Académique Documents
Professionnel Documents
Culture Documents
Module
and
Unit
Planning
Text
Complexity
Considerations
Additional
Internet
Resources
Short
Texts
3-5
Short
Texts
InformaKonal
Companion
Texts
2-4
Weeks
1 Extended Text Novel, Play, or Longer Literary Non-FicKon or InformaKonal Text 2-4 Weeks
Research
1
Short
Research
project
1-2
Weeks
Develop and Convey Understanding Draw Evidence from Text Opinion or Argument Inform or Explain NarraKve, CreaKve
Standards
Extended Text
WriKng
During and
End-of-Unit
Performance Tasks
ELA
Modules
-
Quarter
Planning
Considera6ons
Grade
_____
Quarter
_____
For
each
secKon,
idenKfy
a
theme
or
topic
for
each
module,
the
standards
addressed,
the
associated
texts,
wriKng,
research
project,
and
performance
tasks.
During
each
module
also
study
and
apply
grammar
and
vocabulary
and
conduct
discussions.
More
Specific
Template
Considerations
by
grade
level
for
grades
3-5
Grade
3
ELA
1st
Trimester
Reading
Complex
Texts:
RL/RI.3.10
3
5
Myths/Fables
2
4
Informational:
1
2
Science,
1
2
Social
Studies
or
Arts
1
Extended
or
Anchor
Literature
Text
Fluency: RF.3.4
Writing about Texts: W.3.1-2, 4-6, 10 Routine writing to develop and convey understanding 2 Analyses, focus on opinions
Research Project: W.3.7 -9,RL/RI.3.1-10 1 Research project: Integrate knowledge from sources when composing
Writing about Texts: W.3.1-2, 4-6, 10 Routine writing to develop and convey understanding 2 Analyses, focus on inform & explain
For Reading and Writing in Each Module: Cite evidence: RL/RI.3.1 Analyze content: RL/RI.3.2-9, SL.3.2-3 Conduct discussions: SL.3.1 Report findings: SL.3.4-6
Research Project: W.3.7 -9,RL/RI.3.1-10 1 Research project: Integrate knowledge from sources when composing
Cite evidence: RL/RI.3.1 Analyze content: RL/RI.3.2-9, SL.3.2-3 Conduct discussions: SL.3.1 Report findings: SL.3.4-6
Research Project: W.3.7 -9,RL/RI.3.1-10 1 Research project: Integrate knowledge from sources when composing
For Reading and Writing in Each Module: Cite evidence: RL/RI.3.1 Analyze content: RL/RI.3.2-9, SL.3.2-3 Conduct discussions: SL.3.1 Report findings: SL.3.4-6
Fluency: RF.3.4
Fluency: RF.3.4
Writing about Texts: W.3.1-2, 4-6, 10 Routine writing to develop and convey understanding 2 Analyses, focus on opinions or inform & explain
3 5 Greek Myths 2 4 Informational: 1 2 Science, 1 2 Social Studies or Arts 1 Extended or Anchor Literature Text
Writing about Texts: W.5.1-2, 4-6, 9-10 Routine writing to develop and convey understanding 3 - 4 Analyses, focus on opinions
Research Project: W.5.7 -8,RL/RI.4.1-10 1 Research project: Integrate knowledge from sources when composing
Writing about Texts: W.4.1-2, 4-6, 9-10 Routine writing to develop and convey understanding 3 - 4 Analyses, focus on inform & explain
For Reading and Writing in Each Module: Cite evidence: RL/RI.4.1 Analyze content: RL/RI.4.2-9, SL.4.2-3 Conduct discussions: SL.4.1 Report findings: SL.4.4-6
Research Project: W.4.7 -8,RL/RI.4.1-10 1 Research project: Integrate knowledge from sources when composing
For Reading and Writing in Each Module: Cite evidence: RL/RI.4.1 Analyze content: RL/RI.4.2-9, SL.4.2-3 Conduct discussions: SL.4.1 Report findings: SL.4.4-6
Fluency: RF.4.4
Fluency: RF.4.4
Fluency: RF.4.4
Writing about Texts: W.4.1-2, 4-6, 9-10 Routine writing to develop and convey understanding 3 - 4 Analyses, focus on opinions or inform & explain
Research Project: W.4.7 -8,RL/RI.4.1-10 1 Research project: Integrate knowledge from sources when composing
Writing about Texts: W.5.1-2, 4-6, 9-10 Routine writing to develop and convey understanding 3 - 5 Analyses, focus on opinions
