The Foundation for Success - Standards Institute · The Foundation for Success' ' ' ......

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The Foundation for Success' ''Middle School Coaching PilotELA I Grades 6-8 - Day 1

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Components of Effective Facilitation

Component Concept Description

Content Delivery Framing Objectives/Outcomes and connections to the session/standards are made clear.

Relevance & Application

Keeps content relevant for participants; draws on participants’ prior knowledge and experience where possible and provides

opportunities for practice and/or application.

Nuance Explanation of content goes beyond generalities and addresses nuances of practice and current research. Information is

internalized and rarely read verbatim from the slide.

Know Your Audience Differentiates for participant learning styles, experience, and school context when possible

Engagement Participation All participants contribute to discussions. Quieter participants are encouraged to voice themselves and no one person is

permitted to dominate.

Active Learning Participants are actively learning, practicing and applying skills and knowledge throughout the session via a variety of engagement strategies (role play, scenarios, discussions, action planning, etc.). Lecture is used effectively and kept to a minimum.

Inquiry & Reflection Questions from the facilitator drive deep thinking and reflection on practice. Participants are encouraged to ask questions of the facilitator and each other to advance the conversation and foster rigorous dialogue.

Sharing & Feedback Participants are encouraged to share and remain open to providing and receiving feedback.

Intervention Effectively intervenes to anticipate and address misconceptions and off-topic contributions or difficult conversations (via strategies such as asking the group, asking clarifying questions, noting in the action minutes, refocusing, etc.).

Voice/Energy Voice and inflection convey command of content, energy, focus and enthusiasm.

Transfer of Learning and

Checks for Understanding

Provides ample time and structure for action planning and transfer of learning, as needed through thoughtful and varied checks for understanding.

Learning

Environment Safety Holds self and others accountable to group norms; manages and sustains trust and a safe learning environment – all

participants actively share experiences and perspectives.

Rapport Builds rapport with and among participants through informal, authentic, yet professional demeanor, validation of participant comments (as appropriate), calling participants by name and/or use of humor.

Organization Content, materials, and time are organized to support a smooth learning experience for all.

Flow Timing & Flexibility Starts and ends on time and adjusts strategies (related to agenda, time management, protocols, activities, etc.), in effective

ways, when appropriate to reach session goals.

Technical Difficulties Works with host/technical/logistical support staff to address technical difficulties and keeps things moving smoothly.

LANGUAGE ARTS FLORIDA STANDARDS (LAFS) K12: QUICK REFERENCE GUIDE

LA Strand: READING WRITING SPEAKING & LISTENING LANGUAGE Cluster 1: Key Ideas and Details Cluster 1: Text Types and Purposes Cluster 1: Comprehension and

Collaboration Cluster 1: Conventions of Standard English

Standard 1 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

1 .Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Standard 2 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

2. Write informative or explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Cluster 2: Knowledge of Language

Standard 3 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

3. Write narratives to develop real or imagined experiences or events using effective technique, well‐chosen details, and well‐structured event sequences.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Cluster 2: Craft and Structure Cluster 2: Production and Distribution of Writing

Cluster 2: Presentation of Knowledge and Ideas

Cluster 3: Vocabulary Acquisition and Use

Standard 4 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

4. Determine or clarify the meaning of unknown and multiple‐meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Standard 5 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

5. Demonstrate understanding of word relationships and nuances in word meanings.

See Complete Course Descriptions for guidelines and grade specific standards http://www.cpalms.org/Public/search/course LAFS http://www.fldoe.org/pdf/lafs.pdf and http://www.cpalms.org/standards/lafs.aspx FLDOE/JRF!

http://www.cpalms.org/Public/search/course

http://www.fldoe.org/pdf/lafs.pdf

http://www.cpalms.org/standards/lafs.aspx

LANGUAGE ARTS FLORIDA STANDARDS (LAFS) K12: QUICK REFERENCE GUIDE

READING WRITING SPEAKING & LISTENING LANGUAGE

Standard 6 6. Assess how point of view or purpose shapes the content and style of a text.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

6. Acquire and use accurately a range of general academic and domain‐specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Cluster 3: Integration of Knowledge and Ideas

Cluster 3: Research to Build and Present Knowledge

Standard 7 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Standard 8 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Standard 9 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Cluster 4: Range of Reading and Level of Text Complexity

Cluster 4: Range of Writing

Standard 10 10. Read and comprehend complex literary and informational texts independently and proficiently

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

See Complete Course Descriptions for guidelines and grade specific standards http://www.cpalms.org/Public/search/course LAFS http://www.fldoe.org/pdf/lafs.pdf and http://www.cpalms.org/standards/lafs.aspx FLDOE/JRF!

http://www.cpalms.org/Public/search/course

http://www.fldoe.org/pdf/lafs.pdf

http://www.cpalms.org/standards/lafs.aspx

1

LANGUAGE ARTS FLORIDA STANDARDS GRADES 6 - 8

6 7 8

LAN

GU

AGE

Conv

entio

ns o

f Sta

ndar

d En

glis

h

LAFS.6.L.1.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

LAFS.7.L.1.1


LAFS.8.L.1.1


a. Ensure that pronouns are in the proper

case (subjective, objective, possessive).

a. Explain the function of phrases and

clauses in general and their function in specific sentences.

a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

b. Use intensive pronouns (e.g., myself,

ourselves).

b. Choose among simple, compound,

complex, and compound-complex sentences to signal differing relationships among ideas.

b. Form and use verbs in the active and passive voice.

c. Recognize and correct inappropriate shifts in pronoun number and person.

c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

c. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

d. Recognize and correct vague pronouns

(i.e., ones with unclear or ambiguous antecedents).

d. Recognize and correct inappropriate shifts in verb voice and mood.

e. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.

LAFS.6.L.1.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

LAFS.7.L.1.2


LAFS.8.L.1.2


a. Use punctuation (commas, parentheses,

dashes) to set off nonrestrictive/parenthetical elements.

a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

b. Spell correctly. b. Spell correctly. b. Use an ellipsis to indicate an omission.

c. Spell correctly.

Know

ledg

e of

Lan

guag

e LAFS.6.L.2.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

LAFS.7.L.2.3


LAFS.8.L.2.3


a. Vary sentence patterns for meaning, reader/listener interest, and style

a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).

b. Maintain consistency in style and tone.

