Day 2 ELA
Fluency and Complex Text
Grades 6–8
Summer 2017
Welcome Back!
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Thank You for Your Feedback!
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Norms That Support Our Learning
• Take responsibility for yourself as a learner.
• Honor timeframes (start, end, activity).
• Be an active and hands-on learner.
• Use technology to enhance learning.
• Strive for equity of voice.
• Contribute to a learning environment in which it is “safe to not know.”
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Agenda
I. Keynote Debrief
II. Setting up the Day
III. “California Commonwealth Club Address”
IV. The Juicy Language of Text
V. Syntax
VI. Juice(y sentences and) the Standards
VII. Construction
VIII.Text-Dependent Questions: Development and
Evaluation
Session Objectives
PARTICIPANTS WILL BE ABLE TO:
• Internalize the content as a learner and reflect on their own
experience as they consider redelivery and facilitation
• Explain the role of fluency in reading comprehension
• Identify instructional practices for increasing fluency
• Determine the role of syntax in complex text
• Closely read and dissect text at the sentence level with Juicy
Sentences
• Create TDQs that focus on specific analyses called for by specific
grade-level Standards
Components of Effective Facilitation
Independently Reflect . . .
•
Using your handout as a reference, reflect on one concept you saw used
today.
•
Why did it stand out to you?
•
How did it impact your learning?
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Setting up the Day
Reflection
• How do I provide students the time they need to ensure they
can access text at a complexity beyond their independent
reading level?
• How do I address fluency and language in the texts I teach?
• How do I preview texts that I am teaching with before I teach
them?
Student Profile
Develop a Student Profile
2 Minutes:
• Share
• Question
• Answer
Though fluency does not guarantee
comprehension, lack of fluency
guarantees students will not be able to
comprehend text.
• Student Achievement Partners
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Foundational Skills
Fluency
1.
2.
3.
Automaticity
Accuracy
Expression (Prosody)
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Fluency Assessment
• Reading Rate or Pacing:
–Should be conversational—sound like speaking (no speed
reading!)
• Word Identification Accuracy:
–Looking for 95% accuracy; 90%—text is too difficult
–Is a reflection of what the reader knows about sound-toletter(s) combinations and time spent practicing. For very
early readers be sure you’re assessing what the reader has
been taught (scope and sequence is critical).
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Fluency Rubric
MDFS
Expression and
Volume
1
2
3
4
Reads with volume and
Reads in a quiet voice. The
Reads with varied volume
Reads in a quiet voice as if
expression. However,
reading sounds natural in
and expression.
to get words out. The
sometimes the reader slips
part of the text, but the
The reader sounds like they
reading does not sound
into expressionless
reader does not always
are talking to a friend with
natural like talking to a
reading and does not
sound like they are talking
their voice matching the
friend.
sound like they are talking
to a friend.
interpretation of the passage.
to a friend.
Phrasing
Reads word-by-word in a
monotone voice.
Reads occasionally with a
Reads in two- or threemixture of run-ons, mid
word phrases, not adhering sentence pauses for breath,
to punctuation, stress, and
and/or some choppiness.
intonation.
There is reasonable stress
and intonation.
Smoothness
Frequently hesitates while
reading, sounds out words,
and repeats words or
phrases. The reader makes
multiple attempts to read
the same passage.
Reads with extended
pauses or hesitations. The
reader has many “rough
spots.”
Pace
Reads slowly and
laboriously.
Score of 12 or more suggests
well-developed fluency
Scores of 10–11 suggest
developing fluency
Scores < 9 suggesting
struggling fluency
Reads with very good
phrasing; adhering to
punctuation, stress, and
intonation to preserve the
meaning of the text.
Reads with occasional
Reads smoothly with very
breaks in rhythm. Reader
few breaks, but self-corrects
has difficulty with specific
with difficult words and/ or
words and/or sentence
sentence structures.
structures.
Reads moderately slowly or
Occasionally breaks from
excessively fast; not natural
a conversational pace.
like speaking to a friend.
Reads at a conversational
pace throughout the reading.
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Fluent Reading Strategies
Fluency Practice
• Whole-Class Choral Reading
• Paired (Partner) Reading
• Repeated Reading
• Reader’s Theater
• Phrased Text Lesson
Fluency Support
• Read-Aloud
• Juicy Sentences
• Shared Reading
• Text Sets
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Fluency Strategies: Whole-Class Choral
Reading
• Grade Level: end of 1st grade and beyond
• Powerful, assisted reading strategy
• Can implement with above grade-level text
• Use daily in a repeated or wide-reading implementation
• Choose a text related to the curriculum
• About 2 to 2.5 minutes long
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Choral Reading Process
• The teacher models pronunciation, pace, and expression while reading a
passage to the class or group.
