A1 This question is fun because really, anything that can be "read" or interpreted is text: books, poems, reports, essays, etc. but also music, sculpture, photographs, movies, etc.#idcoachnet#IDedchat
A1: I think "Text" has a broad definition. It could be anything one reads, listens to, interacts with. There's a traditional view of text meaning words on a page, but art, music, and video can also be texts. #idcoachnet#IDedchat
A2: Part of this depends on the reader. What is complex to my second grader might not be complex to me. On the other hand, she is better at emojis than I am ;) @paulkzimm#idedchat#idcoachnet
A1: Text can be digital or printed. Text can be in the forms of books, poetry, typing, music, magazines, newsletters, and beyond! It is amazing to think about how far you can stretch when it comes to "text". #IDedchat
Q2: Vocabulary can make a text complex, but so can how a text is set up, what background students bring to a text, and how much inference is needed to understand it. This images is helpful to me: #idcoachnet#IDedchat
#IDedchat More seriously - the message needs to be framed correctly too. How I interpret information is different than you and how I deliver information should be adjusted based on how you interpret it.
Q2: Vocabulary can make a text complex, but so can how a text is set up, what background students bring to a text, and how much inference is needed to understand it. This images is helpful to me: #idcoachnet#IDedchat
Q2: Vocabulary can make a text complex, but so can how a text is set up, what background students bring to a text, and how much inference is needed to understand it. This images is helpful to me: #idcoachnet#IDedchat
A3: Complex text is important to use with students because it expands their ways of viewing and understanding text as well as aligning with curriculum. It can allow them to be more creative, too. #IDedchat
R3: Complex text can be the same as giving a problem in AP Physics dealing with projectile motion. It had vertical and horizontal components that are individual but put together adds an additional component. It’s challenging and pushes boundaries. #idedchat
I like your phrase "pushes boundaries" Makes me think of productive struggle - it is through that struggle that the learner can grow. #IDedchat Right @Principal_EL ? :-)
A3: Complex texts invite students to do deeper thinking and close reading. With complex texts, we can help move students toward analysis and critical thinking. There's a lot to chew on with a complex text. #idcoachnet#IDedchat
A3 I heard Nancy Frey explain that reading complex text is like weight lifting. To build endurance, we read less complex text often. To build strength, we read more complex text less frequently but with more intention. Both are important #idedchat#idcoachnet
A4: I love this question since there's usually not a quantitative analysis for these books. For picture books, one can look at how the images are set up, what words there might be, and what the level of inference could be. #idcoachnet#IDedchat
A4 continued: For a play, we might look at vocabulary demands as well as stage directions, thematic content, and abstract ideas that might not be apparent within the script but would make sense on stage. #idcoachnet#IDedchat
A4: It allows them to think back to their text and apply it in a variety of ways through some sort of production. Applying what they know in physical form. #idedchat
A4 continued: For a play, we might look at vocabulary demands as well as stage directions, thematic content, and abstract ideas that might not be apparent within the script but would make sense on stage. #idcoachnet#IDedchat
A4 I think if you can return to the text multiple times with multiple lenses and walk away with something new each time, THAT is a complex text. I love David Wiesner picture books for this! #idedchat#idcoachnet
I don’t claim to know the literary strategies of picture books, poetry, or stories. I do think of complexity of a play such as West Side Story and a comparison to Romeo and Juliet. Compare/contrast. #idedchat
Usually picture books like this are too difficult for children to read independently, so the teacher should read aloud and then re-read & can do a lesson with the vocab and information given in the text. Same can go for plays and poetry. #idedchat
I think about something like Death of a Salesman where time shifts and gets muddled. Even with stage directions the blending of time can be confusing if we're reading the play instead of seeing it. #idedchat#idcoachnet
What about artwork - that can be text. Doesn't have to be literary in nature. :-) Think of the "texts" you have your students read. What makes them complex? #IDedchat
I don’t claim to know the literary strategies of picture books, poetry, or stories. I do think of complexity of a play such as West Side Story and a comparison to Romeo and Juliet. Compare/contrast. #idedchat
I like how this shows that complex texts don't need to be tackled without support from the teacher. Teachers can scaffold students toward independence, but doing read alouds, etc. can help get students ready for other complex texts. #idedchat#idcoachnet
Q5: How do you give students opportunities to interact with complex text in multiple formats without decreasing the content complexity? #IDedchat#IDcoachnet