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LAN

GU

AGE

Voca

bula

ry A

cqui

sitio

n an

d U

se

LAFS.6.L.3.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

LAFS.7.L.3.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

LAFS.8.L.3.4

Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.



b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).



LAFS.6.L.3.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

LAFS.7.L.3.5


LAFS.8.L.3.5


a. Interpret figures of speech (e.g.,

personification) in context.

a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

a. Interpret figures of speech (e.g. verbal irony, puns) in context.

b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

b. Use the relationship between particular words to better understand each of the words.

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).

LAFS.6.L.3.6

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

LAFS.7.L.3.6


LAFS.8.L.3.6


3


INFO

RMAT

ION

AL R

EADI

NG

Key

Idea

s & D

etai

ls

LAFS.6.RI.1.1

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.7.RI.1.1

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.8.RI.1.1

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.6.RI.1.2

Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

LAFS.7.RI.1.2

Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

LAFS.8.RI.1.2

Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

LAFS.6.RI.1.3

Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

LAFS.7.RI.1.3

Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

LAFS.8.RI.1.3

Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

Craf

t & S

truc

ture

LAFS.6.RI.2.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

LAFS.7.RI.2.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

LAFS.8.RI.2.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

LAFS.6.RI.2.5

Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

LAFS.7.RI.2.5

Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

LAFS.8.RI.2.5

Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

LAFS.6.RI.2.6

Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

LAFS.7.RI.2.6

Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

LAFS.8.RI.2.6

Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Inte

grat

ion

of K

now

ledg

e &

Idea

s LAFS.6.RI.3.7

Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

LAFS.7.RI.3.7

Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

LAFS.8.RI.3.7

Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

LAFS.6.RI.3.8

Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

LAFS.7.RI.3.8

Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

LAFS.8.RI.3.8

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

LAFS.6.RI.3.9

Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

LAFS.7.RI.3.9

Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

LAFS.8.RI.3.9

Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

Rang

e of

Rea

ding

&

Lev

el o

f Tex

t Co

mpl

exity

LAFS.6.RI.4.10

By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

LAFS.7.RI.4.10

By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

LAFS.8.RI.4.10

By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

4


LIT

ERAR

Y RE

ADIN

G

Key

Idea

s & D

etai

ls

LAFS.6.RL.1.1

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.7.RL.1.1

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.8.RL.1.1

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.6.RL.1.2

Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

LAFS.7.RL.1.2

Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

LAFS.8.RL.1.2

Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

LAFS.6.RL.1.3

Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

LAFS.7.RL.1.3

Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

LAFS.8.RL.1.3

Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Craf

t & S

truc

ture

LAFS.6.RL.2.4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

LAFS.7.RL.2.4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

LAFS.8.RL.2.4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

LAFS.6.RL.2.5

Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

LAFS.7.RL.2.5

Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

LAFS.8.RL.2.5

Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

LAFS.6.RL.2.6

Explain how an author develops the point of view of the narrator or speaker in a text.

LAFS.7.RL.2.6

Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

LAFS.8.RL.2.6

Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Inte

grat

ion

of K

now

ledg

e &

Id

eas

LAFS.6.RL.3.7

Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

LAFS.7.RL.3.7

Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

LAFS.8.RL.3.7

Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

LAFS.6.RL.3.9

Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

LAFS.7.RL.3.9

Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

LAFS.8.RL.3.9

Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

Rang

e of

Re

adin

g &

Le

vel o

f Tex

t

LAFS.6.RL.4.10

By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

LAFS.7.RL.4.10

By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

LAFS.8.RL.4.10

By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

5


SPEA

KIN

G /

LIST

ENIN

G

Com

preh

ensi

on &

Col

labo

ratio

n

LAFS.6.SL.1.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

LAFS.7.SL.1.1


LAFS.8.SL.1.1


a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

d. Acknowledge new information expressed by others and, when warranted, modify their own views.

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

LAFS.6.SL.1.2

Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

LAFS.7.SL.1.2

Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

LAFS.8.SL.1.2

Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

LAFS.6.SL.1.3

Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

LAFS.7.SL.1.3

Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

LAFS.8.SL.1.3

Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

Pres

enta

tion

of K

now

ledg

e &

Idea

s

LAFS.6.SL.2.4

Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

LAFS.7.SL.2.4

Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

LAFS.8.SL.2.4

Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

LAFS.6.SL.2.5

Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

LAFS.7.SL.2.5

Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

LAFS.8.SL.2.5

Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

LAFS.6.SL.2.6

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

LAFS.7.SL.2.6


LAFS.8.SL.2.6


6


WRI

TIN

G

Key

Idea

s & D

etai

ls

LAFS.6.W.1.1

Write arguments to support claims with clear reasons and relevant evidence.

LAFS.7.W.1.1


LAFS.8.W.1.1


a. Introduce claim(s) and organize the reasons and evidence clearly.

a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style. d. Establish and maintain a formal style. d. Establish and maintain a formal style.

e. Provide a concluding statement or

section that follows from the argument presented.

e. Provide a concluding statement or section that follows from and supports the argument presented.

e. Provide a concluding statement or section that follows from and supports the argument presented.

LAFS.6.W.1.2

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

LAFS.7.W.1.2


LAFS.8.W.1.2


a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate transitions to clarify the

relationships among ideas and concepts.

c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain-

specific vocabulary to inform about or explain the topic.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style. e. Establish and maintain a formal style. e. Establish and maintain a formal style.

f. Provide a concluding statement or

section that follows from the information or explanation presented.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

7


LAFS.6.W.1.3

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

LAFS.7.W.1.3


LAFS.8.W.1.3


a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

e. Provide a conclusion that follows from

the narrated experiences or events.

e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

Craf

t & S

truc

ture

LAFS.6.W.2.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

LAFS.7.W.2.4


LAFS.8.W.2.4


LAFS.6.W.2.5

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

LAFS.7.W.2.5

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

LAFS.8.W.2.5

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

LAFS.6.W.2.6

Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

LAFS.7.W.2.6

Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

LAFS.8.W.2.6

Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

8


WRI

TIN

G

Inte

grat

ion

of K

now

ledg

e &

Idea

s

LAFS.6.W.3.7

Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

LAFS.7.W.3.7

Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

LAFS.8.W.3.7

Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

LAFS.6.W.3.8

Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

LAFS.7.W.3.8

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

LAFS.8.W.3.8

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

LAFS.6.W.3.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

LAFS.7.W.3.9


LAFS.8.W.3.9


a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).

a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).

