UCET+2014

**1. Staircase of Complexity** Standards Approach to Text Complexity

A. QUALITATIVE "Q ualitative measures of text complexity ask us to carefully consider levels of meaning, the structure of a text, language conventionality and clarity, and the knowledge needed for comprehension." --Olga Nelson, speaking about the CCSS qualitative measures

Text Complexity Qualitative Measures Rubric: Informational Text: (CCSSO) Text Complexity Qualitative Measures Rubric: Literary Text (CCSSO) Rich Text Rubric (WSWHE BOCES)

B. QUANTITATIVE Text Complexity Grade Bands and Lexile Bands (The Lexile Framework for Reading) Technology Tools to Measure Text Complexity [|Lexile.com] MARC Match for Lexile Text Complexity Qualitative Measures Rubric: Literary Text (CCSSO) Lexiles and Readability
 * Example: To Kill A Mockingbird
 * Vocabulary Words (Power V Selector)
 * More Like This
 * Lexile Analyzer (must be logged in)
 * [[file:Lexile Analyzer--Nature's Wrath.pdf]]

C. READER AND TASK

"You can ask students to read a passage and answer comprehension questions, but if you’re asking them to read a piece of nonfiction to make a claim and support that claim with evidence from that same text, the text becomes more challenging to read. The Common Core is asking us to think about multiple criteria when we evaluate a text for complexity." --Olga Nelson, speaking about the CCSS reader and task

Reader and the Task (CCSSO) Reader and Task Considerations (New Hampshire DOE)

In General: J.33 CLIMBING THE STAIRCASE: COMPLEXITY OF TEXT WITH COMMON CORE STANDARDS (NCTE) A Guide for Text Complexity Analysis (ELANCDPI)

2. Emphasis on Vocabulary

 * 3 Tiers of Words--Appendix A, p. 33
 * Academic Vocabulary[[image:librarypresentations/3 tier vocabulary.jpg width="291" height="247" align="right" link="@albionmiddleschoollibrary/Author Study--8th Grade"]]
 * Explicit Vocabulary Instruction
 * Examples of Frayer Model
 * [[file:FrayerModel.pdf]]
 * <span style="font-family: Arial,Helvetica,sans-serif;">Quizlet
 * <span style="font-family: Arial,Helvetica,sans-serif;">Author Study
 * <span style="font-family: Arial,Helvetica,sans-serif;">Website Evaluation
 * <span style="font-family: Arial,Helvetica,sans-serif;">Lexile.com PowerV Word Selector
 * <span style="font-family: Arial,Helvetica,sans-serif;">Haiku Deck (iPads and computers)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Online Reference
 * <span style="font-family: Arial,Helvetica,sans-serif;">Stopping By Woods
 * Vocab Grabber
 * Word Wall
 * "Word of the Day" starter--compound interest
 * Visual Vocabulary
 * National Writing Project
 * Volcabulary Vulcanizing Ideas for Classroom Use
 * [[file:Vocabulary Volcanizing Ideas for Classroom Use.pdf]]
 * [[file:OwntheWord Vocabulary GO.pdf]]

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 1.3em;">**3. Evidence-Based Answers**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Making students sound authoritative
 * <span style="font-family: Arial,Helvetica,sans-serif;">Goes along with vocabulary--must know the vocabulary to give evidence based answers.
 * Prompt students to cite evidence--"According to the text"
 * Try deep reading where students back up their answers to questions based on lines from the text.
 * Close readings and "tasks" around a passage: "Close reading requires students to jot notes in the margin, write the gist of the text, and make notations. Closely read passages will be copied, distributed, written upon, digested, discussed, and debated. " -Paige Jaeger
 * Jaeger, Paige. Close Encounters of the Complex Kind (PPT)
 * Jaeger, Paige. " Close Encounters of the Complex Kind ." //Library Media Connection//. January 2014. (available on EBSCO/Pioneer)
 * Tasks lead to more questions and discussion. Research could follow.
 * Write from sources. Emphasize use of evidence to inform rather than personal narrative.
 * Use argumentative writing
 * "Students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they read" (AASL 2013).
 * Sources for Evidence Based Answers (see #6 below)

