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2. 2 Raising Achievement and Closing Gaps Between Students at High School What is the cause of 60% of 10 th graders not achieving Level 3 on FCAT Reading?

3. Text Complexity - ACT Study Purpose: Determine what distinguished the reading performance of students likely to succeed in college and not. Process: Set benchmark score on the reading test shown to be predictive of success in college (“21” on ACT composite score) Looked at results from a half million students. Divided texts into three levels of complexity: uncomplicated, more challenging, and complex. 3

4. Performance on the ACT Reading Test by Comprehension Level (Averaged across Seven Forms) 4

5. Performance on the ACT Reading Test by Textual Element ( Averaged across Seven Forms) 5

6. Text Complexity Matters Performance on complex texts is the clearest differentiator in reading between students who are more likely to be ready for college and those who are less likely to be ready. Texts used in the ACT Reading Test reflect three degrees of complexity: uncomplicated, more challenging, and complex. 6

7. 7 7 Performance on the ACT Reading Test by Degree of Text Complexity (Averaged across Seven Forms) In this figure, performance on questions associated with uncomplicated and more challenging texts both above and below the ACT College Readiness Benchmark for Reading follows a pattern similar to those in the previous analyses. Improvement on each of the two kinds of questions is gradual and fairly uniform. 7

8. Recap of ACT Findings Question type and level (main idea, word meanings, details) is NOT the chief differentiator between student scoring above and below the benchmark. The degree of text complexity in the passages acted as the “sorters” within ACT. The findings held true for both males and females, all racial groups and was steady regardless of family income level. What students could read, in terms of its complexity--rather than what they could do with what they read—is greatest predictor of success. FCAT has complex passages and highly cognitive demanding questions. 8

9. Text Requirements in Middle and High School Students who arrive behind in reading or close to grade level are often taught through courses that don’t demand much reading. 9 Many students are engaged in shallow reading, skimming text for answers, focusing only on details and failing to make inferences in order to integrate different parts of the text. Years of reading in this superficial way will cause a student’s reading ability to deteriorate. For many students the decline of text demands in the courses that they take has both an immediate and long term impact on student achievement.

10. 10 The Percent Of Students Who Have Previously Scored A Level 3 Or Higher On FCAT Reading 2011 FCAT Results GradeOf Students Scoring Level 1 on the FCAT Reading, the Percent who have previously scored a Level 3 or higher in Reading Of Students Scoring Level 2 on the FCAT Reading, the Percent who have previously scored a Level 3 or higher in Reading 42153 52967 63676 73172 84385 94687 105890 10

11. Florida’s Common Core State Standards Implementation Timeline Year/Grade Level K123-89-12 2011-2012F LLLLL 2012-2013F LF LF LLLL 2013-2014 CCSS fully implemented F L B L 2014-2015 CCSS fully implemented and assessed F L F - full implementation of CCSS for all content areas L - full implementation of content area literacy standards including: (1) text complexity, quality and range in all grades (K-12), and (2) CCSS Literacy Standards in History/Social Studies, Science, and Technical Subjects (6-12) B - blended instruction of CCSS with Next Generation Sunshine State Standards (NGSSS); last year of NGSSS assessed on FCAT 2.0 11

12.  Reading Standards include over exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade  Text complexity is defined by: Qualitative 1.Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative 2.Quantitative measures – readability and other scores of text complexity Reader and Task 3.Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned Text Complexity & Text-based Questions 12

13. Just Read, Florida! New Professional Development The Comprehension Instructional Sequence An instructional model based upon research evidence introduced this year to Florida’s teachers. The model assists teachers of students in implementing whole- class examination of difficult texts and build students’ specialized knowledge. This sequence helps students grasp textual nuances they would not understand on their own. It is a “text-dependent” approach, ensuring the close examination of key text details and utilizes complex text. 13 Teaching Students to Think as They Read

14. What is Reading? “the process of simultaneously extracting and constructing meaning through interaction and involvement with written language” (RAND, 2002, p. 11) “Reading is an active and complex process that involves – Understanding written text – Developing and interpreting meaning; and – Using meaning as appropriate to type of text, purpose, and situation” (NAEP Framework, 2009) 14

15. Reading Is A Complex Activity A skilled reader rapidly and accurately decodes the words, attaches the meaning to words and sentences, connects text information to relevant background knowledge, maintains a mental representation of what he or she has already read, forms hypotheses about upcoming information and makes decisions based on his or her purpose for reading – all at the same time. 15 Carlisle and Rice, 2002

16. National Reading Panel On Comprehension Directly teaching comprehension strategies leads to improvements in comprehension. Strategies are most effective when taught in combination and used flexibly in active, naturalistic learning situations Teachers can be taught to be effective in teaching comprehension. There is a need for extensive teacher preparation to teach comprehension. 16 National Reading Panel, 2002

17. Time spent reading is highly correlated with comprehension Effective instruction using high-quality curriculum materials can increase students’ comprehension 17 What the Research Says About Comprehension

18. Comprehension Strategy Instruction – Teacher Actions important for Success Make explicit connection between strategy and application in text Repeatedly state and model the “secret” to doing it successfully so students “see” the mental workings involved Provide students with multiple opportunities to perform the strategy themselves Base assessment on both strategy use and text comprehension (Duffy, in Comprehension Instruction ed. by Block and Pressley, 2002) 18

