Effective teaching of complex texts involves setting clear learning goals, checking for understanding, and providing continuous feedback. This framework emphasizes a structured approach where teachers guide students through focused, collaborative, and independent reading activities. Teachers are responsible for modeling strategies, while students must take ownership of their learning. Using text-dependent questions and close reading techniques, educators can enhance comprehension and analytical skills, bridging the gap between surface reading and deep understanding of literary and informational texts.
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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” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Structure for Instruction that Works
In some classrooms … TEACHER RESPONSIBILITY “I do it” Focused Instruction “You do it alone” Independent STUDENT RESPONSIBILITY
In some classrooms … TEACHER RESPONSIBILITY “You do it alone” Independent STUDENT RESPONSIBILITY
And in some classrooms … TEACHER RESPONSIBILITY “I do it” Focused Instruction Guided Instruction “We do it” “You do it alone” Independent STUDENT RESPONSIBILITY
TEACHER RESPONSIBILITY “I do it” Focused Instruction Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Structure for Instruction that Works
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) “Now, the Star-Belly SneetchesHad bellies with stars.The Plain-Belly SneetchesHad none upon thars. Those stars weren’t so big. They were really so smallYou might think such a thing wouldn’t matter at all..” But, because they had stars, all the Star-Belly SneetchesWould 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.” 530L Grades 2-3
Complex themes • Relationship between love and pain • Masculinity • Loyalty and war 730L Grades 2-3
Structure • Genre • Organization • Narration • Text features and graphics
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 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)
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!
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?
Foods that did not give him a stomachache Chocolate cake Ice cream Pickle Swiss cheese Salami Lollipop Cherry pie Sausage Cupcake watermelon Foods that gave him a stomachache • Apples • Pears • Plums • Strawberries • Oranges • Green leaf
Vocabulary and Text Structure • Bridges literal and inferential meanings • Denotation • Connotation • Shades of meaning • Figurative language • How organization contributes to meaning
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?
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
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.
K-2 Features • Following the rules of discussion • Moving from participation to turn taking • Sustaining discussion through questioning • Adult support
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