For Reading and Writing in Each Module: Cite evidence: RL/RI.4.1 Analyze content: RL/RI.4.2-9, SL.4.2-3 Conduct discussions: SL.4.1
Writing about Texts: W.5.1-2, 4-6, 9-10 Routine writing to develop and convey understanding 3 - 5 Analyses, focus on inform & explain
For Reading and Writing in Each Module: Cite evidence: RL/RI.5.1 Analyze content: RL/RI.5.2-9, SL.5.2-3 Conduct discussions: SL.5.1 Report findings: SL.5.4-6
Research Project: W.5.7 -8,RL/RI.5.1-10 1 Research project: Integrate knowledge from sources when composing
For Reading and Writing in Each Module: Cite evidence: RL/RI.5.1 Analyze content: RL/RI.5.2-9, SL.5.2-3 Conduct discussions: SL.5.1 Report findings: SL.5.4-6
Fluency: RF.5.4
Fluency: RF.5.4
Fluency: RF.5.4
Writing about Texts: W.5.1-2, 4-6, 9-10 Routine writing to develop and convey understanding 3 - 5 Analyses, focus on opinions or inform & explain
Research Project: W.5.7 -8,RL/RI.5.1-10 1 Research project: Integrate knowledge from sources when composing
Writing about Texts: W.6.1-2, 4-6, 9-10 Routine writing to develop and convey understanding 4 - 6 Analyses, focus on arguments
For Reading and Writing in Each Module: Cite evidence: RL/RI.5.1 Analyze content: RL/RI.5.2-9, SL.5.2-3 Conduct discussions: SL.5.1 Report findings: SL.5.4-6
Research Project: W.6.7 -8,RL/RI.6.1-10 1 Research project: Integrate knowledge from sources when composing
For Reading and Writing in Each Module: Cite evidence: RL/RI.6.1 Analyze content: RL/RI.6.2-9, SL.6.2-3 Conduct discussions: SL.6.1 Report findings: SL.6.4-6
Writing about Texts: W.6.1-2, 4-6, 9-10 Routine writing to develop and convey understanding 4 - 6 Analyses, focus on inform & explain
Writing about Texts: W.6.1-2, 4-6, 9-10 Routine writing to develop and convey understanding 4 - 6 Analyses, focus on inform & explain
Research Project: W.6.7 -8,RL/RI.6.1-10 1 Research project: Integrate knowledge from sources when composing
Research Project: W.6.7 -8,RL/RI.6.1-10 1 Research project: Integrate knowledge from sources when composing
For Reading and Writing in Each Module: Cite evidence: RL/RI.6.1 Analyze content: RL/RI.6.2-9, SL.6.2-3 Conduct discussions: SL.6.1 Report findings: SL.6.4-6
For Reading and Writing in Each Module: Cite evidence: RL/RI.6.1 Analyze content: RL/RI.6.2-9, SL.6.2-3 Conduct discussions: SL.6.1
Writing about Texts: W.6.1-2, 4-6, 9-10 Routine writing to develop and convey understanding 4 - 6 Analyses, focus on arguments
Writing about Texts: W.7.1-2, 4-6, 9-10 Routine writing to develop and convey understanding 4 - 6 Analyses, focus on arguments
Research Project: W.6.7 -8,RL/RI.6.1-10 1 Research project: Integrate knowledge from sources when composing
Research Project: W.7.7 -8,RL/RI.7.1-10 1 Research project: Integrate knowledge from sources when composing
For Reading and Writing in Each Module: Cite evidence: RL/RI.6.1 Analyze content: RL/RI.6.2-9, SL.6.2-3 Conduct discussions: SL.6.1
For Reading and Writing in Each Module: Cite evidence: RL/RI.7.1 Analyze content: RL/RI.7.2-9, SL.7.2-3 Conduct discussions: SL.7.1
Writing about Texts: W.7.1-2, 4-6, 9-10 Routine writing to develop and convey understanding 4 - 6 Analyses, focus on inform & explain
Writing about Texts: W.7.1-2, 4-6, 9-10 Routine writing to develop and convey understanding 4 - 6 Analyses, focus on inform & explain
Research Project: W.7.7 -8,RL/RI.7.1-10 1 Research project: Integrate knowledge from sources when composing
Research Project: W.7.7 -8,RL/RI.7.1-10 1 Research project: Integrate knowledge from sources when composing
For Reading and Writing in Each Module: Cite evidence: RL/RI.7.1 Analyze content: RL/RI.7.2-9, SL.7.2-3 Conduct discussions: SL.7.1
For Reading and Writing in Each Module: Cite evidence: RL/RI.7.1 Analyze content: RL/RI.7.2-9, SL.7.2-3 Conduct discussions: SL.7.1
