“The Right Tool for the Job: Improving Reading and Writing in the Classroom” by Melody Arabo, Jonathan Budd, Shannon Garrison, and Tabitha Pacheco, edited by Victoria McDougald, Thomas B. Fordham Institute, March 2017, https://bit.ly/2M0namr
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 What does text complexity mean? Texts usually have a Lexile or readability level. In another post, I talked about texts and books having lexiles, not kids. Kids can have a range of lexile levels they may best read within, but only texts can be given a specific level. this is based on the length of the words and sentences, their syllables, and how many sentences there are per paragraph. the higher these numbers are, the higher the lexile is. This is just one piece of text complexity. Text complexity is measured by the nuances and background requirements of a text. Ii is also measured by what a teacher is asking the student to do with the text, or what a student is choosing to do with a text.
For more information, see textproject.org Besides summer reading programs, parents can use libraries to establish partnerships to research, tap into services, and find opportunities to improve the literacy of their children. What are some of these opportunities?
When the common core first came out, a lot of people thought everything had to be a cold read and teachers could no longer pre teach material. We knew that was wrong! What else is myth of common core?
What other myths surround this initiative? Some parents think the standards say literature no longer has a place in literature classes. Not so! A deeper reading of the exemplars found in Appendix B (corestandards.org) show many of the classic literary texts are on the list. The Exemplars are simply guides and examples, not curriculum directives. The next myth is that teachers should instruct at frustration levels. Our teachers have been very successful by teaching your students at levels that do not frustrate them. Students continue to grow in the curriculum without further falling behind. Additionally, the idea that instructing students at only easy texts in order to improve reading has never been validated by research. Teachers should use easier, grade level, and challenging texts throughout instruction. Online CCSS supports ¨ Center for K-12 assessment http://www.k12center.org (click assessment consortia) ¨ Reading- http://isbe.net/common_core/pdf/elawebsites.pdf |
AuthorErin Rae is the Curriculum Coordinator at Lockport 91. Archives
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