Doug Fisher
www.fisherandfrey.com
5 Access Points
•
•
•
•
•
Purpose and Modeling
Close and Scaffolded Reading
Collaborative Conversations
Wide, Independent Reading
Formative Assessments
5 Access Points
• Purpose and Modeling
•
•
•
•
Close and Scaffolded Reading
Collaborative Conversations
Wide, Independent Reading
Formative Assessments
5 Access Points
• Purpose and Modeling
• Close and Scaffolded Reading
• Collaborative Conversations
• Wide, Independent Reading
• Formative Assessments
5 Access Points
• Purpose and Modeling
• Close and Scaffolded Reading
• Collaborative Conversations
• Wide, Independent Reading
• Formative Assessments
To identify the essential components of close
reading (RL/RI 1) of complex texts
(RL/RI 10) which includes collaborative
conversations (SL 1) and writing
from sources (W 1), fostering language
development (L 6) and deeper thinking.
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.
p. 13
Close
reading
starts with
text
selection
p. 7
Assessing Texts
• Quantitative measures
• Qualitative values
• Task and Reader considerations
Comparison of Former and CCR-Aligned Lexile Ranges
Former Lexile Range
Grade Band
K-1
2-3
4-5
6-8
9-10
11-CCR
CCR Aligned Lexile Range
N/A
450
725
420
820
645
845
740
1010
860
1010
925
1185
960
1115
1050
1335
1010
1220
1185
1385
• Density and
Complexity
• Figurative
Language
• Purpose
• Standard English
• Variations
• Register
p. 9
• Genre
• Organization
• Narration
• Text Features
• Graphics
Levels of
Meaning
Structure
Language
Convention
and Clarity
Knowledge
Demands
• Background
• Prior
• Cultural
• Vocabulary
Text Complexity
Text Difficulty
Additional Criteria for Text Selection
p. 11
Close
reading
demands
that
students
have
habits
Repeated reading
p. 47
Annotation
p. 31
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?
Close
reading
should
invite
struggle
p. 47
Close
reading is
only a
PART
of balanced
literacy
instruction
1877
What does the text say? General Understanding
What does the text say? General Understanding
What does the text say? Key Details
Select some one in your
group to read the speech
aloud.
Add pauses, inflections,
intonations, and
emphasis (prosody) to
the text.
How does the text work? Vocabulary
How does the text work? Vocabulary
What is the tone of this
speech? What words and
phrases support your claim?
How does the text work? Structure
How does the text structure convey Chief
Joseph’s mood?
How does the text work? Structure
What is it about
the use of the
word forever in the
last line, “I will
fight no more
forever” that
makes this
statement so
memorable?
What does the text mean? Inferences
What does the text mean? Intertextual connections
“My son, my body is returning to my mother earth, and
my spirit is going very soon to see the Great Spirit Chief.
When I am gone, think of your country. You are the chief
of these people. They look to you to guide them. Always
remember that your father never sold his country. You
must stop your ears whenever you are asked to sign a
treaty selling your home. A few years more and white
men will be all around you. They have their eyes on this
land. My son, never forget my dying words. This country
holds your father's body. Never sell the bones of your
father and your mother.”
Joseph commented "I clasped my father's hand and
promised to do as he asked. A man who would not
defend his father's grave is worse than a wild beast."
What does the text mean? Intertextual connections
The KEYS to Close Reading
Text-dependent
questions
Collaborative
Conversations
Writing from
Sources
Key #1: Text-dependent Questions
Whole
Opinions, Arguments,
Intertextual Connections
Across texts
Inferences
Entire text
Author’s Purpose
Segments
Vocab & Text Structure
Paragraph
Key Details
Sentence
Word
Part
General Understandings
p. 50
Key #2: Collaborative Conversations
5 Access Points
• Purpose and Modeling
• Close and Scaffolded Reading
• Collaborative Conversations
• Wide, Independent Reading
• Formative Assessments
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.
p. 78
Structures
that elevate
academic
language.
p. 81
Instruction routines:
• What are our strengths?
• Where are our gaps?
• How can we improve?
p. 92
Key #3:
Writing
from
Sources
What’s the Difference?
Writing From Sources
Single Source
Multiple Sources
• Taking a stance or
analyzing point of
view
• Summarizing a
source
• Argument from a
source
• Synthesizing
multiple sources
• Comparing and
contrasting
• Argument from
multiple sources
5 Access Points
•
•
•
•
Purpose and Modeling
Close and Scaffolded Reading
Collaborative Conversations
Wide, Independent Reading
• Formative Assessments
Feedback is not enough
Feed
forward
Where to next?
Feeding forward
involves…
Misconception analysis
Error analysis
Error coding
p. 141
www.fisherandfrey.com