1. Text Complexity and Nancy Frey, PhD Text-dependent Questions K-2 ELA

2. 10. Read and comprehend complex literary and informational texts independently and proficiently.

3. “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)

4. “Fewer, Clearer, Higher”

5. “Read like a detective, write like a reporter.”

6. K-5 Reading Standards

7. Expository

8. Persuasive

9. Expository Persuasive Narrative

10. Students produce as well as read complex texts.

11. Our goal with complex text is to slow the reader down.

12. Annotation is a note of any form made while reading text. “Reading with a pencil.”

13. People have been annotating texts since there have been texts to annotate.

14. Annotation is not highlighting.

15. Annotation slows down the reader in order to deepen understanding.

16. Annotation occurs with digital and print texts.

17. Annotation in Kindergarten Language experience approach Interactive writing and shared pen activities

18. 1 2 3 4 5 Kemp, L. M. (1996). One peaceful pond: A counting book. New York: Houghton Mifflin. Modeled Annotation in Kindergarten

19. Harvey, S., & Goudvis, A. (2007). Strategies That Work: Teaching Comprehension for Understanding and Engagement. Portland, ME: Stenhouse. Modeled Annotation in Second

20. Even young students can annotate.

21. Read IRA’s 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?

22. Close Reading

23. “X-ray the book”

24. Not every reading is a close one!

25. In the primary grades, close reading is accomplished through interactive read alouds and shared readings.

26. Creating a Close Reading

27. Short passage

28. Creating a Close Reading Short passage Complex text

29. Creating a Close Reading Short passage Complex text Limited frontloading

30. Creating a Close Reading Short passage Complex text Limited frontloading Repeated readings

33. Creating a Close Reading Short passage Complex text Limited frontloading Repeated readings Text-dependent questions

35. 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

36. Progression of Text-dependent Questions Part Sentence Paragraph Entire text Across texts Word Whole Segments

37. 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

38. 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?

39. www.fisherandfrey.com