• Teacher and children then read the passage together as the teacher rotates
to monitor individual children’s reading. Initially, students may need to
practice reading in unison, but with a little practice starting and stopping
together, students will acquire the routine.
A note about purposeful text selection: Students benefit most when excerpts
and texts for choral reading are of grade-level complexity and do not take
more than three minutes to read aloud. Matching the topics in choral reading
to the topic being studied benefits students by building content knowledge
and vocabulary.
Activity
• Identify someone at your table who has a phone that can be
used as a recorder for the activity.
• <Start the recorder> As a table, chorally read the passage
handout (without practice). <stop the recorder>.
• As a table, reread the passage 2 more times (not recording),
clarifying pronunciation and pacing as needed.
• <Start the recorder> As a table, reread the passage. <stop the
recorder>.
• Listen to both recordings and discuss differences.
Conclusion
• Fluent reading brings together the multitude of reading sub-skills to
produce conversational-sounding reading that facilitates comprehension.
• Students must be frequently monitored across the school year for fluent
reading development.
• All students, not just younger or struggling, benefit from fluency practice.
• Fluency work can take place with grade-level texts.
• Developing fluent readers is not a guarantee of comprehension, but it
greatly helps!
• All teachers, ELA and content area, should be committed to improving
reading fluency.
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Session Objectives
PARTICIPANTS WILL BE ABLE TO:
• Internalize the content as a learner and reflect on their own
experience as they consider redelivery and facilitation
 Explain the role of fluency in reading comprehension
 Identify instructional practices for increasing fluency
• Determine the role of syntax in complex text
• Closely read and dissect text at the sentence level with Juicy
Sentences
• Create TDQs that focus on specific analyses called for by specific
grade-level Standards
Working Conditions
In this module, students explore the issue of
working conditions, both historical and
modern-day. As they read and discuss both
literary and informational text, students
analyze how people, settings, and events
interact in a text and how an author
develops a central claim . . .
“California Commonwealth Club Address”
Cesar Chavez
• As you read, keep your students in
mind and annotate for:
• Additional vocabulary your
profiled student would struggle
with
• Excerpts from the text where
students would struggle with
comprehension of ideas and
details
• Opportunities for fluency work
• Where you see the text as
complex
• What Standards you would
address if you were teaching this
text
Features of Complex Text
Structure
Language Demands
Knowledge Demands: Life Experiences
Knowledge Demands: Cultural/Literary Knowledge
Knowledge Demands: Content/Discipline Knowledge
Levels of Meaning or Purpose
Break
Grammatical and Rhetorical Features
of Complex Text A subjective pronoun example: she, he,
• Information density
- Dependent clauses
- Phrases within sentences
• The use of subjective
pronouns
• The use of adverbial clauses
and phrases to situate
events
they, it
Adverbial Clause: Group of words which
plays the role of an adverb (as in all
clauses, an adverbial clause contains a
subject and a verb. For example:
- Keep hitting the gong hourly. (normal
adverb)
- Keep hitting the gong until I tell you to
stop. (adverbial clause)
Grammatical and Rhetorical Features
of Complex Text (continued)
• Ellipses
• The use of abstract nouns
• The use of devices for
backgrounding and
foregrounding information
• Passive voice
• A combination of complex
and simple sentences
An abstract noun is a word which names
something that you cannot see, hear,
touch, smell, or taste. For example:
- Consideration
- Parenthood
- Belief
How’s Your Grammar?
The Link between Reading and Writing
1. Regular and irregular plural nouns and verbs
2. Abstract nouns
3. Comparative and superlative adjectives and adverbs
4. Coordinating and subordinating conjunctions
5. Relative pronouns and relative adjectives
6. Prepositional phrases
7. Prepositions, interjections
8. Correlative conjunctions
9. Affixes and roots
10. Functions of verbals (gerunds, participles, infinitives)
Tackling Complex Text without Fluency
Like the other immigrant groups, the day will come when we
win the economic and political rewards which are in keeping
with our numbers in society. The day will come when
politicians do the right thing by our people out of political
necessity and not out of charity or idealism.
