1. IT’S COMPLICATED Leadership Session June 7, 2012

2. Text Complexity Text Complexity Grade Band in the Standards Old Lexile Ranges Lexile Ranges Aligned to CCR expectations K–1N/A 2–3450–725450-790 4–5645-845770-980 6–8860-1010955-1155 9–10960-11151080-1305 11–CCR1070-12201215-1355

3. “This is interesting. We usually just read the text once, and then make a whole bunch of assumptions.” 9 th /10 th Grade Student New York City

4. Today’s Agenda Read the Article - Use Margin Notes and/or Graphic Organizer Read the Article - Answer the questions & Respond to the prompt Share with colleagues

5. Access Text Margin Notes or Graphic Organizer Choose one of the tools above to support your understanding of the text

6. Turn and Talk Using your notes: Share two important ideas you will take away from the reading Refer to portions of the text that support your thinking

7. Close Read Dig deeper in order to analyze the text and respond to the comprehension questions As you reread think about: Rationale for increase in text complexity Possible implications for instruction Suggestions to support students

8. Write about What you Read Generate a list of bullet points you might include in your blurb for the staff newsletter Whip Around – share one bullet point Why U.S. Students Stumble on Complex Texts Research shows that texts students read in grades K–12 became easier after 1962 Instruction is heavily scaffolded compared to college High school students are rarely held accountable for independent reading College reading is mostly expository, but K–12 reading is mostly narrative, which is easier to comprehend Source: Liben, David. (2010)

9. Stand Up – Pair Up – Share Possible implications for instruction at your school How will your school support students

10. Geometric Review Squared your thinking New angle Completed a circle of knowledge