Post on 24-May-2015
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 Complexity Students 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 Texts The 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 kinds of texts in 9-12
(see pg. 40 Reading Standards 8-9).
• 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?
How do you choose a text purposefully?
What questions do you ask yourself?
What resources do you use?