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Close Encounters of the Complex Kind - NYLA

Paige Jaeger
Paige Jaeger

This document discusses the importance of teaching students to read complex texts. It notes that being able to read complex texts independently is essential for success in college and careers. The document provides examples of complex texts and strategies for helping students learn to read such texts, including close reading, building vocabulary knowledge, and using evidence from the text to discuss or debate its meaning and key ideas. It emphasizes that the goal is for students to read complex texts actively and engage with the ideas, not just complete comprehension tasks.

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Close Encounters of the Complex Kind - NYLA
ESSENTIAL UNDERSTANDING: Content Delivery Change
Literacy is not just ELA 50% - 50% Building knowledge Writing from evidence Close Reading & Complex Text Spotlight on Vocabulary
TIER 3 = DOMAIN SPECIFIC WORDS TIER 2 = SAT WORDS TIER 1 = EASY ORAL LANGUAGE WORDS Image: thefindrentals.com
OK. SO HOW DO I, AND WHY SHOULD I
FROM APPENDIX A: Being able to read complex text independently and proficiently is essential for high achievement in college and the workplace and important in numerous life tasks. Moreover, current trends suggest that if students cannot read challenging texts with understandingif they have not developed the skill, concentration, and stamina to read such textsthey will read less in general. In particular, if students cannot read complex expository text they will likely turn to text-free or text-light sources, such as video, podcasts, and tweets. These sources, while not without value, cannot capture the nuance, subtlety, depth, or breadth of ideas developed through complex text.
WHY DO STUDENTS NEED COMPLEX TEXT MODELED? HOT SEAT ? http://www.youtube.com/watch?feature=player_detailpage&v=b0qmzRgqYA k
Reading is not passive Not all Close Reads have to look alike! Close Reads can be: primary sources, excerpts, articles, s hort books & more Its all about the kids Building Blocks ESSENTIAL UNDERSTANDINGS:
Content Delivery and Understanding Digest & Discovery Debate or Discussion NOT JUST TO READ
= Complex Text Uncommon words (Tier 2 & 3) Prior knowledge requirements Long, Complicated sentences Cross-references between sentences M. Adams, PhD.
WHY WE NEED COMPLEX TEXT: Based on research of The Text Project Presented by Marilyn Adams, @ NTI
READING RESEARCH: The more you read the better youll read The better you read, the more youll comprehend The more you comprehend, the greater the achievement The more you read about geology, the more you can read about geology.
TEXT BASED ANSWERS READ LIKE A DETECTIVE, WRITE LIKE A REPORTER Use precise words Speak with authority Cool words to empower your writing
ENGAGENY.ORG http://engageny.org/re source/close-reading- strategies-with- informational-text-by- expeditionary-learning http://engageny.org/re source/a-protocol-for- citing-evidence-from- informational-text- from-expeditionary- learning W R I T I N G F R O M S O U R C E S : Close Reading
Close Encounters of the Complex Kind - NYLA
FINDING STAMINA, MEANING, AND RELEVANCE Whats the gist? Whats the Purpose? Perspective Visualize Read with a pencil Vocabulary Connections to real life Space for debate & critique Mining for meaning Find 3 VIPs
LOOK AT: TOO DUMB FOR COMPLEX www.ascd.org/publications/educational-leadership/feb11/vol68/num05/Too-Dumb-for-Complex-Texts蔵.aspx Willingness to probe Capacity to think deeply Uninterrupted thinking SLOW down
CONSIDERATIONS WHEN YOU CHOOSE COMPLEX TEXT
Out of the Dust Long Walk to Water Esperanza Rising The lightning Thief Number the Stars Promises to Keep To Kill a Mockingbird (8th) The Omnivores Dilemma Dragonwings Lyddie Enders Game Visit Engageny.org and see what complex text was coupled with these ELA novels:
CLOSE ENCOUNTER We will experience a close read READS 1 & 2 TOGETHER THEN READ #3 Lexile 1450 -- Content vocabulary Closely chosen for engagement, vocabulary of the discipline and more. You will engage in an evidence-based discussion, then You will engage in an evidence-based debate. NO LIKES ALLOWED
Read with a pencil Circle unfamiliar words Discuss important points Be prepared to support your conclusions: POINT OF VIEW (Read like a tree-hugger. Read like the CEO of Exxon) OPINION is shaped from POV Share 3 VIPs (Very important points) Mother Governor Exxon CEO Tree Hugger Purposeful reading increases RELEVANCE Why do I have to read this?
Close Encounters of the Complex Kind - NYLA
TASK BRAINSTORM Essential Questions which demand evidence Juxtapose picture booksWhich is correct? Close read leads to INQUIRYfurther investigation ?
Close Encounters of the Complex Kind - NYLA