Rang

e of

Rea

ding

&

Lev

el o

f Tex

t Co

mpl

exity

LAFS.6.W.4.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

LAFS.7.W.4.10


LAFS.8.W.4.10


10Session1:TheFoundationGrades6-12

Let’sTakePoe….

And,%here%and%there,%in%groves%about%this%grass,%like%wildernesses%of%dreams,%sprang%up%fantas8c%trees,%whose%tall%slender%stems%stood%not%upright,%but%slanted%gracefully%towards%the%light%that%peered%at%noon;day%into%the%centre%of%the%valley.%Their%bark%was%speckled%with%the%vivid%alternate%splendor%of%ebony%and%silver,%and%was%smoother%than%all%save%the%cheeks%of%Eleonora;%so,%that%but%for%the%brilliant%green%of%the%huge%leaves%that%spread%from%their%summits%in%long,%tremulous%lines,%dallying%with%the%Zephyrs,%one%might%have%fancied%them%giant%serpents%of%Syria%doing%homage%to%their%Sovereign%the%Sun.%%

! ! !from%Eleonora%by%Edgar%Allen%Poe!%

Let’s%take%Poe,%for%example…%

!

!

!

Updated'Text'Complexity'Grade'Bands'and'Associated'Ranges'from'Multiple'Measures1'!

!

Find!links!and!instructions!for!using!these!quantitative!analysis!tools!at!achievethecore.org/text9complexity.!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

!

!

!

!

!

!1!The!band!levels!themselves!have!been!expanded!slightly!over!the!original!CCSS!scale!that!appears!in!Appendix!A!at!both!the!top!and!bottom!of!each!band!to!provide!for!a!more!modulated!climb!toward!college!and!career!

readiness!and!offer!slightly!more!overlap!between!bands.!The!wider!band!width!allows!more!flexibility!in!the!younger!grades!where!students!enter!school!with!widely!varied!preparation!levels.!This!change!was!provided!in!

response!to!feedback!received!since!publication!of!the!original!scale!(published!in!terms!of!the!Lexile®!metric)!in!Appendix!A.!!2!Since!Flesch9Kincaid!has!no!‘caretaker’!that!oversees!or!maintains!the!formula,!the!research!leads!worked!to!bring!the!measure!in!line!with!college!and!career!readiness!levels!of!text!complexity!based!on!the!version!of!

the!formula!used!by!Coh9Metrix.!

!

COMMON'CORE'BAND'

ATOS'DEGREES'OF'READING'POWER®'

FLESCHIKINCAID2'THE'LEXILE'FRAMEWORK®'

READING'MATURITY'

SOURCERATER'

2nd!–!3

rd! 2.75!–!5.14! 42!–!54! 1.98!–!5.34! 420!–!820! 3.53!–!6.13! 0.05!–!2.48!

4th!–!5

th! 4.97!–!7.03! 52!–!60! 4.51!–!7.73! 740!–!1010! 5.42!–!7.92! 0.84!–!5.75!

6th!–!8

th! 7.00!–!9.98! 57!–!67! 6.51!–!10.34! 925!–!1185! 7.04!–!9.57! 4.11!–!10.66!

9th!–!10

th! 9.67!–!12.01! 62!–!72! 8.32!–!12.12! 1050!–!1335! 8.41!–!10.81! 9.02!–!13.93!

11th!–!CCR! 11.20!–!14.10! 67!–!74! 10.34!–!14.2! 1185!–!1385! 9.57!–!12.00! 12.30!–!14.50!


QualitativeMeasures:Literature


QualitativeMeasures:Informational

CCSS

Gra

de B

ands

Stim

ulus

Titl

eSt

imul

us A

utho

rLe

xile

SRRM

M

2-3

420-

820

0.36

-5.6

23.

53-6

.13

Lexi

le4-

574

0-10

103.

97-8

.40

5.42

-7.9

2So

urce

Rat

er6-

892

5-11

855.

85-1

0.87

7.04

-9.5

7

Rea

ding

Mat

urity

Met

ric9-

1010

50-1

335

8.41

-12.

268.

41-1

0.81

11-C

CR11

85-1

385

9.62

-13.

479.

57-1

2.00

Crit

eria

Very

Com

plex

Mar

k ( if

pre

sent

)M

oder

atel

y C

ompl

exM

ark

( if p

rese

nt)

Rea

dily

Acc

essi

ble

Mar

k ( if

pre

sent

)

MEA

NIN

G

Mul

tiple

leve

ls o

f mea

ning

that

may

be

diffi

cult

to id

entif

y, s

epar

ate,

and

inte

rpre

t; th

eme

is

impl

icit,

sub

tle, o

r am

bigu

ous

and

may

be

reve

aled

ove

r the

ent

irety

of t

he te

xt

Mul

tiple

leve

ls o

f mea

ning

that

are

rela

tivel

y ea

sy

to id

entif

y; th

eme

is c

lear

but

may

be

conv

eyed

w

ith s

ome

subt

lety

One

leve

l of m

eani

ng; t

hem

e is

obv

ious

and

re

veal

ed e

arly

in th

e te

xt

TEXT

STR

UC

TUR

E

Pro

se o

r poe

try in

clud

es m

ore

intri

cate

el

emen

ts s

uch

as s

ubpl

ots,

shi

fts in

poi

nt-o

f-vi

ew, s

hifts

in ti

me,

or n

on-s

tand

ard

text

st

ruct

ures

Pro

se in

clud

es tw

o or

mor

e st

oryl

ines

or h

as a

plo

t th

at is

som

ewha

t diff

icul

t to

pred

ict (

e.g.

