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Nancy Frey www.fisherandfrey.com
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focused Instruction
Guided
Instruction
“I do it”
“We do it”
“You do it
together”
Collaborative
Independent “You do it
alone”
Balanced Literacy Instruction
Different Texts for Different Phases
5 Access Points
• Purpose and Modeling
• Close and Scaffolded Reading • Collaborative Conversations
• Wide, Independent Reading
• Formative Assessment Practices
https://www.youtube.com/watch?v=QaCgcf3ozZo
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.
Listening Comprehension in Elementary (1)
Because children’s listening comprehension likely outpaces reading comprehension until the middle school years, it is particularly important that students in the earliest grades build knowledge through being read to as well as through reading, with the balance gradually shifting to reading independently.
Listening Comprehension in Elementary (2)
By reading a story or nonfiction selection aloud, teachers allow children to experience written language without the burden of decoding, granting them access to content that they may not be able to read and understand by themselves.
Listening Comprehension in Elementary (3)
Children are then free to focus their mental energy on the words and ideas presented in the text, and they will eventually be better prepared to tackle rich written content on their own.
(Appendix A Research Supports for CCSS, 2010, p. 27).
Constrained vs. Unconstrained Skills
Phonemic
Awareness
Phonics
Fluency
Constrained vs. Unconstrained Skills
Comprehension
Vocabulary
Reading closely
starts with text
selection
Assessing Texts
• Quantitative measures
• Qualitative values
• Task and Reader considerations
K-1 N/A
2-3
4-5
6-8
9-10
11-CCR
450
420
645
740
860
925
960
1050
1010
1185 1385
725
820
845
1010
1010
1185
1115
1335
1220
Comparison of Former and CCR-Aligned Lexile Ranges
Grade Band Former Lexile Range CCR Aligned Lexile Range
• Background
• Prior
• Cultural
• Vocabulary
• Standard English
• Variations
• Register
• Genre
• Organization
• Narration
• Text Features
• Graphics
• Density and Complexity
• Figurative Language
• Purpose
Levels of Meaning
Structure
Knowledge Demands
Language Convention and Clarity
Grades 3-5: About Time: A First Look at Time and Clocks (Informational) 1200L Casey at the Bat (Literary)
Text Analysis
“Casey at the Bat”
NARRATIVITY: Whether a text tells a story with characters, event, places, and
things that are familiar to the reader.
SYNTACTIC SIMPLICITY: The use of simple sentence structures that are easy to
understand.
WORD CONCRETENESS: The use of words that can be easily imagined.
REFERENTIAL COHESION: The presence of overlapping ideas and concepts in a
text.
DEEP COHESION: The presence of explicit causal relationships.
Different Readings Have Different Foci
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?
David Kurland, 1991
Close Reading
“Every book
has a skeleton
hidden between
its covers. Your
job as an
analytic reader
is to find it.”
Adler and Van Doren, 1940/1972
“X-ray the book”
Close reading is
only a
PART of balanced
literacy instruction
Creating a Close Reading
Use a short
passage “Read with a pencil”
Note what’s confusing
Give your students the chance to struggle a bit
More close reading videos available:
• FisherandFrey Channel on YouTube • Teaching Channel:
https://www.teachingchannel.org/ • EngageNY video library:
http://engageny.org/video-library
Creating a Close Reading
Use a short
passage “Read with a pencil”
Note what’s confusing
Foster critical thinking with text-dependent
questions
Give your students the chance to struggle a bit
• 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
Extract evidence Make inferences Draw conclusions
Constrained vs. Unconstrained Skills
Comprehension
Vocabulary
1. If you were present at the signing of the Declaration of Independence, what would you do?
2. What are the reasons listed in the preamble for supporting their argument to separate from Great Britain?
Close Reading Text-based Discussion
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.
Accountable
Talk sounds
like…
Accountable Talk requires
conversational moves by the
teacher.
Don’t say something
students can say.
Conversational Moves of the Teacher
Marking: “That’s an
important point.”
Challenging
students:
“What do you
think?”
Michaels, et al., 2010
Conversational Moves of the Teacher
”
Michaels, et al., 2010
Linking
contributions:
“Who wants to add
on…?”
Verifying and
clarifying:
“So, are you
saying…?”
Pressing for
accuracy:
“Where can
we find that?”
Building on
prior
knowledge:
“How does this
connect?”
