"S'more about
TEXT COMPLEXITY. . ."
TEXT COMPLEXITY. . ."
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Text complexity is like a s'more. It contains THREE main parts. You can talk about each ingredient separately, but it's not really a s'more until you put
them ALL together.
Qualitative ingredients of text complexity include the levels of meaning (literary elements); the purpose (explicit or implicit); language conventionality/clarity (literal vs. figurative); and the maturity for which the text is appropriate for...
Quantitative ingredients of text complexity include word length, word frequency, and sentence length.
Reader and Task ingredients of text complexity include student motivation, interest, and background knowledge about the text/topic (knowing your students helps you get a handle on this s'more)
( CC By Tracy Watanabe)
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Common Core requires that students understand complex text independently.
Here is a quick and easy way for students to practice that just takes a few minutes but really uses thinking skills!
It is perfect for reading, writing, history/social studies, and character education all in one!
This activity works well independently or in partners/small groups.
It would also be great in an independent writing center or as a bell-ringer activity.
Students analyze a quotation (or more than one) of Abraham Lincoln.
They then respond to the quotation (following your guidelines).
There are so many ways to do this! Students can follow the example YOU set for them and include what YOU would like them to include.
A suggested sequence might be:
1. Read the quotation provided.
2. Think about the quotation. This can be done alone or with a partner in discussion. What does the quotation mean? Do you agree or disagree? Why or why not? Is the quotation important? Why or why not? Provide students with any questions you would like them to address in their thinking and/or discussion.
3. Write about the quotation. Students will now formulate their thoughts or discussion points into a piece of writing about the quotation.
4. You might then have students share their written responses aloud with the class.
Students could all work on the same quotation or you might provide different students with different quotations.
Text complexity is like a s'more. It contains THREE main parts. You can talk about each ingredient separately, but it's not really a s'more until you put
them ALL together.
Qualitative ingredients of text complexity include the levels of meaning (literary elements); the purpose (explicit or implicit); language conventionality/clarity (literal vs. figurative); and the maturity for which the text is appropriate for...
Quantitative ingredients of text complexity include word length, word frequency, and sentence length.
Reader and Task ingredients of text complexity include student motivation, interest, and background knowledge about the text/topic (knowing your students helps you get a handle on this s'more)
( CC By Tracy Watanabe)
_________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
Common Core requires that students understand complex text independently.
Here is a quick and easy way for students to practice that just takes a few minutes but really uses thinking skills!
It is perfect for reading, writing, history/social studies, and character education all in one!
This activity works well independently or in partners/small groups.
It would also be great in an independent writing center or as a bell-ringer activity.
Students analyze a quotation (or more than one) of Abraham Lincoln.
They then respond to the quotation (following your guidelines).
There are so many ways to do this! Students can follow the example YOU set for them and include what YOU would like them to include.
A suggested sequence might be:
1. Read the quotation provided.
2. Think about the quotation. This can be done alone or with a partner in discussion. What does the quotation mean? Do you agree or disagree? Why or why not? Is the quotation important? Why or why not? Provide students with any questions you would like them to address in their thinking and/or discussion.
3. Write about the quotation. Students will now formulate their thoughts or discussion points into a piece of writing about the quotation.
4. You might then have students share their written responses aloud with the class.
Students could all work on the same quotation or you might provide different students with different quotations.
Check out the link below. It is an AMAZING website for students to find the PERFECT book selection!