Text Complexity and Nancy Frey, PhD Text-dependent Questions K-2
ELA Slide 2 If you can read this Slide 3 Thank a teacher! Slide 4
If you can read this effectively and write a analytical essay in
under 42 minutes, and you meet all the math standards, objectives,
and learning targets set forth by the Common Core State Standards,
and you walk briskly through life in a healthy body taking 10,000
steps a day, while experiencing social and emotional well being,
and you can effectively utilize technology and social media to
access and analyze important information, and you play the piano
perfectly Slide 5 If you can read this effectively and write a
analytical essay in under 42 minutes, and you meet all the math
standards, objectives, and learning targets set forth by the Common
Core State Standards, and you walk briskly through life in a
healthy body taking 10,000 steps a day, while experiencing social
and emotional well being, and you can effectively utilize
technology and social media to access and analyze important
information, and you play the piano perfectly Thank a teacher!
Slide 6 Leaders wear many hats. Slide 7 Skilled learners are
nurtured. Slide 8 Skilled leaders need to be nurtured, too. Slide 9
Take Six Write as many entries on the ABC chart as possible while
the other rolls the die. Switch roles each time you roll 6! Slide
10 Take Six Terms related to the ELA Common Core State Standards
(e.g., text- dependent questions) Slide 11 Take Six Compare papers
with your partner and add terms to your own. How many terms did you
collectively gather? Slide 12 10. Read and comprehend complex
literary and informational texts independently and proficiently.
Slide 13 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) Slide 14
Fewer, Clearer, Higher Slide 15 Key Features of the Standards Slide
16 Text complexity and the growth of comprehension. Slide 17 Key
Features of the Standards Text types, responding to reading, and
research. Text complexity and the growth of comprehension. Slide 18
Key Features of the Standards Text types, responding to reading,
and research. Flexible communication and collaboration. Text
complexity and the growth of comprehension. Slide 19 Key Features
of the Standards Text types, responding to reading, and research.
Flexible communication and collaboration. Text complexity and the
growth of comprehension. Academic language, vocabulary, and
effective use. Slide 20 Key Features of the Standards Text types,
responding to reading, and research. Flexible communication and
collaboration. Text complexity and the growth of comprehension.
Academic language, vocabulary, and effective use. All must be
present for literacy learning. Slide 21 Read like a detective,
write like a reporter. Slide 22 K-5 Reading Standards Slide 23
Expository Slide 24 Persuasive Slide 25 Expository Persuasive
Narrative Slide 26 Students produce as well as read complex texts.
Slide 27 Quantitative Measures Slide 28 Use quantitative info to
identify grade bands. Slide 29 Qualitative Values 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 Slide 30 Levels
of Meaning and Purpose Density and complexity Figurative language
Purpose Slide 31 Density and Complexity Gibbons, G. (1996).
Recycle! A handbook for kids.New York; Little, Brown. Slide 32
Types of Vocabulary Tier 1/General Commonplace; learned from
interactions with texts and people Tier 2/Specialized Change
meaning with context (polysemic) Tier 3/Technical Specific to the
discipline Slide 33 Density and Complexity More and more garbage!
Every day people throw more trash away. As the world population
increases, more people throw trash away. Garbage trucks come to
pick it up, but where does all this trash go? Blue = Tier 1
vocabulary Gibbons, G. (1996). Recycle! A handbook for kids.New
York; Little, Brown. Slide 34 Density and Complexity More and more
garbage! Every day people throw more trash away. As the world
population increases, more people throw trash away. Garbage trucks
come to pick it up, but where does all this trash go? Blue = Tier 1
vocabulary Green = Tier 2 vocabulary Gibbons, G. (1996). Recycle! A
handbook for kids.New York; Little, Brown. Slide 35 Density and
Complexity More and more garbage! Every day people throw more trash
away. As the world population increases, more people throw trash
away. Garbage trucks come to pick it up, but where does all this
trash go? Blue = Tier 1 vocabulary Green = Tier 2 vocabulary Red =
Tier 3 vocabulary Gibbons, G. (1996). Recycle! A handbook for
kids.New York; Little, Brown. Slide 36 Structure Genre Organization
Narration Text features and graphics Slide 37 Structure Changes in
narration, point of view Changes in font signal narration changes
Complex themes Slide 38 Language Conventions Standard English and
variations Register Slide 39 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 wouldnt eat. (Stanley, 1996, p. 2) Slide 40 Knowledge
Demands Background knowledge Prior knowledge Cultural knowledge
Vocabulary Slide 41 Knowledge Demands Prior experience (Secondary
text on technical directions and related information ) Background
knowledge (technical drawings and directions for making a paper
airplane, invention process, mythology) Slide 42 Qualitative Values
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
Use qualitative values to identify specific grade levels. Slide 43
Task and Reader Slide 44 Text Quantitative Qualitative Reader
Cognitive capabilities Motivation Knowledge Experience Task
Teacher-led Peer-led Independent Slide 45 Our goal with complex
text is to slow the reader down. Slide 46 Annotation is a note of
any form made while reading text. Reading with a pencil. Slide 47
People have been annotating texts since there have been texts to
annotate. Slide 48 Annotation is not highlighting. Slide 49
Annotation slows down the reader in order to deepen understanding.
