1 Calee Drew: Appendix A

Appendix A is something I feel every teacher should read. Whether youre an English
teacher or not, you will always have to teach vocabulary and literary elements in your classroom.
This is essential in order for your students to develop a deeper understanding of what youre
teaching. As I stand in front of my class and start teaching my students something out of their
textbook, I hope that they will understand what I am teaching them and what I am saying. If the
students can not follow along in their own textbooks because they have no prior knowledge of
the vocabulary being used, that whole class will go to waste because they are not learning a
single thing. By going over the vocabulary used in the lesson prior to teaching it, the students
will benefit greatly because they will know what you are talking about and they will be engaged.
Allowing the students to participate and read out loud in class can also be a huge help. If they are
the ones that are actually reading and saying certain things out loud, they will gain a greater
understanding and they will feel like they are apart of the lesson. As an aspiring English teacher,
I know how important it is to include all students during class and get them to participate during
the lesson. This can include popcorn reading, giving and explaining answers, being able to
work up at the board, or even working in groups so good class discussions can be started. In my
class I will incorporate silent reading everyday so my students can have the opportunity to read
from a book and read what they want instead of being forced to read something they dont care
about. I will also have bell work that includes grammar review and vocabulary review so my
students can get that practice everyday.
Appendix A holds valuable and helpful information. Below is a graph from Appendix A
displaying and explaining the importance of text complexity. When reading a text in your
classroom you need to be aware of the level your students are at and the level the text is that you
are teaching.
2 Calee Drew: Appendix A


A Three-Part Model for Measuring Text Complexity











As signaled by the graphic above the Standards model of text complexity consists of three
equally important parts.

(1) Qualitative dimensions of text complexity. In the Standards, qualitative dimensions and
qualitative factors refer to those aspects of text complexity best measured or only measurable by
an attentive human reader, such as levels of meaning or purpose; structure; language
conventionality and clarity; and knowledge demands.

(2) Quantitative dimensions of text complexity. The terms quantitative dimensions and
quantitative factors refer to those aspects of text complexity, such as word length or frequency,
sentence length, and text cohesion, that are difficult if not impossible for a human reader to
evaluate efficiently, especially in long texts, and are thus today typically measured by computer
software.

(3) Reader and task considerations. While the prior two elements of the model focus on the
inherent complexity of text, variables specific to particular readers (such as motivation,
knowledge, and experiences) and to particular tasks (such as purpose and the complexity of the
task assigned
and the questions posed) must also be considered when determining whether a text is appropriate
for a given student. Such assessments are best made by teachers employing their professional
judgment, experience, and knowledge of their students and the subject.
3 Calee Drew: Appendix A
There are three different types of texts that are focused on in the classroom. Secondary
teachers especially need to focus on these three different types of text: Argumentative,
persuasive/explanatory, and narrative writing. This section of Appendix A is one that I found to
be very helpful. In my classroom I plan on teaching my students all three of these types of
writing. This will benefit them in their writing careers, especially when they move on to college.
Argumentative writing can be used for several different reasons. Arguments are used for
many purposesto change the readers point of view, to bring about some action on the
readers part, or to ask the reader to accept the writers explanation or evaluation of a
concept, issue, or problem. An argument is a reasoned, logical way of demonstrating that
the writers position, belief, or conclusion is valid. In English language arts, students make
claims about the worth or meaning of a literary work or works. They defend their
interpretations or judgments with evidence from the text(s) they are writing about (page
23). When writing a persuasive/explanatory paper, the main purpose is to increase the
readers knowledge about something. To produce this kind of writing, students draw from
what they already know and from primary and secondary sources. With practice, students
become better able to develop a controlling idea and a coherent focus on a topic and more
skilled at selecting and incorporating relevant examples, facts, and details into their
writing (page 23). Lastly, narrative writing is the third type of writing taught and used in
a classroom. This type of writing seems to be a favorite among students. Narrative writing
conveys experience, either real or imaginary, and uses time as its deep structure. It
can be used for many purposes, such as to inform, instruct, persuade, or entertain (page
23). Narrative writing allows students to use their creativity or use real life experiences
that might have had a huge impact on them. When the students write about something that
4 Calee Drew: Appendix A
means a lot to them, or something that enjoy writing about, their outlook on writing papers
changes. As a teacher, I want my students to enjoy what theyre doing and I want them to
put their all into everything they do.
Appendix A has opened my eyes to a lot of great information that can and will be
used in my classroom. The more organized and prepared I am, the more my students will
learn. Thats my goal. Yes, I want my students to learn when they come into my classroom,
but I want to make their learning experience enjoyable. The information given to me from
Appendix A will help guide me in the right direction in my classroom.















5 Calee Drew: Appendix A
Bibliography
National Governors Association Center for Best Practices, Council of Chief State School
Officers (2010). Appendix A. Common Core State Standards Initiative: Preparing
Americas Students for College and Career. 1-35.