1. Research-Based Teaching Methods for Meeting the Common Core Standards Instructor Sarah Collinge sarah@readsidebyside.com Readsidebyside.com

2. Thank you for participating today! Introductions

3. Research Base: National Reading Panel Report (2000) RAND Report: Reading for Understanding: Toward an R&D Program in Reading Comprehension (Snow, 2002) ACT, INC. Report (2006) Common Core Standards (2010)

4. Workshop 1: Comprehension & the Common Core Standards Workshop 2: Closing the Gap Between Reader & Text

5. Workshop 1: Comprehension & the Common Core Standards Key Requirement: all students must be able to comprehend texts of steadily increasing complexity as they progress through school. WHY? Definition of complex text Strategy use in complex text

6. Why text complexity matters: 2006 ACT, Inc. report Reading Between the Lines Q: What differentiates those who meet the benchmark score in reading (51%)from those who do not? A: Students ability to answer questions associated with complex texts.

10. Summary of Findings: Literal and inferential questions No clear differentiator of readiness for college Textual elementsNo clear differentiator of readiness for college Performance with complex text Clear differentiator of readiness for college

11. Definition of Text Complexity Qualitative Demands Quantitative Demands Reader and Task Demands

12. Quantitative Demands Word length Word frequency Sentence length Text cohesion Typically measured by computers: Exp. Lexile Level

13. Text Complexity Grade Bands Grade BandOld Lexile RangesAligned to CCR K – 1N/A 2 - 3450 - 725450 - 790 4 - 5645 - 845770 - 980 6 - 8860 - 1010955 - 1155 9 - 10960 - 11151080 - 1305 11 - CCR1070 - 12201215 - 1355 CCR – Collect Career Readiness

14. Many current quantitative measures underestimate the challenge posed by complex narrative fiction. According to quantitative measurements, what grade level should be reading Steinbecks The Grapes of Wrath? 680 Lexile Level

15. Text Complexity Grade Bands Grade BandOld Lexile RangesAligned to CCR K – 1N/A 2 - 3450 - 725450 - 790 4 - 5645 - 845770 - 980 6 - 8860 - 1010955 - 1155 9 - 10960 - 11151080 - 1305 11 - CCR1070 - 12201215 - 1355 CCR – Collect Career Readiness

16. Qualitative Demands Qualitative Measurement Simple TextComplex Text MeaningSingle levelMultiple levels PurposeExplicit purposeImplicit purpose Language Conventions & Clarity Literal Clear Familiar Contemporary Conversational Figurative Ambiguous Unfamiliar Historical Academic

17. Qualitative Demands Cont. Qualitative Measurement Simple TextComplex Text StructureSimple Explicit Chronological Common Genre Simple Graphics Graphics unnecessary Complex Implicit Manipulated order Multi-dimensional Sophisticated Gr. Graphics essential to understanding Knowledge demands Everyday knowledge Low intertextuality Background knowledge High intertextuality

18. How does text complexity increase comprehension? The greater the depth of the text, the higher the level of competence students reach with each strategy. Examples: predicting in short vs. long text summarizing in short vs. long text

19. Transfer of Strategies Strategies are used when we are stuck Awareness of the need for strategies increases progressively in more challenging texts When students see strategies as valuable tools for comprehension, they will be more likely to use those strategies in other contexts (independently).

20. Reflection A new piece of learning for me is… This makes me think… I can apply this new knowledge…

21. Workshop 2: Closing the Gap Between Reader & Text Provide support (Gradual Release Model) Increase cognitive capacities Build background knowledge Broaden text experiences Explicitly teach a plan of action – C. I. A.

22. Reader Numerous factors associated with the individual reader are relevant when determining whether a given text is appropriate for him/her. Cognitive capacities Motivation Knowledge Experience

23. Challenge: Common Core demands all students must be able to comprehend texts of steadily increasing complexity. How do we close the gap between reader & text?