Analyze content: RL/RI.7.2-9, SL.7.2-3 Conduct discussions: SL.7.1 Report findings: SL.7.4-6
Writing about Texts: W.7.1-2, 4-6, 9-10 Routine writing to develop and convey understanding 4 - 6 Analyses, focus on arguments
Writing about Texts: W.8.1-2, 4-6, 9-10 Routine writing to develop and convey understanding 4 - 6 Analyses, focus on arguments
Research Project: W.7.7 -8,RL/RI.7.1-10 1 Research project: Integrate knowledge from sources when composing
Research Project: W.8.7 -8,RL/RI.8.1-10 1 Research project: Integrate knowledge from sources when composing
Analyze content: RL/RI.8.2-9, SL.8.2-3 Conduct discussions: SL.8.1 Report findings: SL.8.4-6
Analyze content: RL/RI.8.2-9, SL.8.2-3 Conduct discussions: SL.8.1 Report findings: SL.8.4-6
Writing about Texts: W.8.1-2, 4-6, 9-10 Routine writing to develop and convey understanding 4 - 6 Analyses, focus on inform & explain
Writing about Texts: W.8.1-2, 4-6, 9-10 Routine writing to develop and convey understanding 4 - 6 Analyses, focus on inform & explain
Research Project: W.8.7 -8,RL/RI.8.1-10 1 Research project: Integrate knowledge from sources when composing
Research Project: W.8.7 -8,RL/RI.8.1-10 1 Research project: Integrate knowledge from sources when composing
Analyze content: RL/RI.8.2-9, SL.8.2-3 Conduct discussions: SL.8.1 Report findings: SL.8.4-6
Cite evidence: RL/RI.8.1 Analyze content: RL/RI.8.2-9, SL.8.2-3 Conduct discussions: SL.8.1 Report findings: SL.8.4-6
Writing about Texts: W.8.1-2, 4-6, 9-10 Routine writing to develop and convey understanding 4 - 6 Analyses, focus on arguments
Writing about Texts: W.9.1-2, 4-6, 9-10 Routine writing to develop and convey understanding 4 - 6 Analyses, focus on arguments
Research Project: W.8.7 -8,RL/RI.8.1-10 1 Research project: Integrate knowledge from sources when composing
Research Project: W.9.7 -8,RL/RI.9.1-10 1 Research project: Integrate knowledge from sources when composing
For Reading and Writing in Each Module: Cite evidence: RL/RI.9.1 Analyze content: RL/RI.9.2-9, SL.9.2-3 Conduct discussions: SL.9.1 Report findings: SL..4-6
For Reading and Writing in Each Module: Cite evidence: RL/RI.9.1 Analyze content: RL/RI.9.2-9, SL.9.2-3 Conduct discussions: SL.9.1 Report findings: SL..4-6
Writing about Texts: W.9.1-2, 4-6, 9-10 Routine writing to develop and convey understanding 4 - 6 Analyses, focus on inform & explain
Writing about Texts: W.9.1-2, 4-6, 9-10 Routine writing to develop and convey understanding 4 - 6 Analyses, focus on inform & explain
Research Project: W.9.7 -8,RL/RI.9.1-10 1 Research project: Integrate knowledge from sources when composing
Research Project: W.9.7 -8,RL/RI.9.1-10 1 Research project: Integrate knowledge from sources when composing
For Reading and Writing in Each Module: Cite evidence: RL/RI.9.1 Analyze content: RL/RI.9.2-9, SL.9.2-3 Conduct discussions: SL.9.1 Report findings: SL..4-6
For Reading and Writing in Each Module: Cite evidence: RL/RI.9.1 Analyze content: RL/RI.9.2-9, SL.9.2-3 Conduct discussions: SL.9.1 Report findings: SL..4-6
Writing about Texts: W.9.1-2, 4-6, 9-10 Routine writing to develop and convey understanding 4 - 6 Analyses, focus on arguments
Writing about Texts: W.10.1-2, 4-6, 9-10 Routine writing to develop and convey understanding 4 - 6 Analyses, focus on arguments
Research Project: W.9.7 -8,RL/RI.9.1-10 1 Research project: Integrate knowledge from sources when composing
Research Project: W.10.7 -8,RL/RI.10.1-10 1 Research project: Integrate knowledge from sources when composing
For Reading and Writing in Each Module: Cite evidence: RL/RI.10.1 Analyze content: RL/RI.10.2-9, SL.10.2-3 Conduct discussions: SL.10.1 Report findings: SL.10.4-6
