teaching with complex texts
DESCRIPTION
Teaching with Complex Texts. Nancy Frey www.fisherandfrey.com. Grades 6-12 Reading Standards. “ Fewer, Clearer, Higher ”. “ Read like a detective, write like a reporter. ”. Expository. Persuasive. Narrative. Close Reading. Argumentation and Discussion. Extended Writing. - PowerPoint PPT PresentationTRANSCRIPT
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Teaching with Complex Texts
Nancy Freywww.fisherandfrey.com
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Grades 6-12 Reading Standards
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“Fewer, Clearer, Higher”
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“Read like a detective, write like a reporter.”
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Expository
Persuasive
Narrative
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Argumentation and
DiscussionExtended Writing
Close Reading
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Assessing Texts
• Quantitative measures• Qualitative values• Task and Reader considerations
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• 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
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Close Reading
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“Every book has a skeleton hidden
between its covers. Your job
as an analytic reader is to find
it.”
Adler and Van Doren, 1940/1972
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“X-ray the book”
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Creating a Close Reading
Use a short passage
“Read with a pencil”
Note what’s confusing
Pay attention to patterns
Give your students the chance to struggle a bit
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Productive failure
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Argumentation and Discussion
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Text-dependent Questioning
Requires students to return to the text to formulate responses
Moves from literal to
interpretive
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Which of the following questions require students to read the text closely?
1. If you were present at the signing of the Declaration of Independence, what would you do?
2. What are the reasons listed in the preamble for supporting their argument to separate from Great Britain?
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1. If you were present at the signing of the Declaration of Independence, what would you do?
2. What are the reasons listed in the preamble for
supporting their argument to separate from Great
Britain?
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Progression of Text-dependent Questions
Opinions, Arguments, Intertextual Connections
Inferences
Author’s Purpose
Vocab & Text Structure
Key Details
General UnderstandingsPart
Sentence
Paragraph
Entire text
Across texts
Word
Whole
Segments
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General Understandings
• Overall view • Sequence of
information• Story arc• Main claim and
evidence• Gist of passage
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General Understandings in Kindergarten
Retell the story in order using the words beginning, middle, and end.
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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.
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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?
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It took more than 3 weeks. He ate for one week, and then “he stayed inside [his cocoon] for more than two weeks.”
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• 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
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Vocabulary and Text Structure• Bridges literal and
inferential meanings• Denotation• Connotation• Shades of meaning• Figurative language• How organization
contributes to meaning
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Vocabulary in Kindergarten
How does the author help us to understand what cocoon means?
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There is an illustration of the cocoon, and a sentence that reads, “He built a small house, called a cocoon, around himself.”
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• Genre: Entertain? Explain? Inform? Persuade?
• Point of view: First-person, third-person limited, omniscient, unreliable narrator
• Critical Literacy: Who’s story is not represented?
Author’s Purpose
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Author’s Purpose in Kindergarten
Who tells the story—the narrator or the caterpillar?
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A narrator tells the story, because he uses the words he and his. If it was the caterpillar, he would say I and my.
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Inferences
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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.
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Inferences in Kindergarten
The title of the book is The Very Hungry Caterpillar. How do we know he is hungry?
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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.
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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
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Opinions and Intertextual Connections in Kindergarten
NarrativeIs this a happy story or a
sad one? How do you know?
InformationalHow are these two books
similar? How are they different?
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A Close Reading of “Salvador, Late or Early”
Cisneros, S. (1992). Woman Hollering Creek. New York: Vintage Cisneros
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Establishing Purpose
To examine how the author sheds light on the interior life of this character using poetic language in order to deeply affect the reader.
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First Reading: Students Read and Write Independently
Read with a pencil to annotate text• What powerful words or phrases affect you? Circle• What confuses you? Underline
Quick-write What are your impressions of Salvador and the people in his life?
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Discussion: Partner Talk to Check Meaning
Describe your impressions of Salvador and the people in his life. Remember to use accountable talk (asking questions, providing evidence from the text) to compare and contrast your impressions with one another.
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Second Reading: Teacher Modeling
Read the entire passage aloud, without interruption. Be sure to orient students to the text and ask them to follow along.
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Text-dependent Questions
What are his strengths? What are his needs? What words and phrases does the author use for each?
Key Details Question
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Text-dependent Questions
How does Cisneros use color? To what effect?
How does Cisneros use school words? To what effect?
Vocabulary and Organization Questions
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Text-dependent Questions
One sentence is more than 80 words long, and another is more than 100 words long. Why?
Vocabulary and Organization Questions
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Text-dependent Questions
Examine the use of contrasts again. What does the author want us to know about Salvador?
Author’s Purpose Question
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Text-dependent Questions
Salvador means “savior.” Is he the savior of his family?
Inference Question
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Text-dependent Questions
Would a title change to “Heather, Late or Early” change your perspective? Why?
Opinions and Intertextual Connections Question
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Moving from talk to writing
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Journal WritingStudents are gathering notes for the development of an essay that explains their findings of the investigative question, “In what ways do short story authors illuminate a character’s interior life?”
For this journal entry, students write a short summary of “Salvador, Late or Early” and discuss at least two literary techniques the author used to describe Salvador.
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Close reading requires close reading.
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Expository
Persuasive
Narrative
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Argumentation and
DiscussionExtended Writing
Close Reading
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Thank you!
PPT available at www.fisherandfrey.com