We’ve been engaged in analyzing texts for complexity and teaching students to read them closely for almost two years now. We’ve seen students progress in their reading ability such that they begin to independently annotate texts, re-read, and dig deeply for meaning. We’ve had countless teachers tell us that they now realize that they have under-expected their students’ performance. Just last week, a kindergarten teacher said that she had never witnessed young children engage in the types of conversations they are this year, using evidence from the text in their discussions. She attributed it to her careful analysis of text complexity, the development of teaching points from that analysis, and her students’ close reading of the text.

Our own experience with adolescents is the same. The students at our high school enjoy close reading. We don’t do it every day, and when we do they know that they are going to read something that won’t give up the meaning easily or quickly, and that it’s going to be worth it when they finally get to that level of deep understanding.

For example, tenth grade teacher Marisol Thayre was close reading “Experiences in a Concentration Camp” by Viktor Frankl (1946). Her students were engaged in this complex piece of text, working hard to figure out how this fit with their understanding of the Holocaust and what they had learned from reading NIGHT (Weisel, 1982). Consistent with a close reading approach, the students in Ms. Thayre’s class annotate as they read, discuss their ideas with peers and the whole class using evidence from the text, and respond to a series of text dependent questions. (You can watch a part of Ms. Thayre’s class on YouTube at http://www.youtube.com/watch?v=XFRClI2q18Y.)

Similarly, the students in Mr. Vaca’s and Ms. Schaefer’s history classes are engaged in close reading of the poem “In Flanders Field” by John McCrae (1915) as part of their studies of World War I. Again, the students annotated the text, discussed the text with their peers and the whole class using evidence from the text, and responded to a series of text dependent questions, such as:

• How does the author’s use of metaphor help convey the message?
• Who is the audience for this poem?
• Can you identify the passage of time in each stanza? How does it impact the meaning of the poem?
• Who is the author and what is his message?
• What is the author’s belief about war?

An example of a student’s annotation and her first quick write and then final evaluation of the message can be found here.

As we have noted, the use of close reading has been beneficial for students as they engage in complex text. But that’s really not our point in writing this blog. Having been working on this for some time, we’re thinking more carefully about an appropriate scope and sequence for the teaching points in a close reading. We have identified a number of factors that contribute to text complexity (Fisher, Frey, & Lapp, 2012) including:

• Density and complexity
• Figurative language
• Purpose
• Genre
• Organization
• Narration
• Text features and graphics
• Standard English and variations
• Register
• Background knowledge
• Prior knowledge
• Cultural knowledge
• Vocabulary

When texts are complex in any of these areas, they can become a teaching point during the close reading. For example, standard English is one of the factors that contribute to complexity in the poem “In Flanders Field.” In addition, lack of prior knowledge about World War I could contribute to the complexity, as could the density and complexity of the ideas, or the levels of meaning. In knowing this, Mr. Vaca and Ms. Schaefer integrate modeling and explanations in their close reading lessons.

photo: Enokson via photopin cc

By doing so, Mr. Vaca and Ms. Schaefer will build their students’ understanding of these specific aspects of text complexity. Over time, these factors will contribute less to the complexity as students master the knowledge and skills expected of them. Importantly, these factors can be assessed, and might just be with the new Common Core State Standards assessments (PARRC and SBAC). We’re fairly confident that integrating teaching points into the close reading through an analysis of the text’s complexity will result in increased prowess of students. We’re already seeing evidence of this after just a short time.

What we are concerned about is the scope and sequence that do not yet exist. What if the texts that are selected over a three-month period never are complex based on narration or figurative language, just to name two? Then students would not receive specific and targeted instruction on those two factors of text complexity and would be ill-prepared for texts that include these factors. It seems that we need to start making a list of the factors that contribute to text complexity, and there may be more than we have identified (for example, White, 2012 says that there are 34 text features that can obstruct text comprehension). We can begin to map texts that we have used to monitor our teaching points. For example, Mr. Vaca and Ms. Schaefer might start a grid like the one in figure 1 to ensure that their students experience a range of instructional topics appropriate for text complexity and close reading.

