Module 1/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 Instruction

Knowing when to transfer cognitive

responsibility to students

Reconsidering text types and their purpose

1.3
 Directions for Examining Learning Progressions
of Anchor Standard 10

1. Work in groups of four to six.

2. Each participant will highlight the words or phrases that show how
instruction and learning increase through the grades to meet the
standard.

3. Discuss the subtleties of changes and big differences between grade

levels that students need to reach Anchor Standard 10.

4. Discuss how this may impact teaching and learning in your grade level.

1.4
 Anchor Standard 10
Learning Progressions
Grade Expectations for Literature
3 By the end of the year, read and comprehend
literature, including stories, dramas, and
poetry, at the high end of the grades 23 text
complexity band independently and
proficiently.
2 By the end of the year, read and comprehend
literature, including stories and poetry, in the
grades 23 text complexity band proficiently,
with scaffolding as needed at the high end of
the range.
1 With prompting and support, read prose and
poetry of appropriate complexity for grade 1.
K Actively engage in group reading activities with
purpose and understanding.
Expectations for Informational Texts
By the end of the year, read and comprehend
informational texts, including history/social
studies, science, and technical texts, at the high
end of the grades 23 text complexity band
independently and proficiently.
By the end of year, read and comprehend
informational texts, including history/social studies,
science, and technical texts, in the grades 23 text
complexity band proficiently, with scaffolding as
needed at the high end of the range.
With prompting and support, read informational
texts of appropriate complexity for grade 1.
Actively engage in group reading activities
with purpose and understanding.
1.5
 Text Complexity

Quantitative
evaluation

Matching
readers with Qualitative
texts and evaluation
tasks

1.6
 Qualitative Evaluation
Density and Complexity Genre
Figurative Language Organization
Purpose Narration
Text Features
Graphics
Levels of
Meaning and Structure
Purpose

Language
Knowledge
Convention
Demands Standard English
Vocabulary and Clarity
and Variations
Prior Knowledge
Register
Cultural Knowledge
Background Knowledge

1.7
 Directions for Jigsaw Procedure for
Three Elements of Text Complexity

1. Work in groups of three.

2. 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.

1.8
 Directions for Examining Learning Progressions
of Anchor Standard 1

1. Work in groups of four to six.

2. Each participant will highlight the words or phrases that show how
instruction and learning increase through the grades to meet the
standard.

3. Discuss the subtleties of changes and big differences between grade

levels that students need to reach Anchor Standard 1.

4. Discuss:
a. How how might teaching be affected?
b. Reflect on new concepts and skills that are introduced at your grade
level.
c. Reflect on the importance of meeting Anchor Standard 1.

1.9
Close Reading
What Is the Intention?

Foster Critical Thinking

Begin in Kindergarten

Assumption-Worthy Text

1.10
Questioning Summarizing

Self-
Inferencing
Monitoring

Connection Analysis

1.11
Access Point One: Purpose and Modeling

Access Point Two: Close and Scaffolded

Reading Instruction

Access Point Three: Collaborative

Conversations

Access Point Four: An Independent Reading

Staircase

Access Point Five: Demonstrating

Understanding and Assessing Performance

1.12