Accessing Complex & Informational Texts

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Accessing Complex & Informational Texts Collection Resources (107)

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21st Century American Government and Politics  v.1.0
Conditions of Use:
Remix and Share
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Textbook focusing on American Government and the specificities of the American political system. In covering American government and politics, this text:
• introduces the intricacies of the Constitution, the complexities of federalism, the meanings of civil liberties, and the conflicts over civil rights;
• explains how people are socialized to politics, acquire and express opinions, and participate in political life;
• describes interest groups, political parties, and elections—the intermediaries that link people to government and politics;
• details the branches of government and how they operate; and
• shows how policies are made and affect people’s lives.

Subject:
Political Science
Material Type:
Textbook
Author:
David L. Paletz
Diana Owen
Timothy E. Cook
ASCD Transitioning to the Common Core State Standards: Making Your Efforts Effective Through a Focus on Text Complexity Demands
Conditions of Use:
Read the Fine Print
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How do the Common Core English language arts standards differ from their predecessors? What do they emphasize? What are logical focus points for early implementation? The English and language arts standards depart radically from their predecessors with their insistence on text complexity and close reading skills.

This session, presented by David Liben from Student Achievement Partners, offered a look at various aspects of text complexity: how it is defined by the standards, as well as a range of measurement tools—including some newly developed and tested by the Race to the Text project—and how to use the tools for professional development. The focus on text complexity, close reading, and informational text has clear education implications as well. The presenter will examine some strategic focus areas for literacy instruction and explore ideas for bringing all constituencies to a fuller understanding of the Common Core standards and the features that make text complex.

Subject:
Education
English Language Arts
Material Type:
Lecture
Reading
Teaching/Learning Strategy
Provider:
ASCD
OER Commons
Provider Set:
Common Core Reference Collection
Author:
Meredith and David Liben
Accessing Complex Text Through Structured Conversations
Conditions of Use:
Read the Fine Print
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In this lesson students use a structured format (an adaptation of Think-Pair-Share) to discuss and deconstruct complex text. The new core standards emphasize the importance of developing students' speaking and listening skills as well as helping them access complex text through reading, re-reading, re-thinking, and re-examining.The purpose of this lesson is to get the students to focus and stay on topic while they talk. As a result, students are required to think more extensively about a topic by repeatedly reading and discussing with others.

Subject:
Arts and Humanities
Speaking and Listening
Material Type:
Lesson Plan
Provider:
Utah Education Network
The African-American Experience in Ohio, 1850-1920
Conditions of Use:
Read the Fine Print
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This site explores the diversity and complexity of African-American culture in Ohio. These manuscripts, texts, and images focus on themes that include slavery, emancipation, abolition, the Underground Railroad, the Civil War, Reconstruction, African Americans in politics and government, and African-American religion.

Subject:
U.S. History
Material Type:
Reading
Provider:
Library of Congress
Provider Set:
American Memory
American Government and Politics in the Information Age
Conditions of Use:
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This text is a comprehensive introduction to the vital subject of American government and politics. Governments decide who gets what, when, how (See Harold D. Lasswell, Politics: Who Gets What, When, How, [New York: McGraw-Hill, 1936]); they make policies and pass laws that are binding on all a society’s members; they decide about taxation and spending, benefits and costs, even life and death.Governments possess power—the ability to gain compliance and to get people under their jurisdiction to obey them—and they may exercise their power by using the police and military to enforce their decisions. However, power need not involve the exercise of force or compulsion; people often obey because they think it is in their interest to do so, they have no reason to disobey, or they fear punishment. Above all, people obey their government because it has authority; its power is seen by people as rightfully held, as legitimate. People can grant their government legitimacy because they have been socialized to do so; because there are processes, such as elections, that enable them to choose and change their rulers; and because they believe that their governing institutions operate justly.Politics is the process by which leaders are selected and policy decisions are made and executed. It involves people and groups, both inside and outside of government, engaged in deliberation and debate, disagreement and conflict, cooperation and consensus, and power struggles.In covering American government and politics, this text introduces the intricacies of the Constitution, the complexities of federalism, the meanings of civil liberties, and the conflicts over civil rights;explains how people are socialized to politics, acquire and express opinions, and participate in political life; describes interest groups, political parties, and elections—the intermediaries that link people to government and politics; details the branches of government and how they operate; and shows how policies are made and affect people’s lives.

