In groups of 24 please choose from the front table any book that you might use for instruction in your classroom MTSU 3 rd Annual Reading Conference 91215 Reading on the Edge Toward Independent Reading of complex text ID: 620800
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Slide1
Welcome!
In groups of 2-4, please choose from the front table any book that you might use for instruction in your classroom. Slide2
MTSU
3rd Annual Reading Conference 9-12-15
Reading on the Edge:
Toward Independent Reading of complex textSlide3
Pointed Reading Protocol
Why Complex Text?Slide4
Hiebert
, E. (2012). 7 actions that teachers can take right now: text complexity. Text Matters. Retrieved from http://textproject.org/library/text-matters
/
7 Actions that teachers can take right now: Text complexitySlide5
Action 7
Identify benchmarksSlide6
“Teaching students to read grade-level and more complex texts requires first and foremost an understanding of what makes a text complex.”
Understanding the factors
of Text ComplexitySlide7
Thinking through a rich textSlide8
With a small group, work with a text that you would consider using at a particular grade level.
Using the appropriate form from the Achieve the Core Text Complexity Collection, record the Lexile measure from the front of the book.
Using Figure 2 from CCSS Appendix A, analyze the text for the qualitative features of text complexity, and make notes.
Use the questions at the bottom of the page to discuss reader and task considerations for this text.
http
://
achievethecore.org/page/642/text-complexity-collection
Exploring the factors
of text complexitySlide9
Action 1
Focus on knowledgeSlide10
“The biggest reason why reading is so important is that texts are the place where human beings record their knowledge.”
Content Area Knowledge
Knowledge within Literature
“The first action that teachers can take to support students with complex text is to bring to the foreground the themes of literature, even in the primary grades.”
Hiebert
(2012)
Focus on knowledgeSlide11
Literature in the
Contemporary CurriculumSlide12
Each of the 6 Signposts identified by Beers and
Probst…
Had some characteristic that made it noticeable, that caused it to stand out from the surrounding text.
Showed up across the majority of books.
Offered something to readers who noticed and then reflected on it that helped them better understand their own responses, their own reading experience, and their own interpretation of the text.Slide13
The Signposts
and
Comprehension Strategies
“The more students noticed these signposts, the more they were using the comprehension processes: visualizing, predicting, summarizing, clarifying, questioning, inferring, and making connections.”
(Beers & Probst, p. 69) Slide14
Generalizable Language
I’ll stop here because I can imagine how hard it is for Luke to decide if he wants to risk going over to the other house. He knows he might get himself and his family in a lot of trouble if he does this, yet he has realized he can’t stay in his house forever. I can almost feel his nervousness. When we can make connections like this, we better understand the characters.
I’ll stop here because I’ve noticed an important contradiction.
When authors show us a character acting in a way that contrasts with or contradicts what he has been doing, I know I need to pause and ask myself, “Why is the character acting this way?”
Luke has been too afraid to leave his house and now he’s contemplating breaking all the rules and going to another house. In this scene, Luke knows he might get himself and his family in a lot of trouble if he does this, yet he has realized that he can’t stay in his house forever. I think he’s acting this way because….” Slide15
Signpost #1:
Contrasts and Contradictions
A sharp contrast between what we would expect and what we observe the character doing.
Behavior that contradicts previous behavior or well-established patterns.
A character behaves or thinks in a way we don’t expect, or an element of a setting is something we would not expect.
CCSlide16
Anchor Question:
Why would the character act or feel this way?
This question encourages thinking about
and discussing
:
Character
Motivation
Situation
Signpost #1:
Contrasts and ContradictionsSlide17
Signpost #2: Aha! Moment
A character’s realization of something
that shifts his actions or understanding of himself, others, or the world around him.
“Suddenly I understood…”
“It came to me in a flash…”
“Now I knew…”
Aha!Slide18
An Aha Moment reveals change. This question focuses on that change – for the character or the setting.
SIGNPOST #2 AHA MOMENT
Anchor Question:
How
might this change things?Slide19
Signpost #3 Tough Questions
Questions a character raises that reveal his or her inner struggles.
Phrases expressing serious doubt or confusion…
“What could I possibly do to…?”
“How could I ever understand why she…?”
TQSlide20
The answers will help in the understanding of internal conflict, theme, and character development.
Anchor Question:
What does this question make me wonder about?
Signpost #3 Tough QuestionsSlide21
Signpost #4: Words of the Wiser
The advice or insight a wiser character, who is usually older, offers about life to the main character.
The main character and another are usually off by themselves, in a quiet, serious moment.
WWSlide22
Words of the wiser suggests the theme. Students begin to think about the theme in the context of the character’s life, and then may start to think of it in the context of their own life.
Anchor Question:
What’s the life question and how might it affect the character?
Signpost #4: Words of the WiserSlide23
Signpost #5: Again and Again
Events, images, or particular words that recur over a portion of the novel.
A word is repeated, sometimes used in an odd way, over and over in the story.
An image reappears several times during the course of the book.
AASlide24
Recurring images, events, or words offer insight into character motivation or theme.
Anchor Question:
Why might the author bring this up again and again?
Signpost #5: Again and AgainSlide25
Signpost #6: Memory Moments
An recollection by a character that interrupts the forward progress of the story.
Often takes several paragraphs to recount before we are returned to events of the present moment.
MMSlide26
Signpost #6: Memory Moment
Anchor Question:
Why might this memory be important?
