Rigorous Reading: Accessing Complex Texts Doug Fisher www.fisherandfrey.com The teacher needed to… • • • • Establish learning goals Check for understanding Provide feedback Align future instruction with student performance.
Download ReportTranscript Rigorous Reading: Accessing Complex Texts Doug Fisher www.fisherandfrey.com The teacher needed to… • • • • Establish learning goals Check for understanding Provide feedback Align future instruction with student performance.
Rigorous Reading: Accessing Complex Texts Doug Fisher www.fisherandfrey.com The teacher needed to… • • • • Establish learning goals Check for understanding Provide feedback Align future instruction with student performance TEACHER RESPONSIBILITY “I do it” Focused Instruction Guided Instruction “We do it” Collaborative “You do it together” Independent “You do it alone” STUDENT RESPONSIBILITY A Structure for Instruction that Works In some classrooms … TEACHER RESPONSIBILITY “I do it” Focused Instruction Independent “You do it alone” STUDENT RESPONSIBILITY In some classrooms … TEACHER RESPONSIBILITY Independent “You do it alone” STUDENT RESPONSIBILITY And in some classrooms … TEACHER RESPONSIBILITY “I do it” Focused Instruction Guided Instruction “We do it” Independent “You do it alone” STUDENT RESPONSIBILITY TEACHER RESPONSIBILITY “I do it” Focused Instruction Guided Instruction “We do it” Collaborative “You do it together” Independent “You do it alone” STUDENT RESPONSIBILITY A Structure for Instruction that Works 10. Read and comprehend complex literary and informational texts independently and proficiently. Assessing Texts • Quantitative measures • Qualitative values • Task and reader considerations Comparison of Former and CCR-Aligned Lexile Ranges Former Lexile Range Grade Band K-1 2-3 4-5 6-8 9-10 11-CCR CCR Aligned Lexile Range N/A 450 725 420 820 645 845 740 1010 860 1010 925 1185 960 1115 1050 1335 1010 1220 1185 1385 • Density and Complexity • Figurative Language • Purpose • Standard English • Variations • Register • Genre • Organization • Narration • Text Features • Graphics Levels of Meaning Structure Language Convention and Clarity Knowledge Demands • Background • Prior • Cultural • Vocabulary Levels of Meaning and Purpose • Density and complexity • Figurative language • Purpose Levels of Meaning and Purpose Is it about talking animals, or the USSR? Is it entertainment, or political satire? Is it straightforward, or ambiguous? 1370L Grades 11-12 Author’s Purpose • Allegory for tolerance • Mirrored events of early Civil Rights movement (1961) 530L Grades 2-3 “Now, the Star-Belly Sneetches Had bellies with stars. The Plain-Belly Sneetches Had none upon thars. Those stars weren’t so big. They were really so small You might think such a thing wouldn’t matter at all..” But, because they had stars, all the Star-Belly Sneetches Would brag, ‘We’re the best kind of Sneetch on the beaches.’ With their snoots in the air, they would sniff and they’d snort ‘We’ll have nothing to do with the Plain-Belly sort!’ And whenever they met some, when they were out walking, They’d hike right on past them without even talking.” Complex themes • Relationship between love and pain • Masculinity • Loyalty and war 730L Grades 2-3 Structure • Genre • Organization • Narration • Text features and Structure Changes in narration, point of view Changes in font signal narration changes Complex themes 560L Grades 2-3 Structure • Stream of consciousness narration • Unreliable narrators • Nonlinear structure • Time shifts written in italics 870L (grades 4-5) Language Conventions • Standard English and variations • Register Language Conventions Non-standard English usage “Out in the hottest, dustiest part of town is an orphanage run by a female person nasty enough to scare night into day. She goes by the name of Mrs. Sump, though I doubt there ever was a Mr. Sump on accounta she looks like somethin’ the cat drug in and the dog wouldn’t eat.” (Stanley, 1996, p. 2) AD 660L (Adult-directed) Knowledge Demands • Background knowledge • Prior knowledge • Cultural knowledge • Vocabulary Knowledge Demands Domain-specific vocabulary (radioactive, acidity, procedure, vaccination) Background knowledge (diseases, safety risks, scientific experimentation) 1100L Grades 6-8 Cultural Knowledge Demands • Buddhist philosophy • Search for spiritual enlightenment • Eightfold Path to Nirvana 1010L Grades 6-8 Simply assigning hard books will not ensure that students learn at high levels! Close reading is only a PART of high quality instruction Use a short passage Re-reading “Read with