Research-Based Teaching Methods for Meeting the Common Core StandardsInstructor Sarah Collingesarah@readsidebyside.comReadsidebyside.com

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Introductions

Research Base: National Reading Panel Report (2000) RAND Report:Reading for Understanding: Toward an R&D Program in Reading Comprehension (Snow, 2002) ACT, INC. Report (2006) Common Core Standards (2010)

Workshop 1: Comprehension & the Common Core Standards

Workshop 2: Closing the Gap Between Reader & Text

Workshop 1: Comprehension & the Common Core Standards

Key Requirement: all students must be able to comprehend texts of steadily increasing complexity as they progress through school.

WHY?Definition of complex text

Strategy use in complex text

Why text complexity matters:2006 ACT, Inc. report “Reading Between the Lines” Q: What differentiates those who meet the benchmark score in reading (51%)from those who do not?

A: Students ability to answer questions associated with complex texts.

Summary of Findings:Literal and inferential questions

No clear differentiator of readiness for college

Textual elements No clear differentiator of readiness for college

Performance with complex text

Clear differentiator of readiness for college

Definition of Text ComplexityQu

alitat

ive D

eman

dsQuantitative Demands

Reader and Task Demands

Quantitative Demands Word length Word frequency Sentence length Text cohesion

Typically measured by computers: Exp. Lexile Level

Text Complexity Grade Bands Grade Band Old Lexile

RangesAligned to CCR

K – 1 N/A N/A2 - 3 450 - 725 450 - 7904 - 5 645 - 845 770 - 9806 - 8 860 - 1010 955 - 11559 - 10 960 - 1115 1080 - 1305

11 - CCR 1070 - 1220 1215 - 1355CCR – Collect Career Readiness

Many current quantitative measures underestimate the challenge posed by complex narrative fiction.According to quantitative

measurements, what grade level should be reading Steinbeck’s The Grapes of Wrath? 680 Lexile Level

Text Complexity Grade Bands Grade Band Old Lexile

RangesAligned to CCR

K – 1 N/A N/A2 - 3 450 - 725 450 - 7904 - 5 645 - 845 770 - 9806 - 8 860 - 1010 955 - 11559 - 10 960 - 1115 1080 - 1305

11 - CCR 1070 - 1220 1215 - 1355CCR – Collect Career Readiness

Qualitative DemandsQualitative Measurement

Simple Text Complex Text

Meaning Single level Multiple levelsPurpose Explicit purpose Implicit purposeLanguage Conventions & Clarity

LiteralClearFamiliar ContemporaryConversational

FigurativeAmbiguousUnfamiliarHistoricalAcademic

Qualitative Demands Cont.Qualitative Measurement

Simple Text Complex Text

Structure SimpleExplicitChronologicalCommon GenreSimple GraphicsGraphics unnecessary

ComplexImplicitManipulated orderMulti-dimensionalSophisticated Gr.Graphics essential to understanding

Knowledge demands

Everyday knowledgeLow intertextuality

Background knowledgeHigh intertextuality

How does text complexity increase comprehension? The greater the depth of the text, the

higher the level of competence students reach with each strategy.

Examples: predicting in short vs. long text

summarizing in short vs. long text

Transfer of Strategies Strategies are used when we are stuck Awareness of the need for strategies

increases progressively in more challenging texts

When students see strategies as valuable tools for comprehension, they will be more likely to use those strategies in other contexts (independently).

ReflectionA new piece of learning for me is…

This makes me think…

I can apply this new knowledge…

Workshop 2: Closing the Gap Between Reader & Text Provide support (Gradual Release Model)

Increase cognitive capacities Build background knowledge

Broaden text experiences Explicitly teach a “plan of action” – C. I.

A.

ReaderNumerous factors associated with the individual reader are relevant when determining whether a given text is appropriate for him/her.

Cognitive capacities Motivation Knowledge Experience

Challenge:Common Core demands all students must be able to comprehend texts of steadily increasing complexity.

How do we close the gap between reader & text?

