SNHU Text Complexity and Its Role in Learning Paper

Learn

• Chapters 1-6 and Chapters 13 from Strategies that Work (Links to an external site.)
• Revisit page 28, the Comprehension Continuum in Strategies that Work;
• A Beginner’s Guide to Text Complexity
• Supplementing Your Curriculum with Knowledge Building Text Sets
• Reading to Learn
• Does Disciplinary Literacy Have a Place in Elementary Schools
  
• What are the Literacy Demands of Your Discipline?
  

and viewing the module videos,

Plan

• Select three (3) different types of grade-appropriate domain-specific texts that support the same topic (i.e. literary, informational, and/or digital). Analyze each text using the B.E.S.T Text Complexity rubric You will submit your rubrics for each text selected.

Implement

• Based on what the rubric reveal about the challenges of the texts (including but not limited to structure and the student-centered), plan and implement a lesson that includes the instruction to support students’ ability to comprehend each text and synthesize the information within, across and beyond the texts using the Planning a Lesson Core Actions 2 and 3.docx Pasco County Planning a Lesson: Core Actions 2 & 3 tool. Refer to the Building a Reading Lesson with Core Action 2 to help you complete the tool.

Reflect

• In a reflection, provide a rationale for the texts that you selected, and identify the comprehension strategies that you used to scaffold the development of higher-order thinking, comprehension skills, comprehension monitoring, and self-correcting. Finally, conclude with an explanation of how reading is a process of constructing meaning from a variety of print and digital texts (i.e. how did the texts you chose help students construct meaning) that have been selected for a variety of purposes (i.e. why did you choose the texts).