literacy and the common core - sra flex literacy - mcgraw-hill education

WHAT’S HOT FOR 2015

Nancy Marchand-Martella, Ph.D.

&

Ronald C. Martella, Ph.D.

confidential and proprietary 1


International

Reading

Association

(2014)


“What’s Hot, What’s Not” International Reading Association Literacy Survey for 2015

Two Extremely Hot Topics: (100% of respondents were in agreement)

1). Close Reading/Deep Reading2). Common Core Standards


“What’s Hot, What’s Not” International Reading Association Literacy Survey for 2015

(Source: Cassidy & Grote-Garcia, 2014)

Six Very Hot Topics:(at least 75% of respondents were in agreement)

1). College and Career Readiness*2). High Stakes Assessment*3). Informational/Nonfiction Texts*4). Text Complexity*5). Digital Literacies/New Literacies6). Writing, Argumentative and Based on Sources

*= were considered very

hot in 2014.

confidential and proprietary

Let’s Take A Closer Look At The

“What’s Hot, What’s Not” Findings

6


Close Reading/Deep Reading


Common Core State Standards

College and Career Readiness


Writing Speaking and Listening

Reading: Foundational

Skills

Reading: Literature

Reading: Informational

Text

LanguageReading: Foundational

Skills

Reading: Literature


Text

Language


10



Skills


Reading: Literature


Text

LanguageReading: Literature


Text

Language



Reading: Literature


Skills


Text


LanguageReading: Informational

Text


Language




Example: Text Evidence


High-Stakes Assessment


Informational/Nonfiction Text

Emphasis on Nonfiction/Informational Text

• 47% fiction/53% nonfiction (Digital)

• 40% fiction/60% nonfiction (Print)

• 100% nonfiction (Project)

17


Secondary

18

Print

Project

Digital


Text Complexity


Dimensions of Text Complexity

20


Digital Experience

21


Digital Experience


Print Experience: Elementary

2-3


Print Experience: Secondary

2-3

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TEXT COMPLEXITY: QUALITATIVE MEASURES RUBRIC

INFORMATIONAL TEXT Text Title: Text Author:

PURPOSE

High Middle High Middle Low Low

Complex, implied, and/or difficult to determine; may have multiple purposes

Implied, but can be inferred; may have multiple purposes

Implied, but easy to identify based on context

Explicitly stated

STRUCTURE


Organization: highly complex; implicit connections between ideas; conforms to the conventions of a specific content area or discipline

Organization: complex; some explicit connections between ideas; may exhibit traits common to a specific content area or discipline

Organization: may be complex; largely explicit connections between ideas; generally follows the conventions of the genre

Organization: simple; explicit connections between ideas; conforms to the conventions of the genre

Text Features: if used, are essential in understanding content

Text Features: if used, greatly enhance the reader’s understanding of content

Text Features: if used, enhance the reader’s understanding of content

Text Features: if used, help the reader navigate and understand content but are not essential

Use of Graphics: if used, interpretation of complex graphics essential to understanding the text; may also provide information not conveyed in the text*

Use of Graphics: if used, some graphics are complex and may occasionally be essential to the understanding of the text

Use of Graphics: if used, graphics are mostly simple and supplementary to understanding the text

Use of Graphics: if used, graphics are simple and unnecessary to understanding the text

LANGUAGE


Conventionality: contains abstract and/or figurative language or irony

Conventionality: occasionally contains abstract and/or figurative language or irony

Conventionality: largely contemporary, conversational language

Conventionality: contemporary, conversational language

Clarity: dense and complex language that is generally unfamiliar, archaic, discipline-specific, or overly academic; language may be ambiguous or purposefully misleading

Clarity: somewhat complex language that is occasionally unfamiliar, archaic, discipline-specific, or overly academic

Clarity: largely explicit, familiar language; easy-to-understand and rarely archaic, discipline-specific, or overly academic

Clarity: clear, explicit, literal, easy-to-understand language

KNOWLEDGE DEMANDS


Subject Matter Knowledge: requires extensive, perhaps specialized or even theoretical discipline-specific content knowledge

Subject Matter Knowledge: requires moderate levels of discipline-specific content knowledge; some theoretical knowledge may enhance understanding

Subject Matter Knowledge: everyday, practical knowledge is largely necessary; requires some discipline-specific content knowledge

Subject Matter Knowledge: requires only everyday, practical knowledge and familiarity with conventions of the genre

Intertextuality: many references to/citations of other texts or outside ideas, theories, etc.

