“There is a big difference between assigning complex texts and teaching complex texts…” ---Doug, Fisher, Nancy Frey, and Dianne Lapp ….And that’s the crux, isn’t it? That’s why in this brand new edition of the bestselling Text Complexity, the renowned author team provide four new chapters that lay open the instructional routines that take students to new places as readers. No matter what discipline you teach, you will learn how to craft purposeful instruction pitched to your readers’ comprehension capacities, your curriculum’s themes, and your own assessments on what students need next. Doug, Nancy, and Diane provide: • How-to’s for measuring word and sentence length and other countable features of any written work while giving ample consideration to the readers in your room, and how their background knowledge, experiences, and motivations come into play • A rubric for analyzing literary texts for plot structure, point of view, imagery, clarity, and more—and a complexity scalefor analyzing informational texts that describe, inform, and explain • Classroom scenarios of teachers and students engaging with fiction and nonfiction texts that provide enough of a stretch, so you’ll know the difference between a healthy struggle and frustration • The authors’ latest thinking on routines that invite students to interact with complex texts and with one another, including teacher modeling, close reading, scaffolded small group reading, and independent reading It’s time to see text complexity as a dynamic, powerful tool for sliding the right text in front of our students’ at just the right time. Think of this second edition as Text Complexity-2-Go, because it’s all about the movement of minds at work, going deeper than anyone ever thought possible.

Qualitative Aspects of Informational Texts

Qualitative Aspects of Informational Texts

Qualitative Aspects of Informational Texts

© Richard Hutchings/PhotoEdit

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Learning about the physical, social, and biological world is an important aspect of the curriculum in most of today’s schools. Students are expected to read, write, and think about history and other social sciences, physical and life sciences, and a wide range of technical subjects. From the time they enter school until they transition to college and then on to careers, students are immersed in the world of information. That’s to say not that literary texts should be neglected, but rather that informational texts are an essential aspect of the curriculum. Unfortunately, in the push to increase students’ reading proficiency, some schools and districts have cut down—or even entirely removed—blocks of time for ...

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