College and Career-Ready Standards for School Leaders
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College and Career-Ready Standards for School Leaders
Supporting school leaders in helping all students become college and career-ready and to succeed in post-secondary education and training
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What are text-dependent questions, and how can teachers develop them?

What are text-dependent questions, and how can teachers develop them? | College and Career-Ready Standards for School Leaders | Scoop.it
The Common Core emphasizes close reading and text-dependent questions. So what are text-dependent questions, and how can teachers develop them?


Text-dependent questions direct students’ inquiry into the text, rather than outside of it, and can only be answered with evidence from the text.


A strong text-dependent question should invite students to interpret theme, analyze syntax and text structure, support students’ understanding of vocabulary, and analyze the effects of specific word choice.


A high-quality summative assessment will involve writing and should allow students individually to demonstrate mastery of one or more of the standards.


Text-dependent questions will specifically target (Tier 2 Vocabulary) words that might otherwise be a barrier to their comprehension.


Identify what makes the text difficult (Quantitative, Qualitative, Reader and Task)


Rather than present them randomly, teachers can sequence text-dependent questions to help students gradually unfold their understanding and perform rigorous analysis, learning to stay focused inside of the text to construct meaning.


Any good instructional planning begins and ends with standards.


Note: When you are working with text-dependent questions to establish rigorous classroom discourse and providing students with routine writing tasks to support comprehension and analysis, you are activating most of the standards for Reading, Writing, and Speaking & Listening most of the time.


Assessment: Ensure "that the culminating activity fully aligns with the text-dependent questions and focus standards that you have identified."

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Scaffolding Text Complexity for At-Risk Readers

Scaffolding Text Complexity for At-Risk Readers | College and Career-Ready Standards for School Leaders | Scoop.it

A DISTRICT PERSPECTIVE: SCAFFOLDING TEXT COMPLEXITY FOR AT-RISK READERS
by Tara Boyer


Perhaps the increased rigor of the common core will help us to eradicate the gap between those students who are reading at grade level and those who are not.


Even so, the process will not be immediate.


And while I support the common core, I also realize that not all students will be able to read independently at the lowest level of the text bands without scaffolding, let alone at the high end of the text bands.

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Ted Caron's comment, September 25, 2012 11:14 PM
The second "scaffolding" section presents a list of helpful interventions for at-risk readers. Having said this, it's unclear, at least at this point, the extent to which such interventions (e.g. providing a summary or vocabulary in advance of a reading) undermine the value of reading a complex text in the first place. Of all the interventions, small group or one-to-one instruction--complete with interactive or divided notes and a list of prepared and VERY text-specific questions--may be the most effective and appropriate intervention of all, provided that we have the resources and time to give.
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"We don't have to actually give up narrative (text) completely." Learning to Muse

"We don't have to actually give up narrative (text) completely." Learning to Muse | College and Career-Ready Standards for School Leaders | Scoop.it

This demand of the Common Core, which call for greater emphasis on informational text, has caused a wide range of feelings and reactions from educators across the United States. Some embrace the idea; others are outraged.


Most teachers with whom I have spoken plan to do what needs to be done to meet the needs of their students.

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ELA video lessons: More Non-Fiction

Via The Teaching Channel
By Sarah Brown Wessling

Shift #1: More non-fiction

By secondary grades, the standards say that students should be reading 70% nonfiction and 30% fiction. We have to remember, though, that the literacy standards are for more than just English Language Arts, so this breakdown is the responsibility of an entire building. Lessons like Inquiry Based Teaching: Discussing Non-Fiction show how to analyze non-fiction in an inquiry-based method. Note: adult language is sometimes used to talk about slave narratives in this lesson.

https://www.teachingchannel.org/videos/inquiry-based-teaching-discussing-non-fiction?utm_source=Alpha+List&utm_campaign=d245033d36-Newsletter_June30_2012&utm_medium=email

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Does the Common Core overcomplicate text selection?

Does the Common Core overcomplicate text selection? | College and Career-Ready Standards for School Leaders | Scoop.it

By Kathleen Porter-Magee


The guidance that’s starting to emerge about how teachers can best select “grade-appropriate” texts may actually end up undermining the Common Core’s emphasis on improving the quality and rigor of the texts students are reading.

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Measures of Text Difficulty via CCSSO

The results have implications for education. One is the viability of text

difficulty metrics as guides to curriculum and assessment standards.
The metrics studied can support the goal of the Common Core
Standards to increase student achievement by reducing the large gap
that currently exists between typical high school level and college texts
(ACT, Inc., 2006; ACT, Inc., 2009). In addition to the practical value of the
metrics that provide a single quantitative index of text difficulty, the
finer grain analysis of texts, which could be of value for curriculum
decisions and for research on text complexity, is demonstrated by
measures (e.g. Coh-Metrix) that provide multi-dimensional descriptors
of text complexity.


http://www.ccsso.org/Documents/2012/Measures%20ofText%20Difficulty_final.2012.pdf

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What is “Complex” Text? | Burkins & Yaris

Anchor Standard Ten Begs Question:


In this blog we consider the meaning of anchor standard 10 of the Common Core, which states that students need to read grade level complex text independently and proficiently.


"... the amalgam of several, somewhat complicated, factors that come together to determine what level of challenge a text poses to a particular reader on a particular grade for a particular task."

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Practical Guidance on Pre-Reading Lessons

Practical Guidance on Pre-Reading Lessons | College and Career-Ready Standards for School Leaders | Scoop.it

Tim Shanahan on Literacy


"The common core will require that we use challenging texts and many students will struggle. Various supports, scaffolds, and motivation will be needed to allow students to read hard texts successfully."

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ELA Video Lesson: Texts not taught in isolation

Via The Teaching Channel
By Sarah Brown Wessling

Shift#2: Texts are not taught in isolation

From very early grades, students are asked to see texts in the context of others. No longer can we see texts in isolation. Practically speaking, this means that we don’t read a book, take a quiz, take a test, put the book away. Rather, we need to see texts in conversation with each other to help students have more opportunities for analysis. This lesson from my classroom offers a look at texts in conversation with each other.

https://www.teachingchannel.org/videos/high-school-literature-lesson-plan?utm_source=Alpha+List&utm_campaign=d245033d36-Newsletter_June30_2012&utm_medium=email
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A New Way To Gauge Text Complexity: Too Complex?

A New Way To Gauge Text Complexity: Too Complex? | College and Career-Ready Standards for School Leaders | Scoop.it

One of the thornier aspects of the new common standards is the formula for sizing up the complexity of a text. You've probably heard that the standards hit heavily on the importance of students reading stuff that is sufficiently complex to challenge them and evolve their reading skills. You've probably heard less, however, about exactly how teachers are supposed to gauge a text's complexity.

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Teaching students how to understand complex texts is critical to their cognitive development

Teaching students how to understand complex texts is critical to their cognitive development | College and Career-Ready Standards for School Leaders | Scoop.it

Teaching students how to understand complex texts is critical to their cognitive development, writes Anthony Palumbo.


Our best students are equal to students anywhere; our least-successful students group toward the bottom of the international distribution curve.

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