Intertextuality: some references to/citations of other texts or outside ideas, theories, etc.

Intertextuality: few references to/citations of other texts or outside ideas, theories, etc.

Intertextuality: no references to/citations of other texts or outside ideas, theories, etc.

*NOTE: Many books for the youngest students rely heavily on graphics to convey meaning and are an exception to this generalization.

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TEXT COMPLEXITY: QUALITATIVE MEASURES RUBRIC

LITERARY TEXT Text Title: Text Author:

MEANING


Multiple levels/layers of complex meaning Multiple levels/layers of meaning Single level/layer of complex meaning Single level/layer of simple meaning

STRUCTURE


Narrative Structure: complex, implicit, and unconventional

Narrative Structure: some complexities, more implicit than explicit, some unconventionality

Narrative Structure: largely simple structure, more explicit than implicit, largely conventional

Narrative Structure: simple, explicit, conventional

Narration: many shifts in point of view Narration: occasional shifts in point of view

Narration: few, if any, shifts in point of view

Narration: no shifts in point of view

Order of Events: frequent manipulations of time and sequence (not in chronological order)

Order of Events: several major shifts in time, use of flashback

Order of Events: occasional use of flashback, no major shifts in time

Order of Events: chronological

LANGUAGE


Conventionality: heavy use of abstract and/or figurative language or irony

Conventionality: contains abstract and/or figurative language or irony

Conventionality: subtle use of figurative language or irony

Conventionality: little or no use of figurative language or irony

Clarity: generally unfamiliar, archaic, domain-specific, and/or academic language; dense and complex; may be ambiguous or purposefully misleading

Clarity: somewhat complex language that is occasionally unfamiliar, archaic, domain-specific, or overly academic

Clarity: largely contemporary, familiar, conversational language that is explicit and literal; rarely unfamiliar, archaic, domain-specific, or overly academic

Clarity: contemporary, familiar, conversational language that is explicit and literal; easy-to-understand

KNOWLEDGE DEMANDS


Life Experiences: explores multiple complex, sophisticated themes; multiple perspectives presented; experiences portrayed are not fantasy but are distinctly different to the common reader

Life Experiences: explores multiple themes of varying levels of complexity; experiences portrayed are not fantasy but are uncommon to most readers

Life Experiences: explores a single complex theme; experiences portrayed are common to many readers or are clearly fantasy

Life Experiences: explores a single theme; single perspective presented and everyday experiences are portrayed that are common to most readers or experiences are clearly fantasy

Cultural/Literary Knowledge: requires an extensive depth of literary/cultural knowledge; many references/allusions to other texts and/or cultural elements

Cultural/Literary Knowledge: requires moderate levels of cultural/literary knowledge; some references/allusions to other texts and/or cultural elements

Cultural/Literary Knowledge: requires some cultural/literary knowledge; few references/allusions to other texts and/or cultural elements

Cultural/Literary Knowledge: requires only common, everyday cultural/literary knowledge; no references/allusions to other texts and/or cultural elements

2727

Print Experience:

SecondaryPrint Experience:

Secondary

confidential and proprietary28

Checklist for Matching Readers to Text

Adapted from Fisher, Frey, & Lapp (2012)International Reading Association


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Exploring the Reader How SRA FLEX Literacy Addresses Item

Cognitive Capabilities

Will this text maintain the student’s attention? Reading selections were chosen by students

and classroom teachers.

Will this text tax the reader’s working

memory?

