Chapter 1 Ramping Up for Complex Texts By Nancy Frey and Doug Fisher 1 1 Just giving students complex texts doesnt mean they will read and understand them 1 2 Scaffolded ID: 379506
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Module 1/Chapter 1
Ramping Up for Complex Texts
ByNancy Frey and Doug Fisher
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Just giving students complex texts doesn’t mean they will
read and understand them.
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Scaffolded Instruction
Knowing when to transfer cognitive responsibility to students
Reconsidering text types and their purpose
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Directions for Examining Learning Progressions of Anchor Standard 10
Work in groups of four to six.
Each participant will highlight the words or phrases that show how instruction and learning increase through the grades to meet the standard.
Discuss the subtleties of changes and big differences between grade levels that students need to reach Anchor Standard 10.
Discuss how this may impact teaching and learning in your grade level.Slide5
Anchor Standard 10
Learning Progressions
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Text Complexity
Quantitative evaluation
Qualitative evaluation
Matching readers with texts and tasks
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Qualitative Evaluation
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Directions for Jigsaw Procedure for
Three Elements of Text Complexity
Work in groups of three.
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.
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Directions for Examining Learning Progressions of Anchor Standard 1
Work in groups of four to six.
Each participant will highlight the words or phrases that show how instruction and learning increase through the grades to meet the standard.
Discuss the subtleties of changes and big differences between grade levels that students need to reach Anchor Standard 1.
Discuss:
How how might teaching be affected?
Reflect on new concepts and skills that are introduced at your grade level.
Reflect on the importance of meeting Anchor Standard 1.Slide10
Close Reading
What Is the Intention?Foster Critical Thinking Begin in Kindergarten Assumption-Worthy Text
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Modeling Strategies for Deep Comprehension
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Access Point One: Purpose and ModelingAccess Point Two:
Close and Scaffolded Reading InstructionAccess Point Three: Collaborative ConversationsAccess Point Four:
An Independent Reading StaircaseAccess Point Five: Demonstrating Understanding and Assessing Performance
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