a pencil” Text-dependent questions Give students the chance to struggle a bit Creating a Close Reading A Close Reading of “Salvador, Late or Early” (Cisneros, Woman Hollering Creek and Other Stories, 1991) Text-dependent Questions • Answered through close reading • Evidence comes from text, not information from outside sources • Understanding beyond basic facts • Not recall! Progression of Text-dependent Questions Whole Opinions, Arguments, Intertextual Connections Across texts Inferences Entire text Author’s Purpose Segments Vocab & Text Structure Paragraph Key Details Sentence Word Part General Understandings General Understandings • Overall view • Sequence of information • Story arc • Main claim and evidence • Gist of passage General Understandings in Kindergarten Retell the story in order using the words beginning, middle, and end. Key Details • Search for nuances in meaning • Determine importance of ideas • Find supporting details that support main ideas • Answers who, what, when, where, why, how much, or how many. Key Details in Kindergarten • How long did it take to go from a hatched egg to a butterfly? • What is one food that gave him a stomachache? What is one food that did not him a stomachache? It took more than 3 weeks. He ate for one week, and then “he stayed inside [his cocoon] for more than two weeks.” Foods that did not give him a stomachache • • • • • • Apples Pears Plums Strawberries Oranges Green leaf Foods that gave him a stomachache • • • • • • • • • • Chocolate cake Ice cream Pickle Swiss cheese Salami Lollipop Cherry pie Sausage Cupcake watermelon Vocabulary and Text Structure • Bridges literal and inferential meanings • Denotation • Connotation • Shades of meaning • Figurative language • How organization contributes to meaning Vocabulary in Kindergarten How does the author help us to understand what cocoon means? There is an illustration of the cocoon, and a sentence that reads, “He built a small house, called a cocoon, around himself.” Author’s Purpose • Genre: Entertain? Explain? Inform? Persuade? • Point of view: First-person, third-person limited, omniscient, unreliable narrator • Critical Literacy: Who’s story is not represented? Author’s Purpose in Kindergarten Who tells the story—the narrator or the caterpillar? A narrator tells the story, because he uses the words he and his. If it was the caterpillar, he would say I and my. Inferences Probe each argument in persuasive text, each idea in informational text, each key detail in literary text, and observe how these build to a whole. Inferences in Kindergarten The title of the book is The Very Hungry Caterpillar. How do we know he is hungry? The caterpillar ate food every day “but he was still hungry.” On Saturday he ate so much food he got a stomachache! Then he was “a big, fat caterpillar” so he could build a cocoon and turn into a butterfly. Opinions, Arguments, and Intertextual Connections • • • • • • Author’s opinion and reasoning (K-5) Claims Evidence Counterclaims Ethos, Pathos, Logos Rhetoric Links to other texts throughout the grades Opinions and Intertextual Connections in Kindergarten Narrative Informational Is this a happy story or a sad one? How do you know? How are these two books similar? How are they different? Progression of Text-dependent Questions Whole Across texts Opinions, Arguments, Intertextual Connections 8&9 Inferences 3&7 Author’s Purpose 6 Entire text Segments Vocab & Text Structure Paragraph Key Details Sentence Word Part Standards General Understandings 4&5 2 1 Comprehension and Collaboration 1. Prepare for and participate in collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively. Talk occurs on grade level topics, texts, and issues. K-2 Features • • • • Following the rules of discussion Moving from participation to turn taking Sustaining discussion through questioning Adult support 3-5 Features • • • • Preparation for discussion Yielding and gaining the floor Posing and responding to questions From explaining own ideas to explaining the ideas of others 6-8 Features • • • • Using evidence to probe and reflect Collegial discussions include goals and deadlines Questions connect ideas from several speakers Acknowledge new information 9-10 Features • • • • Use prepared research in discussion Voting, consensus, and decision making Ensure hearing full range of opinions or options Summarize and synthesize points of disagreement 11-12 Features • • • • Civil, democratic discussions Questions probe reasoning and evidence Resolving contradictions Determine what additional info is needed Thank you!