Provide SupportThe Gradual Release of Responsibility

Gradual release of control methods are most effective (NRP, 2000)

Cognitive Capacity SupportStudents who struggle with accuracy and fluency will not be able to focus their attention on these comprehension demands of complex text.

Read Aloud & Model To increase listening comprehension

“Listening comprehension sets the upper limits for reading comprehension” Alice Thomas

Listening Comprehension

Background KnowledgeVocabularyGrammarComprehension StrategiesLiteracy KnowledgeSynthesis (Oral/Written)Word Recognition

Phonemic AwarenessDecodingSight RecognitionWord Analysis (Intermediate)

Reading Comprehension

The Reading Rope

Cognitive Capacity SupportComprehension Demands: Critical Analytic Ability (Close Reading) Inferring VisualizationProvide modeling through instructional read aloud.Attention & Memory Demands:Model increasing reading stamina.Model reading longer text over days/weeks.

Through instructional read aloud we can explicitly teach comprehension strategies within a wide range of sophisticated text structures, thereby increasing student competency in comprehension.

Guide Instruction & Collaborative Practice To increase successful rehearsal of

strategies in increasingly complex texts

Small Group Instruction – Guided ReadingPartnershipsBook Clubs

Listening Comprehension

Background KnowledgeVocabularyGrammarComprehension StrategiesLiteracy KnowledgeSynthesis (Oral/Written)Word Recognition

Phonemic AwarenessDecodingSight RecognitionWord Analysis (Intermediate)

Reading Comprehension

The Reading Rope

Independence To show mastery of strategies across a

wide range of literature.

Continue to provide support through:Literature Partners

Teacher/Student ConferencesReading/Writing Connection

Listening Comprehension

Background KnowledgeVocabularyGrammarComprehension StrategiesLiteracy KnowledgeSynthesis (Oral/Written)Word Recognition

Phonemic AwarenessDecodingSight RecognitionWord Analysis (Intermediate)

Reading Comprehension

The Reading Rope

“It is the match or mismatch between characteristics of genre & subject matter & a reader’s capabilities that determines the likelihood of successful comprehension” (Snow, 2002, p. 15)Implication: We can strategically align subject matter and genre to increase student success in complex text– taking full advantage of a student’s instructional range.

Match Students to Text:Build Background KnowledgeGenre What can the reader expect of character setting, plot? What can the reader expect to think about in

that genre? (theme) What should the reader focus his/her

thinking on? (critical element)

(Genre charts provided at readsidebyside.com)

Build Background KnowledgeSubject Matter Outside text Text to world connections (current

events)Vocabulary Address unknown content vocabulary Explicitly teach key repeated words both

explicit and implicit

Broaden Text Experiences Intertextuality Look for references to outside text and

bring them in as appropriateExp. Maniac Magee & The Good Samaritan Strategically plan your scope and sequence

to connect books/themes across the year Focus on key repeated vocabulary across

texts & genres

Teach a plan of action When readers use the structure & genre

of the text to create a “plan of action” they will be more proficient comprehenders (Snow, 2002).

Raising the Standards Through Chapter Books: The C. I. A. Approach, Collinge

Divide the text into 4 quadrantsSupports reading Stamina & Goal Setting

Plan of action:Quadrant 1 – Collect critical informationQuadrant 2 & 3 – Interpret the textQuadrant 4 – Apply to your life

Use strategies to Collect Critical Information.Writing down critical information in a reader’s notebook will give students a tool for fixing up comprehension.

Character Names & TraitsSetting clues / Map

Problem(s) & SolutionMain Events

Summarize to monitor comprehension

Interpret the Text: Dig Deeper by Narrowing the Focus Focus on the critical element for the

genre Look for patterns (key repeated words) Consider how the theme is being

revealed

Select a theme or line of thinking.

Interpret the Text: Gather EvidenceSupport a line of thinking with evidence from the text.

Look for the turning point at the end of the 3rd quadrant.

What’s the turning point? How does it reveal the author’s message?

Apply to your Life!Enjoy reading the last quadrant!

Evaluate the author’s message. Do you agree with the message? Why?

Formally reflect on your reading.

Final Reflection What will you “take-away” from this

workshop?

What PD do you need to help you get started?

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