background preloader

Text Complexity Collection

Text Complexity Collection
Rather than focusing exclusively on literacy skills, the Common Core State Standards set expectations for the complexity of texts students need to be able to read to be ready for college and careers. To choose texts that are on grade level for the CCSS, use three steps: Use quantitative measures to assign a text to a grade band.Use qualitative measures to locate a text within a specific grade band.Use professional judgment to decide how suited a text is for a specific instructional purpose with a particular set of students. This collection includes tools to help with each step and research to support teachers' understanding of text complexity. For additional text complexity tools, visit CCSSO’s Navigating Text Complexity.

http://achievethecore.org/page/642/text-complexity-collection

Related:  Lesson Builderserica_steinitzProfessional Development

The Reading & Writing Project - Services The TCRWP provides a wide range of professional development services, from in school staff development devoted to implementation of reading and writing workshops and content area literacy instruction to week long institutes for teachers, from year-long study groups to day-long workshops. The Project is eager to work with different types of schools—public, charter, and private—all around the world. Requests exceed our capacity, but we regularly forge relationships with new schools and are eager to talk with you about that possibility.

Navigating Text Complexity Understanding text complexity is essential to implementing the Common Core State Standards in ELA & Literacy. But what makes a text complex and how will it help prepare my students for college and career? What tools can I use to select rich, worthy texts for instruction in my classroom? How can analyzing the qualitative characteristics of a text inform my instruction of a text? 5 Effective Strategies for the Inclusive Classroom Students with special and exceptional needs are placed in inclusive learning environments more frequently than in the past. For general educators with a limited special education background, this can often be anxiety provoking and stressful. Every teacher wants to provide the best instruction and education for her students. As a special education teacher for the past ten years, my job has been to support general education teachers when we share responsibility of students with special needs.

Responses to Change Nearly every nation on earth—except for the United States—primarily uses the metric system for all weights and measures. With its clear base-10 relationships among measurements, the metric system is easy to use. So why does the United States still mainly use the far more complicated customary measures? How Stuff Works explores the American resistance to change. Teens may be more immersed in the digital world than their parents, and that’s a good thing for their brains. This article explores how technology is making teens’ brains more flexible and better able to adapt to change.

Instructional Practice Guide: Academic Word Finder What is academic vocabulary? Academic vocabulary (also known as Tier 2 vocabulary) words appear in many different contexts and are subtle or precise ways to say relatively simple things, for example “relative” or “accumulate”. The Common Core emphasizes regular practice with complex text and its academic vocabulary because academic vocabulary helps students access and understand increasing levels of complex texts across all content areas. Why is academic vocabulary so important?

Mentoring New Teachers This MentorModules workshop will take approximately 10-15 hours to complete (not counting the time it will take to read each article). Three modules The modules were designed to emphasize the importance of learning among ALL students. Therefore, in addition to demonstrating how to build the mentor relationship, the modules cover topics such as how to help new teachers engage English Learners and create lessons that are culturally responsive. The case studies show how mentors can help teachers get beyond stereotypes and surface-level observations and really look closely at children’s learning in data-driven ways. Teacher Resources » TextProject Lists & Forms Essential resources to help teachers focus on the specific vocabulary needed for academic success, in the early grades and beyond. Benchmark Texts: Stepping Up Complexity Adoption of the Common Core State Standards (CCSS) represents the first time that explicit complexity levels have been set for grade-level texts. The Standards give little guidance for how to support the many students who struggle to read complex texts.

5 Key Strategies For ELL Instruction English Language Learners (ELLs) face the double challenge of learning academic content as well as the language in which it is presented. Teachers have traditionally treated language learning as a process of imparting words and structures or rules to students, separate from the process of teaching content knowledge. This approach has left ELLs especially unprepared to work with the complex texts and the academic types of language that are required to engage in content area practices, such as solving word problems in Mathematics, or deconstructing an author’s reasoning and evidence in English Language Arts. ELLs need to be given frequent, extended opportunities to speak about content material and work through complex texts in English with small groups of classmates.

The Mentoring Leadership and Resource Network Home Page MLRN Member Discussions Asking other MLRN members questions on mentoring and induction How the MLRN Member Group Email Discussion List Works The following are examples of the use of the MLRN Member Group Email Discussion List.

Related: