Module 1/Chapter 1
Ramping Up
for
Complex Texts
By
Nancy Frey and Doug Fisher
1.1
Just giving students complex texts
doesn’t mean they will read and
understand them.
1.2
Scaffolded Instruction
Knowing when to transfer cognitive
responsibility to students
Reconsidering text types and their purpose
1.3
Directions for Examining Learning Progressions
of Anchor Standard 10
1. Work in groups of four to six.
2. Each participant will highlight the words or phrases that show how
instruction and learning increase through the grades to meet the
standard.
3. Discuss the subtleties of changes and big differences between grade
levels that students need to reach Anchor Standard 10.
4. Discuss how this may impact teaching and learning in your grade level.
1.4
Anchor Standard 10
Learning Progressions
Grade
Expectations for Literature
Expectations for Informational Texts
3
By the end of the year, read and comprehend
literature, including stories, dramas, and
poetry, at the high end of the grades 2–3 text
complexity band independently and
proficiently.
By the end of the year, read and comprehend
informational texts, including history/social
studies, science, and technical texts, at the high
end of the grades 2–3 text complexity band
independently and proficiently.
2
By the end of the year, read and comprehend
literature, including stories and poetry, in the
grades 2–3 text complexity band proficiently,
with scaffolding as needed at the high end of
the range.
By the end of year, read and comprehend
informational texts, including history/social studies,
science, and technical texts, in the grades 2–3 text
complexity band proficiently, with scaffolding as
needed at the high end of the range.
1
With prompting and support, read prose and
poetry of appropriate complexity for grade 1.
With prompting and support, read informational
texts of appropriate complexity for grade 1.
K
Actively engage in group reading activities with
purpose and understanding.
Actively engage in group reading activities
with purpose and understanding.
1.5
Text Complexity
Quantitative
evaluation
Matching
readers with
texts and
tasks
Qualitative
evaluation
1.6
Qualitative Evaluation
•
•
•
•
•
• Density and Complexity
• Figurative Language
• Purpose
•
•
•
•
Vocabulary
Prior Knowledge
Cultural Knowledge
Background Knowledge
Levels of
Meaning and
Purpose
Structure
Knowledge
Demands
Language
Convention
and Clarity
Genre
Organization
Narration
Text Features
Graphics
• Standard English
and Variations
• Register
1.7
Directions for Jigsaw Procedure for
Three Elements of Text Complexity
1. Work in groups of three.
2. Each person chooses a text complexity element:
a. Quantitative Evaluation and the New Definition of Text Complexity
b. Qualitative Evaluation
c. Matching Readers With Texts and Tasks
3. Read for 5 minutes.
4. Write down salient points on graphic organizer to share.
5. Share significant points with group.
1.8
Directions for Examining Learning Progressions
of Anchor Standard 1
1. Work in groups of four to six.
2. Each participant will highlight the words or phrases that show how
instruction and learning increase through the grades to meet the
standard.
3. Discuss the subtleties of changes and big differences between grade
levels that students need to reach Anchor Standard 1.
4. Discuss:
a. How how might teaching be affected?
b. Reflect on new concepts and skills that are introduced at your grade
level.
c. Reflect on the importance of meeting Anchor Standard 1.
1.9
Close Reading
What Is the Intention?
Foster Critical Thinking
Begin in Kindergarten
Assumption-Worthy Text
1.10
Questioning
Summarizing
Inferencing
SelfMonitoring
Connection
Analysis
1.11
Access Point One: Purpose and Modeling
Access Point Two: Close and Scaffolded
Reading Instruction
Access Point Three: Collaborative
Conversations
Access Point Four: An Independent Reading
Staircase
Access Point Five: Demonstrating
Understanding and Assessing Performance
1.12