RL-Range+of+Reading+&+Complexity+of+Text

RL.3.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. || ===‍‍‍‍‍‍**Anchor Standard**=== Read and comprehend complex literary and informational texts independently and proficiently. || 3.IN.1.1 Use visual and literacy cues to locate relevant information in a given text (e.g., bold print, italics, bullets, etc). 3.IN.1 Apply strategies that are appropriate when reading for enjoyment and for information. 3.IN.1.2 Compare the characteristics of genres to develop diverse reading habits. || ====‍‍‍‍‍‍**Revised Bloom's Level of thinking:** __Metacognitive (Analyze and Evaluate)__==== (appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.) (appraise, argue, defend, judge, select, support, value, evaluate) ||  ||||   ||
 * ===**Common Core Standards**===
 * ===‍‍‍‍‍‍**Information Technology Standard:**===
 * Analyzing**: can the student distinguish between the different parts?
 * Evaluating:** can the student justify a stand or decision?

‍‍‍‍‍‍**Sample Assessments**

 * Formative/Common Assessments using RBT question stems
 * Reading selections with questioning
 * Allow students to create questions from readings
 * Accelerated Reader/Reading Counts quizzes
 * Observations, conferences, and record keeping (data) with students

‍‍‍‍‍‍**Differentiation**
Reading Level strategies ‍‍‍**Work with teaching summarization in small portions of what students are reading - use sticky notes, foldables, or other graphic organizers to summarize**
 * Intervention:**
 * 1) Use diagnostic assessments to determine student readiness.
 * 2) Determine student interest.
 * 3) Identify student learning styles and environmental preferences.
 * Differentiation strategies applied to reading can be designed to help students learn a range of skills including, phonics, comprehension, fluency, word prediction, and story prediction.
 * For more details, DIFFERENTIATED INSTRUCTION
 * Reading Rockets
 * InTo the Book
 * FREE Reading PreK-6
 * ====Teacher and Student Intervention strategies====
 * Students still struggling with letters and words
 * Comprehension Intervention

‍‍‍‍‍‍**Enrichment:**
> [] > Inquiry-based Learning > [|http://www.neiu.edu/~middle/Modules/science%20mods/amazon%20components/AmazonComponents2.html] > [] > Problem-based Learning > [] > Resources - > [] > [] > [|http://www.fas.harvard.edu/~wricntr/documents/CloseReading.html]
 * Implementing learning models - project-based, inquiry-based, and problem-based learning strategies.
 * Use of deep questioning techniques
 * Use of close reading techniques
 * Increasing text complexity
 * Writing to support opinions and arguments with evidence
 * Explicit teaching of reasoning strategies
 * Moving from teacher directed to student directed
 * Project-based Learning
 * []
 * Socratic - [|http://www.harrison.k12.ms.us/LinkClick.aspx?fileticket=gyVCgxoaEnw%3D&tabid=173&mid=1494]
 * Bloom’s Taxonomy – [];
 * Revised Bloom’s Taxonomy - []
 * Questioning Toolkit - []
 * Dense Questioning - []
 * Deep analysis of a reading passage
 * [|Text Features PPT]
 * [|Text Features Jeopardy]
 * [|ABC book/PPT of Text Features]

‍‍‍‍‍‍**Notes and Additional Information**
APPENDIX for Key Elements of ELA standards (Text Complexity) Common Core and Text Complexity