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Reading in YOUR Content Area. Literacy Training for Teachers at East Wake High Schools. Sara Overby , WCPSS Coordinating Teacher for Secondary Literacy [email protected]. Agenda. Today’s Learning Objectives. By the end of this session, teachers will be able to … - PowerPoint PPT Presentation
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Reading in YOUR Content Area
Literacy Training for Teachers at East Wake High Schools
Sara Overby, WCPSS Coordinating Teacher for Secondary [email protected]
AgendaTime Topic To Think About
10 min Introduction
• What do I want to learn? • Why is reading in ALL content areas
important?
20 min The Standards
• Which of these do students already experience in their classes?
• Which do they need to experience?
15 min
Text Complexity
• Why does exposure to complex text matter?
• How do I know if text is complex?
30 min
Quantitative, Qualitative, and Task Factors
• How can I find out the grade level of a text?
• How can I tell if other factors make a text hard?
• How can I stretch students’ minds through their experiences with text?
15 min
Where We Go From Here
• What’s my role?• What have I learned? What are my
concerns?
Today’s Learning Objectives
By the end of this session, teachers will be able to … know where to find the Common Core
Reading Standards for grades 9 and 10 explain the rationale for including complex
text in all content areas explain the 3 major factors that govern text
complexity use analysis resources to assess the level of
complexity of a particular text
Reading Complex Text Matters!
Why do students need experience with complex text
in EVERY classroom?
Students and Text
http://www.act.org/standard/planact/reading/index.html
How did WCPSS do?
22
20.14
5
Average WCPSS ACT Reading score
Benchmark for ACT (out of 36)
Percent of WCPSS students in score range 20-23 2
2
20Percent of WCPSS students in score range 16-19
Percent of WCPSS students meeting ACT Reading benchmark
CCSS Reading Standards
10 of these…Let’s take a look!http://www.corestandards.org/ELA-Literacy
http://rt3nc.org/objects/standards/cclitmap/ela.html
Reading Standard 10 By the end of grade 10, read and comprehend
[literature, literary nonfiction, and informational text] in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend [literature, literary nonfiction, and informational text] in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
3 factors of text complexity
QuantitativeQualitativeReader and Task
Quantitative Factors Numerical Score of text difficulty Identifies expected AGE or GRADE Band Based on varying combinations of
o Length ( and/or syllables) of wordso Frequency of words usedo Length (and/or clauses) of sentenceso “Coherence” – how explicitly ideas are
connected
The Best Known Software Program--Lexile.com
Raters and Sample Lexile http://www.lexile.com/analyzer/
ETS Source Raterhttp://naeptba.ets.org/SourceRater3/ Flesch-Kincaidhttp://www.readability-score.com/
He leaned down and untied the laces, slipped off first one shoe and then the other. And he worked his damp feet comfortably in the hot dry dust until little spurts of it came up between his toes, and until the skin on his feet tightened with dryness. He took off his coat and wrapped his shoes in it and slipped the bundle under his arm. And at last he moved up the road, shooting the dust ahead of him, making a cloud that hung low to the ground behind him.The right of way was fenced, two strands of barbed wire on willow poles. The poles were crooked and badly trimmed. Whenever a crotch came to the proper height the wire lay in it, and where there was no crotch the barbed wire was lashed to the post with rusty baling wire. Beyond the fence, the corn lay beaten down by wind and heat and drought, and the cups where leaf joined stalk were filled with dust.
From The Grapes of Wrath
Qualitative FactorsOther factors that make text easy or difficult to read. Levels of meaning or author’s (hidden) purpose Conventional v. unfamiliar structure Language use:
Clear ? Conversational ? Contemporary? Prior knowledge demands
Life experience Cultural capital Disciplinary content knowledge
How can teachers judge?
Give it a whirl!
Reader and TaskThe tasks given to the reader that make the thinking and learning experience with the text rigorous – or that temper the rigor of the text.
Complexity of Text
Complexity of Task
Think Before You PlanReader and Task Considerations
Cognitive Capability Reading Skills
Motivation and Engagement with Task and Text
Prior Knowledge and Experience Content and/or Theme Concerns
Complexity of Associated Tasks
Reading planDate Book Focus Standards
EVERY TIME EVERY BOOKStandard 1-Text EvidenceStandard 4-
Cumulative impact of wordsStandard 10-Text Complexity
October 22The Curious Incident of the Dog in the Night-time
Standard 3-CharacterizationStandard 6- Particular point of view
November 19
Shop Class as Soul Craft
Standard 2-Central idea as it emerges
February 18 The Book ThiefStandard 7 – Scenes in two mediaStandard 9 – Use of source material
March 18 Miss Peregrine’s Home for Peculiar Children
Standard 5-Choices of structure and time
April 22The Guernsey Literary and Potato Peel Pie Society
Standard 6-Effect of cultural experience
Get Ready for October 22
Read the book! As you read…
o Think about the book through lens of the Reading Standard #o “Notice and Note” connections and ideas
After you read…go back and record…o the 10 most important words from the 1st 3 pages (your
opinion)o The 10 most important words form the last 3 pages (your
opinion)o Be read to explain WHY you chose those words
When you come to Book Club…o Bring 3 Great Ideas of yours to share with the groupo Bring 3 applications to real EW classrooms and real EW
students (even though the text will not be the same)
What did you learn?
By the end of this session, teachers will be able to … know where to find the Common Core Reading
Standards for grades 9 and 10. explain the rationale for including complex text
in all content areas explain the 3 major factors that govern text
complexity use analysis resources to assess the level of
complexity of a particular text
Feedback?1 Thing I Want/Need to Tell You
2 Concerns/ Questions/ Better if’s…
3 Things I Learned Today 4 Goals for Myself during “Book Club”