Subject:
Political Science
Material Type:
Textbook
Provider:
University of Minnesota
Provider Set:
Open Textbook Library
Author:
David L. Paletz
Diana Owen
Timothy E. Cook
The Arab World: Society, Culture, and State
Conditions of Use:
Read the Fine Print
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This book presents a comprehensive portrait of Arab society and culture without overlooking its complexity, specificity, and inner dynamics. The purpose is to provide a theoretical framework that contributes to a deeper understanding of Arabs and their place in the modern era and this text provides scholarly analysis and social criticism from an Arab perspective.

Subject:
Arts and Humanities
World Cultures
World History
Material Type:
Reading
Provider:
Regents of the University of California
Provider Set:
Individual Authors
Author:
Halim Barakat
Auschwitz-Birkenau
Conditions of Use:
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The German Nazis were responsible for the systematic killing of millions of Jews.  Hitler called it “The Final Solution to the Jewish Problem.”  There were concentration camps set up throughout German controlled territories.  This seminar will focus on the largest and most notorious camp, Auschwitz-Birkenau, located in German-controlled Poland.StandardsCC.1.2.11–12.C - Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text.CC.1.2.11–12.I - Analyze foundational U.S. and world documents of historical, political, and literary significance for their themes, purposes, and rhetorical features.

Subject:
Literature
History
Material Type:
Lesson Plan
Author:
Tracy Rains
Biology
Conditions of Use:
No Strings Attached
Rating

Biology is designed for multi-semester biology courses for science majors. It is grounded on an evolutionary basis and includes exciting features that highlight careers in the biological sciences and everyday applications of the concepts at hand. To meet the needs of today’s instructors and students, some content has been strategically condensed while maintaining the overall scope and coverage of traditional texts for this course. Instructors can customize the book, adapting it to the approach that works best in their classroom. Biology also includes an innovative art program that incorporates critical thinking and clicker questions to help students understand—and apply—key concepts.

Subject:
Life Science
Biology
Material Type:
Full Course
Provider:
Rice University
Provider Set:
OpenStax College
Boko Haram
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The term “Islamist extremist” has become commonplace in our vocabulary. Understanding the background of extremist groups and the reaction from the international community is vital in defeating these groups. Boko Haram is an extremist group that caught the attention of the world when they kidnapped almost 300 girls and forced them into marriage and harsh labor conditions. This seminar outlines the establishment of Boko Haram, human rights atrocities occurring in Nigeria, and the response from the international community.StandardsCC.1.2.11–12.C - Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text.CC.1.2.11–12.I - Analyze foundational U.S. and world documents of historical, political, and literary significance for their themes, purposes, and rhetorical features. 

Subject:
Literature
History
Material Type:
Lesson Plan
Author:
Tracy Rains
Breaking Barriers, Building Bridges: Critical Discussion of Social Issues
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Read the Fine Print
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Through a series of picture book read-alouds, students engage in critical discussion of complex issues of race, class, and gender.

Subject:
Language, Grammar and Vocabulary
Reading Foundation Skills
Reading Informational Text
Reading Literature
Speaking and Listening
Material Type:
Activity/Lab
Lesson Plan
Provider:
ReadWriteThink
Provider Set:
ReadWriteThink
CCSS Text Selection Toolkit
Conditions of Use:
Remix and Share
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Preparing students for lifelong literacy requires their interaction with texts of appropriate type and complexity. This text selection toolkit includes: 1) a Text Selection Guideline that offers educators guidance on selecting appropriate texts for teaching and assessing specific ELA Reading standards and bundles of standards for Grades 3-12; and 2) CCSS Text Suitability Review Form that helps educators analyze specific texts according to the principles in the Guidelines. The review form guides educators through CCSS analysis to determine what instructional purposes texts will support. It also captures analysis, codings, and recommendations in a standardized format to facilitate collaboration across networks of educators.

Subject:
Arts and Humanities
Reading Informational Text
Material Type:
Teaching/Learning Strategy
Unit of Study
Provider:
Odell Education
OER Commons
Provider Set:
Common Core Reference Collection
CC Tasks: Can Animals Think?
Rating

This unit uses the topic of animal cognition to teach the students to analyze informational texts and to understand the author's point of view. Students demonstrate their mastery of content and ability to synthesize information by writing an informative/explanatory text.

