Conley's Ch. 5 Blog

Beginning on page 128, our book talks about the challenges posed by different kinds of text. For example Informal texts(page 129) are descibed as texts that are used to convey and represent information. There are many ways that informal texts appear in different places other than the classroom like: billboards, lists, graphics and logos on food packages, and even road and traffic signs. Also included in this category is Documents(pg 129) which everyone is pretty familiar with because we create documents on a regular basis as students. Well-designed documents can represent a great deal of information in an efficient format. In any kind of informational text, the amount of information represented can become a liability when too much information is represented in too compact a form. (pg. 129-30). I agree because I as a student have been overwhelmed with some text presented to me in classroom instruction.

On page 135 our text talks about "Assessing Text Complexity". The book states that you have to "beware of claims that certain materials are "right on level" (when they may or may not be) for students. Usually, this means that the publishers have used a readability formula to derive a crude grade level score." This is unfair because if students are not being assessed appropriately then they will fall farther and farther behind, therefore dropping out of school rather than trying to finish two or three grades behind. The book lists several ways of assessing including: (1) readability formulas, (2)readability checklists, and (3)FLIP readability assessment.

I like the chart on page 145 that breaks down ways of "selecting texts" to help teachers answer questions as well as other resources to help them teach "Big Idea Text". The chart breaks down the information into four sections: (Standards, Big Ideas, and Connecting Concepts; Texts That Represent Desired Knowledge and Practices; Knowledge Necessary for Practices and Performances; and Texts That Respond and Demonstrate Desired Practices and Performances). The book states that the right side of the chart lists text resources that could best be used to develop students' knowledge. Another reason for selecting texts consists of practices and performances students need to learn to become experts in a content area. Texts are used in content areas not only to devlop knowledge about Big Ideas, but also to practice various skills in content areas.