Close Up
on
Close Reading
with English
Learners
CABE
2016
Introduction
Karin Foster - Orange County Department of Education
Coordinator, Language and Literacy
Kim Hanley - Collaborative Ed
Middle School Educator
In The Room??
Learning Goals
Success Criteria
• Understand the place of
complex text within CA’s
ELA/ELD Framework
• Identify the emphasis on
complex text in one of the
Framework’s 5 key themes
• Explore qualitative
elements that make text
complex
• Identify four qualitative
features within complex
text
•
•
Explore strategies that
help EL students access
complex text
Apply strategies that help
EL students access complex
text
Common Core Shifts
Regular practice
with complex text
and its academic
language
Reading, writing, and
speaking grounded in
evidence from text, both
literary and informational
Building
knowledge
through
content-rich
nonfiction
The Role of Complex Text in Common Core
Range of Reading and Level of Text
Complexity
10. Read and comprehend complex literary
and informational texts independently
and proficiently.
ELA/ELD Framework
a
To: iforni
Cal
ELA/ELD Framework
Figure 2.1
Circles of Implementation
Outer Ring
Overarching goals of
ELA/literacy & ELD instruction
• College, career, civic life
readiness
• ELA capacities
• Broadly literate
• 21st century competencies
Figure 2.1
Circles of Implementation
White Field
Instructional
Strategies based on:
• Intrapersonal
domain
• Interpersonal
domain
• Cognitive domain
Figure 2.1
Circles of Implementation
Teachers play a crucial role
in Circling
ensuring the
that Standards
all students
engage
meaningfully
with
Five Key
Themes
and •learn
fromMaking
challenging
Meaning
text. They provide
• Language Development
strategically designed
• Effective
instruction
withExpression
appropriate
• Content
Knowledge
levels
of scaffolding
based on
students’
needs that
are
• Foundational
Skills
appropriate for the text and
the task while helping
students work toward
independence.
Figure 2.1
ELA/ELD Framework, Ch. 2 p. 74
Circles of Implementation
Center
Year end outcomes
ELA/ELD standards
“The CA ELD Standards provide EL
students with full access to the CA
CCSS for ELA/Literacy and other
content standards.”
ELA/ELD Framework Ch. 2 p. 3
Figure 2.1
Partner Share
Considering the requirements of the CA State
Standards and the ELA/ELD framework, why is it
important to use complex text with students?
What supports do students need to be successful?
Introduce yourself and share your idea with an “elbow partner”
Scaffolds for Reading Complex Text
• Frontloading readers to support confidence and
participation
• Chunking
• Read aloud
• Rereading
• Annotations
• Text Dependent Questions
• Paraphrasing and summarizing
Adapted from www.achievethecore.org
Scaffolds for Reading Complex Text
• Frontloading readers to support confidence and
participation
• Chunking
• Read aloud
• Rereading
• Annotations
• Text Dependent Questions
• Paraphrasing and summarizing
Adapted from www.achievethecore.org
Common Core’s Model of Text
Complexity
Quantitative Component
“Readability Measure”
Grade
Band
K-1
2-3
4-5
6-8
9-10
11-CCR
Current Lexile
Band
N/A
450 - 725L
645 - 845L
860 - 1010L
960 - 1115L
1070 - 1220L
“Stretch”
Lexile Band
N/A
420 – 820L
740 – 1010L
925 – 1185L
1050 – 1335L
1185 – 1385L
Qualitative
1. Levels of Purpose – Info Text
• Single purpose to multiple purposes
• Explicit to implicit
2. Structure
• Simple to complex
3. Language Conventionality
• Clear to ambiguous
• Contemporary to archaic
• Conversational to academic
4. Knowledge Demands
• Cultural
• Subject Matter Knowledge
• Intertextuality
Qualitative Component
Excerpt of Complex Text from Appendix B
• Monk, Linda R. Words We Live By: Your
Annotated Guide to the Constitution. New
York: Hyperion, 2003. (2003)
From “We the People …”
Purpose: I get a sense that the purpose is pretty explicit – I’m supposed to consider
this phrase of the Constitution– it’s a fairly narrow purpose
Intro’s
topic
The first three words of the Constitution are the most important. They clearly state that the
people—not the king, not the legislature, not the courts—are the true rulers in American
government. This principle is known as popular sovereignty.
