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Text Complexity and Annotation Presentation

Using CCSS essential standards, educators unwrap the standards to develop effective curriculum for student learning.

Maria Vlahiotis

on 20 February 2014

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Transcript of Text Complexity and Annotation Presentation

Annotation for
Critical Reading


Maria Vlahiotis
Secondary Literacy Coach
Dublin Unified School District
Text Complexity
Why look at text complexity?

This is a chance for us to...
understand the phrase
reflect upon the texts we are using, and re-assess them
look at the placement of texts within the year's curriculum
look at the complexity of new primary sources coming into tho the curriculum
use our district-wide annotation with complex texts
"The Common Core's discussion of text complexity leans heavily on
Reading Between the Lines
, a 2006 report released by ACT that explains that when students didn't achieve benchmark on the ACT, their struggles stemmed more from the levels of text complexity in the passages than from deficits in the specific skills called for by the questions."

-Lucy Calkins,
Pathways to the Common Core
Alarming Research
The difficulty of college textbooks has not decreased; it has, in fact, increased since 1962.
The word difficulty of every scientific journal and magazine from 1930 to 1990 has increased.
K-12 texts have actually trended downward in difficulty in the last half century.
The National Center for Education Statistics reports that the need for remedial reading appears to be the most serious barrier to degree completion.

-The Common Core State Standards, Appendix A
How We are Addressing
an Increase in Text Complexity
Our first step is by using annotation.

District-wide (secondary)
AVID/Doug Fisher
Simple enough that it can be used by any department
For short, complex informational texts
Annotation for
Critical Reading
By setting a purpose for reading, and then marking your text as you read, you will:
gain a better understanding of the text
be able to refer to evidence in the text
Number the Paragraphs
Before you read, number all of the paragraphs in the section you are planning on reading.
Write the number near the paragraph indentation.
Refer to these paragraph numbers when citing textual evidence.
Circle Key Terms
In order to identify a key term, consider if the word or phrase is...
defined by the author
used to explain or represent an idea
used in an original or unique way
a central concept or idea
relevant to one's reading purpose
Underline the Author's Claims
A claim is an arguable statement or assertion made by the author
Opinion = I like pizza better than pasta. (not arguable--no right answer)
Claim = The governor has ruined the community by mishandling money. (arguable--one can find evidence for this)
look for a statement that the author backs with data and facts
it may appear anywhere in a text, or...
it may not appear explicitly in the text
there may be more than one claim
React to the Text
Use a question mark (?) in the margin when you have a question you have read. Use an exclamation point (!) when something in the text surprises you, or when you have a realization (an "aha!" moment) while reading the text.
Connect the Ideas
Within the Text
Draw an arrow when you make a connection to something inside the text. (For example you may find a connection between ideas in two paragraphs.)
"Some New Biomedical Efforts May Help"

1. Number the paragraphs.
2. Circle key terms.
3. Underline the author's claims.
4. React to the text.
5. Connect the ideas within the text.
(Help with)
Key Terms
Common Core State Standards
Appendix A -- explanation of research behind and measurement of text complexity
Appendix B -- examples of texts by grade bands; sample performance tasks for each type of text

-Common Core
-Literacy (in-depth text
complexity presentation)

Twitter: @DublinLitCoach
Full transcript