Considerate text moves from lower Lexiles to

higher Lexiles; short text selections are used.

Will this text require specialized supports (e.g.,

language support, accommodations)?

Scaffolded assistance is provided in the

student’s interactive reader.

Does this text contain enough supports to move

the reader’s learning forward rather than cause

frustration?

Shared read alouds allow readers to participate

in the reading of more complex text.

Motivation

Does the topic or genre of the text interest the reader?

High interest, student- and teacher-selected readings are used.

Is the text relevant to the reader? Current and motivating issues and topics are incorporated.

Does the reader have an opportunity to

exercise choice?

A trade book library provides high-interest

books that align with students’ reading levels.

Has the reader experienced success in the past

with this topic or genre?

Similar themes and genres and multipart

stories promote reader interest and success.

Does the reader have opportunities to

collaborate with others before and after the

reading?

Before-, during-, and after-reading strategies

promote collaborative engagement.

Is the text being used to connect to larger

themes or concepts?

Common themes such as “Every living thing

longs to be free” are evident.

Will this text allow the reader to meet a goal

that he or she has set?

Self-evaluation forms allow readers to meet

various expectations and goals.

Knowledge

Does the reader possess specialized knowledge

about the topic or genre?

Readers discuss background knowledge and

take notes before each story.

Does the reader possess the needed

metacognitive skills to comprehend the text?

Scaffolded prompts are provided that fade over

time where readers are working independently

and in groups.

Does the reader have sufficient background

and/or prior knowledge to link to new

information?



and in groups.

Experiences

What direct experiences does the reader have that may make this text more accessible?

Readers discuss background knowledge and take notes before each story.

Is this text more complex than previous ones to build the reader’s skills and knowledge?

Considerate text moves from lower Lexiles to higher Lexiles.

Print

Experience

Exploring the Reader How SRA FLEX Literacy Addresses Item

Cognitive Capabilities

Will this text maintain the student’s attention? Reading selections were chosen by students

and classroom teachers.

Will this text tax the reader’s working

memory?

Considerate text moves from lower Lexiles to

higher Lexiles; short text selections are used.

Will this text require specialized supports (e.g.,

language support, accommodations)?

Scaffolded assistance is provided in the

student’s interactive reader.

Does this text contain enough supports to move

the reader’s learning forward rather than cause

frustration?


in the reading of more complex text.

Motivation

Does the topic or genre of the text interest the reader?

High interest, student- and teacher-selected readings are used.

Is the text relevant to the reader? Current and motivating issues and topics are incorporated.

Does the reader have an opportunity to

exercise choice?

A trade book library provides high-interest

books that align with students’ reading levels.

Has the reader experienced success in the past

with this topic or genre?

Similar themes and genres and multipart

stories promote reader interest and success.

Does the reader have opportunities to

collaborate with others before and after the

reading?

Before-, during-, and after-reading strategies

promote collaborative engagement.

Is the text being used to connect to larger

themes or concepts?

Common themes such as “Every living thing

longs to be free” are evident.

Will this text allow the reader to meet a goal

that he or she has set?

Self-evaluation forms allow readers to meet

various expectations and goals.

Knowledge

Does the reader possess specialized knowledge

about the topic or genre?

Readers discuss background knowledge and

take notes before each story.

Does the reader possess the needed

metacognitive skills to comprehend the text?



and in groups.

Does the reader have sufficient background

and/or prior knowledge to link to new

information?



and in groups.

Experiences

What direct experiences does the reader have that may make this text more accessible?

Readers discuss background knowledge and take notes before each story.

Is this text more complex than previous ones to build the reader’s skills and knowledge?

Considerate text moves from lower Lexiles to higher Lexiles.


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Exploring the Task How SRA FLEX Literacy Addresses Item

Teacher-Led Tasks

Does this text require modeling of cognitive

comprehension strategies?

Skills and strategies are modeled by the

teacher; this support fades over time as readers

become responsible for analyzing texts independently and in groups.