•
•
•
•
•
•
•
economic
political
rewards that are economic and political
“in keeping with our numbers in society”
use of by
political necessity
idealism
Putting It Together: Syntax
Take a look at “Syntax Definition (1818)” in your packet.
Turn that into a “student-friendly” definition. How would
you (or do you) convey the idea of syntax to your students?
The “Juicy” Language of Text
Watch the video and note:
• What challenges does complex text present for educators?
• What does she recommend to address the challenges?
• What resonates most with you about her message?
Dr. Lily Wong Fillmore, Professor of Education,
UC Berkeley
Putting It Together: Juicy Sentences
Read and annotate the article.
What makes a sentence juicy?
What instructional opportunities does the juicy sentence
provide?
Let’s Practice . . .
Tens of thousands of the children and grandchildren of
farm workers and the children and grandchildren of poor
Hispanics are moving out of the fields and out of the
barrios—and into the professions and into business and
into politics.
Consider as a teacher what kinds of structure in the text you would want to
identify in a grammar or language mini-lesson, so students would use this and
their new sentence to practice the skill.
Example of Juicy Sentence Work
from “The Commonwealth Club Address”
And Hispanics across California and
the nation who don't work in
agriculture are better off today
because of what the farm workers
taught people about organization,
about pride and strength, about
seizing control over their own lives.
Hispanics are better off today
because of what the farm workers
taught them about taking control
over their own lives.
[There] is repetition of the word
about, and it is separated by
commas.
Comparing the Structure
And Hispanics across California
and the nation who don't work
in agriculture are better off
today because of what the
farm workers taught people
about organization, about
pride and strength, about
seizing control over their own
lives.
People throughout the school
get tired sometimes and
should deserve a break of
approximately three minutes
during-in the middle of each
period to stretch out, to read
or draw, to munch on
something appropriate for a
school snack.
Lunch
Welcome Back! Let’s Practice #2
The growers only have themselves to blame for an
increasing demand by consumers for higher quality food‐-‐food that isn't tainted by toxics; food that doesn't
result from plant mutations or chemicals which produce
red, luscious-‐ looking tomatoes-‐-‐that taste like alfalfa.
Consider as a teacher what kinds of structure in the text you would want to
identify in a grammar or language mini-lesson, so students would use this and
their new sentence to practice the skill.
The growers only have themselves to blame for an increasing demand by
consumers for higher quality food--food
thatisn't
isn'ttainted
taintedby
bytoxics
toxics;food
foodthat
that
food food that
doesn't result from plant
red luscious
mutations
or chemicals
which produce red,
lusciousA Juicy
Sentence
Deconstruction
looking tomatoes--that
tastelike
likealfalfa.
tomatoes that taste
alfalfa.
Scaffolding “Juicy” Sentences
3 Ideas Clarified
2 Questions
1 “Ah-ha”
Sharing Thinking about Juicy Sentences
Juicy Sentence: Copy down yours
Bullet:
• Why did you choose this
sentence?
• What language and/or language
Standard(s) does it lend itself
to?
• What reading Standard does it
best address?
• What teaching opportunities
could it provide?
10-Minute Feedback: Gallery Walk
Post:
• Comments
• Questions
• Recommendations
Break
Session Objectives
PARTICIPANTS WILL BE ABLE TO:
• Internalize the content as a learner and reflect on their own
experience as they consider redelivery and facilitation
 Explain the role of fluency in reading comprehension
 Identify instructional practices for increasing fluency
 Determine the role of syntax in complex text
 Closely read and dissect text at the sentence level with Juicy
Sentences
• Create TDQs that focus on specific analyses called for by specific
grade-level Standards
Approaches to Reading
Masterful Reading
•Building
fluency
and confidence
through modeling
the text
with confidence
Re-Reading
•Going
back into
text for different
purposes
•Accessing
•Increased
•Understanding
cognitive capacity
for going deeper
into text
the text at a basic
level
•Building
fluency
•Accessing
the text
with confidence
Close Reading
reading
Independent
Reading
•Surface Reading/
Review/ Gist
•Examining
•Building
•Collaborative
the
ideas, structures,
and layers of
meaning, creating
a common and
solid
understanding
fluency
•Projecting
automaticity
•Accessing
core
understanding
Remember Reading Targets
State Standards goal: Students leave the
lesson having read, analyzed, and
understood what they have READ.
Traditional goal: Students leave the lesson
knowing the details of the narrative.
