Remediation, Readability and the Common Core

Reading Remediation 

Guided Reading with Jenna - this TCH video is a series that offers many tips and information about teaching reading. Look to the bottom of the video screen and choose the episodes that relate to your situation and placement. 

Questions to Consider - Guided Reading Predictions Episode

Notice the specific praise Ms. Ogier gives her student for correcting her

How does this groups lesson differ from the other two we saw in Ms. Ogier's class?

How do students benefit from participating in a discussion in such a small group?

Readability and the Common Core  - this is a useful article by Elfrieda H. Hiebert from the University of California, Santa Cruz because it explains how we view texts with the CC standards. 

"For a long time, educators have asked questions about what makes a text complex. Why is it harder for students to read some books than others? How are we to help students select texts that will challenge them without frustrating them? What type of texts will increase their reading achievement most effectively?"

"By adding text complexity as a dimension of literacy, the Common Core State Standards for English Language Arts (CCSS/ELA; Common Core State Standards Initiative, 2010) bring these questions to the fore. To establish text complexity, the standards propose a three-pronged system:

1. qualitative analyses of features such as levels of meaning (e.g., readers need to make inferences to understand a character’s motive);

1. reader-task variables such as readers’ background knowledge of a text’s topic and ways in which teachers and situations influence readers’ interactions with a text (e.g., an audio of a book or the level of teacher guidance); and

1. quantitative indices such as information on the number of infrequent words and length of sentences (e.g., word indexes, sentence-length formulas, or automatic readability programs)."