Text Complexity
and
Nancy Frey, PhD
Text-dependent
Questions
10. Read and comprehend complex
literary and informational texts
independently and proficiently.
“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)
“Fewer, Clearer, Higher”
“Read like a detective,
write like a reporter.”
K-5 Reading Standards
Expository
Expository
Persuasive
Expository
Persuasive
Narrative
Students produce as well as
read complex texts.
Our goal with
complex text
is to slow
the reader
down.
Annotation is a note of
any form made while
reading text.
“Reading with a pencil.”
People have been annotating
texts since there have been
texts to annotate.
Annotation is not highlighting.
Annotation slows
down the
reader in order to
deepen
understanding.
Annotation occurs with
digital and print texts.
Annotation in Kindergarten
• Language experience approach
• Interactive writing and shared pen activities
5
Modeled
Annotation in
Kindergarten
Kemp, L. M. (1996). One peaceful pond: A counting book. New York: Houghton Mifflin.
Modeled
Annotation
in Second
Harvey, S., & Goudvis, A. (2007). Strategies That Work: Teaching Comprehension
for Understanding and Engagement. Portland, ME: Stenhouse.
Even young
students can
annotate.
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?
Close Reading
“X-ray the book”
“X-ray the book”
In the primary grades, close reading is
accomplished through interactive read
alouds and shared readings.
Creating a Close Reading
Short passage
Creating a Close Reading
Short passage
Complex text
Creating a Close Reading
Short passage
Complex text
Limited frontloading
Creating a Close Reading
Short passage
Complex text
Limited frontloading
Repeated readings
Creating a Close Reading
Short passage
Complex text
Limited frontloading
Repeated readings
Text-dependent questions
Creating a Close Reading
of Textdependent questions
of Textdependent 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
Progression of
Text-dependent Questions
Whole
Opinions, Arguments,
Intertextual Connections
Across
texts
Entire text
Inferences
Segments
Author’s Purpose
Paragraph
Vocab & Text Structure
Sentence
Key Details
Word
General Understandings
Part
Accommodations for Close Reading
• Provide students with copies of textdependent 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.
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?
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