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Text Bands: An Introduction

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by

Lindsay Vicenzi

on 31 January 2014

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Transcript of Text Bands: An Introduction

Notes
M --> N Judy Moody to Amber Brown
Q --> R Fudge to Because of Winn Dixie
T --> U Tiger Rising to Lightening Thief
Text Bands: An Introduction
Text Complexity
What do we mean by Text Complexity?

“The inherent difficulty of reading AND comprehending a text, combined with consideration of reader and task variables.”

Qualitative measures such as: Text Structure, Conventions and Author's purpose

Quantitative measures such as: sentence and word length and frequency of unfamiliar words

Also need to consider the reader and their background knowledge as well as the task they are completing.

CCSS Appendix A

What are Text Bands?
Retelling abilities

History as a reader

Book they are currently reading (cover/back)

Particular level

Genre of book choices
Implications for the classroom:
Thinking about bands-of-text difficulty, can inform our teaching.

The teacher can look at the book a child is reading (even if they may not know the text) and draw on their knowledge about the bands of text. This will allow them to predict the challenges that the book may pose for the reader and will provide a direction for teaching.

Hand Outs:
Bands-->Teaching points for conferences
Level characteristics for parents


Questions? Feel free too contact us!
Lindsay Vicenzi
lvicenzi@mcpasd.k12.wi.us

Molly Somers
msomers@mcpasd.k12.wi.us
Groups of books with similar characteristics.

Can be used to guide conferring and small groups

Beneficial for moving children from one level to the next "Getting over Bumps In the Road"
When we approach readers we can gather information about them by noticing their:
Introduction of subplots and multiple problems (within one character)
Complex characters (conflicting character traits)
Authors begin to use figurative language
Children encounter words, phrases and passages that are not part of their spoken language
Reader experiences the problems of multiple characters
Stories and problems become layered
Reader needs to infer character traits and emotions
Problems may go unresolved
Focus on character development, growth, learning and change
Setting becomes important and can influence the characters and the plot
Metaphors and symbolism are introduced
Students may need to read an entire chapter in order to clarify confusion
More complex social issues are introduced
Texts rely on student schema and background knowledge for understanding
Multiple plot lines and characters struggles; told from different points of view
Readers learn to juggle a large cast of characters and understand their unique perspectives
Reader discovers the back story and history of the characters as they progress through the book
Lessons learned by the character and reader are implicit
Increasingly, the characters are teenagers
Community and cultural struggle becomes more important than the protagonist's problems
Bumps in the road:
Research shows that students typically hit bumps in their reading journey, in order to help them make the jump between band levels, it is important that we consider:

The qualities of text that students will encounter

The skills students will need to decode texts at each level

These considerations can serve as conferring and strategy lessons
Full transcript