For Reading and Writing in Each Module: Cite evidence: RL/RI.10.1 Analyze content: RL/RI.10.2-9, SL.10.2-3 Conduct discussions: SL.10.1 Report findings: SL.10.4-6
Writing about Texts: W.10.1-2, 4-6, 9-10 Routine writing to develop and convey understanding 4 - 6 Analyses, focus on inform & explain
Writing about Texts: W.10.1-2, 4-6, 9-10 Routine writing to develop and convey understanding 4 - 6 Analyses, focus on inform & explain
Research Project: W.10.7 -8,RL/RI.10.1-10 1 Research project: Integrate knowledge from sources when composing
Research Project: W.10.7 -8,RL/RI.10.1-10 1 Research project: Integrate knowledge from sources when composing
For Reading and Writing in Each Module: Cite evidence: RL/RI.10.1 Analyze content: RL/RI.10.2-9, SL.10.2-3 Conduct discussions: SL.10.1 Report findings: SL.10.4-6
For Reading and Writing in Each Module: Cite evidence: RL/RI.10.1 Analyze content: RL/RI.10.2-9, SL.10.2-3 Conduct discussions: SL.10.1 Report findings: SL.10.4-6
Writing about Texts: W.10.1-2, 4-6, 9-10 Routine writing to develop and convey understanding 4 - 6 Analyses, focus on arguments
Writing about Texts: W.11.1-2, 4-6, 9-10 Routine writing to develop and convey understanding 4 - 6 Analyses, focus on arguments
Research Project: W.10.7 -8,RL/RI.10.1-10 1 Research project: Integrate knowledge from sources when composing
Research Project: W.11.7 -8,RL/RI.11.1-10 1 Research project: Integrate knowledge from sources when composing
For Reading and Writing in Each Module: Cite evidence: RL/RI.11.1 Analyze content: RL/RI.11.2-9, SL.11.2-3 Conduct discussions: SL.11.1 Report findings: SL.11.4-6
For Reading and Writing in Each Module: Cite evidence: RL/RI.11.1 Analyze content: RL/RI.11.2-9, SL.11.2-3 Conduct discussions: SL.11.1 Report findings: SL.11.4-6
Writing about Texts: W.11.1-2, 4-6, 9-10 Routine writing to develop and convey understanding 4 - 6 Analyses, focus on inform & explain
Writing about Texts: W.11.1-2, 4-6, 9-10 Routine writing to develop and convey understanding 4 - 6 Analyses, focus on inform & explain
Research Project: W.11.7 -8,RL/RI.11.1-10 1 Research project: Integrate knowledge from sources when composing
Research Project: W.11.7 -8,RL/RI.11.1-10 1 Research project: Integrate knowledge from sources when composing
For Reading and Writing in Each Module: Cite evidence: RL/RI.11.1 Analyze content: RL/RI.11.2-9, SL.11.2-3 Conduct discussions: SL.11.1 Report findings: SL.11.4-6
For Reading and Writing in Each Module: Cite evidence: RL/RI.11.1 Analyze content: RL/RI.11.2-9, SL.11.2-3 Conduct discussions: SL.11.1 Report findings: SL.11.4-6
Study and Apply Vocabulary: L.11.4-6 Credit: Elizabeth Fisher Erie 1 BOCES
Writing about Texts: W.11.1-2, 4-6, 9-10 Routine writing to develop and convey understanding 4 - 6 Analyses, focus on arguments
Research Project: W.11.7 -8,RL/RI.11.1-10 1 Research project: Integrate knowledge from sources when composing
2012 Fisher
Autobiography Biography Character sketch Childrens Story Dialogue Diary Entry Eulogy Farewell Film Gradua6on Speech Journal LeXer Memoir Play Radio Play Sympathy Note
Cartoon Childrens Poem Epitaph Farewell Film Gra6 Gree6ng Card Invita6on Joke LeXer Marriage Proposal Metaphor Poetry Prophecy Radio Play Riddle Sa6re Skit Slogan Sonnet Sympathy Note Tex6ng Dialogue T.V. (Movie) Script
Text
Complexity
We
have
studied
correlations
between
TCRWPs
bands
of
levels
(which
rely
on
Fountas
and
Pinnell
levelsin
turn
based
on
the
work
of
Clay)
and
the
factors
taken
into
account
to
determine
text
complexity
grade
level
bands
by
the
Common
Core
and
found
that,
not
surprisingly,
there
is
tremendous
congruence.