; in

the

case

of a

non

-line

ar p

lot);

poe

try h

as s

ome

impl

icit

or u

npre

dict

able

stru

ctur

al e

lem

ents

Pro

se o

r poe

try is

org

aniz

ed c

lear

ly a

nd/o

r ch

rono

logi

cally

; the

eve

nts

in a

pro

se w

ork

are

easy

to p

redi

ct b

ecau

se th

e pl

ot is

line

ar; p

oetry

ha

s ex

plic

it an

d pr

edic

tabl

e st

ruct

ural

ele

men

ts

LAN

GU

AGE

FEAT

UR

ES

Lang

uage

is g

ener

ally

com

plex

, with

abs

tract

, iro

nic,

and

/or f

igur

ativ

e la

ngua

ge, a

nd re

gula

rly

incl

udes

arc

haic

, unf

amili

ar, a

nd a

cade

mic

w

ords

; tex

t use

s a

varie

ty o

f sen

tenc

e st

ruct

ures

, inc

ludi

ng c

ompl

ex s

ente

nces

with

su

bord

inat

e ph

rase

s an

d cl

ause

s

Lang

uage

is o

ften

expl

icit

and

liter

al b

ut in

clud

es

acad

emic

, arc

haic

, or o

ther

wor

ds w

ith c

ompl

ex

mea

ning

(e.g

; fig

urat

ive

lang

uage

); te

xt u

ses

a va

riety

of s

ente

nce

stru

ctur

es

Lang

uage

is e

xplic

it an

d lit

eral

, with

mos

tly

cont

empo

rary

and

fam

iliar

voc

abul

ary;

text

use

s m

ostly

sim

ple

sent

ence

s

KN

OW

LED

GE

DEM

AND

S

The

text

exp

lore

s co

mpl

ex, s

ophi

stic

ated

, or

abst

ract

them

es; t

ext i

s de

pend

ent o

n al

lusi

ons

to o

ther

text

s or

cul

tura

l ele

men

ts; a

llusi

ons

or

refe

renc

es h

ave

no c

onte

xt a

nd re

quire

in

fere

nce

and

eval

uatio

n

The

text

exp

lore

s se

vera

l the

mes

; tex

t mak

es fe

w

refe

renc

es o

r allu

sion

s to

oth

er te

xts

or c

ultu

ral

elem

ents

; the

mea

ning

of r

efer

ence

s or

allu

sion

s m

ay b

e pa

rtial

ly e

xpla

ined

in c

onte

xt

The

text

exp

lore

s a

sing

le th

eme;

if th

ere

are

any

refe

renc

es o

r allu

sion

s, th

ey a

re fu

lly

expl

aine

d in

the

text

USE

OF

GR

APH

ICS

(Opt

iona

l)

Whe

n gr

aphi

cs a

re p

rese

nt, t

he c

onne

ctio

n be

twee

n th

e te

xt a

nd g

raph

ics

is s

ubtle

and

re

quire

s in

terp

reta

tion

Gra

phic

s su

ppor

t int

erpr

etat

ion

of s

elec

ted

parts

of

the

corr

espo

ndin

g w

ritte

n te

xt; t

hey

may

intro

duce

so

me

new

and

rele

vant

info

rmat

ion

Gra

phic

s su

ppor

t and

ass

ist i

n in

terp

retin

g te

xt

by d

irect

ly re

pres

entin

g im

porta

nt c

once

pts

from

th

e co

rres

pond

ing

writ

ten

text

AUD

IO S

TIM

ULU

S(O

ptio

nal)

Spo

ken

lang

uage

is a

cade

mic

, abs

tract

, and

/ or

arc

haic

, and

the

dial

ogue

est

ablis

hes

mea

ning

that

is o

ften

impl

icit;

the

cont

ent

seld

om o

verla

ps w

ith th

e co

nten

t in

the

text

w

ith w

hich

it is

pai

red,

and

the

rela

tions

hip

betw

een

the

two

text

s is

sub

tle a

nd in

trica

te

Spo

ken

lang

uage

incl

udes

som

e ar

chai

c an

d ac

adem

ic v

ocab

ular

y, a

nd th

e di

alog

ue

esta

blis

hes

mea

ning

that

is s

omet

imes

impl

icit;

the

cont

ent i

ntro

duce

s so

me

idea

s no

t pre

sent

in th

e te

xt w

ith w

hich

it is

pai

red

Spo

ken

lang

uage

is s

impl

e, c

onve

rsat

iona

l, an

d/or

fam

iliar

, and

the

dial

ogue

est

ablis

hes

mea

ning

that

is h

ighl

y ex

plic

it, s

traig

htfo

rwar

d,

and

easy

to u

nder

stan

d; th

e co

nten

t bea

rs a

cl

ear r

elat

ions

hip

to c

onte

nt in

the

text

with

w

hich

it is

pai

red

and

may

eve

n re

peat

the

sam

e la

ngua

ge

VISU

AL/V

IDEO

STI

MU

LUS

(Opt

iona

l)

The

visu

al p

rese

ntat

ion

is e

ssen

tial f

or g

aini

ng

a de

eper

und

erst

andi

ng o

f the

text

with

whi

ch it

is

pai

red;

it m

ay p

rovi

de a

dditi

onal

info

rmat

ion

not o

ther

wis

e co

nvey

ed in

the

text

The

visu

al p

rese

ntat

ion

is m

ainl

y su

pple

men

tal t

o un

ders

tand

ing

the

text

with

whi

ch it

is p

aire

d; it

is

fairl

y ea

sy to

und

erst

and

but n

ot e

ntire

ly p

redi

ctab

le

The

visu

al p

rese

ntat

ion

is e

asy

to u

nder

stan

d; it

en

gage

s th

e re

ader

mor

e th

an it

enh

ance

s un

ders

tand

ing

of th

e te

xt w

ith w

hich

it is

pai

red

Gra

de L

evel

Com

plex

ity L

evel

Not

es

Lite

rary

Com

plex

ity A

naly

sis

Wor

kshe

et

Qua

litat

ive

Anal

ysis

: rub

ric to

ana

lyze

text

com

plex

ity a

nd p

lace

a te

xt w

ithin

a s

peci

fic g

rade

Qua

ntita

tive

Anal

ysis

: Com

pute

r-ba

sed

quan

titat

ive

tool

s us

ed to

ana

lyze

text

com

plex

ity a

nd re

com

men

d pl

acem

ent o

f a te

xt w

ithin

a g

rade

ban

d.

Text

-Ana

lysi

s Too

ls

*Tex

ts su

ch a

s poe

try,

dra

ma,

tran

scrip

ts, a

nd th

ose

depi

ctin

g st

ep-

by-s

tep

proc

esse

s will

be

assig

ned

a gr

ade

leve

l bas

ed o

n a

qual

itativ

e ev

alua

tion

NO

TES

Brie

fly e

xpla

in re

com

men

ded

plac

emen

t bas

ed o

n yo

ur c

onsi

dera

tion

of th

e Q

uant

itativ

e an

d Q

ualit

ativ

e re

sults

reco

rded

abo

ve.