Problem
But who are “We the People?” This question troubled the nation for centuries. As Lucy Stone,
one of America’s first advocates for women’s rights, asked in 1853, “‘We the People’? Which
‘We the People’? The women were not included.” Neither were white males who did not own
property, American Indians, or African Americans—slave or free. Justice Thurgood Marshall, the
first African American on the Supreme Court, described the limitation:
For a sense of the evolving nature of the Constitution, we need look no further than the first
three words of the document’s preamble: ‘We the People.’ When the Founding Fathers
used this phrase in 1787, they did not have in mind the majority of America’s citizens . . .The
men who gathered in Philadelphia in 1787 could not . . . have imagined, nor would theyhave
accepted, that the document they were drafting would one day be construed by a Supreme
court to which had been appointed a woman and the descendant of an African slave.
How the
Const. has
evolved
Through the Amendment process, more and more Americans were eventually included in the
Constitution’s definition of “We the People.” After the Civil War, the Thirteenth Amendment
ended slavery, the Fourteenth Amendment gave African Americans citizenship, and the Fifteenth
Amendment gave black men the vote. In 1920, the Nineteenth Amendment gave women the right
to vote nationwide, and in 1971, the Twenty-sixth Amendment extended suffrage to eighteenyear-olds.
So, Now
What…
Purpose: I get a sense that the purpose is pretty explicit – I’m supposed to consider
this phrase of the Constitution– it’s a fairly narrow purpose
The first three words of the Constitution are the most important. They clearly state that the
people—not the king, not the legislature, not the courts—are the true rulers in American
government. This principle is known as popular sovereignty.
Purpose for
Reading:
But who are “We the People?” This question troubled the nation for centuries. As Lucy Stone,
one of America’s first advocates for women’s rights, asked in 1853,Learning
“‘We the People’?Goal
Which
‘We the People’? The women were not included.” Neither were white males who did not own
property, American Indians, or African Americans—slave or free. Justice Thurgood Marshall, the
first African American on the Supreme Court, described the limitation:
For a sense of the evolving nature of the Constitution, we need look no further than the first
three words of the document’s preamble: ‘We the People.’ When the Founding Fathers
used this phrase in 1787, they did not have in mind the majority of America’s citizens . . .
The
men who gathered in Philadelphia in 1787 could not . . . have imagined, nor would they
have
accepted, that the document they were drafting would one day be construed by a Supreme
court to which had been appointed a woman and the descendant of an African slave.
Read to find out
why three small
words from the
Constitution are
considered so
Through the Amendment process, more and more Americans were eventually included in the
important,
but also
Constitution’s definition of “We the People.” After the Civil War,
the Thirteenth Amendment
ended slavery, the Fourteenth Amendment gave African Americans citizenship, and the Fifteenth
so problematic
Amendment gave black men the vote. In 1920, the Nineteenth Amendment
gave women the right
to vote nationwide, and in 1971, the Twenty-sixth Amendment extended suffrage to eighteen-
Intro’s
topic
Problem
The first three words of the Constitution are the most important. They clearly state that the
people—not the king, not the legislature, not the courts—are the true rulers in American
government. This principle is known as popular sovereignty.
But who are “We the People?” This question troubled the nation for centuries. As Lucy Stone, one
of America’s first advocates for women’s rights, asked in 1853, “‘We the People’? Which ‘We the
People’? The women were not included.” Neither were white males who did not own property,
American Indians, or African Americans—slave or free. Justice Thurgood Marshall, the first African
American on the Supreme Court, described the limitation:
For a sense of the evolving nature of the Constitution, we need look no further than the first
three words of the document’s preamble: ‘We the People.’ When the Founding Fathers
used this phrase in 1787, they did not have in mind the majority of America’s citizens . . .The
men who gathered in Philadelphia in 1787 could not . . . have imagined, nor would they have
accepted, that the document they were drafting would one day be construed by a Supreme
court to which had been appointed a woman and the descendant of an African slave.
