Successful Students Superior StandardsSupportive School Climate
Text Complexity and the Common Core State Standards Valley High
School Presented by CLAS teachers
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Transition to Common Core Standards for g to SSeti 2
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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
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Double Track Agenda To provide an introduction to complex text To
model strategies to implement in the classroom
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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
www.textproject.org/tdswww.textproject.org/tds Instructor edition
Participant handouts
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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
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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.
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HoursMinutesSeconds Countdown Clock Mark the appropriate box and
give your reason or evidence at this time.
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give your reason or evidence at this time.
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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.
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HoursMinutesSeconds Countdown Clock DYAD Share using Sentence
Frames to facilitate academic conversations
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HoursMinutesSeconds Countdown Clock DYAD Share using Sentence
Frames to facilitate academic conversations
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HoursMinutesSeconds Countdown Clock DYAD Share using Sentence
Frames to facilitate academic conversations
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HoursMinutesSeconds Countdown Clock DYAD Share using Sentence
Frames to facilitate academic conversations
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HoursMinutesSeconds Countdown Clock DYAD Share using Sentence
Frames to facilitate academic conversations
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Big Idea: Access to complex texts is crucial to college and career
readiness.
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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?
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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 Atlanticfar from shore, and from the
shorebirds that led them to itthey 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 latitudesailing
the parallelkept 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.
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Complex Text Example From Haynes Auto Repair Manual for 1997-2005
Pick up Trucks
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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.
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Save the Last Word for Me A Collaborative Conversation Strategy to
engage ALL students
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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.
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HoursMinutesSeconds Countdown Clock Highlight 3 sentences or
phrases that stand out to you in some way.you found it interesting,
surprising, confusing, enlightening, etc.
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090 00 8 876543215 7
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HoursMinutesSeconds Countdown Clock Highlight 3 sentences or
phrases that stand out to you in some way.you found it interesting,
surprising, confusing, enlightening, etc.
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090 00 7 876543215 6
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HoursMinutesSeconds Countdown Clock Highlight 3 sentences or
phrases that stand out to you in some way.you found it interesting,
surprising, confusing, enlightening, etc.
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090 00 6 876543215 5
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HoursMinutesSeconds Countdown Clock Highlight 3 sentences or
phrases that stand out to you in some way.you found it interesting,
surprising, confusing, enlightening, etc.
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090 00 5 876543215 4
004987654321039876543210987654321021987654321098765432100
HoursMinutesSeconds Countdown Clock Highlight 3 sentences or
phrases that stand out to you in some way.you found it interesting,
surprising, confusing, enlightening, etc.
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090 00 4 876543215 3
004987654321039876543210987654321021987654321098765432100
HoursMinutesSeconds Countdown Clock Highlight 3 sentences or
phrases that stand out to you in some way.you found it interesting,
surprising, confusing, enlightening, etc.
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090 00 3 876543215 2
004987654321039876543210987654321021987654321098765432100
HoursMinutesSeconds Countdown Clock Highlight 3 sentences or
phrases that stand out to you in some way.you found it interesting,
surprising, confusing, enlightening, etc.
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090 00 2 876543215 1
004987654321039876543210987654321021987654321098765432100
HoursMinutesSeconds Countdown Clock Highlight 3 sentences or
phrases that stand out to you in some way.you found it interesting,
surprising, confusing, enlightening, etc.
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090 00 1 876543215 0
004987654321039876543210987654321021987654321098765432100
HoursMinutesSeconds Countdown Clock Highlight 3 sentences or
phrases that stand out to you in some way.you found it interesting,
surprising, confusing, enlightening, etc.
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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.
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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 #1take marker Begin by reading one quote out loudno commentary,
only quote. Pass marker-next person comments on #1s quotenot your
own. Pass marker. Next member adds comments about quote from #1pass
marker. Repeat until each person has commented on #1s 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.
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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.
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Double Track AgendaStrategies 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
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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
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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?
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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
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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 authors 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).
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Reading and Viewing With A Focus
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Reading and Viewing With A Focus Companion text as support for
understanding
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How do the Common Core State Standards define text complexity?
http://vimeo.com/27251914 http://vimeo.com/27251914
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Reading and Viewing With A Focus
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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
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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 todays session Share with your Elbow Partner
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Double Track AgendaMore Strategies Readin g and Viewin g with a
Focus Paired Text ( video as suppor t ) Round Robin share Elbow
Partne r share
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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
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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
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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
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Big Idea: Access to complex texts is crucial to college and career
readiness.
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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?
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EXEMPLAR TEXT
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ENGAGE NEW YORK PROTOCOL FOR TEXT ANALYSIS
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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.
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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) 2-3420L 820L 4-5740L 1010L
6-8925L 1185L 9-101050L 1335L 11-CCR1185L 1385L
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Updated Quantitative Complexity Bands Death of a Salesman has a
Lexile of 770
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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
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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 sentencessome figurative or literary language
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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 authors 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:
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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 texts 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
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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
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Death of a Salesman Close Reading of Willy Lomans monologue from
Act II
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Willy Loman
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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 Bostonwhen 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?
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Now read the entire monologue on your own. Annotate as you read
with ** Main idea or central to the authors purpose Authors 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
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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 Willys 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 Willys character? What do you think the
authors purpose was using and 20 times in this short passage?
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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.
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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.
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3 interpretations of Willy Loman Links given to YouTube
performances files too large to include http://youtu.be/tOG0kiPJMtE
http://youtu.be/TXp GQCvtrUo http://youtu.be/GTkR-YUITFE
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Double Track AgendaStrategies 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
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EXEMPLAR TEXT
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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?
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How is text complexity defined in the Common Core State
Standards?
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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.
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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?
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Double Track Agenda To understand the role of complex text in CCSS
To model CCSS aligned strategies for implementation in the
classroom
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