Does this text require modeling of word-

solving strategies?

Vocabulary words and student-friendly

definitions are pinpointed and modeled by the teacher and ultimately are released to students.

Does this text require modeling of text structures?

Story elements are pinpointed and modeled by the teacher and ultimately are released to

students.

Does this text require modeling of text features?

Text features are pinpointed and modeled by the teacher and ultimately are released to

students.

Peer Tasks

Does the task match the readers’ collaborative

learning skills?

Readers learn to become a discussion director,

leading their groups to clarify story elements, generate questions, make predictions, and

summarize the story.

Does the task match the readers’ social skills? Readers learn how to participate in groups and

also to self-evaluate their performance in

readers’ theater.

Does the task require the readers to engage in

accountable talk?

As readers participate in groups they take notes

on points discussed.

Are suitable supports for accountable talk (e.g.,

language frames) furnished?

Prompts are provided in each student’s

interactive reader.

Individual Tasks

Does the task provide sufficient challenge for

the reader while avoiding protracted frustration?


in the reading of more complex text at their own skill levels.

Are the text and the task sufficiently more

complex than previous ones so they provide opportunities to build the reader’s skills and

knowledge?

Quantitative and qualitative measures increase

as readers progress over time.

Exploring the Question

Do the questions require the reader to return to

the text?

Readers highlight and take notes as text

evidence.

Do the questions require the reader to use

evidence to support his or her ideas or claims?


evidence showing where they found their answers.

Do the questions move from text-explicit to

text-implicit knowledge?

Both literal and inferential questions are

mainstays in the interactive reader.

Are there questions that require the reader to

analyze, evaluate, and create?

Questions promote discuss and debate; literal

and inferential questions are evident; and reader opinions are solicited.

Print

Experience

Exploring the Task How SRA FLEX Literacy Addresses Item

Teacher-Led Tasks

Does this text require modeling of cognitive

comprehension strategies?

Skills and strategies are modeled by the

teacher; this support fades over time as readers

become responsible for analyzing texts independently and in groups.

Does this text require modeling of word-

solving strategies?

Vocabulary words and student-friendly

definitions are pinpointed and modeled by the teacher and ultimately are released to students.

Does this text require modeling of text structures?

Story elements are pinpointed and modeled by the teacher and ultimately are released to

students.

Does this text require modeling of text features?

Text features are pinpointed and modeled by the teacher and ultimately are released to

students.

Peer Tasks

Does the task match the readers’ collaborative

learning skills?

Readers learn to become a discussion director,

leading their groups to clarify story elements, generate questions, make predictions, and

summarize the story.

Does the task match the readers’ social skills? Readers learn how to participate in groups and

also to self-evaluate their performance in

readers’ theater.

Does the task require the readers to engage in

accountable talk?

As readers participate in groups they take notes

on points discussed.

Are suitable supports for accountable talk (e.g.,

language frames) furnished?

Prompts are provided in each student’s

interactive reader.

Individual Tasks

Does the task provide sufficient challenge for

the reader while avoiding protracted frustration?


in the reading of more complex text at their own skill levels.

Are the text and the task sufficiently more

complex than previous ones so they provide opportunities to build the reader’s skills and

knowledge?

Quantitative and qualitative measures increase

as readers progress over time.

Exploring the Question

Do the questions require the reader to return to

the text?


evidence.

Do the questions require the reader to use

evidence to support his or her ideas or claims?


evidence showing where they found their answers.

Do the questions move from text-explicit to

text-implicit knowledge?

Both literal and inferential questions are

mainstays in the interactive reader.

Are there questions that require the reader to

analyze, evaluate, and create?

Questions promote discuss and debate; literal

and inferential questions are evident; and reader opinions are solicited.


Digital Literacies/New Literacies


Writing, Argumentative and Based on Sources


Meets the 2015

What’s “Extremely Hot” and “Very Hot”

Categories

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literacy and the common core - sra flex literacy - mcgraw-hill education

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