Through the Amendment process, more and more Americans were eventually included in the
How the Constitution’s definition of “We the People.” After the Civil War, the Thirteenth Amendment
Const. has ended slavery, the Fourteenth Amendment gave African Americans citizenship, and the Fifteenth
evolved
Amendment gave black men the vote. In 1920, the Nineteenth Amendment gave women the right
to vote nationwide, and in 1971, the Twenty-sixth Amendment extended suffrage to eighteenyear-olds.
Structure Can Determine How to Chunk the Text
1
The first three words of the Constitution are the most important. They clearly state that the people—not
the king, not the legislature, not the courts—are the true rulers in American government. This principle is
known as popular sovereignty.
What does the author tell us about the Constitution so far?
2
But who are “We the People?” This question troubled the nation for centuries. As Lucy Stone, one of
America’s first advocates for women’s rights, asked in 1853,
“‘We-the
Which
‘We the People’?
Reading
KeyPeople’?
Ideas and
Details
The women were not included.”
3
Neither were white males who did not own property, American Indians, or African Americans—slave or
text says explicitly and to make logical
free.
1. Read closely to determine what the
inferences from it; cite specific textual
evidence when writing or speaking to
Justice Thurgood Marshall, the first African American on the Supreme Court, described the limitation:
support conclusions drawn from the text.
For a sense of the evolving nature of the Constitution, we need look no further than the first
ELD P.1.1does
Exchanging
information/ideas
What problem
the author
tells us about?
4
5
three
words
of the document’sClosely
preamble: ‘We the People.’ When the Founding Fathers
ELD
P.1.6
Reading/Viewing
2. the
Determine
ideas
or themes
used this phrase in 1787, they did not have in mind
majority ofcentral
America’s
citizens
. . . The of
text
development;
men who gathered in Philadelphia in 1787 could anot
. . . and
haveanalyze
imagined,their
nor would
they have
supporting
details
accepted, that the document they were drafting summarize
would one daythe
be key
construed
by a Supreme
court to which had been appointed a woman andand
the ideas.
descendant of an African slave.
Through the Amendment process, more and more Americans were eventually included in the Constitution’
s definition of “We the People.” After the Civil War, the3.Thirteenth
ended
slavery, the
AnalyzeAmendment
how and why
individuals,
Fourteenth Amendment gave African Americans citizenship,
andand
the ideas
Fifteenth
Amendment
gave black men
events,
develop
and interact
the vote. In 1920, the Nineteenth Amendment gave women the right to vote nationwide, and in 1971, the
over the course of a text.
Twenty-sixth Amendment extended suffrage to eighteen-year-olds.
What changes does the text tell us about?
Language – Addresses Vocabulary Development
2
But who are “We the People?” This question troubled the nation for centuries.
As Lucy Stone, one of America’s first advocates for women’s rights, asked in
Reading
Craft and
Structure
1853, “‘We the People’? Which ‘We the People’?
The–women
were
not
included.”
4. Interpret
words
anddo
phrases
ELDchunk
P.1.1 Exchanging
Reread this
of the text.information/ideas
Underline the word
advocates.
What
think
as they
a text,
the meaning of this word is? What clues does the
textare
giveused
youin
about
the
including determining technical,
meaning of the word advocates?
connotative, and figurative
ELD
P.1.6
Reading/Viewing
Closely
Through the Amendment process, more and more Americans were eventually
meanings, and analyze how
5
included in the Constitution’s definition of “We the People.” After the Civil War,
specific word choices shape
ELD P.1.8 Analyzing Language Choices
the Thirteenth Amendment ended slavery, the Fourteenth Amendment gave
meaning or tone.
African Americans citizenship, and the Fifteenth Amendment gave black men
the vote. In 1920, the Nineteenth Amendment gave women the right to vote
nationwide, and in 1971, the Twenty-sixth Amendment extended suffrage to
eighteen-year-olds.
Reread this chunk of the text. Underline the word suffrage. What do think the
meaning of this word is? What clues does the text give you about the meaning
of the word suffrage?