Answering this question can offer insight into character motivation and theme. It asks students to consider the relationship between the memory and the character or plot. Slide27
Using Picture Books to Introduce the Signposts
Aha Moment
Contrasts and Contradictions,
Again and Again,
Words of the Wiser
Tough Questions, Words of the Wiser
Again and Again, Word of the Wiser
Tough Questions,
Again and Again,
Words of the WiserSlide28
The Six Signposts
Contrasts and Contradictions
Aha Moments
Tough Questions
Words of the Wiser
Again and Again
Memory Moments
“We think that these signposts show up in novels because they show up in the world. Fiction does imitate life, and as a result we shouldn’t be surprised to find that the patterns that help us understand the world around us also help us understand the world of the book in front of us.”
(Beers & Probst, p. 74)Slide29
Action 2
Create ConnectionsSlide30
How can teachers Help students Create connections?
“For knowledge to be useful, new ideas and information need to be connected to existing knowledge.” (
Hiebert
, 2012)Slide31
Action 3
Activate students’ passionSlide32
“Students need the chance to delve into topics. They also need some choice in what they read. The choices, researchers have shown, do not have to be great. Even getting to choose between two books can go a long way in increasing students’ engagement in reading.” (
Hiebert
, 2012)
Reading widely and deeply
520L
270L
“We must organize our readings in every
subject so each text bootstraps the language
and
knowledge needed for the next. Gradually,
students
will be ready for texts of greater
complexity. (Adams, 2009)
820L
1100L
1050LSlide33
Action 4
Develop vocabularySlide34
In any natural language sample, 90% of the words come from a small percentage of the words in English. These (approximately 5,000 words) occur over and over.
The other 10% of words are unique. These come from a group of at least 300,000 words.The stronger a student’s vocabulary, the more complex the text that can be read. The more complex text that is encountered, the stronger the vocabulary. (Matthew Effects)
The challenge of
vocabulary instruction
Recommended:
Advancing Our Students’ Language and Literacy: The Challenge of Complex Texts
b
y Marilyn
Jager
Adams
http
://
achievethecore.org/page/642/text-complexity-collectionSlide35
Tier 1 Words
: Basic words, well known, used often;
e.g. house, milk
Tier 2 Words
: High-frequency words used by mature language users in a wide range of contexts; e.g. jealous, huge
Tier 3 Words
: Low-frequency words, often limited to specific content areas; e.g. amphibian, reptile
Tier 2 Words are:
Useful - can be used in many different contexts
Understandable – children have some idea or concept to connect to the new word
Interesting
Selecting Words to Teach
(Beck,
McKeown
, &
Kucan
)Slide36
In
early times
, no one knew how
volcanoes
formed
or why they
spouted red-hot
molten
rock. In
modern times
, scientists began to study
volcanoes
. They still don’t know all the answers, but they
know much about how a
volcano
works.
Our planet made up of many
layers
of rock. The top
layers
of
solid
rock are called the
crust
. Deep beneath the
crust
is the
mantle
, where it is so hot that some rock melts. The melted, or
molten,
rock is called
magma
.
Volcanoes
are
formed
when
magma
pushes its way up through the crack in Earth’s
crust
. This is called a
volcanic
eruption
. When
magma
pours forth
on the
surface
, it is called
lava
.
Simon
, Seymour.
Volcanoes.
New York: HarperCollins, 2006.
CCSS Text Exemplar, Grades 4-5 Text Complexity Band
Tier 2 and Tier 3 VocabularySlide37
The teacher provides a description, explanation, or example of the new term.
Students restate the explanation of the new term in their own words.
Students create a nonlinguistic representation of the term.
Students periodically do activities that help them add to their knowledge of vocabulary terms.
Periodically students are asked to discuss the terms with one another.
Periodically students are involved in games that allow them to play with the terms.
Direct Vocabulary Instruction
Six
Steps to Effective Vocabulary Instruction
(
Marzano
, 2004)Slide38
http://textproject.org/
Teach and practice using networks of words.Slide39
Morphemic
Analysis:
A strategy in which the meanings of words can be determined or inferred by examining their meaningful parts (i.e., prefixes, suffixes, roots, etc
.)
Contextual Analysis:
A strategy readers use to infer or predict a word from the context in which it appears.
http://reading.uoregon.edu/big_ideas/voc/voc_what.php
Strategic Approaches
to Vocabulary LearningSlide40
Action 5
Increase the volumeSlide41
Gradual Release of responsibilitySlide42
Independent readingSlide43
Action 6
Build up staminaSlide44
“…I taught some students who seemed to
have no instructional level. They either could do something on their own – or they were frustrated and resistant; they crossed right over to the
frustrational
level.”
(Newkirk, p. 126)
Academic EmotionsSlide45Slide46Slide47
Talk about mindset with students
Celebrate difficultyUtilize think-alouds to model “productive
inner dialogue”
http://
www.ascd.org/publications/educational-leadership/nov13/
vol71/num03/What-Students-Can-Do-When-the-Reading-Gets-Rough
.
aspx
Fisher, D. & Frey, N. (2015). Teacher modeling using complex
informational
texts,
The Reading Teacher, 69(1),
63-69
.
Use metaphors
Introduce other tools and strategies that students can return to when they’re on their own with complex text (systems for annotating texts,
pneumonics
,
step-by-step strategies for
word-solving)
Strategies for Promoting
a growth mindsetSlide48
THIEVES Strategy
for Previewing Text
T = Title
H = headings
I = introduction
E = Every 1
st
Sentence
V = Visuals and vocabulary
E = End of article
S = summarize thinkingSlide49
“Perhaps one of the mistakes in the past efforts to improve reading achievement has been the removal of struggle. As a profession, we may have made reading tasks too easy. We do not suggest that we should plan students’ failure but rather that students should be provided with opportunities to struggle and to learn about themselves as readers when they struggle, persevere, and eventually succeed
.”
Text Complexity: Raising Rigor in Reading
, p. 11
Kathryn.pattullo@mnps.org
Katie Pattullo