We’re wondering if anyone else is thinking about this. Do you have ideas about how to keep track of the teaching points related to close readings? Do you think that this is a worthy concern? We look forward to hearing from you.

WANT MORE? See Douglas Fisher and Nancy Frey at IRA's 58th Annual Convention in San Antonio, where they will present "ACT NOW: Accessing Complex Texts" as part of the Teaching Edge series. For more information, go to www.iraconvention.org.

References

Fisher, D., Frey, N., & Lapp, D. (2012). Text complexity: Raising rigor in reading. Newark, DE: International Reading Association.

Frankl, V. (1946/2006). Man’s search for meaning. Boston, MA: Beacon Press.

White, S. (2012). Mining the text: 34 text features that can ease or obstruct text comprehension and use. Literacy Research & Instruction, 51, 143-164.

Wiesel, E. (1982). Night. New York: Bantam.

Douglas Fisher and Nancy Frey are professors in the College of Education at San Diego State University and teacher leaders at Health Sciences High and Middle College. They are interested in quality instruction for diverse learners and are coauthors with Diane Lapp of TEXT COMPLEXITY: RAISING RIGOR IN READING (International Reading Association, 2012).



TEXT COMPLEXITY: RAISING RIGOR IN READING (member-login required)

With the New Year, as we are setting goals related to our health and well-being, we are both focusing on pilates. Kim’s interest has evolved through years of practicing pilates regularly. Jan’s interest is new, and arises with fresh concern (and discomfort) associated with sitting in front of a computer for hours each day and getting very little exercise at all.

Fortunately, goal setting, breaking and establishing habits, and taking risks have similarities, regardless of the context. Basically, we are both thinking of how to extend ourselves in our health practices.

Similarly, neither of us have much balance in our lives. We work far too much and take care of ourselves and our personal lives far too little. Rather than saying, however, “Balance is just impossible for us,” we’ve begun to push back on these feelings of overwhelmedness. Instead, we’re asking, “Given that we won’t be perfectly balanced by New Year’s Day 2014, what can we do to become more balanced this year?” Becoming more balanced feels doable.

Many educators are understandably overwhelmed by the Common Core State Standards. It seems that the field of education is changing at light speed, with little margin for reflection. If the CCSS feels bigger than you can take on or if you just don’t know where to start, try nudging your instruction in the direction of the Common Core with gentle stretches.

None of us will figure out a perfect Common Core implementation—there will always be new ways to shape and refine our work with students—but we can extend our work in the direction of the Common Core. These extensions of practice align with sound instruction, whether you are thinking about the Common Core or not, so you can adopt and adapt these ideas to fit your practice today.

Here are five ways you can start stretching:

Stretch 1: Plan lessons that address more than one standard.
For years now, school districts, books, and consultants have told us “one standard per lesson.” We’ve been ardently encouraged to FOCUS. The Common Core is different in that the anchor standards are interconnected, and you really can’t work on one without working on others. So in reality, our efforts to narrow our instruction to a single standard have been an exercise in impossibility. All lessons teach more than one thing. With the Common Core, we can begin to think about the ways these connections between standards can serve students.

Stretch 2: Select texts that give students a lot to think about.
We refer to anchor standard 10—“Read and comprehend complex literary and informational texts independently and proficiently”—as the “Read to Think” standard. Basically, rather than getting lost in lexile levels and grade-level bands, you can dip your toes into the Common Core by selecting texts that make students think more. Is there something substantive to consider in the book you are sharing with students? If there is, then they will practice looking closely at the text, whether it is the exactly right level (as if such a thing exists) or not.

photo: myyogaonline via photopin cc

Stretch 3: Make your modeling messier.
Typically, our instruction along the gradual release of responsibility begins with modeling that is very tidy. The context illustrates the meaning of the word we are trying to figure out. The paragraph we are summarizing has just enough sentences and makes a clear point. While contrived practice can be helpful, it is inauthentic and doesn’t mirror the work students will need to do as they read independently. When you are modeling in read aloud, shared reading, or guided reading, let yourself have some problems. Don’t plan everything you are going to say so perfectly, but put your planning time into finding a text that will engage students and give them something to think about. In sum, make the modeling you do look more like real reading.

