A CCESSING C OMPLEX T EXTS NOW

1. ACCESSING COMPLEXTEXTS NOW Doug Fisher & Nancy Frey 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

5. It’s not enough to have complex text in the room. Students need to read and discuss complex text.

6. To acquire a new language, you must use it, not merely listen to others using it.

7. 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.

8. K-2 Features • Following the rules of discussion • Moving from participation to turn taking • Sustaining discussion through questioning • Adult support

9. 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

10. 6-8 Features • Using evidence to probe and reflect • Collegial discussions include goals and deadlines • Questions connect ideas from several speakers • Acknowledge new information

11. 9-10 Features • Use prepared research in discussion • Voting, consensus, and decision making • Ensure hearing full range of opinions or options • Summarizeand synthesize points of disagreement

12. 11-12 Features • Civil, democratic discussions • Questions probe reasoning and evidence • Resolving contradictions • Determine what additional info is needed

13. Talk occurs on grade level topics, texts, and issues.

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

15. State standards were forward-mapped Existing State Standards

16. Anchor standards are backward-mapped Backward design of CCSS-ELA standards

19. Levels of Meaning and Purpose • Density and complexity • Figurative language • Purpose

20. Levels of Meaning and Purpose Is it about talking animals, or the USSR? Is it entertainment, or political satire? Is it straightforward, or ambiguous?

21. Structure • Genre • Organization • Narration • Text features and graphics

22. Structure Changes in narration, point of view Changes in font signal narration changes Complex themes

23. Language Conventions • Standard English and variations • Register

24. 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)

25. Knowledge Demands • Background knowledge • Prior knowledge • Cultural knowledge • Vocabulary

26. Knowledge Demands Domain-specific vocabulary (radioactive, acidity, procedure, vaccination) Background knowledge (diseases, safety risks, scientific experimentation)

27. Simply assigning hard books will not ensure that students learn at high levels!

28. 5 Access Points • Purpose and Modeling • Close and Scaffolded Reading • Collaborative Conversations • Wide, Independent Reading • Formative Assessments

30. Modeling While Reading • Comprehension • Word Solving • Text Structures • Text Features

31. Purpose = Expectations

32. 5 Access Points • Purpose and Modeling • Close and Scaffolded Reading • Collaborative Conversations • Wide, Independent Reading • Formative Assessments

33. Close Analytic Reading • Establishing purpose • Student engages in multiple readings • Annotation • Text-dependent questions • Argumentation and reasoning • Discussions

34. 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

35. Differences Between K-2 and 3-12?

36. Our goal with complex text is to slow the reader down.

37. ScaffoldedReading Instruction • Establishing purpose • Small group, needs-based • (K-2) addresses foundational reading skills as well as comprehension • (3-5) focused on comprehension with increasingly challenging texts • Can be used to engage students who need more support

38. Is the teacher or the text doing the work?

39. “Leveled texts lead to leveled lives.”A. Tatum

40. 5 Access Points • Purpose and Modeling • Close and Scaffolded Reading • Collaborative Conversations • Wide, Independent Reading • Formative Assessments

42. Reading Volume Still Matters

43. 5 Access Points • Purpose and Modeling • Close and Scaffolded Reading • Collaborative Conversations • Wide, Independent Reading • Formative Assessments

44. Feedback is not enough

45. Not all feedback is effective!

46. Feed forward Where to next?

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

49. Annotations made while reading are an excellent source of data!

50. Annotation is a note of any form made while reading text. “Reading with a pencil.”