truth text complexity teachers will read complex texts anticipate obstacles prepare scaffolding the...
TRANSCRIPT
TRUTH
TEXTCOMPLEXITY
Teachers will• read complex
texts• anticipate
obstacles• prepare
scaffolding
The
about
…...college students who take one or more remedial reading courses and eight years later still do not have a degree or certificate…...
70%
Remediation…Graduation…
(Adelman, 2004)
by Comprehension Level
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by Textual Element
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The Truth about Text Complexity
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Ability to deal with complex text is the clearest
differentiator.
Mastering Complex Text = KEY
Students who can master the skills necessary to read and understand complex texts are more likely to be college-ready than those who cannot.
Determining Complexity
Teachers must understand how particular text features can influence comprehension.
(Hiebert, 2013)
Determining Complexity
QUANTITATIVE Readbility Indices
like Lexile & Guided Reading Levels lengths of
sentences numbers of
challenging words
Measurable with software
Determining Complexity
QUALITATIVE Use of exemplar texts Consideration of student
need “Face Validity”
Human judgment is required.
Determining Complexity
QUALITATIVE 4 Dimensions:
Levels of meaning Knowledge demands Language
conventions/clarity Structure
Texts are not uniformly simple or complex across all four dimensions.
Determining Complexity
READER and TASK Teacher decides
and
each text should be used
in which part of the year with what scaffolding for which children.
how when
5th Grade
By the end of the year, read and comprehend literature and informational texts at the high end of the grades 4-5 complexity band, independently and proficiently.
8th Grade
By the end of the year, read and comprehend literature and literary nonfiction at the high end of the grades 6-8 complexity band independently and proficiently.
11th Grade
By the end of grade 11, read and comprehend literature and literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
All students think.
The Learning PyramidWe remember: of the:
10% Words We Read20% Words We Read &Hear30% Pictures/Movies We See50% Exhibits We ViewDemonstrations We Watch70% Talks We GiveDiscussions in Which We Participate90% Real Things in Which We ParticipateLessons We Teach to Others
PASSIVE
ACTIVE
The Learning PyramidWe remember: of the:
10% Words We Read20% Words We Read and Hear30% Pictures/Movies We See50% Exhibits We View
Demonstrations We Watch70% Talks We Give
Discussions in Which We Participate90% Real Things in Which We Participate
Lessons We Teach to Others
PASSIVE:
ACTIVE:
R.S.V.P.Relationships
RichnessStructureStyleVocabularyPurpose
...subtle, involved, embedded...highly sophisticated
...elaborate, sometimes unconventional...intricate
...demanding and context-dependent...implicit and sometimes
ambiguous
70 %…how much students remember when we allow them to discuss with each other
12-Week Marathon TrainingWEEK Mond
ayTuesd
ayWednesday
Thursday
Friday Saturday
Sunday
1 3 rest 4 3 rest 5 rest
2 3 rest 4 3 rest 6 rest
3 3 rest 4 3 rest 7 rest
4 3 rest 5 3 rest 8 rest
5 4 rest 5 4 rest 10 rest
6 4 rest 5 4 rest 12 rest
7 4 rest 6 4 rest 14 rest
8 4 rest 6 4 rest 16 rest
9 5 rest 7 5 rest 18 rest
10 5 rest 8 5 rest 20 rest
11 5 rest 8 5 rest 9 rest
12 5 rest 5 3 rest 8 rest
13 3 rest 3 walk 2 rest 26.2 rest
Focused Free Write
How will we help our students overcome the obstacles of increasingly complex text?
“LITERACY, in as much as it has anything to do with life,wasn’t meant to be EASY.”
(Holdaway, 1982)
Feedback
What was helpful about this workshop?
What further instruction or resources do you need?