Text Complexity and Close Reading for the

Developing Reader

Read 180 Common Core Kick-Off

Judy FuhrmanK-12 Staff Developer

AgendaOText Complexity

OClose Reading

OScaffoldingOApplication

ObjectiveBy the end of this

session, participants will

have experienced and practiced instructional

methodology for R180 classrooms

that supports close reading of more complex

text.

CCSS for ELA & Literacy in History/Social Studies,

Science, & Technical Subjects

Standard 10: Range of Reading and Level of Text Complexity

Read and comprehend complex literary and informational texts independently and proficiently.

Reading Between the Lines Iowa City, IA; ACT, Inc. (2006)

Students… “must also develop special skills and

strategies for reading text in each of the differing content

areas (such as English, science, mathematics and history)— meaning that a

student who “naturally” does well in

one area may struggle in another.”

Text Complexity

Reader and TaskQualita

tive Quantitative

Levels of meaning, structure, language conventionality and clarity, and knowledge demands

Readability measures and

other scores of text complexity

Reader variables (motivation, knowledge, experiences) and task variables (purpose &

complexity generated by the task assigned and the questions posed)

Increasing Text Complexity

OUse a text you teach frequently. Can you make it more complex by changing the task?

OTake a task that is often very challenging for the students. Can you scaffold it with a more accessible text (stair stepping)

OCompare texts. Can you make a central text more complex or more accessible?

https://www.teachingchannel.org/videos/simplifying-text-complexity

What is the task?

How can you change it?

Action Magazine

Compare & contrast the vocabulary and sentence structure.

http://www.smekenseducation.com/build-background-knowledge-without-always-pre-reading.html

Include much practice with

summary writing.

ASSESSMENT

assign “stretch” text to students

buddies engage with challenging text –

journal - discuss

model complex approaches, like rhetorical argument

use graphic organizers to make text structure

visible

immersion in complex language exposure

introduce background knowledge

Sca

ffold

ing f

or

Text

Com

ple

xit

y

Lexile Expectations

Growth

LEVEL BOY Norms EOY

Norms Chang

e

RUSD

EOY

Difference from Norms

7th Grade

490

579 +109 629 +139 (+30)

9th Grade

520

613 +93 604 +80(-9)

http://culturecurriculumchange.wordpress.com/orbits/