Subject:
Arts and Humanities
Reading Informational Text
Material Type:
Unit of Study
Provider:
New York City Department of Education
CC Tasks: Can Animals Think? (Grade 6)
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Read the Fine Print
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Task Description: This task is embedded in a 3-4 week unit that uses the topic of animal cognition as a means to teach students how to analyze and navigate informational texts, as well as study the purposeful decisions an author makes to best convey his/her point of view in writing. This unit contains a series of 3 tasks that build in complexity. This task asks students to read an informational text and write an essay in which they use textual evidence to explain how the author develops his/her point of view on the question, "Can animals think?" Responses must adhere to standard English grammar and usage convention, focusing on standard capitalization.

Subject:
Arts and Humanities
Reading Informational Text
Material Type:
Assessment
Lesson Plan
Provider:
New York City Department of Education
CC Tasks: Economics and the Environment (Grade 8)
Rating

This bundle includes guidance for implementing a 4-6 week unit on the connection between economics and the
environment. The instructional supports contain scaffolds for students as they work to meet the standards. The scaffolds should be
used strategically, based on the needs of students, and removed gradually, and then completely, in order to assess independent
mastery of the standards. The unit introduces informational writing to students and is useful for the start of the school year. Texts
used throughout the unit are of similar complexity and are at the lower end of the grade 6-8 range. If the suggested scaffolds are
used throughout the unit, an additional final task would be required in order to effectively assess independent mastery of the
standards

Subject:
English Language Arts
Material Type:
Lesson Plan
Unit of Study
Provider:
New York City Department of Education
CC Tasks: Omnivore's Dilemma (Grade 7)
Conditions of Use:
Read the Fine Print
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Task Description: This unit uses the topic of food choice as a means to teach students how to analyze and navigate informational texts. This 2-3 week unit contains a series of three tasks that build in complexity. This culminating task asks students to use textual evidence to write an essay analyzing how the author organized and developed his argument regarding the omnivoreŐs dilemma in his chapter, ŇThe OmnivoreŐs DilemmaÓ from Michael PollanŐs The OmnivoreŐs Dilemma (Young ReaderŐs Edition)

Subject:
Arts and Humanities
Material Type:
Assessment
Lesson Plan
Provider:
New York City Department of Education
CC Tasks:  TCRWP Nonfiction Reading & Ar
Rating

This packet contains two units designed to support students towards proficiency in reading, analyzing nonfiction texts and analyzing information across multiple texts. Students write argument essays on the topic of high school sports programming, basing their arguments on research.

Subject:
Arts and Humanities
Reading Informational Text
Material Type:
Lesson Plan
Provider:
New York City Department of Education
CC Tasks: TCRWP Nonfiction Reading and O
Rating

This packet contains two units designed to support students towards proficiency in reading and analyzing nonfiction texts, integrating information across multiple texts, and writing argument essays based on their research.

Subject:
Arts and Humanities
Reading Informational Text
Material Type:
Unit of Study
Provider:
New York City Department of Education
Canadian History: Post-Confederation
Conditions of Use:
No Strings Attached
Rating

This textbook introduces aspects of the history of Canada since Confederation. “Canada” in this context includes Newfoundland and all the other parts that come to be aggregated into the Dominion after 1867. Much of this text follows thematic lines. Each chapter moves chronologically but with alternative narratives in mind. What Aboriginal accounts must we place in the foreground? Which structures (economic or social) determine the range of choices available to human agents of history? What environmental questions need to be raised to gain a more complete understanding of choices made in the past and their ramifications? Each chapter is comprised of several sections and some of those are further divided. In many instances you will encounter original material that has been contributed by other university historians from across Canada who are leaders in their respective fields. They provide a diversity of voices on the subject of the nation’s history and, thus, an opportunity to experience some of the complexities of understanding and approaching the past. Canadian History: Post-Confederation includes Learning Objectives and Key Points in most chapter sections, intended to help identify issues of over-arching importance. Recent interviews with historians from across Canada have been captured in video clips that are embedded throughout the web version of the book. At the end of each chapter, the Summary section includes additional features: Key Terms, Short Answer Exercises, and Suggested Readings. The key terms are bolded in the text, and collected in a Glossary in the appendix.

Subject:
World History
Material Type:
Textbook
Provider:
BCcampus
Provider Set:
BCcampus Open Textbooks