Timothy Shanahan University of Illinois at Chicago wwwshanahanonliteracycom Common Core Requires Complex Text Students are leaving high school without the skills required to read texts that they need to able to read in college workplace and military ID: 709701
Download Presentation The PPT/PDF document "Planning Complex Text Instruction" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Planning Complex Text Instruction
Timothy Shanahan
University of Illinois at Chicago
www.shanahanonliteracy.comSlide2
Common Core Requires Complex Text
Students are leaving high school without the skills required to read texts that they need to able to read in college, workplace, and military
The reading demands of post-high school texts tend to be much higher than of high school texts
CCSS wrote standards that for the first time required that students at particular grade levels be able to read texts of particular levels of difficulty
The text readability standards that they set for each grade level are somewhat higher than the text levels that have been characteristic of grade level textbooks
Other states have followedSlide3
Standards set text levels
Grades
Lexile
Bands
New
Standards
K-1
N/A
N/A
2-3
450L-730L
420L-820L
4-5
640L-850L
740L-1010L
6-8
860L-1010L
925L-1185L
9-10
960L-1120L
1050L-1335L
11-CCR
1070L-1220L
1185L-1385LSlide4
How schools have responded
Purchased new textbooks that are written at higher levels
But haven’t adjusted instruction
Many teachers continue to teach students at their “instructional levels”
The instructional level has been an idea in reading education since the 1940s
The basic idea is that students learn more when they are matched to texts in particular ways (95% accuracy and 75% comprehension)
If texts are easier or harder than that—then it is assumed that the students won’t learn to read very wellSlide5
Matching texts to student levels doesn’t improve achievement
Powell (1968): same methodology as Killgallon, but more grade levels and different results
Dunkeld
(1970) 2
nd
: 85.5-95%; 3
rd
: 89-97%; 4-6
th
: 91.5-96.8% and comprehension 60-90%
Jorgensen, et al. (1977): no relation between placement and achievement gains
Morgan, et al. (2000): frustration level placements led to greater learning gains
O’Connor et al (2002, 2010): only benefit was for students reading at grade 1 level, but this benefit went away if scaffolding was equated
Kuhn et al (2006): frustration level placement led to greater learning gainsSlide6
Reconceptualize
Reading
Texts are an attempt to communicate meaning
Reading is not the ability to answer particular kinds of questions
Authors structure their meanings through written language
Every feature that may facilitate the grasp of meaning for some readers will serve as a barrier for other readers
Reading is the ability to negotiate these barriers to meaning that are embedded in text to gain the author’s meaningSlide7
Scaffolding an Instructional Level
Bonfiglio
, Daly, Persampieri, & Andersen, 2006 Burns, 2007Burns, Dean, & Foley, 2004Carney, Anderson, Blackburn, & Blessings, 1984Daly & Martens, 1994Eckert, Ardoin, Daisey, &
Scarola
, 2000
Faulkner
&
Levy
, 1999
Gickling
& Armstrong, 1978
Hall,
Sabey
, & McClellan, 2005
Levy
,
Nicholls
, &
Kohen
, 1993
McComas
,
Wacker
, & Cooper, 1996
Neill
, 1979Slide8
Scaffolding an Instructional Level
O’Shea
, Sindelar, & O’Shea, 1985Pany & McCoy, 1988Rasinski, 1990Reitsma, 1988Rose & Beattie, 1986
Sanford & Horner, 2013
Sindelar
,
Monda
, &
O’Shea
, 1990
Smith, 1979
Stoddard,
Valcante
,
Sindelar
, O’Shea, et al., 1993
Taylor,
Wade
, &
Yekovich
, 1985
Turpie
& Paratore, 1995
VanWagenen
, Williams, &
McLaughlin
, 1994
Weinstein
&
Cooke
, 1992
Wixson
, 1986Slide9
Scaffolding Challenging Text
Scaffolding Text Features
Complexity of ideas/contentMatch of text and reader prior knowledge Complexity of vocabularyComplexity of syntaxComplexity of coherenceFamiliarity of genre demands
Complexity of text organization
Subtlety of author’s tone
Sophistication of literary devices or data-presentation devices
Other Approaches
Provide sufficient fluency
Use stair-steps or apprentice texts
Teach comprehension strategies
MotivationSlide10
The Princess and the Pizza by Mary Jane and Herm Auch
Fact or fiction?
Narrative or expository?Literary or informational?Tone?Literary devices?Slide11
The Princess and the Pizza Paulina needed a job. Her father had given up his throne to become a wood-carver and moved them to a humble shack in a neighboring kingdom. Since the king was still learning, his carvings didn’t sell, and Paulina’s garden barely kept enough on the table.
