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How can analyzing a text for its qualitative complexity make a teaching and learning difference?

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How can analyzing a text for its qualitative complexity make a teaching and learning difference?

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http://achievethecore.org/academic-word-finder/

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AtC Resources for Supporting Struggling Readers

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AtC Resources for Supporting Struggling Readers

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http://achievethecore.org/aligned/wp-content/uploads/2016/08/Supports-for-Struggling-Readers-Resource.pdf

http://achievethecore.org/aligned/supporting-all-learners-with-complex-texts/

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Lincoln's 2nd Inaugural Address (online)

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Lincoln's 2nd Inaugural Address (online)

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http://www.bartleby.com/124/pres32.html

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http://achievethecore.org/category/411/ela-literacy-lessons?filter_cat=1112

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Huge proponent of teaching vocabulary in context - it's what I do - but it's not the most effective method of reaching root words, suffixes, prefixes, which are also essential for vocabulary growth. Do we fall back on memorization for this?

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Huge proponent of teaching vocabulary in context - it's what I do - but it's not the most effective method of reaching root words, suffixes, prefixes, which are also essential for vocabulary growth. Do we fall back on memorization for this?

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The Matthew Effect is real! "Whoever has will be given more; whoever does not have, even what they think they have will be taken from them. - Luke 8:18" What can we do to counter this effect? How are we responsible, and how might we affect the effect?

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The Matthew Effect is real! "Whoever has will be given more; whoever does not have, even what they think they have will be taken from them. - Luke 8:18" What can we do to counter this effect? How are we responsible, and how might we affect the effect?

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Core Action 3: Equity through engagement for all; ALL learners do the work of interacting with and building knowledge through rich texts and tasks.

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Core Action 3: Equity through engagement for all; ALL learners do the work of interacting with and building knowledge through rich texts and tasks.

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Engagement: "What are you doing that makes your students think [about a complex text]?" - Sandra

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Engagement: "What are you doing that makes your students think [about a complex text]?" - Sandra

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If you have a large class (over 20) with student with diverse needs, how do you check for understadning as you move through the scaffolded questions? 

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If you have a large class (over 20) with student with diverse needs, how do you check for understadning as you move through the scaffolded questions? 

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So do I keep moving on?

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Core Action 2: Tasks and Questions require students to engage with and use evidence from the text...focus is on those qualitative considerations of a text. Making assertions, discoveries, critiques and using text evidence to support/defend.

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Core Action 2: Tasks and Questions require students to engage with and use evidence from the text...focus is on those qualitative considerations of a text. Making assertions, discoveries, critiques and using text evidence to support/defend.

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Core Action 1: Is there a high-quality complex text(s) at the heart of the lesson?

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Core Action 1: Is there a high-quality complex text(s) at the heart of the lesson?

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"Increasingly independent with increasingly complex texts." - Sandra This is the sweet spot for our kids! 

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"Increasingly independent with increasingly complex texts." - Sandra This is the sweet spot for our kids! 

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Complex doesn't mean hard. It means rich...layers of meaning that can be pursued through structure, language, purpose, big idea.

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Complex doesn't mean hard. It means rich...layers of meaning that can be pursued through structure, language, purpose, big idea.

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IPGs will definitely build coherence when looking at evidence of learning in the classroom.When all teachers and evaluators use same criteria for success, the coaching process will be more effective.We need common language so we can decide what the next step will be.

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Sandra or Eric...please post the link for Danielsen( I don't know if that is the right spelling)

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Sandra or Eric...please post the link for Danielsen( I don't know if that is the right spelling)

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Link to Digital and Printable IPGs on Achieve the Core...

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Link to Digital and Printable IPGs on Achieve the Core...

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http://achievethecore.org/page/1119/coaching-tool

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The IPG can help "non-literacy" people understand literacy expectations and instructional indicators at the heart of CCSS - Debbie Parker (paraphrase)

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The IPG can help "non-literacy" people understand literacy expectations and instructional indicators at the heart of CCSS - Debbie Parker (paraphrase)

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Engage in content and activities that support all students in accessing complex text.

Plan and prepare for taking this work back to your setting.