stretch 2 text: close reading...
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Stretch 2 Text: Close Reading with
Complex Text in Action
Marg Goyings Project Manager, North
Literacy Solutions Intervention Solutions Group, HMH
Nicole Sudano Implementation Manager, North
Literacy Solutions Intervention Solutions Group, HMH
Learning Outcomes
Experience how to incorporate Stretch 2 texts during Reading Checkpoints to staircase students to rigorous text.
Practice Close Reading strategies within Stretch 2 Instruction.
Discover how the RDI 4 will support students’ experience with Next Generation Assessments
Understanding Text Complexity TIG page 33
Qualitative Measure
Reader
& Task
Quantitative Measure
Quantitative Measures
Measures such as:
• Word length
• Word frequency
• Word difficulty
• Sentence length
• Text length
• Text cohesion
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LEXILE BR–1500+L
Measures such as:
• Levels of meaning
• Levels of purpose
• Structure
• Organization
• Language conventionality
• Language clarity
• Knowledge demands
Qualitative Measures
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Simple Moderate 1 Moderate 2 Complex 1 Complex 2
Reader and Task Considerations
Considerations such as:
• Knowledge and experience
• Purpose for reading
• Complexity of text-based task
• Complexity of text-based questions
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Workshop Overview
Workshop Planning Guide Sampler pages 118E–118F
A Closer Look
Analyzing a Sample Stretch Text PG pages 10–11
Apply Activities PG page 11
How Do Stretch Texts Challenge Readers?
• Higher Lexile measures
• Complex topics and content
• More advanced academic and domain-specific vocabulary
• More opportunity to practice higher- order critical thinking
PG pages 7
Next Generation Assessments
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Sample Items for Grade 6: Excerpt from Julie of the Wolves by Jean Craighead George
Sample Item : Questions
Part A Question: What is the purpose of this sentence in paragraph 1: “No roads cross it; ponds and lakes freckle its immensity”? a. It illustrates the theme that human beings should keep the natural would pure and unpolluted. b. It shows how beautiful the setting seems to Miyax. c. It helps develop the theme that nature connects all living things together. d. It emphasizes how the setting of the story creates great challenges for Miyax.*
Sample Items for Grade 6: Excerpt from Julie of the Wolves by Jean Craighead George
Sample Item : Questions Part B Question: Which sentence best helps develop the central idea? a. “Miyax pushed back the hood of her sealskin parka and looked at the Arctic sun.” b. “Somewhere in this cosmos was Miyax; and the very life in her body, its spark and warmth, depended upon these wolves for survival.” c. “The next night the wolf called him from far away and her father went to him and found a freshly killed caribou.” d. He had ignored her since she first came upon them, two sleeps ago.”
Next Generation Assessments
How might teachers use these in their classrooms? When? With whom?
Anchor Standard
Which anchor standard specifically mentions students closely reading text to make inferences
and draw conclusions using evidence in the text?
Reading Anchor Standard 1:
Read closely to determine what the text says
explicitly and to make logical inferences from it;
cite specific textual evidence when writing or
speaking to support conclusions drawn from the
text.
What is Close Reading?
Establish purpose
First Reading
First Discussion
Second Discussion
Second Reading
Third Discussion
Writing
Text Complexity: Raising Rigor and Reading, Fisher, Frey, Lapp
Stretch 2 Experience
3 Have heard
about others
using it and
have talked
to them
about it
2 Downloaded
it but have
never used
it
4 Have used
a Stretch 2
Text in a
classroom
setting
1 Never
downloaded
it
Introducing Stretch 2 with the Teacher Packet
Stretch vs. Stretch 2
• Nonfiction, informational texts
• Prepare students for complex texts in college and career
• High grade-level Lexile measures
• Extend on topics from Workshop Readings
• Include teacher scripting and text-dependent questions
• Have Next Gen Assessment Practice
Both Stretch 2 Small group only
Only with students who are ready for a challenge at Reading CheckPoints
Includes one lesson
Accessed through the Teacher Dashboard, RDI Book 1 (except for Flex and Flex II), and SAM
Stretch Text W__
Whole- and Small-group
Scaffolding and pacing to enable all students to access grade-level text
Five days of instruction
Accessed through the READ 180 Community website and/or SAM
Stretch Text 2 W__
To engage in close reading of complex text
PG page 7
Building Literacy Skills With Stretch 2 Readings
• Complex Nonfiction Text
• Multiple Close Readings
• Academic Discussion
• Academic and Domain-Specific Vocabulary
• Evidence-Based Writing
PG page 13
Accessing Stretch 2 Readings PG page 14
Stretch 2 Teacher Packet PG page 14
Whole-Group Instruction
Small-Group Instruction
Writing Prompts and Extension Activities
Stretch 2 Student Packet PG page 14
Scaffolded Reading Routines TIG page 52, Sampler page 25
Routine Teacher Students
Oral Cloze
(1 & 2)
Reads text aloud,
omitting words
Chime in chorally
with omitted words
Modeled Fluent
Reading
Assigns task or
question and
reads text aloud
Follow along silently
and actively
Choral Reading Reads text aloud Read text aloud
Partner Cloze
Monitors students Read text aloud,
omitting words for a
partner to chime in
Independent
Reading
Monitors students Read text silently
and actively
Vocabulary Routine
Rite and Epidemic
1. Pronounce the word (say the word and have students repeat it twice)
2. Explain the meaning of the word to the students and have them record it.
3. Discuss examples. Model two meaningful examples.
4. Deepen understanding with conversation.
5. Review
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QuickWrite
• How would you rephrase the first sentence? What can you infer about the content of the article from this sentence?
• One way to rephrase the first sentence is ___.
• From this first sentence, I can infer that the article will ____.
www.scholastic.com/read180/community
Discussion
• What evidence does Cloud include to support his claim that “bullying has become cemented in public opinion as a growing epidemic?
www.scholastic.com/read180/community
Modeled Fluent
Your Turn • Skim questions 3 and 4 that are embedded in the small group lesson. Skim
the paragraph once more.
• Think about your students. How would you pose these questions to your students? How would you direct students to annotate the text? Would you choose any additional vocabulary words to frontload before engaging with the text?
• You and a partner will take turns being the student and the teacher. Choose one question and practice teaching that part of the small group lesson.
• You will then switch roles!
www.scholastic.com/read180/community
Independent Reading
Numbered Heads
• What challenges might your students encounter with this text?
• How would you introduce the Stretch 2 text to your students?
• How would you scaffold or differentiate your instruction so that students could access the Stretch 2 text?
www.scholastic.com/read180/community
Joining the READ 180 Community TIG pages 224–225
www.scholastic.com/read180/community
Assessment
RDI 4: Assessment Strategies & Practice
Learning Outcomes
Understand how to implement Stretch texts during Reading Checkpoints to staircase students to rigorous text.
Understand how to use Stretch 2 texts to provide students with opportunity for close and repeated readings of complex text.
Discover how the RDI 4 will support students’ experience with Next Generation Assessments.
Stretch 2 Text: Close Reading with
Complex Text in Action
Marg Goyings Project Manager, North
Literacy Solutions Intervention Solutions, HMH
Nicole Sudano Implementation Manager, North
Literacy Solutions Intervention Solutions, HMH [email protected]
Session Evaluation
#ModelSchools
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