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Chapter 16 - CCSS - Anchor Standard 10

smoore31175
Dec 13, 2015
5 min read

Ch. 16 – CCSS – Anchor Standard 10

Standard 10
States the expectation that students should be able to read on grade level and be able to read and comprehend complex literary and info texts independently and proficiently
Two Reading Skills
The ability to read and comprehend complex literary texts independently and proficiently
The ability to read and comprehend complex info texts independently and proficiently
Complex Literary Narrative
Essays
Short stories
Novels that display characters such as
Use of ambiguous language in literary devices
Complex and subtle interactions among characters
Challenging context-dependent vocabulary
Usually messages and or meanings ***
Informational Texts
Defined as materials that include
Sizeable amount of data
Present difficult concepts that are not explicit in the text
Use demanding words and phrases whose meanings must the determined from context
Likely to include intricate explanations of processes or events
Students encounter complex informational texts in every subject area and should be able to read and comprehend them independently in every class
Text Complexity
Qualitative Dimensions
Refer to the kinds of background knowledge of text structure, vocabulary, and language any reader must have to be able to comprehend the text
Can only be measured by an attentive human reader
Includes concepts such as levels of meaning or purpose
The way the text is structure
How clear the language is
Types of knowledge demands the text makes on the reader
Quantitative Dimensions
Refers to the measured reading of a level text which is measured by Lexiles as mentioned in CCSs
Typically measured by computer software (word length and frequency, sentence complexity)
Includes components such as word length or frequency
Sentence length
Text cohesion
Reader and Task considerations
Refers to knowing students’ abilities, experiences, interests, and possible motivation for reading a particular text before making a determination that the text is appropriate for a particular group of students
Must be evaluated by a teacher employing his/her professional judgment, experience, and knowledge of the student(s) and the subject(s)
Exemplar Texts
Text samples that exemplify the level of complexity and quality that the standards require all students in a given grade band to engage with
Serve as useful guideposts in helping educators select texts of similar complexity, quality, and range for their own classrooms
A study guide for the Common Core State Standards
You can google “Appendix B” for Common Core and it gives a large list of exemplar texts for every grade level!
What is Not Covered by the Standards
No set of grade specific standards can fully reflect the great variety in abilities, needs, learning rates, and achievement levels of students in any given classroom
Standards set grade specific standards but do not define the intervention methods or materials necessary to support students who are well below or bell above grade level expectations
The standards target the average student. It’s up to the teacher to differentiate
3 Considerations in supporting Students
Students’ “ability to read complex test scores does not always develop in a linear fashion. Students should be allowed “to experience the satisfaction and pleasure of easy, fluent reading.”
Students reading well above or well below grade-band level need additional support (Don’t ignore above level and gifted readers.)
Even many students on course for college and career readiness are likely to need scaffolding as they master higher levels of text complexity, but instruction must move generally towards decreasing scaffolding and increasing independence (gradual release of responsibility to student)
Instructional and Info Texts
Literature should comprise 50% of instructional text at the elementary level and student should be reading stories, dramas, and poetry in the appropriate text complexity bands
Informational text should comprise 50% of instructional text in grades K-5. These texts include history/social studies, science, and technical such as nonfiction books magazine articles, newspaper articles, documents, technical procedures, and webpages
Integrating other ELA Standards with Reading Literature Standard 10
Reading Literature Satndard 1 focuses on reading a narrative text closely
Reading Lit Standard 2 focuses on the ability to retell a litearayr text and determine the author’s message ****
Can be integrated with all nine other standards
Integrating other ELA Standards with Reading Info Text Standard 10
Reading Info text standard 1
Reading info text standard 2
Can be interated with all nine other standards
Accommodation
Provide short story in the students’ L1
Allow student to use bilingual dictionaries
Assign peer tutors
Provide written and translated directions
Guided Reading
Best way to meet every child where they are at their cutting edge of learning
The most important aspect of guided reading is giving children increased time to read appropriate level text
There is no length of time to spend with each group nor is there a strict format that must be followed
The key is to assess students and then modify your teaching to meet the needs of every student
Keep in mind that the purpose of guided reading is for children to have an increase amount of time spent reading text at their level. Do not feel like you always need to complete an activity with each reading group
Refer to case study for an example of assessment and then modification
Materials for Guided Reading
Highlighter tape
Question cube
Small pointers
Whatever you need for your lesson
Story Boxes
Use after reading
Take out the story boxes page and go over with your students. Have them talk through the story and discuss each of the boxes. Use the sentence starters to help begin the discussions but make sure to point out the terminology: character, setting, problem, and solution
Younger grades will have prompts in the boxes to tell them what to write
Older grades would have no prompting and can fill it in on their own
Story boxes can be used for a quick discussion when you are finished or copy them and have students fill out as a check for comprehension.
Differentiation: ELLs may draw pictures instead of write words or sentences. If they know some words or cognates to go along with the pictures, they may add those in as well.
Comprehension Question Cards
Use during and after reading with fiction text
Before reading, spread out the cards and allow each student to take one card. Before you begin reading, ask, “Who has the predict card?” Allow that child to make a prediction about the story. At some point in your reading, stop the group and ask, “Who has the picture card?” Ask them to describe what they are thinking about or “picturing” in their head. When a chapter or book is finished, ask the remaining students to tell about the story by discussing a summary of the story, what happened at the beginning, middle, and end of the story, create an innovation, summarize by telling a few important parts of the story

Differentiation: Work one-on-one with ELLs to make sure they understand the text after the reading. If they do not recieve one of the cards, make sure to go over it with them after the lesson. If they do get a card, support them depending on their level. If the student lacks vocabulary when predicting, offer them a word or use a pre-prepared word bank to help them. Or, have them turn and talk with their partner before giving their answer.