Stretch 4: Watch and listen more. Talk less.
This fourth stretch is deceptively simple, but when we work with schools, we find that educators really struggle with this. Basically, we have to close our mouths more during lessons and open our eyes. Don’t spend every minute of independent reading conferencing with students. Take some time to walk around and watch them. Make notes. Administrators who are reading this are getting nervous! We aren’t implying that teachers sit back and relax. We are saying, instead, that all the frenetic activity of classrooms may not be accomplishing as much as everyone thinks. Slow down a bit. Watch and wait. Plan. Work smarter.

Stretch 5: Foster problem-solving rather than dependence.
This stretch is really the simplest and probably and perhaps the most powerful. By changing your language in subtle ways, you can encourage students to take risks and stick with difficult tasks. Instead of sending students off to work independently by saying, “Raise your hand if you need help and I will come help you,” try one of these:

• Raise your hand if you solve a problem; I want you to show me how you figured it out.
• Raise your hand when you have a page of writing; I want you to read it to me.
• Raise your hand if you learn a new word from the book you are reading; I want you to teach it to me.

We look forward to facilitating a pre-convention institute, “The Common Core Literacy Block: What Will It Look Like In My Classroom?” at IRA’s 2013 Annual Convention. We are excited to have Barry Lane, Dorothy Barnhouse, Mary Lee Hahn, and Vicki Vinton join us as co-facilitators. The day promises to be filled with music, poetry, ideas, lessons, and laughs. We hope you can join us!

Jan Miller Burkins is the founder of Jan Miller Burkins Consulting and Literacyhead.com, and is an author of PREVENTING MISGUIDED READING: NEW STRATEGIES FOR GUIDED READING TEACHERS (IRA, 2010).

Kim Yaris has worked as both a classroom teacher and a literacy coach for 19 years. Currently, she serves as Executive Director of Literacy Builders and in this role she provides literacy staff development to school districts across Long Island, New York. She works daily alongside teachers in grades kindergarten through eight demonstrating lessons, coaching for more effective teaching, mapping curriculum, and providing thoughtful training seminars in reading and writing workshop. Kim regularly presents her work at local, regional, and national conferences, maintains literacy-builders.com, a website designed to serve as an online teaching resource center for educators, and blogs daily about the Common Core with Jan Miller Burkins at burkinsandyaris.com.



The Common Core State Standards for Literacy: How Do We Make Them Work?

Teaching Tips: What Should Be Common in the Common Core State Standards?

Stop for a minute and think about all the different ways you use your cell phone beyond making calls throughout your day. Do you use it to read and answer email? Schedule appointments? Get turn-by-turn directions? Calculate the size of a tip you should leave at a restaurant? Send a photo? Look up the meaning or spelling of a word? Log onto Facebook or Twitter?

Now, think about all of the different ways your students use their phones on a daily basis.

The fact is, multimedia changes the ways in which people interact with the world. It also changes the ways your students learn. The trick is to maximize their interest in these pocket-sized computers, and guide students to become analytical and critical consumers and creators.

Educators can (and should) provide explicit instruction for multimedia technology embedded within curriculum in order to equip students with the critical mind they need to make smart decisions about the use of such technology. When given the right environment, with guided and purposeful instruction, students ultimately see the device as a tool from which they can learn, and not a secret they try to hide under their desk.

To increase engagement, connect students’ real-world experiences to classroom instruction, and teach key content material, think about modeling and facilitating the use of cell phones in the following ways:

Get functional. You no longer have to worry about a shortage of equipment, because cell phones have a built-in calculator function. This is an exciting way to work on math problems. Other common functions allow you to utilize most phones as a stop watch, compass, calendar, or voice memo recorder—all of which lend themselves to math, science, social studies, and language arts classes.