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Standards-Based Text-Dependent
Questions
• Scaffold learning
• Guide students to identify
key ideas and details
• Build vocabulary
• Build knowledge of syntax
and structure
• Help students grapple with
themes and central ideas
• Synthesize and analyze
information
What
are
thewe
keyask
details
and
Which
Why should
words
should
central
we look
ideas?
atidea/theme-based
for TDQs?
TDQs?
•• Guide
How can
Itosupport
students
Essential
students
understanding
toward
the
to get
them to see and
the
theme
text
understand
these
• Encourage
Likely
to appear
students
indetails
future
to look
andthe
ideas?
reading
to
text to support their
• answers
More abstract words (as
• Encourage
opposed tostudents
concreteto
words) the complex
examine
layers of a rigorous text
• Support comprehension
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Creating Text-Dependent Questions
1. Identify the Core Understandings and Key Ideas of the Text
2. Identify the Standards that are being addressed (1 and 10:
always a given—let’s get deeper)
3. Target small but critical-to-understand passages
4. Target vocabulary and structure
5. Tackle tough sections head-on—notice things that are
confusing and ask questions about them
6. Create coherent sequences of text-dependent questions
7. Create the assessment
“Commonwealth Club Address” TDQs
RI.7.1: Cite several pieces of textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
RI.7.2: 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.
RI.7.3 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).




Develop 2-3 text-dependent
questions to be used with excerpts
from “The Commonwealth Club
Address.”
Ensure it is aligned to the Standard(s),
working toward the entirety of the
Standard.
Make sure it can be answered using
evidence from the text.
Place your final drafts on 2 duplicate
index cards. Write the Standard(s) at
the top.
TDQ Directions
Post Passage
Standard(s):
TDQ:
Gallery Walk
Review the charts from
other tables
Advanced: Clear
Standard link,
understanding of TDQs
Almost there
Not Standards based,
answerable without
the text, or issues
with relevancy
Setting Up the Day
Reflection
• How do I provide students the time they need to ensure they
can access text at a complexity beyond their independent
reading level?
• How do I address fluency and language in the texts I teach?
• How do I preview texts that I am teaching with before I teach
them?
Think about Your Student
How would the work we’ve looked at
together today support the student
you thought about this morning?
Components of Effective Facilitation
Independently Reflect . . .
•
Using your handout as a reference, reflect on one concept you saw used
today.
•
Why did it stand out to you?
•
How did it impact your learning?
51
Session Objectives
PARTICIPANTS WILL BE ABLE TO:
 Internalize the content as a learner and reflect on their own
experience as they consider redelivery and facilitation
 Explain the role of fluency in reading comprehension
 Identify instructional practices for increasing fluency
 Determine the role of syntax in complex text
 Closely read and dissect text at the sentence level with Juicy
Sentences
 Create TDQs that focus on specific analyses called for by specific
grade-level Standards
Reference List
Side(s)
Source
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http://www.timrasinski.com/presentations/multidimensional_fluency_rubric_4_factors.pdf
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William Cobbett, A Grammar of the English Language in a Series of Letters: Intended for The Use of Schools and of
Young Persons in General, but More Especially for the Use of Soldiers, Sailors, Apprentices, and Plough-Boys, 1818
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Dr. Lily Wong Fillmore, Professor of Education, UC Berkeley
https://www.youtube.com/watch?v=STFTX7UiBz0
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Chris Hayes blog
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Dr. Timothy Shanahan, retrieved from shanahanonliteracy.com, June 17, 2015
Image Credits
Slide 1: Nick Lue. Slide 2: Flickr/Dru BloomfieldWelcome Mat. Slides 8, 46:
Flickr/MichaelCrane blip_4 Speed Dating Jelly Babies. Slide 19: Flickr/KellyShort
Child Labor; Flickr/JohnSchulze Token Reminder of Where Our Food Comes
From. Slide 20: Flickr/JayGalvin Huegla ‘Strike’ Cesar Chavez. Slide 24:
Flickr/KennethLu Strunk and White, Illustrated?. Slide 28: Flickr/Antony Cowie
Lunch. Slides 35, 43: Flikr/DerekBruff. Slide 36: Flickr/JogiBaer2 Post-It. Slide 37:
Flickr/Camila Tamara Silva Sepulveda Coffee Lover. Slide 44:
Flickr/MarylandGovPics First Lady’s Art Exhibition.