<span style="font-family: Arial,Helvetica,sans-serif;">4. Writing From Sources--Credibility and Reliability of Sources

 * <span style="font-family: Arial,Helvetica,sans-serif;">2 instructional parts
 * Backing up your perspective with evidence
 * Prompt students to cite evidence--"According to the text"
 * <span style="font-family: Arial,Helvetica,sans-serif;">Make sure your evidence is reliable and credible
 * Websites versus databases
 * <span style="font-family: Arial,Helvetica,sans-serif;">Paige's suggestions:
 * Remind students that databases are reliable and credible
 * Compare and contrast biased sites versus articles from credible sources
 * Website #1
 * Website #2
 * Encourage students to "pick, don't click"
 * Website Evaluation
 * A-B-C-Ds
 * C-R-A-A-P
 * [[image:librarypresentations/Herbie.jpg width="249" height="405" align="right" link="albionmiddleschoollibrary/World War II--Primary Sources"]]HeLIOS Teacher PP#142 or HeLIOS graphic novel #13
 * Evaluating Internet Sites 101
 * <span style="font-family: Arial,Helvetica,sans-serif;">Primary sources
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Data--graphs, charts, etc.]
 * <span style="font-family: Arial,Helvetica,sans-serif;">Peer-reviewed articles
 * <span style="font-family: Arial,Helvetica,sans-serif;">Who-What-Where-When-Why

<span style="font-family: Arial,Helvetica,sans-serif;">5. Reading Fiction and Non-Fiction

 * <span style="font-family: Arial,Helvetica,sans-serif;">Text Sets
 * Online Curation Tools
 * Scoop it (Elizabeth Hutchinson)
 * Live Binder (Carolyn Jo Starkey)
 * Symbaloo (UMS Library)
 * Flipboard
 * <span style="font-family: Arial,Helvetica,sans-serif;">Library Clustering Displays (clustering: exploring a topic with related resources, which prove a variety of points of view)
 * Shift your clusters to higher level thinking,
 * Offer different perspectives ( What About Your Food?)
 * Provide unexpected juxtapositions:students see questions not answers (Beginning to Change: How Did Brothers Manage?)
 * Knowledge, evidence, complexity (What do these men have in common?)
 * Inspire questions that require active learning (Fool or Hero)
 * Actively make meaning (How Do Epidemics Change History)
 * Other reasons
 * Cluster using abstract ideas such as family, security, immigration, revolution, or adaptaion (Donham).
 * Have [|a list of clusters]
 * Aronson, Marc, Mary Ann Cappiello, And Myra Zarnowski. "Clustering and the Common Core." SLJ.

<span style="font-family: Arial,Helvetica,sans-serif;">6. Knowledge in the Disciplines

 * <span style="font-family: Arial,Helvetica,sans-serif;">Sources for articles in the content areas
 * <span style="font-family: Arial,Helvetica,sans-serif;">Readworks.org
 * <span style="font-family: Arial,Helvetica,sans-serif;">Article of the Week--Gallagher
 * <span style="font-family: Arial,Helvetica,sans-serif;">Teaching the Core--Article of the Week
 * <span style="font-family: Arial,Helvetica,sans-serif;">UEN--Open Educational Resources
 * <span style="font-family: Arial,Helvetica,sans-serif;">9 Complex Text Resources . . . (Gallagher)
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Moby Max]--$80 per year per teacher
 * Using Pioneer Library
 * SIRS Discoverer--Subject areas or search for topic--example: Ratios
 * SIRS Issues Researcher--has many different lexile levels--example: Korea (North) Social Conditions
 * EBSCO Student Research Center--current newspaper and magazine articles
 * [[file:Pioneer Library Quick References (UEN).doc]]
 * Science and Math Interactive Simulations
 * Content Area Resources for Articles--Marianne's list