Paulina missed
princessing. She missed walking the peacock in the royal garden, surveying the kingdom from the castle tower, and doing the princess wave in royal processions. Paulina tried walking a stray chicken around her shack, but it only pecked at her bare toes. Surveying the kingdom from the shack’s leaky roof made even more holes. She tried princess-waving to the townspeople from her father’s cart, but nobody bothered to wave back. They just thought she was swatting at flies.Slide12
Background informationIs the author presuming particular knowledge on the readers’ part?
Is the reader likely to be able to bridge the gap?Difference between comprehension and full appreciationSlide13
Vocabulary/Concepts
1. Needed a job?
2. Throne?3. Given up his throne?4. Wood-carver?5. Shack?6. Humble shack?
7. Kingdom?
8. Neighboring kingdom?
9. Learning?
10. Carvings?
11. Didn’t sell?
12. Garden?
13. Garden barely
kept
enough on the table?
14. Missed?
15.
Princessing
?
16. Peacock?
17. Walking a peacock?
18. Royal garden?
19. Surveying the
kingdom?
19. Castle tower?
20. Wave?
21. Princess wave?Slide14
Vocabulary/Concepts
22. Royal processions?
23. Chicken?
24. Pecked?
25. Bare toes?
26. Leaky roof?
27. Even more holes?
28. Princess-waving?
29. Townspeople
30. Cart?
31. Nobody bothered to
wave back?
32. Swatting flies?Slide15
Vocabulary/Concepts
1. Needed a job?
2. Throne?3. Given up his throne?4. Wood-carver?
5. Shack?
6. Humble shack?
7. Kingdom?
8.
Neighboring kingdom?
9. Learning?
10. Carvings?
11. Didn’t sell?
12. Garden?
13.
Garden barely
kept
enough on the table?
14. Missed?
15.
Princessing
?
16. Peacock?
17. Walking a peacock?
18. Royal garden?
19.
Surveying the
kingdom?
19. Castle tower?
20. Wave?
21. Princess wave?Slide16
Vocabulary/Concepts
22. Royal processions?
23. Chicken?
24. Pecked?
25. Bare toes?
26. Leaky roof?
27. Even more holes?
28. Princess-waving?
29. Townspeople
30. Cart?
31. Nobody bothered to
wave back?
32. Swatting flies?Slide17
The Princess and the Pizza by Mary Jane and Herm Auch
Text structure (organization)
Story map?SettingMain characterProblemAttempt OutcomeFairy tale structure?Challenge posed: You can marry prince(ss) if you…
Three problems… beheading if not accomplished…
All fail but the hero…Slide18
Syntax 1Since the king was still learning, his carvings didn’t sell, and Paulina’s garden barely kept enough on the table.Slide19
Syntax 1Since the king was still learning, his carvings didn’t sell, and Paulina’s garden barely kept enough on the table.
Why were they so poor?Slide20
Syntax 1Since the king was still learning, his carvings didn’t sell,
and
Paulina’s garden barely kept enough on the table.Slide21
Syntax 2As Paulina started for the table, the long-haired princess tripped her, then loaded up with food.Slide22
Syntax 2As Paulina started for the table, the long-haired princess tripped her, then loaded up with food.
How did the long-haired princess trick Paulina?Slide23
Syntax 2As Paulina started for the table, the long-haired princess tripped her,
then loaded up with food.Slide24
Cohesion Paulina needed a job. Her father had given up his throne to become a wood-carver and moved them to a humble shack in a neighboring kingdom. Since the king was still learning, his carvings didn’t sell, and Paulina’s garden barely kept enough on the table.
Paulina missed
princessing. She missed walking the peacock in the royal garden, surveying the kingdom from the castle tower, and doing the princess wave in royal processions. Paulina tried walking a stray chicken around her shack, but it only pecked at her bare toes. Surveying the kingdom from the shack’s leaky roof made even more holes. She tried princess-waving to the townspeople from her father’s cart, but nobody bothered to wave back. They just thought she was swatting at flies.Slide25
Cohesion
Paulina
needed a job. Her father had given up his throne to become a wood-carver and moved them to a humble shack in a neighboring kingdom. Since the king was still learning, his carvings didn’t sell, and Paulina’s garden barely kept enough on the table. Paulina missed
princessing
. She
missed walking the peacock in the royal garden, surveying the kingdom from the castle tower, and doing the
princess wave
in royal processions.
Paulina
tried walking a stray chicken around
her shack
, but it only pecked at
her bare toes.
Surveying the kingdom from the shack’s leaky roof made even more holes.
