Reading · Taher plans to cut the 3 pieces of lumber for the flower bed border from a single piece...
Transcript of Reading · Taher plans to cut the 3 pieces of lumber for the flower bed border from a single piece...
Reading Common Core
Implementation for Reading
College and Career Readiness
ACT: Reading Between the
Lines
“Those ACT-tested students who can read
complex texts are more likely to be ready
for college. Those who cannot read
complex texts are less likely to be ready for
college.”
Students who meet the Reading Benchmark are more
likely than students who do not meet the Benchmark
to:
▼ enroll in college (74 percent vs. 59 percent);
▼ earn a grade of B or higher (63 percent vs. 36 percent) or C or higher (85 percent vs. 64 percent) in first-year college U.S. History courses;
▼ earn a grade of B or higher (64 percent vs. 39 percent) or C or higher (85 percent vs. 68 percent) in first-year college Psychology courses;
▼ earn a first-year college GPA of 3.0 or higher (54 percent vs. 33 percent) or 2.0 or higher (87 percent vs. 76 percent); and
▼ return for a second year of college at the same institution
(78 percent vs. 67 percent).
Aspects of the ACT
But what differentiates students who meet
the Reading Benchmark from students who
do not? We looked at student performance
on three aspects of ACT Reading Test
content:
comprehension level,
textual elements, and
text complexity.
Literal and Inferential
Textual Elements
Text Complexity
“the percentage of
questions answered correctly remains virtually constant— and not much higher than the level suggested by chance
(25 percent, given that each question contains four answer choices).”
“Most importantly, above the Reading Benchmark performance improves more steeply than it does with either of the other two levels of text complexity, indicating that
students who can master the skills necessary to read and understand complex texts are more likely to be college ready than those who cannot.”
Furthermore, the three performance patterns shown in Figure 12 hold for both
genders, all racial/ethnic groups, and all annual family income levels.
How does this relate to the
EOC?
Use the following information to answer
questions 3-5.
From http://www.actstudent.org/sampletest/math/math_04.html
Taher has decided to create a
triangular flower bed border. He
plans to use 3 pieces of
rectangular lumber with lengths
4, 5, and 6 feet, as shown in the
figure below. Points A, B, and C
are located at the corners of the
flower bed.
Extended thinking:
reading stamina
Embedded infinitive
phrases and
prepositional phrase
with embedded key
concepts and ideas to
“hold in mind”
Participle embedded in
elliptical subordinate
clause followed by
prepositional phrase.
This is not the
question.
This is the
framework for the
question.
Taher plans to cut the 3 pieces of lumber for the flower bed border from a single piece of lumber. Each cut takes ⅛ inch of wood off the length of the piece of lumber. Among the following lengths, in inches, of pieces of lumber, which is the shortest piece that he can use to cut the pieces for the flower bed border?
Question 3 Infinitive phrase tied to 2 prepositional phrases
Close reading: It’s all in the details!
FINALLY.
A QUESTION.
Taher plans to cut the 3 pieces of lumber for the flower bed border from a single piece of lumber. Each cut takes ⅛ inch of wood off the length of the piece of lumber. Among the following lengths, in inches, of pieces of lumber, which is the shortest piece that he can use to cut the pieces for the flower bed border?
Cascading prepositional phrase, parenthetical prepositional phrase, prepositional phrase, and prepositional phrase PLUS prepositional phrase embedded in an infinitive phrase, both embedded in a relative clause AND …All of these embedded in an interrogative modal structure.
Close
reading:
Deeply
embedded
crucial detail
Question 4
The measure of ABC in the figure is x°. Which of
the following is an expression for ?
Tier 3 Vocabulary:
Discipline-specific
concepts
Question 5
After arranging the flower
bed, Taher decides that the
flower bed would look more
attractive if 1 of the angles
in the triangle were a right
angle. He decides to place
the right angle at vertex A
and to leave the lengths of
AB and AC as 4 and 5 feet,
respectively. To the nearest
0.1 foot, how long of a
piece of lumber would he
need to replace the 6-foot
piece represented by BC ?
Sentence 1: Gerund phrase embedded in introductory prepositional phrase + Subject+Verb + subordinate noun clause as Direct Object with embedded subordinate adverb clause and embedded prepositional phrase Sentence 2: Subject + Verb + compound infinitive phrases as Direct Object with embedded prepositional phrases. Tier 2 Vocabulary (“respectively”) and Tier 3 discipline-specific vocabulary. Sentence 3: Prepositional phrase + Subject + Verb + infinitive phrase with embedded participle and embedded prepositional phrase—all in interrogative mode and with Tier 3 Vocabulary.
Professional
Development for
School Leaders
Consider your
administrative
team, SIP Chair
and/or
members, and
any other adults
who serve in a
leadership
capacity
Table Talk
How are you supporting a school-wide expectation around literacy support?
How confident are your administrators in concepts around text complexity, close reading, writing, and scaffolding support for student success?
How can we continue to support you?