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 author’s 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:

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 text’s 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

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

Successful Students Superior StandardsSupportive School Climate Death of a Salesman Close Reading of Willy Loman’s monologue from Act II

Successful Students Superior StandardsSupportive School Climate Willy Loman

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 Boston—when 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?

Successful Students Superior StandardsSupportive School Climate

Successful Students Superior StandardsSupportive School Climate

Successful Students Superior StandardsSupportive School Climate

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 author’s purpose  – Author’s 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

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 Willy’s 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 Willy’s character? What do you think the author’s purpose was using “and” 20 times in this short passage?

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.

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.

Successful Students Superior StandardsSupportive School Climate 3 interpretations of Willy Loman Links given to YouTube performances— files too large to include GQCvtrUo

Successful Students Superior StandardsSupportive School Climate Double Track Agenda—Strategies 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

Successful Students Superior StandardsSupportive School Climate EXEMPLAR TEXT

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?

Successful Students Superior StandardsSupportive School Climate How is text complexity defined in the Common Core State Standards?

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.

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?

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

Successful Students Superior StandardsSupportive School Climate

Successful Students Superior StandardsSupportive School Climate