Fina

l Pla

cem

ent R

ecom

men

datio

n


QualitativeDimensionsofTextComplexity


FromAChristmasCarolCharlesDickens

Marleywasdead:tobeginwith.Thereisnodoubtwhateveraboutthat.Theregisterofhis

burialwassignedbytheclergyman,theclerk,theundertaker,andthechiefmourner.Scrooge

signedit.AndScrooge'snamewasgoodupon'Change,foranythinghechosetoputhishand

to.

OldMarleywasasdeadasadoor-nail.

Mind!Idon'tmeantosaythatIknow,ofmyownknowledge,whatthereisparticularlydead

aboutadoor-nail.Imighthavebeeninclined,myself,toregardacoffin-nailasthedeadest

pieceofironmongeryinthetrade.Butthewisdomofourancestorsisinthesimile;andmy

unhallowedhandsshallnotdisturbit,ortheCountry'sdonefor.Youwillthereforepermitme

torepeat,emphatically,thatMarleywasasdeadasadoor-nail.

Scroogeknewhewasdead?Ofcoursehedid.Howcoulditbeotherwise?Scroogeandhewere

partnersforIdon'tknowhowmanyyears.Scroogewashissoleexecutor,hissole

administrator,hissoleassign,hissoleresiduarylegatee,hissolefriend,andsolemourner.And

evenScroogewasnotsodreadfullycutupbythesadevent,butthathewasanexcellentman

ofbusinessontheverydayofthefuneral,andsolemnizeditwithanundoubtedbargain.The

mentionofMarley'sfuneralbringsmebacktothepointIstartedfrom.Thereisnodoubtthat

Marleywasdead.Thismustbedistinctlyunderstood,ornothingwonderfulcancomeofthe

storyIamgoingtorelate.IfwewerenotperfectlyconvincedthatHamlet'sFatherdiedbefore

theplaybegan,therewouldbenothingmoreremarkableinhistakingastrollatnight,inan

easterlywind,uponhisownramparts,thantherewouldbeinanyothermiddle-aged

gentlemanrashlyturningoutafterdarkinabreezyspot--saySaintPaul'sChurchyardfor

instance--literallytoastonishhisson'sweakmind.


ReadersandTaskConsiderations

16

Text

Com

plex

ity: Q

ualit

ativ

e M

easu

res

Rub

ric1

LITE

RA

TUR

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Text

Titl

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Exce

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Com

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V

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Com

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M

oder

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Slig

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TEX

T ST

RU

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oO

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Is in

tric

ate

with

reg

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tosu

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lem

ents

as

poin

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view

, tim

e sh

ifts,

mul

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stor

ylin

es a

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etai

l

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f G

raph

ics:

If u

sed,

illu

stra

tions

or

grap

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are

ess

entia

l for

und

erst

andi

ngth

e m

eani

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f th

e te

xt

oO

rgan

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ion:

May

incl

ude

subp

lots

, tim

esh

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mor

e co

mpl

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s

oU

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f G

raph

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If u

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illu

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sup

port

or

exte

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e m

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ng o

fth

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oO

rgan

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hav

e tw

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mor

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and

occ

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be

diff

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pred

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f G

raph

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If u

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a r

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of

illus

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grap

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sup

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Is c

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eith

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ustr

atio

ns d

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ly s

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ssist

inin

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retin

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r ar

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andi

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e m

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f th

e te

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LAN

GU

AG

E FE

ATU

RES

oC

onve

ntio

nalit

y: D

ense

and

com

plex

;o C

onve

ntio

nalit

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airly

com

plex

;co

ntai

ns a

bstr

act,

ironi

c, a

nd/o

rco

ntai

ns s

ome

abst

ract

, iro

nic,

and

/or

figur

ativ

e la

ngua

gefig

urat

ive

lang

uage

oV

ocab

ular

y: C

ompl

ex, g

ener

ally

o V

ocab

ular

y: F

airly

com

plex

lang

uage

unfa

mili

ar, a

rcha

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ubje

ct-s

peci

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rth

at is

som

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es u

nfam

iliar

, arc

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,ov

erly

aca

dem

ic la

ngua

ge; m

ay b

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bjec

t-sp

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cade

mic

ambi

guou

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pur

pose

fully

misl

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ng

o

o Se

nten

ce S

truc

ture

: Man

y co

mpl

ex

Sent

ence

Str

uctu

re: M

ainl

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mpl

ex

sent

ence

s w

ithse

vera

lsub

ordi

nate

se

nten

ces

with

seve

ral s

ubor

dina

te

phra

ses

or c

laus

es a

nd tr

ansit

ion

wor

ds

clau

ses

or p

hras

es; s

ente

nces

oft

en

cont

ain

mul

tiple

con

cept

s

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onve

ntio

nalit

y: L

arge

ly e

xplic

it an

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sy to

und

erst

and

with

som

e oc

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nsfo

r m

ore

com

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mea

ning

oV

ocab

ular

y: M

ostly

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tem

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iliar

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lyun

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ly a

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nten

ce S

truc

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: Prim

arily

sim

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tera

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htfo

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asy

to u

nder

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ular

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onte

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,co

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truc

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nly

simpl

ese

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MEA

NIN

G

oM

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ng: M

ultip

le c

ompe

ting

leve

ls of

mea

ning

that

are

diff

icul

t to

iden

tify,

sepa

rate

, and

inte

rpre

t; th

eme

is im

plic

itor

sub

tle, o

ften

am

bigu

ous

and

reve

aled

over

the

entir

ety

of th

e te

xt

oM

eani

ng: M

ultip

le le

vels

of m

eani

ngth

at m

ay b

e di

ffic

ult t

o id

entif

y or

sepa

rate

; the

me

is im

plic

it or

sub

tle a

ndm

ay b

e re

veal

ed o

ver

the

entir

ety

ofth

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xt

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eani

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ultip

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vels

of m

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early

dist

ingu

ished

fro

m e

ach

othe

r;th

eme

is cl

ear

but m

ay b

e co

nvey

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ithso

me

subt

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eani

ng: O

ne le

vel o

f m

eani

ng; t

hem

eis

obvi

ous

and

reve

aled

ear

ly in

the

text

.