Both
TCRWP
band
of
levels
and
the
CCSS
grade
bands
rely
on
analyzing
texts
by
qualitative
factors
that
include
examining
the
extent
to
which
a
text
is
straightforward,
the
complexity
of
characters,
the
degree
of
prior
knowledge
the
text
assumes,
etc.
Then,
too,
TCRWP,
Fountas
and
Pinnell,
and
the
CCSS
also
take
into
account
quantitative
factors
such
as
the
word
count,
page
count,
and
the
complexity
level
of
sentences.
And,
the
CCSS,
Fountas
and
Pinnell
and
TCRWP
all
ask
teachers
to
take
the
individual
reader
and
the
purpose
for
reading
into
account,
suggesting
that
when
deciding
upon
an
appropriate
text
for
a
reader,
the
text
cannot
be
considered
in
isolation.
We
do
not
recommend
you
re-sort
your
library
in
order
to
weigh
more
heavily
on
CCSS
grade
bands.
Instead,
we
advise
you
to
devote
your
time
to
helping
kids
read
with
high
volume,
strong
rate,
and
increasing
fluency,
and
to
help
them
move
up
levels.
There
will
be
further
information
coming
out
from
the
Common
Core
about
bands
of
text
complexity,
and
we
are
convinced
that
even
if
you
are
determined
to
be
absolutely
aligned,
jumping
now
to
reorganize
all
your
books
doesnt
seem
to
make
sense.
If
you
need
to
produce
a
rationale
for
the
basis
of
your
current
levels,
look
at
Fountas
and
Pinnells
website,
and
there
you
will
find
the
correlation
between
Fountas
and
Pinnell
Levels,
the
Common
Core
grade
bands
and
the
TCRWP
bands
of
text
complexity.
In
most
cases,
the
TCRWP
bands
of
text
correlate
to
the
grade
bands
expected
by
the
Common
Core
(e.g.
TCRWP
text
band
K/L/M
correlates
to
the
low
end
of
CCSS
grade
band
2 -3
while
TCRWP
text
band
N/O/P/Q
correlates
to
the
high
end
of
grade
band
2-3).
A
larger
question,
to
us,
seems
to
be
how
often
kids
should
be
reading
at
text
levels
that
have
been
calibrated
to
be
the
highest
level
of
text
difficulty
at
which
they
can
read
with
a
high
degree
of
comprehension
(another
way
of
saying
just
right),
and
how
much
time
students
should
spend
working
in
grade
level
complex
texts
(which
may
be
too
hard
or
too
easy
for
them).
People
tend
to
use
the
term
instructional
and
grade
level
texts
synonymously,
but
actually,
an
instructional
level
text
is
one
that
a
student
can
read
with
96%
accuracy
and
strong
comprehension,
and
independent
reading
level
is
99%
accuracy.
A
grade
level
text,
then,
may
not
be
remotely
aligned
to
a
readers
instructional
or
independent
level.
No
one
is
suggesting
that
a
child
in
fifth
grade
reading
at
level
M
would
find
it
helpful
to
have
Bridge
to
Terabithia
in
his
or
her
book
baggie,
for
example,
but
there
is
widespread
agreement
that
such
a
child
profits
from
hearing
Bridge
to
Terabithia
read
aloud.
That
is,
there
is
widespread
agreement
that
all
students
should
have
access
to
the
complex
structures,
text
features,
vocabulary,
concepts
and
ideas
found
in
the
texts
within
their
grade
level
bands.
