So a few years ago, my principal challenged us to include stretch text during our UA activities. I remember thinking: "What IS stretch text?"
This seed began to bloom in my curiosity to know, understand, plan, and deliver lessons using stretch text. Here comes the reality: there is minimal - if any - resources out there. Thus my journey began.
That year I began working closely with my evaluator, the assistant principal, as well as our site data coach. Through a variety of co-teaching opportunities as well as collaborative planning sessions, we began to understand this idea of "stretch" text. Please be aware that I am sharing my learnings and I will be sharing these throughout the next three blog posts so if this is something that intrigues you, please return!
In order to make sense of how stretch text works, read the Frequently Asked Questions below. On my last post, I will include a video lesson of myself delivering a stretch text lesson.
FAQ's:
Why stretch text? http://www.corestandards.org/assets/Appendix_A.pdf Read pages 1 - 11
What is stretch text? Stretch text is text that is far above a student’s Lexile range. For example, if a student’s Lexile range were 650 – 800, then an ideal stretch text would be anything above, say, 1000+. Expect students to struggle with stretch text. However, through this experience of grappling with text that is complex, sophisticated, and academic, students begin to build grit and stamina. They begin to use previously learned comprehension strategies in order to figure out the “gist” of stretch text, if not more. NEVER underestimate what your students can do! Avoid “rescuing” them from the struggle. Delete any assumptions. You will also find that stretch text lessons are organic. You may plan a sequence of activities to meet your goals but do not be surprised if you need to alter these due to unexpected new learning or understanding. Let the students lead and tell you where to take them next.
How do I explain stretch text to my students? I usually teach my students the difference between reaching and stretching. Their independent reading range is “reaching” – it implies some effort and they can “reach and grab it.” On the other hand, “stretching” implies much more – more energy, more effort. When we stretch out for something that is out of reach, it requires our whole body to help the arm grab it. Sometimes we can, sometimes we cannot but we keep trying. I have also used the idea of weights as an illustration. In order to build more muscle, a person needs to increase the weights when they workout. After much practice, they notice that the weights are not that heavy, so they have to adjust the weights again. Highlight the fact that reading high-level text is like working out, it might be painful at first but the results are beneficial.
When can I teach a stretch text lesson? I usually try to fit stretch text lessons during the end of unit testing week in Language Arts. Usually, the sixth week of a unit in Wonders would be a perfect time. Stretch text lessons are ideal for UA since students are grouped within a focused Lexile range. For example, my current UA group is reading within 600 – 750 Lexile range. An ideal stretch text for the whole UA class would be anything above 1000+ Lexile.
Are there any resources that I can use? Yes, I have included below some links that you can view at your leisure to see some examples of stretch text lessons. Be warned, you will not find much resources by googling “stretch text.” You will usually find resources about accessing complex text (which may in itself be helpful as well):
1. READ pages 1 - 11 in Appendix A of the common core initiative document (yes, I know it may be a struggle but, hey, if you want your students to do this, then we need to do this as well):
2. Teaching Channel videos:
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| Happy Writing! Gus Macuil |
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