KN

OW

LED

GE

DEM

AN

DS

oLi

fe E

xper

ienc

es: E

xplo

res

com

plex

,so

phist

icat

ed o

r ab

stra

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emes

;ex

perie

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por

tray

ed a

re d

istin

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diff

eren

t fro

m th

e co

mm

on r

eade

r

oIn

tert

extu

ality

and

Cul

tura

l Kno

wle

dge:

Man

y re

fere

nces

or

allu

sions

to o

ther

text

sor

cul

tura

l ele

men

ts

oLi

fe E

xper

ienc

es: E

xplo

res

them

es o

fva

ryin

g le

vels

of c

ompl

exity

or

abst

ract

ion;

exp

erie

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por

tray

ed a

reun

com

mon

to m

ost r

eade

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oIn

tert

extu

ality

and

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tura

l Kno

wle

dge:

Som

e re

fere

nces

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allu

sions

to o

ther

text

sor

cul

tura

l ele

men

ts

oLi

fe E

xper

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es: E

xplo

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seve

ral

them

es; e

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are

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to m

any

read

ers

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Few

ref

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them

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very

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1 A

dapt

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.

17

18

Text

Com

plex

ity: Q

ualit

ativ

e M

easu

res

Rub

ric

INFO

RM

ATI

ON

AL

TEX

TS

Text

Titl

e Te

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Exce

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Com

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V

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M

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Slig

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Com

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TEX

T ST

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oO

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izat

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Con

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bet

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exte

nsiv

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of id

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esse

s or

even

ts a

re d

eep,

intr

icat

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ten

ambi

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rgan

izat

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is in

tric

ate

ordi

scip

line-

spec

ific

oTe

xt F

eatu

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sed,

are

ess

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unde

rsta

ndin

g co

nten

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oU

se o

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raph

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intr

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tens

ive

grap

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, tab

les,

char

ts, e

tc.,

are

exte

nsiv

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e in

tegr

al to

mak

ing

me a

ning

of

the

text

; may

pro

vide

info

rmat

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not o

ther

wise

con

veye

d in

the

text

oO

rgan

izat

ion:

Con

nect

ions

bet

wee

n an

expa

nded

ran

ge id

eas,

proc

esse

s or

even

ts a

re o

ften

impl

icit

or s

ubtle

;or

gani

zatio

n m

ay c

onta

in m

ultip

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ays

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xhib

it so

me

disc

iplin

e-

spec

ific

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ts

oTe

xt F

eatu

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sed,

dire

ctly

enh

ance

the

read

er’s

unde

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g of

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raph

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sed,

gra

phic

s, ta

bles

,ch

arts

, etc

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ders

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ing

the

text

oO

rgan

izat

ion:

Con

nect

ions

bet

wee

n so

me

idea

s or

eve

nts

are

impl

icit

or s

ubtle

;or

gani

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evid

ent a

nd g

ener

ally

sequ

entia

l or

chro

nolo

gica

l

oTe

xt F

eatu

res:

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sed,

enh

ance

the

read

er’s

unde

rsta

ndin

g of

con

tent

oU

se o

f G

raph

ics:

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sed,

gra

phic

,pi

ctur

es, t

able

s, an

d ch

arts

, etc

. are

mos

tly s

uppl

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tary

to u

nder

stan

ding

the

text

oO

rgan

izat

ion:

Con

nect

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bet

wee

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eas,

proc

esse

s or

eve

nts

are

expl

icit

and

clea

r;

orga

niza

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of te

xt is

chro

nolo

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quen

tial o

r ea

sy to

pre

dict

oTe

xt F

eatu

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sed,

hel

p th

e re

ader

navi

gate

and

und

erst

and

cont

ent b

ut a

reno

t ess

entia

l to

unde

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ndin

g co

nten

t.

oU

se o

f G

raph

ics:

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sed,

gra

phic

, pic

ture

s, ta

bles

, and

cha

rts,

etc.

are

sim

ple

and

unne

cess

ary

to u

nder

stan

ding

the

text

but

they

may

sup

port

and

ass

ist r

eade

rs in

unde

rsta

ndin

g th

e w

ritte

n te

xt

LAN

GU

AG

E FE

ATU

RES

oC

onve

ntio

nalit

y: D

ense

and

com

plex

;o C

onve

ntio

nalit

y: F

airly

com

plex

;co

ntai

ns c

onsid

erab

le a

bstr

act,

ironi

c,

cont

ains

som

e ab

stra

ct, i

roni

c, a

nd/o

ran

d/or

figu

rativ

e la

ngua

gefig

urat

ive

lang

uage

oV

ocab

ular

y: C

ompl

ex, g

ener

ally

o V

ocab

ular

y: F

airly

com

plex

lang

uage

unfa

mili

ar, a

rcha

ic, s

ubje

ct-s

peci

fic, o

rth

at is

som

etim

es u

nfam

iliar

, arc

haic

,ov

erly

aca

dem

ic la

ngua

ge; m

ay b

esu

bjec

t-sp

ecifi

c, o

r ove

rly a

cade

mic

ambi

guou

s or

pur

pose

fully

misl

eadi

ng

o

o Se

nten

ce S

truc

ture

: Man

y co

mpl

ex

Sent

ence

Str

uctu

re: M

ainl

y co

mpl

ex

sent

ence

s w

ith s

ever

al su

bord

inat

e se

nten

ces

with

seve

ral s

ubor

dina

te

phra

ses

or c

laus

es a

nd tr

ansit

ion

wor

ds

clau

ses

or p

hras

es a

nd tr

ansit

ion

wor

ds;

sent

ence

s of

ten

cont

ains

mul

tiple

con

cept

s

oC

onve

ntio

nalit

y: L

arge

ly e

xplic

it an

dea

sy to

und

erst

and

with

som

e oc

casio

nsfo

r m

ore

com

plex

mea

ning

oV

ocab

ular

y: M

ostly

con

tem

pora

ry,

fam

iliar

, con

vers

atio

nal;