This
means,
it
is
important
to
include
the
use
of
texts
from
grade
level
bands
in
read
alouds,
and
it
is
important
for
students
to
closely
study
very
short
shared
texts.
Sometimes
teachers
will
use
these
texts
in
minilessons.
Then,
too,
when
your
students
encounter
primary
documents
in
history,
these
will
often
be
beyond
their
grade
level.
You
will
want
to
infuse
texts
you
have
used
in
one
area
of
the
curriculum
throughout
the
day,
using
historical
fiction,
for
example,
in
both
reading
workshop
and
social
studies,
perhaps
letting
a
quote
from
one
text
inform
thinking
and
work
across
the
curriculum.
What
is
most
important
is
to
help
your
students
strengthen
his
or
her
reading
abilities
and
move
up
levels
to
reach
the
grade
band.
Some
things
are
still
open
to
debate.
The
question
which
still
remains
and
over
which
there
are
differences
of
opinion
is
whether
kids
who
cant
read
grade
level
complex
texts
should
be
spending
time
trying
to
do
so.
Literary text includes especially realistic fiction, poetry, fairy tales Complexity in story structure tends to contain a single episode, or a string of many small episodes Texts often have between one to a few sentences on a page Straightforward text structure Informational texts are clear and consistent (the print location is consistent on all the pages), the illustrations and simple graphics support readers understanding of content Simple punctuation is used
C, D
E, F, G
H, I, J
One to two sentences across a page A range of illustrations that support selected parts of the text One subject or story idea Text doesnt change from beginning to end Illustrations have more detail and story in them and students need to be able to use the pictures to talk about the text The reason the text is written is displayed early in the text but may change in the text. For example, characters feelings might change at the end, or through dialogue. Text requires students to think about what is going on in the story and infer a characters feelings to assist with decoding the word. (Grandpa shouted, A girl! The baby is a girl! Baby Emma is here.) Stories and characters become more complex with a clear beginning, a series of events, and an ending. Mainly literal easy sight words. Episodes in earlier books were patterned in a way, because the same episode repeated with different characters or events that were very similar. (Think of the repetition in The Little Red Hen.) Level I books have different episodes, as in Quack, Quack, Quack, and the episodes are more elaborate.
Literary text includes especially realistic fiction, poetry, fairy tales, biography, fables. Well- developed characters and episodes Unsupported vocabulary Illustrations may or may not be present on the page Sentence structure is more complex and may include phrases The narratives tend to be structured like traditional problem-solution stories Informational texts tend to contain straightforward text structures Content often somewhat familiar Clear formats simple heading, pictures that extend meaning, etc. Full range of punctuation used, except dashes and semi colons
K/L/M
Some assumed personal experience and/or cultural knowledge Abstract ideas are supported by the illustrations and words Comprehension beyond the literal level in this story requires the student to infer how characters feelings change as they read the text Some literary language (similes, metaphors, etc.) begin to appear. These help us discover more about the character Some figurative or literary language A range of recognizable ideas and challenging concepts Characters cover new places, space, and time differences (e.g. historical fiction asking readers to use text as a way to expand their understanding of the character their times and their new cultures) Dialogue continues to carry a large part of the story, adding to mood, tone, and character development. Often the dialogue statements are unassigned, requiring the reader to maintain an understanding of the verbal interactions among several characters on one page Unassigned dialogue both internally and externally that varies across a text Inferred connection across a text that is sometimes hard to find Text moves in episodes and time shifts The characters both major secondary and minor take on new complex meaning Structure is predictable but charts, tables, and graphs may add to a part of the text but not the whole of the text To achieve full understanding, reader must synthesize big ideas across text
N/O/P/Q