24. Provide Support The Gradual Release of Responsibility Gradual release of control methods are most effective (NRP, 2000)

25. Cognitive Capacity Support Students who struggle with accuracy and fluency will not be able to focus their attention on these comprehension demands of complex text.

26. Read Aloud & Model To increase listening comprehension Listening comprehension sets the upper limits for reading comprehension Alice Thomas

27. Listening Comprehension Background Knowledge Vocabulary Grammar Comprehension Strategies Literacy Knowledge Synthesis (Oral/Written) Word Recognition Phonemic Awareness Decoding Sight Recognition Word Analysis (Intermediate) Reading Comprehension The Reading Rope

28. Cognitive Capacity Support Comprehension Demands: Critical Analytic Ability (Close Reading) Inferring Visualization Provide modeling through instructional read aloud. Attention & Memory Demands: Model increasing reading stamina. Model reading longer text over days/weeks.

29. Through instructional read aloud we can explicitly teach comprehension strategies within a wide range of sophisticated text structures, thereby increasing student competency in comprehension.

30. Guide Instruction & Collaborative Practice To increase successful rehearsal of strategies in increasingly complex texts Small Group Instruction – Guided Reading Partnerships Book Clubs

31. Listening Comprehension Background Knowledge Vocabulary Grammar Comprehension Strategies Literacy Knowledge Synthesis (Oral/Written) Word Recognition Phonemic Awareness Decoding Sight Recognition Word Analysis (Intermediate) Reading Comprehension The Reading Rope

32. Independence To show mastery of strategies across a wide range of literature. Continue to provide support through: Literature Partners Teacher/Student Conferences Reading/Writing Connection

33. Listening Comprehension Background Knowledge Vocabulary Grammar Comprehension Strategies Literacy Knowledge Synthesis (Oral/Written) Word Recognition Phonemic Awareness Decoding Sight Recognition Word Analysis (Intermediate) Reading Comprehension The Reading Rope

34. It is the match or mismatch between characteristics of genre & subject matter & a readers capabilities that determines the likelihood of successful comprehension (Snow, 2002, p. 15) Implication: We can strategically align subject matter and genre to increase student success in complex text– taking full advantage of a students instructional range.

35. Match Students to Text: Build Background Knowledge Genre What can the reader expect of character setting, plot? What can the reader expect to think about in that genre? (theme) What should the reader focus his/her thinking on? (critical element) (Genre charts provided at readsidebyside.com)

36. Build Background Knowledge Subject Matter Outside text Text to world connections (current events) Vocabulary Address unknown content vocabulary Explicitly teach key repeated words both explicit and implicit

37. Broaden Text Experiences Intertextuality Look for references to outside text and bring them in as appropriate Exp. Maniac Magee & The Good Samaritan Strategically plan your scope and sequence to connect books/themes across the year Focus on key repeated vocabulary across texts & genres

38. Teach a plan of action When readers use the structure & genre of the text to create a plan of action they will be more proficient comprehenders (Snow, 2002). Raising the Standards Through Chapter Books: The C. I. A. Approach, Collinge

39. Divide the text into 4 quadrants Supports reading Stamina & Goal Setting Plan of action: Quadrant 1 – Collect critical information Quadrant 2 & 3 – Interpret the text Quadrant 4 – Apply to your life

40. Use strategies to Collect Critical Information. Writing down critical information in a readers notebook will give students a tool for fixing up comprehension. Character Names & Traits Setting clues / Map Problem(s) & Solution Main Events Summarize to monitor comprehension

41. Interpret the Text: Dig Deeper by Narrowing the Focus Focus on the critical element for the genre Look for patterns (key repeated words) Consider how the theme is being revealed Select a theme or line of thinking.

42. Interpret the Text: Gather Evidence Support a line of thinking with evidence from the text. Look for the turning point at the end of the 3 rd quadrant. Whats the turning point? How does it reveal the authors message?

43. Apply to your Life! Enjoy reading the last quadrant! Evaluate the authors message. Do you agree with the message? Why? Formally reflect on your reading.

44. Final Reflection What will you take-away from this workshop? What PD do you need to help you get started?

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