rare

ly o

verly

acad

emic

o Se

nten

ce S

truc

ture

: Prim

arily

sim

ple

and

com

poun

d se

nten

ces,

with

som

e co

mpl

exco

nstr

uctio

ns

oC

onve

ntio

nalit

y: E

xplic

it, li

tera

l,st

raig

htfo

rwar

d, e

asy

to u

nder

stan

d

oV

ocab

ular

y: C

onte

mpo

rary

, fam

iliar

,co

nver

satio

nal l

angu

age

oSe

nten

ce S

truc

ture

: Mai

nly

simpl

ese

nten

ces

PUR

POSE

o Pu

rpos

e: S

ubtle

and

intr

icat

e, d

iffic

ult t

ode

t erm

ine;

incl

udes

man

y th

eore

tical

or

abst

ract

ele

men

ts

o Pu

rpos

e: Im

plic

it or

sub

tle b

ut f

airly

easy

to in

fer;

mor

e th

eore

tical

or

abst

ract

than

con

cret

e

o P

urpo

se: I

mpl

ied

but e

asy

to id

entif

yba

sed

upon

con

text

or

sour

ceo Pu

rpos

e: E

xplic

itly

stat

ed, c

lear

, con

cret

e,na

rrow

ly f

ocus

ed

KN

OW

LED

GE

DEM

AN

DS

oSu

bjec

t Mat

ter

Kno

wle

dge:

Rel

ies

onex

tens

ive

leve

ls of

disc

iplin

e-sp

ecifi

c or

theo

retic

al k

now

ledg

e; in

clud

es a

ran

ge o

fch

alle

ngin

g ab

stra

ct c

once

pts

oIn

tert

extu

ality

: Man

y re

fere

nces

or

allu

sions

to o

ther

text

s or

out

side

idea

s,th

eorie

s, et

c.

oSu

bjec

t Mat

ter

Kno

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Rel

ies

onm

oder

ate

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ls of

disc

iplin

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c or

theo

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now

ledg

e; in

clud

es a

mix

of

reco

gniz

able

idea

s an

d ch

alle

ngin

gab

stra

ct c

once

pts

oIn

tert

extu

ality

: Som

e re

fere

nces

or

allu

sions

to o

ther

text

s or

out

side

idea

s,th

eorie

s, et

c.

oSu

bjec

t Mat

ter

Kno

wle

dge:

Rel

ies

onco

mm

on p

ract

ical

kno

wle

dge

and

som

edi

scip

line-

spec

ific

cont

ent k

now

ledg

e;in

clud

es a

mix

of

simpl

e an

d m

ore

com

plic

ated

, abs

trac

t ide

as

oIn

tert

extu

ality

: Few

ref

eren

ces

or a

llusio

nsto

oth

er te

xts

or o

utsid

e id

eas,

theo

ries,

etc

oSu

bjec

t Mat

ter

Kno

wle

dge:

Rel

ies

onev

eryd

ay, p

ract

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kno

wle

dge;

incl

udes

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e, c

oncr

ete

idea

s

oIn

tert

extu

ality

: No

refe

renc

es o

r al

lusio

nsto

oth

er te

xts,

or o

utsid

e id

eas,

theo

ries,

etc.


AdvancingOurStudents’LanguageandLiteracy

AMERICAN EDUCATOR | WINTER 2010–2011 3

Advancing Our Students’ Language and Literacy

The Challenge of Complex Texts

By Marilyn Jager Adams

“Few Changes on SAT Posted by Class of 2010.”1 “Scores on SAT College Entrance Test Hold Steady.”2 “Class of 2008 Matches ’07 on the SAT.”3 Year by year, point by point, it is hard to see the

real news in these headlines. The real news is not that the SAT scores have held steady. The real news is that the SAT scores haven’t increased. The SAT scores of our college-bound students

have been languishing not for one or two years, but for a long time. Several decades ago, scores were much higher.

The SAT score decline began in 1962, nearly 50 years ago. From 1962 to 1980, math scores fell 36 points to 492 while verbal scores fell 54 points to 502. Since 1980, the math scores have been gradu-ally climbing back and are now at 516. Fluctuations aside, the verbal scores remain unchanged, even today stuck at 502.

If I were writing the headline for the next newspaper story on the SATs, here’s what you’d see: “Seniors and Their SAT Scores Sabotaged by Low-Level Textbooks.” And if the copyeditor would let me, I’d add an exclamation point! The literacy level of our sec-ondary students is languishing because the kids are not reading what they need to be reading. This is a strong claim. Let me lay out the evidence and argument so you can judge for yourself.

Not Just the SAT ScoresTo be sure, whether scores on the SAT exams truly reflect relevant or important intellectual or academic proficiencies remains a topic of discussion.4 Yet, the SATs are not the only indication that

Marilyn Jager Adams is a research professor in the Cognitive, Linguistic, and Psychological Sciences Department of Brown University and former chief scientist for Soliloquy Learning Inc. She is the author of numerous scholarly papers and several books, including two landmark works: Beginning to Read: Thinking and Learning about Print and Phonemic Awareness in Young Children. This article is adapted with permission of the Guilford Press from “The Challenge of Advanced Texts: The Interde-pendence of Reading and Learning,” which Adams wrote for Reading More, Reading Better, edited by Elfrieda H. Hiebert, copyright 2009 by Guilford Press. IL

LUST

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ACT Reading Text Score

Jumping in: What conclusion can you draw based on the data provided?

• “Performance(on(the(ACT(Reading(Test(by(Degree(of(Text(Complexity”(This(graph(shows(performance(on(quesEons(associated(with(uncomplicated,(more( challenging,(and(complex(texts(in(relaEon(to(the(ACT(Reading(Benchmark((

120

100

80

60

40

20

0 11 15 20 25 30 35

Uncomplicated More Challenging Complex

Conclusions Questions

ACT Reading Benchmark

Ave

rage

Per

cent

age

of Q

uest

ions

Cor

rect

2


KnowingWhatYouAreSeeing:Beowolf

RL.7.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text; provide an objective summary of the text.RL.7.3 Analyze how particular elements of a story or drama interact (e.g. how setting shapes the character or plot).W.7.3a Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Look-fors Notes/Evidence

Students analyze in detail how a theme develops over the course of text

Students analyze how the theme is shaped and refined through the text

Students summarize the text

Students name and analyze interactions of story elements

Teacher expects evidence and precision from students and probes responses accordingly

Questions return students to the text

Students cite specific evidence from text(s) to support analysis, inferences, and claims orally and in writing

Students use evidence to build on each other’s observations or insights during discussion or collaboration


AcademicVocabulary


Excerptfrom“EveryLittleHurricane”byShermanAlexie

Althoughitwaswinter,thenearestoceanfourhundredmilesaway,andtheTribal

Weathermanasleepbecauseofboredom,ahurricanedroppedfromtheskyin1976andfellso

hardontheSpokaneIndianReservationthatitknockedVictorfrombedandhislatest

nightmare.

