Supporting Students to Grapple with Complex Text Collaboratively

Laura AlvarezNovember 2014

Inquiry Process

• Learning goal: I can prepare for and participate in discussions about texts SO THAT everyone leaves with a better understanding of the text

• Audio-recorded 4 focal students regularly during lit circles and other small group text-based discussions

• Developed “indicators of success” as analysis tool to track progress, adjust teaching, and be more explicit with students

Focal studentsFabiola: stronger reader, participates in class and reading groups some

Charles: stronger reader, active participant

Elisa: lower SRI scores, rarely participates in class, reading groups

Alejandro: lower SRI scores, participates moderately in class and reading groups

Indicators: What is a quality student-led discussion of text?

• Clarifying the text, not just clarifying the story

• Using the text for analysis (not just recounting, but making claims)– Quality questions– Multiple passes to

get to literal and then analytical reading

Participation patterns and grouping

• Fabiola and Elisa participated more in student-led groups than teacher-led groups

• Elisa and Alejandro participated minimally in heterogeneous groups (asking questions, but not clarifying the text)

• Students with lower reading assessment scores were more active and showed more competence in “homogeneous groups”

Alejandro in January (The House of the Scorpion with stronger readers)

Alejandro in May (The Boy in the Striped Pajamas with similar-leveled readers)

• Asks questions, but groupmates respond without referencing the text

• Doesn’t analyze

• Asks questions which drive discussion and lead to the group going to the text to clarify

• Uses the text for analysis 3 times

What’s a strong reader?

• Lexile measurements are not accurate representations of how hard books really were for students

• Dangers of over-relying on assessment data to limit access to texts

• Capturing data on how students actually engage with complex text

Involving Students in Self-Assessment