Determining Complexity of Texts

Question: How does Common Core Learning Standards demand close reading of text?

Answer: CCLS expects and demands that all students have a chance to productively struggle with complex texts. Students need opportunities to strengthen their reading abilities but to also experience satisfaction and pleasure of easy fluent reading. Close reading is 80% of the ELA CCLS. WHOA!

Question: What are the opportunities during the course of the instructional day? How can we maximize these opportunities?

Answer: Close reading of text involves investigation of a short piece of text with multiple readings and deconstructing of text. Students analyze through discussion and reading and will appreciate things such as vocabulary, form, tone, imagery,word choice, authors message, etc.

Here's the dealio. We want students to grapple with advance concepts and participate in collaborative discussions. This is what will make them better thinkers. I've seen this first hand in Reader's Workshop. I had 3 kids last year who were just stuck on a level B. Every time I tested them they just weren't meeting the mastery. So, I experimented by just pushing them up a level. They saw the other students around them moving up and I know they desired the same. As soon as I pushed them up I noticed their decoding skills improve along with their fluency. Two out of my three strugglers ended up moving to a D by June. They still weren't on grade level but progress is progress. Let's face it.

This brings me to my next question...

Question: How do we determine complexity of a text?

Answer: There are three major components that go into selecting a complex text for your kiddies.

1. Qualitative Measures - Aspect of text complexity, word/paragraph/sentence length, number of pages
2. Qualitative Measures - Aspect of complexity, layout, meaning, structure, clarity, purpose
3. Reader/Task Consideration - How much prior knowledge do your students bring to the table? 

Qualities of Effective Close Reading

On Wednesday we had our first PD of the year on Close Reading. We started to implement this into our classrooms early this past spring and we modified it to 30 minutes three days a week. This year we are jumping right in first thing in the morning everyday for 30 minutes. Students will arrive in the classroom drop their bags at their tables and get right down to decomposing unfamiliar complex texts. I'm not sure how I feel about it right now but I'll let you know in a few weeks. Anyway, here's what I learned at our PD. I hope it helps you out.

Qualities of Effective Close Reading

1. Selection of a brief, high-quality, complex text.  Limiting the length of the passage allows students the opportunity to apply new skills and strategies through multiple readings of the text.
2. Individual reading to the text.  Students unable to read the text independently might engage in a partner read or a group read in lieu of an independent attempt.
3. Group reading aloud.  A group read aloud might be teacher-or student-led.  This practice supports the engagement of all students, especially those who struggle with reading the text independently, and reinforces the primacy of the text throughout Close Reading lessons.
4. Text-based questions and discussion that focus on discrete elements of the text.  Questions and discussion may focus on the author’s word choices and repetition, specific sentences, literacy devices, academic vocabulary, or particular passages containing information that is key to the curricular objective. 
5. Discussion among students.  These discussions, either in small groups or across the whole class, will ensure that the text-as opposed to personal reflections-remains the focus as the reader explores the author’s choices.
6. Writing about the text.  Students may be asked to reflect on the knowledge gained through Close Reading in short or long written passages.

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