Slide 50 Annotation occurs with digital and print texts. Slide 51
Annotation in Kindergarten Language experience approach Interactive
writing and shared pen activities Slide 52 1 2 3 4 5 Kemp, L. M.
(1996). One peaceful pond: A counting book. New York: Houghton
Mifflin. Modeled Annotation in Kindergarten Slide 53 Harvey, S.,
& Goudvis, A. (2007). Strategies That Work: Teaching
Comprehension for Understanding and Engagement. Portland, ME:
Stenhouse. Modeled Annotation in Second Slide 54 Even young
students can annotate. Slide 55 Read IRAs 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? Slide 56 Close Reading
Slide 57 X-ray the book Slide 58 Not every reading is a close one!
Slide 59 In the primary grades, close reading is accomplished
through interactive read alouds and shared readings. Slide 60
Creating a Close Reading Slide 61 Short passage Slide 62 Creating a
Close Reading Short passage Complex text Slide 63 Creating a Close
Reading Short passage Complex text Limited frontloading Slide 64
Creating a Close Reading Short passage Complex text Limited
frontloading Repeated readings Slide 65 Slide 66 Slide 67 Creating
a Close Reading Short passage Complex text Limited frontloading
Repeated readings Text-dependent questions Slide 68 Slide 69
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 Slide 70 Progression of Text-dependent
Questions Opinions, Arguments, Intertextual Connections
InferencesAuthors PurposeVocab & Text StructureKey
DetailsGeneral Understandings Part Sentence Paragraph Entire text
Across texts Word Whole Segments Slide 71 General Understandings
Overall view Sequence of information Story arc Main claim and
evidence Gist of passage Slide 72 General Understandings in
Kindergarten Retell the story in order using the words beginning,
middle, and end. Slide 73 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. Slide 74 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?
Slide 75 It took more than 3 weeks. He ate for one week, and then
he stayed inside [his cocoon] for more than two weeks. Slide 76
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 Slide 77 Vocabulary and Text
Structure Bridges literal and inferential meanings Denotation
Connotation Shades of meaning Figurative language How organization
contributes to meaning Slide 78 Vocabulary in Kindergarten How does
the author help us to understand what cocoon means? Slide 79 There
is an illustration of the cocoon, and a sentence that reads, He
built a small house, called a cocoon, around himself. Slide 80
Genre: Entertain? Explain? Inform? Persuade? Point of view:
First-person, third-person limited, omniscient, unreliable narrator
Critical Literacy: Whose story is not represented? Authors Purpose
Slide 81 Authors Purpose in Kindergarten Who tells the storythe
narrator or the caterpillar? Slide 82 A narrator tells the story,
because he uses the words he and his. If it was the caterpillar, he
would say I and my. Slide 83 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. Slide 84
Inferences in Kindergarten The title of the book is The Very Hungry
Caterpillar. How do we know he is hungry? Slide 85 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. Slide 86
Opinions, Arguments, and Intertextual Connections Authors opinion
and reasoning (K-5) Claims Evidence Counterclaims Ethos, Pathos,
Logos Rhetoric Links to other texts throughout the grades Slide 87
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? Slide 88 How
does purpose and meaningful collaborative work fit into this
lesson? Lesson design Slide 89 Dont over-teach. Students with
disabilities and English learners have the right to appropriately
struggle! Slide 90 Provide students with copies of text- dependent
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.
Accommodations for Close Reading Slide 91 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?
Slide 92 293 days until Moving Day Slide 93 Fostering Transition to
CCSS How will you shift attention to curriculum, while preserving
quality instruction? How will teams make decisions about what to
edit, and what to add in curriculum? How will teams learn how to
reduce some practices (e.g., pre-reading), and add new practices
(e.g., close reading)? Slide 94 Using Foundational Work to Build
Upon How will you use this foundational knowledge to build
capacity? What resources do you have? What do you need? Slide 95
Slide 96 www.fisherandfrey.com
