A CCESSING C OMPLEX T EXTS NOW

1. ACCESSING COMPLEXTEXTS NOW Doug Fisher www.fisherandfrey.com

3. 5 Access Points • Purpose and Modeling • Close and Scaffolded Reading • Collaborative Conversations • Wide, Independent Reading • Formative Assessments

4. 5 Access Points • Purpose and Modeling • Close and Scaffolded Reading • Collaborative Conversations • Wide, Independent Reading • Formative Assessments

6. 5 Access Points • Purpose and Modeling • Close and Scaffolded Reading • Collaborative Conversations • Wide, Independent Reading • Formative Assessments

8. Reading Volume Still Matters

9. 5 Access Points • Purpose and Modeling • Close and Scaffolded Reading • Collaborative Conversations • Wide, Independent Reading • Formative Assessments

10. Purpose To identify the essential components of close reading (RL/RI 1) of complex texts (RL/RI 10) which includes collaborative conversations (SL 1) and writing from sources (W 1), fostering language development (L 6) and deeper thinking.

11. 1.Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. p. 13

12. Close reading starts with text selection p. 7

13. Assessing Texts • Quantitative measures • Qualitative values • Task and Reader considerations

15. p. 9

16. Text Complexity Text Difficulty

17. Additional Criteria for Text Selection p. 11

18. Close reading demands that students have habits Annotation p. 31 Repeated reading p. 47

19. Different Readings Have Different Foci Initial reads of the text What does the text say? After at least one reading How does the text work? Later readings of the text or related texts What does the text mean?

20. Close reading should invite struggle p. 47

21. Close reading is only a PARTof balanced literacy instruction

22. 1877

23. What does the text say? General Understanding Who is delivering the speech? What happened?

24. What does the text say? General Understanding Without yet knowing who Looking Glass and Toohulhulsote are, what can we say about their roles in this decision?

25. What does the text say? Key Details What concerns does Chief Joseph have about the health and welfare of his people? How do you know?

26. Select some one in your group to read the speech aloud. Add pauses, inflections, intonations, and emphasis (prosody) to the text.

27. How does the text work? Vocabulary What does Chief Joseph mean when he says, “From where the sun now stands?”

28. How does the text work? Vocabulary What is the tone of this speech? What words and phrases support your claim?

29. How does the text work? Structure How does the text structure convey Chief Joseph’s mood?

30. How does the text work? Structure What is it about the use of the word forever in the last line, “I will fight no more forever” that makes this statement so memorable?

31. What does the text mean? Inferences Who is Chief Joseph referring to when he says, “I want to have time to look for my children”? What other parts of the speech support your claim?

32. What does the text mean? Intertextual connections Chief Joseph succeeded his father as leader of the Wallowa band in 1871. Before his death, the father said to his son:

33. “My son, my body is returning to my mother earth, and my spirit is going very soon to see the Great Spirit Chief. When I am gone, think of your country. You are the chief of these people. They look to you to guide them. Always remember that your father never sold his country. You must stop your ears whenever you are asked to sign a treaty selling your home. A few years more and white men will be all around you. They have their eyes on this land. My son, never forget my dying words. This country holds your father's body. Never sell the bones of your father and your mother.” Joseph commented "I clasped my father's hand and promised to do as he asked. A man who would not defend his father's grave is worse than a wild beast."

34. What does the text mean? Intertextual connections How does this second passage help you to understand the speech? What inner conflict would Chief Joseph have experienced? Where do you see evidence of this conflict in the speech?

35. The KEYS to Close Reading Text-dependent questions Collaborative Conversations Writing from Sources

36. Key #1: Text-dependent Questions Whole Acrosstexts Entire text Segments Paragraph Sentence Word Part p. 50

37. Key #2: Collaborative Conversations

38. 5 Access Points • Purpose and Modeling • Close and Scaffolded Reading • Collaborative Conversations • Wide, Independent Reading • Formative Assessments

39. 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. p. 78

40. Structures that elevate academic language. p. 81 • Instruction routines: • What are our strengths? • Where are our gaps? • How can we improve? p. 92

41. Key #3: Writing from Sources

42. What’s the Difference?

43. Writing From Sources Multiple Sources • Synthesizing multiple sources • Comparing and contrasting • Argument from multiple sources Single Source • Taking a stance or analyzing point of view • Summarizing a source • Argument from a source

44. 5 Access Points • Purpose and Modeling • Close and Scaffolded Reading • Collaborative Conversations • Wide, Independent Reading • Formative Assessments

45. Feedback is not enough

46. Feed forward Where to next?

47. Feeding forward involves… Misconception analysis Error analysis Error coding p. 141

48. www.fisherandfrey.com