Newly revised and updated throughout, this new Texas Edition has been specially developed to align with the Texas Essential Knowledge and Skills standards.
What it really means to ‘read closely.’
What could Fern Arable, Jay Gatsby, and Winston Churchill possibly have in common? They all need masterful teachers to help students revel in their complexity. And Nancy Frey and Doug Fisher are just the two mentors to help you make that happen. Call it close reading, call it deep reading, call it analytic reading – call it what you like. The point is, it′s a level of understanding that students of any age can achieve with the right kind of instruction. In Rigorous Reading, Nancy and Doug articulate an instructional plan so clearly, and so squarely built on research, that teachers, schools, and districts need look no further.
The 5 Access Points Toward Proficiency Purpose & Modeling:
There′s more . . . Also included are illustrative classroom video clips available via QR codes along with an online Facilitator′s Guide with Power Points–making Rigorous Reading the only resource a teacher, school, or district needs to seriously stretch students′ capacity to read and comprehend text.
Tabella dei contenuti
List of Videos
Foreword
INTRODUCTION: Your Access Point
CHAPTER 1. Ramping Up for Complex Texts
Reading Complex Texts
A New Definition of Text Complexity
Reading Closely and Carefully
The Importance of Comprehension Strategies Instruction for Accessing Complex Texts
Accessing Complex Texts Through a Gradual Release of Responsibility
Summary
CHAPTER 2. Access Point One: Modeling and Learning Intentions
Accessing Complex Text Requires Modeling
Accessing Complex Text Requires a Clear Learning Intention
Summary
CHAPTER 3. Access Point Two: Close and Scaffolded Reading Instruction
Accessing Complex Text Requires Close Reading
Accessing Complex Text Requires Scaffolded Reading Instruction
Summary
CHAPTER 4. Access Point Three: Collaborative Conversations
Accessing Complex Texts Requires Collaborative Conversations
Accessing Complex Texts Requires Student-to- Student Interaction
Summary
CHAPTER 5. Access Point Four: An Independent Reading Staircase
Accessing Complex Texts Requires Wide, Independent Reading
Increasing At-Home Reading
Accessing Complex Texts Requires Conferring
Summary
CHAPTER 6. Access Point Five: Assessing Students’ Understanding
Checking for Understanding
Summary
Coda
References
Index
Circa l’autore
Nancy Frey is professor of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Nancy was a teacher, academic coach, and central office resource coordinator in Florida. She is a credentialed special educator, reading specialist, and administrator in California. She is a member of the International Literacy Association’s Literacy Research Panel. She has published widely on literacy, quality instruction, and assessment, as well as books such as The Artificial Intelligences Playbook, How Scaffolding Works, How Teams Work, and The Vocabulary Playbook.
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