Text Complexity and

1. K-2 ELA Text Complexityand Nancy Frey, PhD Text-dependent Questions

2. 10. Read and comprehend complex literary and informational texts independently and proficiently.

3. “Standard 10 defines a grade-by-grade ‘staircase’ of increasing text complexity that rises from beginning reading to the college and career readiness level.” (CCSS, 2010, p. 80)

4. “Fewer, Clearer, Higher”

5. “Read like a detective, write like a reporter.”

6. K-5 Reading Standards

7. Expository

8. Expository Persuasive

9. Expository Persuasive Narrative

10. Students produce as well as read complex texts.

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

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

13. People have been annotating texts since there have been texts to annotate.

14. Annotation is not highlighting.

15. Annotation slows down the reader in order to deepen understanding.

16. Annotation occurs with digital and print texts.

17. Annotation in Kindergarten • Language experience approach • Interactive writing and shared pen activities

18. 1 2 3 4 5 Modeled Annotation in Kindergarten Kemp, L. M. (1996). One peaceful pond: A counting book. New York: Houghton Mifflin.

19. Modeled Annotation in Second Harvey, S., & Goudvis, A. (2007). Strategies That Work: Teaching Comprehension for Understanding and Engagement. Portland, ME: Stenhouse.

20. Even young students can annotate.

21. Read IRA’s Guidance on Literacy Implementation for CCSS. What are the implications for your school? Are there misconceptions your staff might hold? How will you deepen their understanding of literacy development?

22. Close Reading

23. “X-ray the book”

24. Not every reading is a close one! “X-ray the book”

25. In the primary grades, close reading is accomplished through interactive read aloudsand shared readings.

26. Creating a Close Reading

27. Short passage Creating a Close Reading

28. Short passage Complex text Creating a Close Reading

29. Short passage Complex text Limited frontloading Creating a Close Reading

30. Short passage Complex text Limited frontloading Repeated readings Creating a Close Reading

31. The Role of Pre-reading Multiple readings often make this unnecessary

32. The Role of Pre-reading • Too often provides information students can glean from careful reading of the text • Hard to wean students from this • Similarly challenging to move teachers away from providing this “smoothing of the road” Multiple readings often make this unnecessary

33. Short passage Complex text Limited frontloading Repeated readings Text-dependent questions Creating a Close Reading

34. Characteristics of Text-dependent questions

35. Characteristics of Text-dependent questions • Questions that can only be answered with evidence from the text • Can be literal but can also involve analysis, synthesis, evaluation • Focus on word, sentence and paragraph as well as larger ideas, themes or events • Focus on difficult portions of text in order to enhance reading proficiency

36. Progression of Text-dependent Questions Whole Acrosstexts Entire text Segments Paragraph Sentence Word Part

37. Accommodations for Close Reading • Provide students with copies of text-dependent questions in advance of reading. • Pre-teach reading, especially background knowledge and cognates. • Provide realia or visual glossaries to support student learning. • Highlight contextual clues.

38. Develop Text-dependent Questions for Your Reading • Do the questions require the reader to return to the text? • Do the questions require the reader to use evidence to support his or her ideas or claims? • Do the questions move from text-explicit to text-implicit knowledge? • Are there questions that require the reader to analyze, evaluate, and create?

39. www.fisherandfrey.com