ItwasJanuaryandVictorwasnineyearsold.Hewassleepinginhisbedroominthebasement

oftheHUDhousewhenithappened.Hismotherandfatherwereupstairs,hostingthelargest

NewYear’sEvepartyintribalhistory,whenthewindsincreasedandfirsttreefell.

“Goddamnit,”oneIndianyelledatanotherastheargumentbegan.“Youain’tshit,youdamn

apple!”

ThetwoIndiansragedacrosstheroomateachother.Onewastallandheavy,theotherwas

short,muscular.High-pressureandlow-pressurefronts.

ThemusicwassoloudthatVictorcouldbarelyhearthevoicesasthetwoIndiansescalatedthe

argumentintoafistfight.Soontherewerenovoicestobeheard,onlygutturalnoisesthat

couldhavebeencursesorwoodbreaking.Thenthemusicstoppedsosuddenlythatthesilence

frightenedVictor.

“Whatthefuck’sgoingon?”Victor’sfatheryelled,hisvoicecomingquicklyandwithforce.It

shookthewallsofthehouse.

“AdolphandArnoldarefightingagain,”Victor’smothersaid.AdolphandArnoldwereher

brothers,Victor’suncles.Theyalwaysfought.Hadbeenfightingsincetheverybeginning.

“Well,tellthemtogettheirgoddamnassesoutofmyhouse,”Victor’sfatheryelledagain,his

decibellevelrisingtomeetthetensioninthehouse.

“Theyalreadyleft,”Victor’smothersaid.“They’refightingoutintheyard.”

Victorheardthisandrantohiswindow.Hecouldseehisunclessluggingeachotherwithsuch

forcethattheyhadtobeinlove.Strangerswouldneverwanttohurteachotherthatbadly.

Butitwasstrangelyquiet,likeVictorwaswatchingatelevisionshowwiththevolumeturnedall

thewaydown.Hecouldhearthepartyupstairsmovetothewindows,stepontothefront

porchtowatchthebattle.


Duringotherhurricanesbroadcastonthenews,Victorhadseencrazypeopletiethemselvesto

treesonthebeach.Thosepeoplewantedtofeeltheforceofthehurricanefirsthand,wantedit

tobelikeanamusementride,butthethinropeswerebrokenandthepeoplewerebroken.

Sometimesthetreesthemselveswerepulledfromthegroundandboththetreesandthe

peopletiedtothetreeswerecarriedaway.

FromLoneRangerandTontoFistfightinHeaven,byShermanAlexiePublishedbyPerennial/AtlanticMonthlyPress,1993Thisexcerptisusedforprofessionaldevelopmentpurposesonly.ISBN978-0-06-097624-8


From“EveryLittleHurricane”PART1

Noteanddiscusswithtablepartners:1. Whatweatherwordsandphrasesdoestheauthoruse?

2. Alexieusestheparadoxoffightingataparty,twoseeminglyincompatibleeventsthat

nonethelessoccur.Whatotherexamplesofparadoxappearintheexcerpt,andwhy

mightthatbe?

3. Whichcharacterdoyoumostresemble?Why?

4. Howdoestheauthorusethestormmetaphor?

5. WhataboutthesilencefrightensVictor?

6. Summarizetheexcerptanditsuseofsymbolismandparadoxtoillustrateatheme.


From“EveryLittleHurricane”PART2

Noteanddiscusswithtablepartners:1. Whereandwhendoesthestorytakeplace?

2. Whathappensinthefirstsentence?Whatdowelearninthefirstsentence?Whatcan

weinferinthefirstsentence?

3. Whatdoweknowaboutthestorm?

4. Whatdoweknowwithcertaintyabouttheargument?Whatcanweinferaboutthe

argument?

5. Whatistheeffectoflines22-23?("Hecould…hurteachotherthatbadly.")

6. Whywouldtheauthorincludetheinformationabouthowpeoplebehaveinhurricanes?


KnowingWhatYouAreSeeing:TheLottery

CCSS.ELA-LIT.RL.9-10.1Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellas

inferencesdrawnfromthetext.

CCSS.ELA-LIT.RL.9-10.2Determineathemeorcentralideaofatextandanalyzeindetailitsdevelopmentoverthecourseofthe

text,includinghowitemergesandisshapedandrefinedbyspecificdetails;provideanobjectivesummaryofthetext.

LookFors Notes/Evidence

Studentscitestrongandthorough

evidencetosupporttheirassertions

Studentsanalyzeindetailhowatheme

developsoverthecourseoftext

Studentsanalyzehowthethemeis

shapedandrefinedthroughthetext

Teacherexpectsevidenceandprecision

fromstudentsandprobesresponses

accordingly

Questionsreturnstudentstothetext

Studentscitespecificevidencefrom

text(s)tosupportanalysis,inferences,

andclaimsorallyandinwriting

Studentsuseevidencetobuildoneach

other’sobservationsorinsightsduring

discussionorcollaboration


PullingitAllTogether

Note/Identifythefollowingasyouviewthevideo:

Comparethecomplexityofthetextsanddiscoursewithfocuson:

Evidenceofthe

Shiftsandthe

Standards

Student

engagement

Questions

attendingto

specificwordsand

sentenceswithin

thetext

Questions

returningstudent

tothetextto

build

understanding

Studentcitation

ofspecific

evidencefrom

texttosupport

theirpositions

Whataresome

opportunitiesfor

improvement?

26

Write First Compare the complex ity o f the texts and d iscourse w ith a focus on:

ï Expectations for student performance

ï Evidence of strong belief in students’ intellectual capacity

ï Questions that attend to specific words, phrases and sentences within the text

ï Questions that return students to the text to build understanding

ï How students identify key ideas and details from the text to support their answers

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