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Close Encounters of the Complex Kind - NYLA

  • 3. Literacy is not just ELA 50% - 50% Building knowledge Writing from evidence Close Reading & Complex Text Spotlight on Vocabulary
  • 4. TIER 3 = DOMAIN SPECIFIC WORDS TIER 2 = SAT WORDS TIER 1 = EASY ORAL LANGUAGE WORDS Image: thefindrentals.com
  • 5. OK. SO HOW DO I, AND WHY SHOULD I
  • 6. FROM APPENDIX A: Being able to read complex text independently and proficiently is essential for high achievement in college and the workplace and important in numerous life tasks. Moreover, current trends suggest that if students cannot read challenging texts with understandingif they have not developed the skill, concentration, and stamina to read such textsthey will read less in general. In particular, if students cannot read complex expository text they will likely turn to text-free or text-light sources, such as video, podcasts, and tweets. These sources, while not without value, cannot capture the nuance, subtlety, depth, or breadth of ideas developed through complex text.
  • 7. WHY DO STUDENTS NEED COMPLEX TEXT MODELED? HOT SEAT ? http://www.youtube.com/watch?feature=player_detailpage&v=b0qmzRgqYA k
  • 8. Reading is not passive Not all Close Reads have to look alike! Close Reads can be: primary sources, excerpts, articles, s hort books & more Its all about the kids Building Blocks ESSENTIAL UNDERSTANDINGS:
  • 10. = Complex Text Uncommon words (Tier 2 & 3) Prior knowledge requirements Long, Complicated sentences Cross-references between sentences M. Adams, PhD.
  • 11. WHY WE NEED COMPLEX TEXT: Based on research of The Text Project Presented by Marilyn Adams, @ NTI
  • 12. READING RESEARCH: The more you read the better youll read The better you read, the more youll comprehend The more you comprehend, the greater the achievement The more you read about geology, the more you can read about geology.
  • 13. TEXT BASED ANSWERS READ LIKE A DETECTIVE, WRITE LIKE A REPORTER Use precise words Speak with authority Cool words to empower your writing
  • 16. FINDING STAMINA, MEANING, AND RELEVANCE Whats the gist? Whats the Purpose? Perspective Visualize Read with a pencil Vocabulary Connections to real life Space for debate & critique Mining for meaning Find 3 VIPs
  • 17. LOOK AT: TOO DUMB FOR COMPLEX www.ascd.org/publications/educational-leadership/feb11/vol68/num05/Too-Dumb-for-Complex-Texts蔵.aspx Willingness to probe Capacity to think deeply Uninterrupted thinking SLOW down
  • 18. CONSIDERATIONS WHEN YOU CHOOSE COMPLEX TEXT
  • 19. Out of the Dust Long Walk to Water Esperanza Rising The lightning Thief Number the Stars Promises to Keep To Kill a Mockingbird (8th) The Omnivores Dilemma Dragonwings Lyddie Enders Game Visit Engageny.org and see what complex text was coupled with these ELA novels:
  • 20. CLOSE ENCOUNTER We will experience a close read READS 1 & 2 TOGETHER THEN READ #3 Lexile 1450 -- Content vocabulary Closely chosen for engagement, vocabulary of the discipline and more. You will engage in an evidence-based discussion, then You will engage in an evidence-based debate. NO LIKES ALLOWED
  • 21. Read with a pencil Circle unfamiliar words Discuss important points Be prepared to support your conclusions: POINT OF VIEW (Read like a tree-hugger. Read like the CEO of Exxon) OPINION is shaped from POV Share 3 VIPs (Very important points) Mother Governor Exxon CEO Tree Hugger Purposeful reading increases RELEVANCE Why do I have to read this?
  • 23. TASK BRAINSTORM Essential Questions which demand evidence Juxtapose picture booksWhich is correct? Close read leads to INQUIRYfurther investigation ?

Editor's Notes

  • #3: Gap analysisTo ignore one is to ignore half of the Common Core. Get to know content, embrace the pedagogy shift. To treat CCSS as the same thing, is doing a disservice to your students.
  • #4: These shifts layer on top of the standards.We cannot just talk about the standards or just shifts they are WOVEN Become familiar to be a building leader.
  • #7: Read red Poll: Vote have you seen this? Transliteracy will not build Dr., lawyers, actuaries, engineers, accountants, and other people who will achieve, invent, solve, etc .
  • #11: Simple text has simple sentences those with only 1 thoughtComplex sentences have 2 or more thoughts within them, and they are grammatically correct.
  • #14: When I gave you a purpose to read, you read closer -- That is close reading purposeful reading. I read it, but I dont get it
  • #22: As a librarian, you can do this 1 on 1 with students.