More Vocabulary Considerations
The first three words of the Constitution are the most
important. They clearly state that the
people—not
the king,
Language
Standards
not the legislature, not the courts—are the true rulers in
ELD P.1.1 Exchanging information/ideas
American government. This4.principle
is known as popular
Determine or clarify the meaning of
sovereignty.
unknown and multiple-meaning
1•
words and phrases based on grade
ELD P.2.4. Using nouns and noun
8 reading and content, choosing
Underline popular and sovereignty. Do
you see
a known
word
in
phrases
flexibly
from
a range
of strategies.
sovereignty? If so, circle it. Do you see the word reign? What does
reign mean?
b. Use common, grade-appropriate
Greek or Latin affixes and roots as
Look at the word popular. Do you know
theto
Latin
of this
clues
theroot
meaning
ofword?
a word (e.g.
Circle it. What does “pop” mean?
precede, recede, secede).
Putting these together, what would popular sovereignty mean?
Knowledge Demands Can Determine Relationships
Justice Thurgood Marshall, the first African American on the Supreme Court, described
the limitation:
Reading Craft and Structure
For a sense of the evolving nature of the Constitution, we need look no further
than the first three words of the document’s preamble:
People.’ ofWhen
5. Analyze‘We
thethe
structure
the Founding Fathers used this phrase in 1787, they did not have in mind the
texts, including how specific
majority of America’s citizens . . . The men who gathered in Philadelphia in 1787
sentences,
paragraphs,
and
could not . . . have imagined, nor would they have
accepted,
that the document
larger
of thetotext
(e.g.,
they were drafting would one day be construed
by a portions
Supreme court
which
a section,
scene, or
hadUnderstanding
been appointed
woman and the descendant
of anchapter,
African slave.
ELD P.2.1.
textastructure
stanza) relate to each other and
Through the Amendment process, more and more Americans
the whole.were eventually
included in the Constitution’s definition of “We the People.” After the Civil War, the
Thirteenth Amendment ended slavery, the Fourteenth Amendment gave African
Americans citizenship, and the Fifteenth Amendment gave black men the vote. In
1920, the Nineteenth Amendment gave women the right to vote nationwide, and in
1971, the Twenty-sixth Amendment extended suffrage to eighteen-year-olds.
Analyze a Complex Text
Freedom Walkers
• Analyze the text for qualitative complexity
• Consider how you might scaffold the text
based on your analysis?
EL Considerations….
Rationale for Using Complex Text
• It’s a standard – grade level criteria – Reading
Standard 10 for both literature and
informational text
– ELD P.1.6 “based on close reading of a variety of
grade-appropriate texts”
• Builds strong content AND language
knowledge
• Develops students’ capability and capacity to
deal with future complex texts
Sentence Deconstruction
The first three words of the Constitution are the most
say
the American people
important. They clearly state that the people —not
the king, not the legislature, not the courts—are the
true rulers in American government.
People
reign/rule
This principle is known as popular sovereignty.
The American people are the
true rulers
Sentence Deconstruction
1.
2.
3.
4.
5.
6.
Start with a text you are already using.
Identify sentences students find challenging to understand.
Focus on meaning: Show students how to unpack the meanings in
the sentence by writing a list of simple sentences below it that
express the meanings of the sentence.
Focus on form: Show students important features of the sentence
(e.g., how conjunctions are used to connect two ideas in a complex
sentence, how prepositional phrases are used to add details,
vocabulary).
Guided practice: Guide the students to help you with steps 3 and 4.
Keep it simple: Focus on one or two things and use some everyday
language examples, as well as examples from the complex texts.
ELA/ELD Framework, Ch. 3, p. 270
Partner Practice
• Work with a partner
• What sentence/s might you choose to
deconstruct from “We the People” or the
“Freedom Walkers” texts based on your
students’ language needs?
One Word Summary
• Consider one word (or short phrase) that
captures your understanding of the topic of
text complexity
• Whip around to share
Wow!
Questions? Contact Us
Karin Foster [email protected]
Kim Hanley [email protected]