19. 19 Students need to practice comprehension strategies at the listening level before applying them at the reading level. This occurs through teacher-modeling

20. Goal: To provide instruction and supports that will enable every student to: Pick up a piece of fiction and read it with enjoyment and good comprehension of plot, characters, and action Read expository, or non-fiction text and grasp the main ideas as well as their connection to supporting details so that new concepts and information are understood and learned. Read text written at their grade level with good comprehension and fluency Examples: 20

21. Comprehension of your discipline is not something that just happens. Comprehension of your discipline needs to be taught. (National Reading Panel, 2000) 21

22. In fact, helping students acquire the skills, knowledge, and attitudes required for proficiency in comprehension of content area text is the most important goal, PERIOD. 22

23. Comprehension Instructional Sequence A. Teacher introduces benchmark(s), sets purpose, asks essential question(s) and reads/thinks aloud using grade-level resource while students mark text as directed. B. Teacher poses written question and facilitates directed note taking. Students read text, independently, in pairs, or small groups and take notes based on question presented by teacher. C. Students compare notes in pairs or small groups and discuss similarities and differences. Teacher facilitates text discussion based on notes and directs students to use text evidence to support responses. Step One: Read to Build Deep Comprehension A. Teacher models generation of a complex question based on a section of the text, relating to a broad perspective or issue. B. Students work individually, in pairs, or small groups to re-read text and generate their own questions. C. Teacher facilitates text discussion using student- generated question(s). Students respond to each other’s questions, engaging in text discussion. Step Two: Reread and Generate Questions to Deepen Text Understanding Step Three: Read to Use Text Evidence to Validate Responses B. Students respond to question using the graphic organizer and support their response with text evidence and share their answers. C. Teacher facilitates discussion, asking students to support their response with text evidence. Students look at original answers and can change their answer based on new evidence or keep their answers the same and add additional information to support their answer. A. Teacher posts a written question aligned to the cognitive complexity of FCAT and models how the text supports answering the question using a graphic organizer. Handout 3

24. Comprehension Instructional Sequence (CIS) Step One Handout 1

25. Topic Question Before reading: Would you eat genetically modified foods? 25

26. Predictive Writing Before text reading: Use the Essential Question Handout to record your answer to this question: Predict what you think are the potential risks and benefits of genetically modified organisms. Base your response on your current background knowledge. 26

27. Vocabulary Front Loading – Words for Vocabulary Word Wall: Words introduced in this section: herbicides, pesticides, resistance, tolerance, modified Words introduced previously in text-reading: gene, pollen, vaccines 27

28. Text Marking Listen as the facilitator reads the following text: Genetically Modified Foods: Harmful or Helpful? Question: What are the potential risks and benefits of genetically modified organisms? Mark the text with the following codes: A – agricultural applications M – medical applications E – environmental applications 28

29. Text Marking After text marking: In small groups, compare and discuss differences in text coding. Support your suggested answers from the text. 29

30. First Writing Response After Reading After the initial reading, use the Essential Question Handout in the participant notebook to answer the following question: According to the text, what are the potential risks and benefits of genetically modified organisms? 30

31. Comprehension Instructional Sequence (CIS) Step Two

32. Directed Note-taking Guiding Question: What are some of the arguments surrounding genetically modified organisms? Risk Benefit Neither Be sure to utilize the text features as you take notes 32

33. After Directed Note-taking Compare notes in pairs or small groups 33

34. After Directed Note-taking Take a position and discuss whether the benefits of genetically modified organisms are worth the risks. Use text to justify all positions. 34

35. Question Generation Generate questions unanswered from your first text reading. Record your questions on your Student Question Generation paper as you work in pairs or small groups. What do we not know right now about what we buy and eat and take as medicine? 35

36. Question Generation Share questions with the whole group to identify which are common, and which questions are most relevant to the topic and/or significant to learning Record/post common and relevant/significant questions on the Question Generation Poster for future use in: *extended text discussion *seeking answers in text-reading throughout the remainder of the chapter/unit * focusing on unanswered questions in collaborative inquiry. 36

37. Comprehension Instructional Sequence (CIS) Step Three

38. Text Based Essential Questions According to the text, what are the potential risks and benefits of genetically modified organisms? Use information from notes to help write final response on the Essential Question Handout. Share answers in small groups. As part of whole class discussion, record responses to the essential question in multiple choice format. 38

39. The Comprehension Instructional Sequence Facilitates Students: Using background knowledge, i.e., predicting, inferring Identifying key ideas from text Learning and using text structures Monitoring comprehension and employing fix-up strategies Using a variety of reading strategies effectively Paraphrasing, explaining, and summarizing information to construct conclusions Engaging in question generation Extended text discussion and writing 39

40. The Comprehension Instructional Sequence Facilitates Students: Using background knowledge, i.e., predicting, inferring Identifying key ideas from text Learning and using text structures Monitoring comprehension and employing fix-up strategies Using a variety of reading strategies effectively Paraphrasing, explaining, and summarizing information to construct conclusions Engaging in question generation Extended text discussion and writing 40