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Text Complexity: What is so complex?

Digging Deeper into the Common Core

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The maximum of 82 registrations has been reached.
Registration Closed.
Last Date to Register: 1/4/2013 12:01 AM
Last Date to Cancel: 1/7/2013 12:01 AM
Agency: CESA 10
Agency Contact: Paula Harms
Agency Assistant: Judy Doro 715-861-6982
Audience: K-12 Teachers
Location: CESA 10
725 West Park Avenue
Chippewa Falls, WI 54729
Facility: Conference Center (Rooms 1-2-3)
Date/Time:
1/9/2013 08:30 AM - 03:00 PM
Attachments:

  With 2014 quickly approaching, we need to prepare our students for Wisconsin's new state summative assessment. Now is the time to align and select resources to implement changes in instruction to implement the Common Core State Standards. "One of the key requirements of the CCSS for reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. By the time they complete the core, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found in college and careers" (Appendix A of CCSS, p. 2). Why does text complexity matter? What factors influence text complexity? How is text complexity measured? What resources exist to support educators' understanding, evaluation, and selection of increasingly complex texts? What supports are necessary for students to read increasingly complex texts? This workshop will better prepare you to properly address the issue of text complexity.

Learning Outcomes:

Participants will...

1. Understand what factors influence text complexity.

2. Understand how text complexity is measured.

3. Explore what resources exist to support educators new learning.

Teacher Standards
WES1The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.
WES3The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
WES4The teacher understands and uses a variety of instructional strategies, including the use of technology to encourage children’s development of critical thinking, problem solving, and performance skills.
WES6The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
WES7The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.
WES8The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
WES9The teacher is a reflective practitioner who continually evaluates the effect of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.