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Teaching Students to Read Like Detectives: The Common Core Way
Douglas Fisherwww.fisherandfrey.com
YouTube Channelfisherandfrey
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4 Domains• Reading• Writing• Speaking and Listening• Language
Anchored K-12
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Where to start . . . .
• Reading standard 1• Reading standard 10• Speaking and Listening
standard 1
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10. Read and comprehend complex literary and informational texts independently and proficiently.
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K 1 2 3 4 5 6 7 8 9-10 11-12
State standards were forward-mapped
Existing State Standards
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K 1 2 3 4 5 6 7 8 9-10 11-12
Anchor standards are backward-mapped
Backward design of CCSS-ELA standards
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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
• PurposeLevels of Meaning Structure
Knowledge Demands
Language Convention and Clarity
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Levels of Meaning and Purpose
• Density and complexity
• Figurative language
• Purpose
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Levels of Meaning and Purpose
Is it about talking animals, or the USSR?
Is it entertainment, or political satire?
Is it straightforward, or ambiguous?
1370LGrades 11-12
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530LGrades 2-3
Author’s Purpose• Allegory for tolerance• Mirrored events of early Civil
Rights movement (1961)
“Now, the Star-Belly SneetchesHad bellies with stars.The Plain-Belly SneetchesHad none upon thars. Those stars weren’t so big. They were really so smallYou might think such a thing wouldn’t matter at all..”But, because they had stars, all the Star-Belly SneetchesWould brag, ‘We’re the best kind of Sneetch on the beaches.’With their snoots in the air, they would sniff and they’d snort‘We’ll have nothing to do with the Plain-Belly sort!’And whenever they met some, when they were out walking,They’d hike right on past them without even talking.”
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730LGrades 2-3
Complex themes • Relationship
between love and pain
• Masculinity• Loyalty and war
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Structure
• Genre
• Organization
• Narration
• Text features and graphics
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Structure
Changes in narration, point of view
Changes in font signal narration changes
Complex themes
560LGrades 2-3
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870L (grades 4-5)
• Stream of consciousness narration
• Unreliable narrators
• Nonlinear structure
• Time shifts written in italics
Structure
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Language Conventions
• Standard English and variations
• Register
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Language Conventions
Non-standard English usage
“Out in the hottest, dustiest part of town is an orphanage run by a female person nasty enough to scare night into day. She goes by the name of Mrs. Sump, though I doubt there ever was a Mr. Sump on accounta she looks like somethin’ the cat drug in and the dog wouldn’t eat.”
(Stanley, 1996, p. 2) AD 660L (Adult-directed)
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ATOS 4.4Grades 2-3
British slang circa 1982
“The doorbell went. I put the blind back to how it was, checked I'd left no other traces of my incursion, slipped out, and flew downstairs to see who it was. The last six steps I took in one death-defying bound. Moron, grinny-zitty as ever. His bumfluff's getting thicker, mind. "You'll never guess what!" "What?” "You know the lake in the woods?" "What about it?" "It's only"--Moron checked that we weren't being overheard--"gone and froze solid! Half the kids in the village're there, right now. Ace doss or what?"
Bumfluff- light facial hair (“peach fuzz”)Ace doss-easy and fun
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Knowledge Demands
• Background knowledge
• Prior knowledge
• Cultural knowledge
• Vocabulary
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Knowledge Demands
Domain-specific vocabulary (radioactive, acidity, procedure, vaccination)
Background knowledge (diseases, safety risks, scientific experimentation)
1100LGrades 6-8
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1010LGrades 6-8
Cultural Knowledge Demands
• Buddhist philosophy• Search for spiritual
enlightenment• Eightfold Path to Nirvana
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• Background• Prior• Cultural• Vocabulary
• Standard English• Variations• Register
• Genre• Organization• Narration• Text Features• Graphics
• Density and Complexity
• Figurative Language
• PurposeLevels of Meaning Structure
Knowledge Demands
Language Convention and Clarity
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It’s not enough to have complex text in the room. Students need to read and discuss complex text.
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Teacher Responsibility
Student Responsibility
Focused Instruction
Guided Instruction
“I do it.”
“We do it.”
“You do it together.”Collaborative
Independent“You do it alone.”
A Structure for Instruction That Works
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In Some Classrooms…Teacher Responsibility
Student Responsibility
“I do it.”
Independent“You do it alone.”
Focused Instruction
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In Some Classrooms…Teacher Responsibility
Student Responsibility
Independent“You do it alone.”
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And in Some Classrooms…Teacher Responsibility
Student Responsibility
Guided Instruction
“I do it”
“We do it”
Independent“You do it alone”
Focused Instruction
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Teacher Responsibility
Student Responsibility
Focused Instruction
Guided Instruction
“I do it.”
“We do it.”
“You do it together.”Collaborative
Independent“You do it alone.”
A Structure for Instruction That Works
![Page 30: Teaching Students to Read Like Detectives: The Common Core Way Douglas Fisher YouTube Channel fisherandfrey.](https://reader036.fdocuments.us/reader036/viewer/2022062300/56649c735503460f94925fe3/html5/thumbnails/30.jpg)
The established purpose
focuses on student learning,
rather than an activity,
assignment, or task.
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Students understand the
relevance of the established
purpose.
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…making connections between the subject and its application outside
of the classroom walls.
Relevance requires…
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Relevance requires…
…opportunities to learn about oneself
as a learner.
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Relevance requires…
… learning for learning’s sake.
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Response to Instruction and Intervention (RtI2)
• Tier 1: Quality core instruction• Tier 2: Supplemental intervention• Tier 3: Intensive intervention
Tier 1: 70+%
Tier 2:20–30%
Tier 3:5–15%
Manipulate variables…
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Homework is NOTa progress monitoring
tool!
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26%Number of high school
teachers who “often or
very often” run out of time in class and assign the content
for homework.
(Markow, Kim, & Liebman, The MetLife Survey of the American Teacher: The Homework Experience,
2007)
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Cleavers
Cheaters
Slackers
Bewildered
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Goals of Homework
• Fluency building• Application• Spiral review• Extension
(Fisher & Frey, “Homework and the Gradual Release of Responsibility: Making Responsibility Possible,
English Journal, 2008)
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Close Analytic Reading
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