Take a picture—it lasts longer. Students can record class discussion for later reference (with teacher and class permission). Lessons can be uploaded to YouTube or the more classroom-friendly TeacherTube, or even your school’s web page. Encourage students to take pictures of important notes, assignments, or group work, essentially creating a “permanent” record they can refer back to.

E-share files. Teachers can send students electronic files to save on photocopies. There are several ways to do this for no cost, and most programs will allow sharing between cell phones and computers. Check out Evernote, Dropbox, or Schooltown to select a free sharing method and start giving and receiving important content information with your students.

There’s an app for that. When it comes to reference guides, there are many free applications students can get for their cell phones that are very helpful—everything from dictionaries to translators. Using these applications can often make the reference process much more desirable.

Make research more fun. Most cell phones have the capability to access the Internet, which affords students instant retrieval of key information during independent, small group or partner work. You no longer have to disrupt class with hall passes or transitions to the computer lab—cell phones can do it for you.

Extend and refine learning. Students and teachers can go deeper or refine knowledge using the free Khan Academy application. Topics such as algebra, chemistry, and more are covered in short mini lessons. These resources can be used to provide one-on-one individualized instructional help/guidance.

Expand your teacher tool chest. Shake things up by trying out some of the cool new teacher tools, such as Poll Everywhere, which gives students opportunities to text answers to you and for you to receive instant feedback. There is also LocaModa, which allows instant feedback but in a social media format using multimedia forms. Another website that supports student responses in real time is Socrative.

Let them go social. Students can text, tweet, or blog responses to questions. They can text the teacher, each other, or just simply analyze, synthesize, evaluate, or criticize content text. This can be accomplished with little hassle and security using Class Parrot. You can also check out Google Voice for additional ways to stay in written contact with your students.

Continue to think outside the box. There are also several activities that become media-based using cell phones, such as a “take-a-picture” scavenger hunt, Geocaching, or representing learning by visual or dramatic representation captured with cell phone capabilities. Invite students to use their phones for homework fun by creating questions that were not answered during learning, and visiting ChaCha to explore answers to share with the class the next day.

photo: Johan Larsson via photopin cc

You may be thinking, “This is all well and good, but what about the students who don’t have cell phones? Or those who did but cannot use them to their full functionality due to cost?” After all, either scenario can cause a digital divide amongst learners.

The first solution to the gap requires you to think beyond a phone. Most of the functions on a cell phone are also available on an iPod or tablet, including texting. But let’s say your school cannot afford to purchase a class set of Kindle Fires. There are ways to obtain them through alternative means, such as by writing a grant.

If you have never written a grant before, then the National Education Association (NEA) offers educators tips for writing grants to educators. You can find the right grant by asking the grants department in your district, or by visiting a site like Teachers Network.

Another way you can get these devices to use in your classroom is to write up a plan, just like you would for a grant, and explain to local businesses what and how you plan to use the electronic devices. Remember to mention the participatory gap and how we all need to work together to close it. Offer advertisement options with the donation of a device, such as their logo or business card on your school website, or a cover for the device with their business logo. You can make affordable custom covers at sites like SkinIt. Be creative!

You could also help close the divide by purchasing classroom devices slowly. For instance, you could get one with department funds and/or teacher lead money. Remember that Apple offers refurbished iPads for a discount.

Cell phones in the classroom can be a powerful resource across the curriculum for both teachers and students in middle and high school classes. Whether students send, find, take, or create with their cell phones inside or outside of the school environment, teachers need to think about the role they want to play in this multimedia literacy. Keep in mind that the use of these digital devices affords benefits beyond measure—especially when used with the right lessons, for the right outcomes, and with the right instruction.

Lisa Fisher is a passionate literacy advocate. In addition to her experiences of being an intensive reading teacher for struggling readers, a literacy coach for middle and high school, and former adjunct instructor at Pasco Hernando Community College, Lisa has written several books, including SURVIVING THE MOVE AND LEARNING TO THRIVE (2011) and READ, DISCUSS, AND LEARN: USING LITERACY GROUPS TO STUDENT ADVANTAGE (2010).

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