She
tried
princess-waving
to the townspeople from
her father’s cart,
but nobody bothered to wave back. They just thought
she
was swatting at flies.Slide26
Cohesion Paulina needed a job. Her
father
had given up his throne to become a wood-carver and moved them to a humble shack in a neighboring kingdom. Since the king was still learning, his carvings didn’t sell, and Paulina’s garden barely kept enough on the table. Paulina missed princessing
. She missed walking the peacock in the royal garden, surveying the kingdom from the castle tower, and doing the princess wave in royal processions.
Paulina tried walking a stray chicken around her shack, but it only pecked at her bare toes. Surveying the kingdom from the shack’s leaky roof made even more holes. She tried princess-waving to the townspeople from her father’s cart, but nobody bothered to wave back. They just thought she was swatting at flies.Slide27
Cohesion Paulina needed a job. Her father had given up his throne to become a wood-carver and moved them to a humble shack in a neighboring kingdom. Since the king was still learning, his carvings didn’t sell, and Paulina’s garden barely kept enough on the table.
Paulina missed
princessing. She missed walking the peacock in the royal garden, surveying the kingdom from the castle tower, and doing the princess wave in royal processions. Paulina tried walking a stray chicken around her shack, but it only pecked at her bare toes. Surveying the kingdom from the shack’s leaky roof made even more holes. She tried princess-waving to the townspeople from her father’s cart, but nobody bothered to wave back. They just thought she was swatting at flies.Slide28
Cohesion Paulina needed a job. Her father had given up his throne to become a wood-carver and moved them to a humble shack in a neighboring kingdom. Since the king was still learning, his carvings didn’t sell, and Paulina’s garden barely kept enough on the table.
Paulina missed
princessing. She missed walking the peacock in the royal garden, surveying the kingdom from the castle tower, and doing the princess wave in royal processions. Paulina tried walking a stray chicken around her shack,
but it only pecked at her bare toes.
Surveying the kingdom from the shack’s leaky roof
made even more holes. She tried
princess-waving to the townspeople from her father’s cart,
but nobody bothered to wave back. They just thought she was swatting at flies.Slide29
Cohesion Paulina needed a job. Her father had given up his throne to become a wood-carver and moved them to a humble shack in a neighboring kingdom. Since the king was still learning, his carvings didn’t sell, and Paulina’s garden barely kept enough on the table.
Paulina missed
princessing. She missed walking the peacock in the royal garden, surveying the kingdom from the castle tower, and doing the princess wave in royal processions. Paulina tried walking a stray chicken around her shack, but it only pecked at her bare toes.
Surveying the kingdom from the shack’s leaky roof
made
even more holes
. She tried
princess-waving to the townspeople from her father’s cart,
but
nobody bothered to wave back
. They just thought she was swatting at flies.Slide30
Cohesion Paulina needed a job. Her father had given up his throne to become a wood-carver and moved them to a humble shack in a neighboring kingdom. Since the king was still learning, his carvings didn’t sell, and Paulina’s garden barely kept enough on the table.
Paulina missed
princessing. She missed walking the peacock in the royal garden, surveying the kingdom from the castle tower, and doing the princess wave in royal processions. Paulina tried walking a stray chicken around her shack, but it only pecked
at her bare toes. Surveying the kingdom from the shack’s leaky roof made even more holes. She tried
princess-waving
to the
townspeople
from her father’s cart, but
nobody
bothered to
wave back. They
just
thought
she was
swatting at flies.Slide31
Cohesion: Synonyms
Paulina = her = princess = she
Father = his = wood-carver Paulina and father = them Chicken = it Princessing = walking the peacock in the royal garden = surveying the kingdom
from the castle tower = doing the
princess wave in royal processions
Townspeople = they
Slide32
Cohesion: Comparisons.walking the peacock in the royal garden
=
walking a stray chicken around her shacksurveying the kingdom from the castle tower = surveying the kingdom from the shack’s leaky roof doing the princess wave in royal processions
=
tried princess-waving to the townspeople from her father’s cart, but nobody bothered to wave back.Slide33
What if I decided some students would have decoding problems with this text?
Most 4
th graders would be likely to be able to “read” this text, though possibly with poor comprehensionHowever, if some of my students were likely to struggle to read the words to such an extent that it would undermine comprehension (or participation)… then I would have some pre-comprehension fluency work…Slide34
Resources
Shanahan, T., Fisher, D., & Frey, N. (2012), March. The challenge of challenging text.
Educational Leadership.Shanahan, T. (2013). Letting the text take center stage. American Educator, 4-11, 43.