Teaching Students to Read
Like Detectives
Douglas Fisher
www.fisherandfrey.com
5 Access Points
•
•
•
•
•
Purpose and Modeling
Close and Scaffolded Reading
Collaborative Conversations
Wide, Independent Reading
Formative Assessments
10. Read and comprehend complex
literary and informational texts
independently and proficiently.
Assessing Texts
• Quantitative measures
• Qualitative values
• Task and Reader considerations
K
1
2
3
4
5
6
7
8
State standards were forward-mapped
Existing State Standards
9-10
11-12
K
1
2
3
4
5
6
7
8
9-10
11-12
Anchor standards are backward-mapped
Backward design of CCSS-ELA standards
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
• Genre
• Organization
• Narration
• Text Features
• Graphics
Levels of
Meaning
Structure
Language
Convention
and Clarity
Knowledge
Demands
• Background
• Prior
• Cultural
• Vocabulary
Levels of Meaning and Purpose
• Density and complexity
• Figurative language
• Purpose
Levels of Meaning and Purpose
Is it about talking
animals, or the USSR?
Is it entertainment,
or political satire?
Is it
straightforward, or
ambiguous?
1370L
Grades 11-12
Author’s Purpose
• Allegory for tolerance
• Mirrored events of early Civil
Rights movement (1961)
530L
Grades 2-3
“Now, the Star-Belly Sneetches
Had bellies with stars.
The Plain-Belly Sneetches
Had none upon thars. Those stars weren’t so big.
They were really so small
You might think such a thing wouldn’t matter at all..”
But, because they had stars, all the Star-Belly Sneetches
Would brag, ‘We’re the best kind of Sneetch on the
beaches.’
With their snoots in the air, they would sniff and they’d
snort
‘We’ll have nothing to do with the Plain-Belly sort!’
And whenever they met some, when they were out
walking,
They’d hike right on past them without even talking.”
Structure
• Genre
• Organization
• Narration
• Text features and
Structure
Changes in narration,
point of view
Changes in font signal
narration changes
Complex themes
560L
Grades 2-3
Structure
• Stream of
consciousness
narration
• Unreliable narrators
• Nonlinear structure
• Time shifts written in
italics
870L (grades 4-5)
Language Conventions
• Standard English and
variations
• Register
Language Conventions
Non-standard English usage
“Out in the hottest, dustiest part of
town is an orphanage run by a
female person nasty enough to
scare night into day. She goes by the
name of Mrs. Sump, though I doubt
there ever was a Mr. Sump on
accounta she looks like somethin’
the cat drug in and the dog
wouldn’t eat.”
(Stanley, 1996, p. 2)
AD 660L (Adult-directed)
Knowledge Demands
• Background knowledge
• Prior knowledge
• Cultural knowledge
• Vocabulary
Knowledge Demands
Domain-specific vocabulary
(radioactive, acidity,
procedure, vaccination)
Background knowledge
(diseases, safety risks,
scientific experimentation)
1100L
Grades 6-8
Cultural Knowledge
Demands
• Buddhist philosophy
• Search for spiritual
enlightenment
• Eightfold Path to Nirvana
1010L
Grades 6-8
Qualitative Values
• Density and
Complexity
• Figurative
Language
• Purpose
• Standard English
• Variations
• Register
• Genre
• Organization
• Narration
• Text Features
• Graphics
Levels of
Meaning
Structure
Language
Convention
and Clarity
Knowledge
Demands
• Background
• Prior
• Cultural
• Vocabulary
Simply assigning hard books
will not ensure that students
learn at high levels!
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.
Close Analytic Reading
Creating a Close Reading
Use a short
passage
Creating a Close Reading
Use a short
passage
Re-reading
Creating a Close Reading
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?
Shanahan, 2013
Use a short
passage
Re-reading
“Read with a pencil”
Creating a Close Reading
• Underline the 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.
• Use an exclamation mark (!) for things that surprise
you, and briefly note what it was that caught your
attention.
• Draw an arrow (↵) when you make a connection to
something inside the text, or to an idea or
experience outside the text. Briefly note your
connections.
• Mark EX when the author provides an example.
• Numerate arguments, important ideas, or key
details and write words or phrases that restate
them.
Use a short
passage
Re-reading
“Read with a pencil”
Text-dependent questions
Creating a Close Reading
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
Differences Between K-2 and 3-12?
In K-2, teacher reads
aloud initially,
annotates wholly or
guides student
annotation. Students
may or may not
eventually read
independently,
depending on text
difficulty (e.g.,
Wizard of Oz in
Kindergarten.)
In 3-12, students read
independently beginning
with first reading, and
annotate with increased
independence. Readers
who cannot initially read
independently may be
read to, or may
encounter the text
previously during
scaffolded small group
reading instruction.
Types of
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
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?
• What is one food that gave him a
stomachache? What is one food that did not
him a stomachache?
It took more than 3 weeks.
He ate for one week, and
then “he stayed inside [his
cocoon] for more than two
weeks.”
Foods that did not give
him a stomachache
•
•
•
•
•
•
Apples
Pears
Plums
Strawberries
Oranges
Green leaf
Foods that gave him a
stomachache
•
•
•
•
•
•
•
•
•
•
Chocolate cake
Ice cream
Pickle
Swiss cheese
Salami
Lollipop
Cherry pie
Sausage
Cupcake
watermelon
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.”
Author’s Purpose
• 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 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
Informational
Is this a happy story or a
sad one? How do you
know?
How are these two books
similar? How are they
different?
Types of
Text-dependent Questions
Whole
Across texts
Opinions, Arguments,
Intertextual Connections
8&9
Inferences
3&7
Author’s Purpose
6
Entire text
Segments
Vocab & Text Structure
Paragraph
Key Details
Sentence
Word
Part
Standards
General Understandings
4&5
2
1
www.fisherandfrey.com