Poetry can be deceiving because sometimes it seems like there's not much there. But figurative language and reading between the lines can definitely add to the complexity. #idedchat#idcoachnet
Ok @averyteach, what about blueprints and diagrams showing forces and systems working together. What about anatomical diagrams of muscle systems and how they relate to the nervous system? #idedchat
Wow! What cool examples of incredibly complex text--at least for most! Maybe not for a physicist or biologist, but for many it would take a great deal to interpret/"read" these! Thanks for expanding my viewpoint! #idcoachnet#idedchat
Ok @averyteach, what about blueprints and diagrams showing forces and systems working together. What about anatomical diagrams of muscle systems and how they relate to the nervous system? #idedchat
It's hard stuff! Before I'd teach a poem, I'd have to read it several times and do some analysis and research, and even then I wouldn't always feel like I knew what was happening in the poem. #IDedchat#idcoachnet
A6: One thing I think about is how to strike a balance between a way to help students be successful but also feel productive struggle. I need to be aware of a students' reading level but also their threshold for frustration. #idcoachnet#IDedchat
A6: This process will take time and consideration. You must devote your thoughts wholeheartedly to choose the correct texts that are best for your students to learn what you want them to. Always have a few (or several) options available & for backups. Do research! #idedchat
A6: I think we need to think about pre-reading, during reading, and post-reading strategies. I think we also need to think about how we can help students "own" their learning, helping them create their own toolbox to tackle complex text. #idedchat#idcoachnet
R6: I would say that we have to look scaffold the content since some Ss will have more background than others. We have to build for those without the foundation; go deeper for those that have the background. #idedchat
A6: I think we need to think about pre-reading, during reading, and post-reading strategies. I think we also need to think about how we can help students "own" their learning, helping them create their own toolbox to tackle complex text. #idedchat#idcoachnet
A6: This process will take time and consideration. You must devote your thoughts wholeheartedly to choose the correct texts that are best for your students to learn what you want them to. Always have a few (or several) options available & for backups. Do research! #idedchat
A7: When should do this when the students are reaching a point that their current level is becoming easy and simple for them. We do this to give them a little extra "push" to think deeper and learn some higher information/vocabulary. #idedchat
A8: Start small with an excerpt or an image. Do a think aloud to model how to interact with a complex text. Create a set of text dependent questions that guides students through the text. #idcoachnet#IDedchat
A8: Finding different entry points into the text - as @DaltonDelaney6 mentioned - the teacher can do the first reading with students; have students use sentence stems to discuss. #IDedchat
R8: I mentioned before that some Ss may need a video to build knowledge, others a demo or hands on experience, while others can just go straight to the content. It’s differentiated instruction. #idedchat
R8: I mentioned before that some Ss may need a video to build knowledge, others a demo or hands on experience, while others can just go straight to the content. It’s differentiated instruction. #idedchat
A9 Text Dependent Questions can serve as "Rest Stops" in the journey, encouraging readers to stop, notice where they are, and make meaning out of it #idedchat#idcoachnet
R8: If I’m in an ELA or social studies class, maybe an “act out” of an event or a snippet of a movie scene over the book showing plot, climax, resolution, etc. #idedchat
A9: Text dependent questions help peel back layers of meaning by having students focus on things like text structure, vocabulary, and author's intent. The questions help chunk the reading or the interaction and re-reading of a complex text. #idcoachnet#IDedchat
A8: Start small with an excerpt or an image. Do a think aloud to model how to interact with a complex text. Create a set of text dependent questions that guides students through the text. #idcoachnet#IDedchat
A9: Using text dependent questions can also level the playing field for students - they can USE the text to make the connection rather than having to already have the background. #IDedchat
A10: To get students "used to" academic discussion about text, you can begin with things like sentence stems or even "talking chips." This is great for EL learners too! #IDedchat
A10 Inquiry is awesome! Getting kids hooked enough on a question or something they want to discover gives them the desire to stay engaged in complex text. #idedchat#idcoachnet
A10: There are several techniques. Whole-class discussion, small-group discussions, reading groups w/jobs: vocab sleuth, question coordinator, etc. The teacher leading the first few whole class discussions to show how they should flow is always a good idea, too. #idedchat