Includes realistic fiction, fantasy, historical fiction, poems, myths, narrative nonfiction, expository texts, hybrids, etc. Diverse characters, multiple perspectives Expository, scientific and historical text, speeches, persuasive, informational, how to, recipes, letters, etc. More challenging vocabulary idioms metaphors, analogies, technical vocabulary Ideas and concepts increase, as well as use of literary devices such as flashback, foreboding, etc. Graphs, charts give crucial information to enhance meaning Language structure includes dialect and other linguistic variants to enhance character and setting Interrelationships become more complex personification, humor, satire, and exaggeration
Text
Double plot lines Literary devices are used throughout the texts-- for example, flashbacks, foreboding, idioms, metaphors etc. Multiple character stories that connect and develop throughout the text Vocabulary is complex and domain specific. Meaning is carried throughout the text. The structure begins to change and scaffold across the text. Multiple plot structures U/V Interrelationships between characters become complex and develop throughout the text developing humor, satirical and exaggerated. Different dialects used and changes throughout the text Informational text without graphics or support Author creates multiple story lines and often the theme based on multiple issues Complex vocabulary that is used to persuade the audience to look at one or multiple perspectives of an idea or topic W/ X/Y/Z All genres included on this level
R/S/T
Full range of informational/functional text, including manuals, schedules etc. Increasing number of uncommon words with more abstract vocabularyword choice can affect historical or cultural text Narrative texts may contain different dialects Relationships become less explicit, more interpretative Symbolism, irony, sarcasm leads to deeper understanding of the world and the characters Texts tend to have multiple plot lines and characters that intersect Texts often call for literary analysis Lexile ranges that CCSS expectations translate into
Abstract vocabulary that address the linguistical patterns of the time period. Symbolism, irony, sarcasm leads to deeper understanding of the world and the characters Multiple plot lines and characters intersecting in the text Text address multiple ideas and meanings
According to the CCSS certain grades need to be meeting certain benchmarks we agree with this and what is discovered is that our benchmarks align with the text gradient band levels. In this chart you will notice the correlation between the Text Complexity chart on the standards and our Independent Reading Level Charts.
By
end
of
1
grade
I/J/K
nd By
end
of
2
grade
M
rd By
end
of
3
grade
P
By
end
of
4
grade
T
th By
end
of
5
grade
W
By
end
of
6
grade
X
th By
end
of
8
grade
Young
Adult
Lit
th th
st
N/A M= 200 500L P= 750 820L T= 640 820L V= 880 1100L X= 700 1070 Young Adult = 900 1190L
The standards call for teachers to help the students move towards and read complex texts. These books are taken from the standards. They are used in multiple places in our curriculum calendars and maps. Sample of Complex Texts at Various Grade Levels
Grades
K and 1 Kittens First Full Moon By Kevin Henkes 2 and 3 4 and 5 Pancakes for Breakfast By Tomie De Paola Poppleton in Winter By Cynthia Rylant The Stories Julian Tells By Ann Cameron Where The Mountain Meet The Moon By Lin Grace Bud Not Buddy By Christopher Paul Curtis Eleven By Sandra Cisneros Roll of Thunder Hear My Cry By Mildred Taylor
My Five Senses By Aliki Truck By Donald Crew From Seed to Plant By Gail Gibbons Where Do Polar Bears Live? By Sarah Tompson Horses By Seymour Simon Discovering Mars: The Amazing Story of the Red Planet By Melvin Berger Hope, Despair, and Memory By Elie Weisel I Know Why the Caged Bird Sings By Maya Angelou Support to Help Your Students Does Not Change
6 - 8
W W
U Z
Tasks, like texts, become more complex as students think about ideas and information in different ways. This is apparent as we see students move from literal to inferential to interpretative thinkers. When considering the complexity of the texts we pick, we need to take into account the tasks we set, as well as our knowledge of our students as readers. When using complex texts teachers need to consider the challenges in the text and the strategies, skills and behaviors students will need to understand the text. T hey also have to take into account who their students are as readers.
