Students are more likely to meet Common Core expectations for reading, writing, speaking and listening, and language if they are working with texts on a regular basis. Organizing a curriculum around a series of text sets can provide those opportunities for students. This organization is supported by the PARCC Model Content Frameworks.
Students create text sets on a high interest topic and use the texts to practice three strategies for reading for information.
While common usage of the word, text, often refers to written or printed matter, literary and cultural theory extends the term to refer to any coherent set of symbols that transmit meaning to those who know how to read them. In an age where ideas may take many forms and be expressed across different media, texts and reading take on new implications.One goal of the Flows of Reading project is to inspire teachers and students to reflect on what can be considered as reading and what kinds of reading they perform in their everyday lives. Flows of Reading introduces an expanded concept of the term, text, and models a new type of readerĺäĄŕone who reads across different media and who understands reading as an activity of sharing, deconstructing, and making meaning.We have created a rich environment designed to encourage close critical engagement not only with Moby-Dick but a range of other texts, including the childrenĺäĄ_s picture book, Flotsam; Harry Potter; Hunger Games; and Lord of the Rings. We want to demonstrate that the bookĺäĄ_s approach can be applied to many different kinds of texts and may revitalize how we teach a diversity of forms of human expression.
Rather than focusing exclusively on literacy skills, the Common Core State Standards set expectations for the complexity of texts students need to be able to read to be ready for college and careers.
This resource outlines three steps that will help teachers choose texts that are on grade level for the CCSS.
This paper addresses the implications, for ELLs, of the new standard's requirement that students be able to read and understand complex, informationally dense texts. The authors discuss the types of supports that learners need in order to work with complex texts. They also provide a sample of what academic discourse involves, using an excerpt from Martin Luther King, Jr.'s Letter from Birmingham Jail. They demonstrate how English learners can be provided with strategies for accessing complex texts, such as closely examining one sentence at a time. The authors argue that instruction must go beyond vocabulary and should begin with an examination of our beliefs about language, literacy and learning.