Teaching Students To Read Like Detectives

1. Teaching Students To Read Like Detectives Doug Fisher www.fisherandfrey.com

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

3. State standards were forward-mapped Existing State Standards

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

7. 5 Points for Accessing Complex Text • Purpose and Modeling • Close and Scaffolded Reading • Collaborative Conversations • Wide, Independent Reading • Formative Assessments

8. 5 Points for Accessing Complex Text • Purpose and Modeling • Close and Scaffolded Reading • Collaborative Conversations • Wide, Independent Reading • Formative Assessments

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

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

11. 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.

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

13. 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

14. 6-8 Features • Using evidence to probe and reflect • Collegial discussions include goals and deadlines • Questions connect ideas from several speakers • Acknowledge new information

15. 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

16. 11-12 Features • Civil, democratic discussions • Questions probe reasoning and evidence • Resolving contradictions • Determine what additional info is needed

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

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

19. 5 Points for Accessing Complex Text • Purpose and Modeling • Close and Scaffolded Reading • Collaborative Conversations • Wide, Independent Reading • Formative Assessments

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

22. Purpose = Expectations

23. 5 Points for Accessing Complex Text • Purpose and Modeling • Close and Scaffolded Reading • Collaborative Conversations • Wide, Independent Reading • Formative Assessments

24. Close Analytic Reading

25. 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

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

27. Our goal with close reading is to slow the reader down.

28. ScaffoldedReading Instruction • Small group, needs-based • (K-2) addresses foundational reading skills as well as comprehension • (3-12) focused on comprehension with increasingly challenging texts • Can be used to engage students who need more support

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

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

31. 5 Access Points • Purpose and Modeling • Close and Scaffolded Reading • Collaborative Conversations • Wide, Independent Reading • Formative Assessments

33. Reading Volume Still Matters

34. 5 Points for Accessing Complex Text • Purpose and Modeling • Close and Scaffolded Reading • Collaborative Conversations • Wide, Independent Reading • Formative Assessments

35. Feedback is not enough

36. Not all feedback is effective!

37. Feed forward Where to next?

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

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

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

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

43. Annotation is not highlighting.

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

45. Student’s annotation of connotative meanings in Charlotte’s Web

46. Annotation occurs with digital and print texts.

47. Annotation in PreK-2

48. Annotation with Wikki sticks

49. Annotation with Stickie Notes

50. Annotations in Grades 3-5 • Underlinethe major points. • Circle keywords or phrases that are confusing or unknown to you. • Use a question mark (?) for questions that you have during the reading. Be sure to write your question.