When I first began studying the Common Core Standards, I was struck by the emphasis on text complexity. Every time I opened my book of English and Language Arts standards I paused when I came to that phrase: the one that set the expectation for students to “read and comprehend … at the high end of the grades 4-5 text complexity band independently and proficiently.” What was a text complexity band? How could I know if my students were reading appropriately complex text? I knew that many of the selections in our adopted reading series were not complex. The Accelerated Reader reading levels that I labeled on all of my classroom library books didn’t appear to indicate text complexity either: Captain Underpants and the Revolting Revenge of the Radioactive Robo-Boxers by Dav Pilkey is the same AR reading level as Neil Gaiman’s (very adult and complex) American Gods.
Then I figured out that the CCSS ELA standards had appendices. And one of these, Appendix B, has a list of text exemplars. That was where I would find an easy answer, right? Not exactly – it takes perseverance to figure it out. I’ve heard our district reading coaches and others say that the list is not to be used as a curriculum or required book list, but I knew I would need to have my students work with a variety of texts on the list so I could understand how they interacted with complex texts. Hopefully I could learn from that until I was able to identify appropriately complex texts on my own. I’m not there yet, but I’m making progress.
I started the year by putting together a notebook to keep my ideas for working with the 4-5 exemplars and link to the articles and poems that were available for free online. Then I wrote a grant proposal to our local education foundation, EXCEL, to fund copies of a few of the non-fiction books on the list. All through the school year, I have been trying out ideas with these texts. I’m finding that the complexity is a big jump from the texts I used in the past. Still, it is amazing the insights my kids have as they read this material. Here are three of the things we have done:
The Kid’s Guide to Money by Steve Otfinoski
My reading switch group tackled this financial guidebook. Kids worked to make a business plan using information from the book as a guide. Then they created advertisements for their businesses using the persuasive methods they read about in the book. After reading the chapter about saving, students made savings plans and researched saving account and certificate of deposit rates at area banks. I supplemented the section on credit cards with some Discovery Education videos about using credit wisely. After reading the chapter and viewing the video, students did some terrific persuasive writing and had a class debate over whether kids should be allowed to have credit cards.
“Casey at the Bat” by Ernest Lawrence Thayer
This poem had a sample performance task from the Core Standards: “Students refer to the structural elements (e.g., verse, rhythm, meter) of Ernest Lawrence Thayer’s “Casey at the Bat” when analyzing the poem and contrasting the impact of those elements to a prose summary of the poem.” My students had a difficult time with the vocabulary of this poem. I found a nice text summary of the poem in this poetry unit from Pottsgrove School District in Pennsylvania. Even though they had a difficult time expressing exactly what it was that gave the poem a greater impact than the prose summary, my students had rich discussions around these texts.
“Fog” by Carl Sandburg and “Dust of Snow” by Robert Frost
I thought these two poems made for a nice comparison and contrast activity with my students. Both evoke natural scenes of weather, but in very different ways. First, I asked my students to look at the animal in each poem. “Dust of Snow” describes the actions of a crow while “Fog” uses a cat as a metaphor for fog. Next, students examined the rhyme and rhythm of the two poems. After discussing, students wrote a paragraph comparing and contrasting the two poems. They noticed the metaphor in “Fog” right away and most of my students had a lot of success with this activity.
I would love to hear other ideas for working with the text exemplars list. Has anyone reached a high level of comfort in finding appropriately complex text? Have you identified some outstanding excerpts from some of the longer texts on the list? Please comment with your ideas.
This post is modified from one that originally appeared on the Teacher With Tuba Blog
When he's not thinking about school, he's spending time with his wonderful, music-teaching wife and the world's tallest (and most charming) three-year-old. They all play the tuba.