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ELA SI Rich and Worthy 2012
- 1. Rich and Worthy Key Criteria for Text Selection Participants will learn copyright laws and where to safely access texts. They will identify criteria for choosing rich and worthy texts. Source: Instructional Criteria for the CCSS in ELA and Literacy, Grades 3-5; and ELA, Grades 6-12
- 2. Why is text selection important? • In the CCSS, text is the focus of instruction. • From texts, students gain knowledge not only about the world but about how to write, express ideas, and support their ideas with evidence from valid sources.
- 3. Text Complexity Students should read increasingly complex text with growing independence as they progress toward college and career readiness. • Texts should align with the complexity requirements as outlined in Reading Standard 10. • All students (including those who are behind) should have extensive opportunities to encounter grade-level complex text. • Shorter challenging texts that elicit close reading and rereading should be a part of regular instruction.
- 4. Text Complexity cont. • Novels, plays, and other full-length texts play an equally important role. • Texts selected for instruction should include materials that appeal to students’ interests and encourage independent reading.
- 5. Range and Quality of Texts The CCSS require a greater focus on informational text in elementary school and literary nonfiction in ELA classes 6-12. • In elementary grades, the CCSS call for a balance of literary and informational texts. • In ELA classes 6-12, there should be a blend of literature (fiction, poetry, and drama) and literary nonfiction (essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical scientific, technical or economic accounts including digital sources – especially that which is built on informational text structures).
- 6. Range and Quality cont. • Texts selected should be worthy of close reading and rereading. They should be model texts. • The CCSS require certain texts in 9-12. • The selection and sequence of texts should provide a well-developed sense of bodies of literature.
- 7. • The English I course provides a foundational study of literary genres (novels, short stories, poetry, drama, literary nonfiction). It includes influential U.S. documents and one Shakespearean play. • English II introduces a literary global perspective focusing on literature from the Americas (Caribbean, Central, South, and North), Africa, Eastern Europe, Asia, Oceania, and the Middle East. It includes influential U.S. documents and one Shakespearean play.
- 8. • English III is an in-depth study of U.S. literature and U.S. literary nonfiction especially foundational works and documents from the 17th century through the early 20th century. It includes at least one Shakespearean play. • English IV completes the global perspective initiated in English II with a focus on European (Western, Southern, Northern) literature. It includes U.S. documents and literature (texts influenced by European philosophy or action) and at least one Shakespearean play.
- 9. K-2 includes: • well-written and richly illustrated texts. • reading in ELA, Science, Social Studies, and the Arts. • read-alouds that are well above the complexity students can read on their own.
- 10. Cultivating Students’ Ability to Read Complex Text Independently Scaffolds should enable all students to experience rather than avoid the complexity of the text.
- 11. Reminder…. Choose texts purposefully! What do we want our students to learn?
- 12. What does that mean? How do you choose a text purposefully? What questions do you ask yourself? What resources do you use?
- 15. Copyright and Online Resources Dan.sparlin@dpi.nc.gov
Hinweis der Redaktion
- The writers of the cc often refer to rich texts that are worthy of rereading. It is difficult to provide the kind of instruction students need without a rich and worthy text to support the rigor. Participants will choose a text to use for the remainder of the PD.
- The text is the vehicle by which we teach the Standards
- According to the : Instructional Criteria for the CCSS in ELA and Literacy, Grades 3-5; and ELA, Grades 6-12, there are two important facts to consider in text selection: Text complexity Range and quality of texts Let look at text complexity first. Remind participants of Spring RESA pd (and that it is available in LiveBinder) Students should have opportunities to encounter appropriately complex texts at each grade level to develop the mature language skills and conceptual knowledge they need in order to be college and career prepared Some percentage of students will enter grade three or later grades without a command of foundational reading skills such as decoding. It is essential for these students to have age-appropriate materials to ensure that they receive the extensive training and practice in the foundational reading skills required to achieve fluency and comprehension. Students that need additional assistance must not miss out on essential practice and instruction their classmates are receiving to help them read closely, think deeply about texts, participate in thoughtful discussions, and gain knowledge of both words and the world. Short texts are useful to enable students at a wide range of reading levels to participate in the close analysis of more demanding text. These texts allow time to read and re-read deliberately and slowly to probe and ponder the meaning of individual words, the order in which sentences unfold and the development of ideas over the course of the text.
- One of the myths we have heard… Longer texts help build stamina and persistence, allow for close reading of certain key passages
- In elementary: scientific and historical text should be given the same time and weight as literary text 6-12 – Literary Nonfiction extends well beyond historical documents to include the best of nonfiction written for a broad audience on a wide variety of topics such as science, contemporary events and ideas, nature, and the arts An article in National Geographic would be an example of literary nonfiction.
- Elementary – seeing a topic in a well-rounded picture. Balance of informational and literary text. The quality of texts provided should be high Students should have opportunities to grapple with a range of works that span many genre, cultures, eras AND MODEL THE KINDS OF THINKING AND WRITING THAT STUDENTS SHOULD ASPIRE TO IN THEIR OWN WORK In grades 9-12, foundational documents from American history, selections from American literature and world literature, a play from Shakespeare, and an American drama are all required. For example: in elementary, looking as a school at texts and deciding where texts should go…
- Students should experience Shakespeare every year, and one entire play should be read sometime during the four years of high school. U.S. documents are now a part of English I-IV. Freshman year is all genre. Sophomore year and senior year is global or world literature.
- Junior is American Literature. Senior year is global rather than brit lit. It is the other half of the global body of literature from sophomore year.
- In addition, consider these: Remind participants of the 50-50 balance of literary and informational text
- Scaffolding should not replace the text by translating its contents It should not be an alternate easier text
- Make sure the texts you are choosing addresses the Standards and the needs of your students. We must first ask…. What do we want our students to learn?
- This speaks to your Reader and task considerations. You think about your reader and the task you are going to assign based on your assessment measures. Think about what are the natural areas of focus for this text. With what standards do my students need the most practice?
- This is how text selection should feel. Not stressful!!
- 2 nd group with Dan