ela si rich and worthy 2012
TRANSCRIPT
Rich and Worthy
Key Criteria for Text Selection
Source: Instructional Criteria for the CCSS in ELA and Literacy, Grades 3-5; and ELA, Grades 6-12
Participants will learn copyright laws and where to safely access texts. They will identify criteria for choosing rich and worthy texts.
Why is text selection important?
• In the CCSS, text is the focus of instruction.
• From texts, students gain knowledge not only about the world but about how to write, express ideas, and support their ideas with evidence from valid sources.
Text ComplexityStudents should read increasingly complex text with
growing independence as they progress toward college and career readiness.
• Texts should align with the complexity requirements as outlined in Reading Standard 10.
• All students (including those who are behind) should have extensive opportunities to encounter grade-level complex text.
• Shorter challenging texts that elicit close reading and rereading should be a part of regular instruction.
Text Complexity cont.
• Novels, plays, and other full-length texts play an equally important role.
• Texts selected for instruction should include materials that appeal to students’ interests and encourage independent reading.
Range and Quality of TextsThe CCSS require a greater focus on informational text in elementary school and literary nonfiction in
ELA classes 6-12.
• In elementary grades, the CCSS call for a balance of literary and informational texts.
• In ELA classes 6-12, there should be a blend of literature (fiction, poetry, and drama) and literary nonfiction (essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical scientific, technical or economic accounts including digital sources – especially that which is built on informational text structures).
Range and Quality cont.
• Texts selected should be worthy of close reading and rereading. They should be model texts.
• The CCSS require certain texts in 9-12.
• The selection and sequence of texts should provide a well-developed sense of bodies of literature.
• The English I course provides a foundational study of literary genres (novels, short stories, poetry, drama, literary nonfiction). It includes influential U.S. documents and one Shakespearean play.
• English II introduces a literary global perspective focusing on literature from the Americas (Caribbean, Central, South, and North), Africa, Eastern Europe, Asia, Oceania, and the Middle East. It includes influential U.S. documents and one Shakespearean play.
• English III is an in-depth study of U.S. literature and U.S. literary nonfiction especially foundational works and documents from the 17th century through the early 20th century. It includes at least one Shakespearean play.
• English IV completes the global perspective initiated in English II with a focus on European (Western, Southern, Northern) literature. It includes U.S. documents and literature (texts influenced by European philosophy or action) and at least one Shakespearean play.
K-2 includes:
• well-written and richly illustrated texts.
• reading in ELA, Science, Social Studies, and the Arts.
• read-alouds that are well above the complexity students can read on their own.
Cultivating Students’ Ability to Read Complex Text Independently
Scaffolds should enable all students to experience rather than avoid the complexity of the text.
Reminder….
Choose texts purposefully!
What do we want our students to learn?
What does that mean?
How do you choose a text purposefully?
What questions do you ask yourself?What resources do you use?