<span style="font-family: Arial,Helvetica,sans-serif;">+1 Critical Thinking--Higher Level Thinking, Questioning and Presenting

 * <span style="font-family: Arial,Helvetica,sans-serif;">Change in Bloom's Taxonomy
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Bloom’s Digital Technology]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Digital Technology Pyramid]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Bloom’s Digital Technology w/ Ipad apps]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Flipping Bloom’s Taxonomy]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|4 Visual Guides To Bloom’s Taxonomy]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|35 Digital Tools That Work With Bloom’s Taxonomy]
 * <span style="font-family: Arial,Helvetica,sans-serif;">Drapes Takes
 * <span style="font-family: Arial,Helvetica,sans-serif;">A Model of Learning Objectives (Iowa State University)
 * [|But, We Don't Want This]

**Sources:**

 * Aronson, Marc & Doris Hand. "How Did Pluto Get Demoted? Transliterate Reading and Writing Push Students to Analytic Opinions." AASL 2013, AASL ). Texts sets also created by Toni Vahlsing, Kelly Metzer, Marney Welmers, and Joanne F. Christensen.
 * Cappiello, Mary A., Erika T. Dawes, and Lesley University. //Teaching with Text Sets//. Huntington Beach, CA: Shell Education, 2013.
 * Donham, Jean. "Text Sets, Deep Learning, and the Common Core." //School Library Monthly// Mar 2013): 5-7. Print.
 * Achieve, AASL. "Implementing the Common Core State Standards: The Role of the School Librarian." Joint Action Brief. 2014.Print.
 * Jaeger, Paige. "Connecting and Collaborating with CCSS: The Six Shifts." // School Library Monthly// (Nov 2013): 12-14. Print.
 * Jaeger, Paige. "Balancing Readability and Reading Fluency." SLJ: On Common Core.
 * Lindsey, Nina and Olga Nesi. "A School and Public Librarian Find Common Ground on the Common Core. " //School Library Journal//: Online. October 21, 2013. Web.
 * Moreillon, Judi. "A Matrix for School Librarians: Aligning Standards, Inquiry, Reading and Instruction." //School Library Monthly//. (Nov 2013): 29-32. Web.
 * Nesi, Olga. "The Question of Text Complexity. . ." //School Library Journal//: Extra Helping. 1 October 2012. Web.
 * Ratzer, Mary Body and Paige Jaeger. Rx for the Common Core: Toolkit for Implementing Inquiry Learning. Santa Barbara, California: Libraries Unlimited, 2014.
 * [|Vocabulary Graphic Organizers.]" //Vocabulary Graphic Organizers//. West Virginia Department of Education, 2013. Web. 14 Jan. 2014.

Additional Resources

 * AASL Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner
 * BHSH Common Core
 * **The Classroom Bookshelf **[Elementary, Middle, Jr. High] (Mary Ann Cappiello)
 * Common Core State Standards articles (School Library Monthly)
 * Curation as an Emerging Skill Set - A Five Step Guide
 * Jaeger, Paige. "CC's Seventh Shift." //School Library Journal //. July, 2013.
 * 10 Changes a School Library Must Consider in the Digital Era
 * Maniotes, Leslie. "Demystifying Text Complexity." //School Library Monthly.// 30:2 November 2013, p. 29-32
 * ======Marzano, Robert J., and Julia A. Simms. //Vocabulary for the Common Core.// Bloomington, IN: Marzano Research Laboratory, 2013. Print.======
 * Wadham, Rachel L. and Jonathan W. Ostenson. //Integrating Young Adult Literature Through the Common Core Standards//. Santa Barbara, California : Libraries Unlimited, 2013. Print.

Contact information for Marianne & Joanne can be found on the Library Presentations home page.