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Sweetening the Lemon:

Awakening the Literate Mind

Paula Barnes Cardinale,

Wake County

Yvonne de St. Croix,

Carteret County

NCRA Conference

http://tinyurl.com/SWEETREAD

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What makes Lemons?

-Saying the text is difficult before or during reading

-Emphasizing below reading level books

-Belittling genres

-Rushing the reading

-Assigning one genre

-Making assumptions

-Not listening to readers

Take out the sour and leave the sweet!

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What are the Lemons?

-unapproachable literature texts

-unauthentic experiences with literature

-misunderstanding of text

-lack of correlation between student learning and objectives

Take out the sour and leave the sweet!

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Sweetening the Lemon: Concept

literature and authentic learning opportunities
text and integration of disciplinary literacies
consideration of culturally and academically diverse student populations

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How to Sweeten the Lemon

The classroom and the dinner party

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Six critical factors underlying proficient reading performance at the late elementary, middle, and high school levels.

• Fluency of text reading;

• Vocabulary, or the breadth and depth of knowledge about the meaning of words;

• Active and flexible use of reading strategies to enhance comprehension;

• Background, or prior knowledge related to the content of the text being read;

• Higher level reasoning and thinking skills; and

• Motivation and engagement for understanding and learning from text

Torgesen et al. (2007)

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Relevancy in Book Selection

Engaging the reader,

building confidence in literacy

ALA Recommended Reading

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Kelly Gallagher on Staying True to What Works in the ELA Classroom

In the Best Interest of Students

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Mindset differences

Is rigor what

we are focusing

on as we

consider text

complexity?

Should we

consider rigor?

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Qualitative Measures Rubrics

Literary Texts

Informational Texts

Nuances and Variance?

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How to measure text complexity

Levels of meaning and purpose
single / multiple
explicit / implicit
conventional / unconventional
chronological / nonlinear
common traits / specific traits

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How to measure text complexity

2. Language conventionality and clarity

literal / figurative
clear / ambiguous
contemporary / archaic
conversational / academic

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How to Measure Text Complexity

3. Knowledge demands

life experiences
cultural / literary knowledge
content / discipline knowledge

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Analyzing Text Complexity

As an educator, what kinds of frameworks can I use to evaluate complex text?

Can my students analyze text complexity?

What makes this text complex?

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Suggested Considerations...

Task Considerations

-Cognitive Capabilities

-Reading Skills

-Motivation and Engagement with Task and Text

-Prior Knowledge and Experience

-Content and/or Theme Concerns

-Complexity of Associated Tasks

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Why to Measure Text Complexity

To evaluate certain connections a reader have with a text such as motivation, cognitive capabilities, knowledge, and experiences

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Text Complexity and Student Intelligence

With text complexity, students may utilize personal strengths to derive meaning through sharing experiences, picturing the experience, collaborating to find solutions, using evidence to extract meaning, and symbolically connecting text to learning

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Text Complexity and Smart, Rigorous Work

Multiple modality Literature circles
Rich, student-led discussions
5E’s
explore phase
explain phase
elaborate phase
evaluate phase
exceed expectations

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5E’s: Achieving Conceptual Change

Explore Phase: What does this look like in a literacy-rich environment?

Essential questions regarding a topic
Questions range in RBT level
Questions generated collaboratively with other educators, class discussion, other classes

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Types of Questions to Explore

Level 1: Assessment of basic understanding

Level 2: Determining the author’s purpose

Level 3: Identifying the author’s tools

Level 4: Synthesizing concepts and texts

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Types of Questions to Explore

Level 1: Assessment of basic understanding

text structure
implicit
explicit
word choice

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Types of Questions to Explore

Level 2: Determining the author’s purpose

author’s purpose
bias
character development
dialogue tools
manipulation of structure
teller

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Types of Questions to Explore

Level 3: Identifying the author’s tools

identify tools
reference sources
clarity of argument, ease of text, use of visuals

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Types of Questions to Explore

Level 4: Synthesizing concepts and texts

information from multiple texts
primary and secondary sources:accuracy and credibility of sources
advantages and disadvantages of sources

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5E’s: Achieving Conceptual Change

Explain Phase: What does this look like in a literacy-rich environment?

Answers appropriate to literacy level
Answers elevating literacy level
Answer supported by textual evidence

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5E’s: Achieving Conceptual Change

Elaborate Phase: What does this look like in a literacy-rich environment?

-creative approaches to finding solutions including non-print examples (artwork, song, skit)

-active demonstration of understanding

-collaborative problem-solving

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5E’s: Achieving Conceptual Change

Evaluate Phase: What does this look like in a literacy-rich environment?

-in what ways can a student respond to essential questions?

- how are the essential components of the assigned learning authentically represented?

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5E’s: Achieving Conceptual Change

Example of Evaluative Product:

This 7th grade evaluative product was designed in response the play, Our Town

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Lemon-aids

Beyond Lexile, What can I do to examine text complexity in relation to reader readiness ?

Text complexity

measurement tools

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Source: The Boston Globe, Feb. 16, 2015

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Grit, Stamina, and Text Complexity

To cultivate grit and stamina, text should be:

developmentally responsive
challenging
empowering
equitable
integrate into student’s educational goals

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Grit, Beyond the Text

model grit by welcoming setbacks, mistakes, and failure
help students develop a growth mindset
validate differentness
believe in individuality
emphasize effort, perseverance, and practice

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Curiosity and Text Complexity

PBL and curiosity development

Example:

Joy Bomb:

Purposefully Designing Authentic Happiness Experiences

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If we are going for rigor and text complexity….

think-pair-share
anticipation guides
setting a purpose
common vocabulary

building schema
walk and talk strategies
note-taking skills
vocabulary awareness

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Cultivating Complex Text Choices

Professional development activities that are quality, ongoing, and needs-based
Collaborative conversations about text complexity
Professional journals
Online connections, like Twitter
Conferences at the regional, state level

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Contact information

Ms. Paula Barnes Cardinale

pbarnescardinale@wcpss.net

Paula’s awesome Media Center website

Ms. Yvonne de St. Croix

yvonnemaiseldestcroix@gmail.com

@parablevariable

http://www.yvonned.com

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Useful Articles

Bucci, T. and McEwan, L. (2014) “Weaving math and language arts literacy.” Association for Middle Level Education. January 2015, p.

Payne, R. (2014) “Helping students understand the rigors of assessment text.” Association for Middle Level Education. January 2015, p.

Wilson, N. and Koss, M. (2014) “Text complexity of popular middle grades texts.” Association for Middle Level Education. August 2014, p.1-3.

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Useful Professional Books

Szymusiak, K., & Sibberson, F. (2008). Beyond leveled books supporting early and transitional readers in grades K-5 (2nd ed.). Portland, ME: Stenhouse.

Parkes, B. (2000). Read it again! revisiting shared reading. Portland, Me.: Stenhouse.

Barnhouse, D., & Vinton, V. (2012). What readers really do: Teaching the process of meaning making. Portsmouth, NH: Heinemann.

Fountas, I., & Pinnell, G. (2006). Teaching for comprehending and fluency: Thinking, talking, and writing about reading, K-8. Portsmouth, NH: Heinemann.