Layout
Graphics and pictures that directly support and help interpret the written text Simple Indexes and glossaries
Graphs and Pictures table charts that directly support the text
Simple indexes, glossaries, occasional quotes, references Reduced signposting and enhancements
Meaning is more involved with a broader focus The organization of the text may include a thesis or reasoned explanation in addition to facts Connections among events or ideas are sometimes implicit or subtle May include different modes of communication
Structure
Meaning includes more complex concepts and a higher level of detail The organization of the text may contain multiple pathways, more than one thesis and/or several genres . Connections among events or ideas are often implicit or subtle Includes smaller sections that utilize different modes of communication of varying complexity Many complex sentences with increased subordinate phrases and clauses or transition words Objective/passive style with higher conceptual content and increasing nominalization
Meaning is intricate, with abstract theoretical elements The organization of the text is intricate or specialized for a particular discipline
Connections among events or ideas are implicit or subtle throughout the text Includes sustained sections that utilize different modes of communication and/or hybrid or non-linear texts Mainly complex sentences, often containing multiple concepts
Language Features
Simple and compound sentences with some more complex constructions Increased objective style and passive constructions with higher factual content
Specialized disciplinary style with dense conceptual content and high nominalization
words
General topic is familiar, with details known by reader Simple, concrete ideas
General topic is familiar, with some details new to reader Both simple and more complicated, abstract ideas
specific (content) vocabulary General topic is somewhat familiar but with many details unknown to reader A range of recognizable ideas and challenging abstract concepts
(content) vocabulary General topic is mostly unfamiliar with most details unknown to reader Many new ideas and/or complex, challenging, abstract and theoretical concepts
Simple Texts
Layout
Consistent placement of text, regular word and line spacing, often large plain font
Complex Texts
Longer passages of uninterrupted text may include columns or other variations in layout, often smaller more elaborate font A few illustrations that support the text Minimal signposting and/or enhancements
Supportive signposting and enhancements Extensive illustrations that directly support and help interpret the written text
A range of illustrations that support selected parts of the text Reduced signposting and enhancements
Purpose usually stated explicitly in the title or in the beginning of the text One level of meaning
Purpose tends to be revealed early in the text, but may be conveyed with some subtlety More than one level of meaning, with levels clearly distinguished from each other Theme is clear and revealed early in the text, but may be conveyed with some subtlety
Purpose is implicit and may be revealed over the entirety of the text
Structure
The organization of the text may have additional characters, two or more storylines and is occasionally difficult to predict Connections among events or ideas are sometimes implicit or subtle. May include different modes of communication
One mode of communication is evident Connections among events or ideas are explicit and clear.
Purpose implicit or subtle, is sometimes ambiguous and revealed over the entirety of the text Several levels of Several levels and meaning that may competing elements be difficult to of meaning that are identify/separate difficult to identify/separate and interpret Theme may be Theme is implicit or implicit or subtle, is subtle, is often sometimes ambiguous, and is ambiguous and may revealed over the be revealed over entirety of the text the entirety of the text The organization of The organization of the text may the text is intricate include, subplots, with regard to time shifts and elements such as more complex narrative viewpoint, characters time shifts, multiple characters, storylines and detail Connections among Connections among events or ideas are events or ideas are often implicit or implicit or subtle subtle throughout the text. Includes smaller sections that utilize different modes of communication of varying complexity Includes sustained sections that utilize different modes of communication and/or hybrid or nonlinear texts
Language Features
Simple and compound sentences with some more complex constructions Mainly literal, common language
Some assumed personal experience and/or cultural knowledge Both simple and more complicated ideas
Includes much academic vocabulary and some domain specific (content) vocabulary Much assumed personal experience and/or cultural knowledge A range of recognizable ideas and challenging concepts
Much figurative or literary language such as metaphor, analogy, and connotative language Includes extensive academic and domain specific (content) vocabulary, and possibly archaic language Extensive, demanding, assumed personal experience and/or cultural knowledge Many new ideas and/or complex, challenging concepts
Some
Links:
K-12
Learning
Targets
written
as
I
Can
Statements
http://www.darke.k12.oh.us/~april_wulber/FOV2-00101787/FOV2-0010178B/
Curriculum
Designers
(Heidi
Hayes
Jacobs)
open
Common
Core
Aligned
Curriculum
Maps:
http://curriculumdesigners-public.rubiconatlas.org/Atlas/Public/View/Default
K-12
Learning
Progressions
from
Karin
Hess
Common
Core
Aligned:
http://www.naacpartners.org/publications/ELA_LPF_12.2011_final.pdf
Mikes
Blog
Post
Book:
Cure
for
the
Common
Core
on
Amazon
(Free
for
Prime
Members):
http://www.amazon.com/Cure-Common-Core-ebook/dp/B008E6SQDK
Heidi
Hayes
Jacobs
new
Mapping
To
the
Core
book
and
planner
on
PD360s
site
(Free
30
day
Trial):
http://www.schoolimprovement.com/pd360-free-pd/webinars/mapping-to-the-core-planning-for-curriculum-success/
Compiled/Created/Curated
by
Mike
Fisher
www.digigogy.com
Individual
copyrights
belong
to
those
who
created
the
compiled
works
that
make
up
this
document.