Pressing for
reasoning:
“Why do you
think that?”
Expanding
reasoning:
“Take your
time; say
more.”
Michaels, et al., 2010
Types of Text-dependent Questions
Opinions, Arguments,
Intertextual Connections
Inferences
Author’s Purpose
Vocab & Text Structure
Key Details
General Understandings Part
Sentence
Paragraph
Entire text
Across texts
Word
Whole
Segments
8 & 9
3 & 7
6
4 & 5
2
1
Standards
General Understandings
• Overall view
• Sequence of information
• Story arc
• Main claim and evidence
• Gist of passage
General Understandings in Kindergarten
Retell the story in order using the words beginning, middle, and end.
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?
It took more than 3 weeks. He ate for one week, and then “he stayed inside [his cocoon] for more than two weeks.”
Key Details in Kindergarten
What is one food that gave him a stomachache? What is one food that did not him a stomachache?
• Chocolate cake
• Ice cream
• Pickle
• Swiss cheese
• Salami
• Lollipop
• Cherry pie
• Sausage
• Cupcake
• watermelon
Foods that did not give him a stomachache
• Apples
• Pears
• Plums
• Strawberries
• Oranges
• Green leaf
Foods that gave him a stomachache
Vocabulary and Text Structure
• Bridges literal and inferential meanings
• Denotation
• Connotation
• Shades of meaning
• Figurative language
• How organization contributes to meaning
Vocabulary in Kindergarten
How does the author help us to understand what cocoon means?
There is an illustration of the cocoon, and a sentence that reads, “He built a small house, called a cocoon, around himself.”
• Genre: Entertain? Explain? Inform? Persuade?
• Point of view: First-person, third-person limited, omniscient, unreliable narrator
• Critical Literacy: Whose story is not represented?
Author’s Purpose
Author’s Purpose in Kindergarten
Who tells the story—the narrator or the caterpillar?
A narrator tells the story, because he uses the words he and his. If it was the caterpillar, he would say I and my.
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?
The caterpillar ate food every day “but he was still hungry.” On Saturday he ate so much food he got a stomachache! Then he was “a big, fat caterpillar” so he could build a cocoon and turn into a butterfly.
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
Opinions and Intertextual Connections in Kindergarten
Narrative Is this a happy story or a
sad one? How do you know?
Informational How are these two books
similar? How are they different?
Progression of Text-dependent Questions
Opinions/Arguments,
Intertextual Connections
Inferences
Author’s Purpose
8 & 9
3 & 7
6
4 & 5
2
Standards
Basic, surface-level comprehension
Deep analysis
Select a challenging passage (not the entire book) and focus on these critical thinking pathways:
• What does the text say? • How does the text work? • What does the text mean?
Develop Text-dependent Questions
Please submit one copy of your group’s TDQs. These will be compiled and distributed as a resource for Santee teachers.
Common Core State Standard
Supplemental Materials
Edmodo “Basal Alignment Project” Grades 3-5
F4Q6NM
Considerations for Planning
• What texts do you have?
• For what purpose are you using them?
• What do you need to rethink based on your understanding of text complexity?
• What are the implications for this year with respect to planning text selections and additional resources?
Inventory
• In what ways are the text more or less complex?
• What instructional decisions will you make based on the complexity of the texts (independent reading, close reading, guided instruction, modeling, etc.)?
• How will you sequence texts across the course of the year based on the complexity of the texts?
Plan
• In teacher teams (weekly): What adjustments do you need to make based on student work?
• What are the implications for next year with respect to instructional planning, text selections and additional resources?
Reflect & Refine
The Takeaway
5 Access Points
• Purpose and Modeling
• Close and Scaffolded Reading • Collaborative Conversations
• Wide, Independent Reading
• Formative Assessment Practices
https://www.youtube.com/watch?v=QaCgcf3ozZo
• Background
• Prior
• Cultural
• Vocabulary
• Standard English
• Variations
• Register
• Genre
• Organization
• Narration
• Text Features
• Graphics
• Density and Complexity
• Figurative Language
• Purpose
Levels of Meaning
Structure
Knowledge Demands
Language Convention and Clarity
Close Reading Text-based Discussion
It’s Smarter to Travel in Groups
http://www.youtube.com/watch?v=d_3iSzSfz9w
www.fisherandfrey.com
