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E-grāmata: Text Complexity: Stretching Readers With Texts and Tasks

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  • Formāts: PDF+DRM
  • Sērija : Corwin Literacy
  • Izdošanas datums: 28-Jan-2016
  • Izdevniecība: Corwin Press Inc
  • Valoda: eng
  • ISBN-13: 9781506343976
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Text Complexity: Stretching Readers With Texts and TasksPalielināt
  • Formāts: PDF+DRM
  • Sērija : Corwin Literacy
  • Izdošanas datums: 28-Jan-2016
  • Izdevniecība: Corwin Press Inc
  • Valoda: eng
  • ISBN-13: 9781506343976
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This resource for teachers and teacher educators provides a framework and detailed guidance on preparing students to read complex texts across the disciplines, using teacher-led, peer-led, and individual tasks. Examples come from primary grades through middle school and high school. The book begins with material on definitions of text complexity, selecting texts, quantitative measures of text complexity, and qualitative aspects of literary texts and information texts. Chapters on teacher-led tasks gives ideas on how to modeling expert thinking, how to present lessons in close reading of complex texts, and how to scaffold reading instruction. Peer-led tasks covered include collaborative conversations and peer-mediated learning. The section on individual tasks focuses on methods for fostering sustained silent reading. The reader friendly two-color layout includes summary charts, process and hierarchy diagrams, and margin notes on key ideas. This second edition contains four additional chapters, making a total of nine chapters in this second edition. This edition retains its conversational writing style and adds even more classroom scenarios. Annotation ©2016 Ringgold, Inc., Portland, OR (protoview.com)

“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 bestsellingText 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. 

Recenzijas

"Readers will explore text complexity and all its various parts: quantitative measures, qualitative values of literary texts, and qualitative aspects of informational texts. While reading the first four chapters, I was reminded of our responsibilities for designing and planning instruction. As a result, my copy is filled with stars, asterisks, and sticky notes. . . . In Chapters 59, teachers will find a wide range of tasks designed to help students read complex texts with competence and confidence. I thought Chapter 8, Exploring Peer-Led Tasks, was my favorite chapter until I got to Chapter 9, Exploring Individual Tasks. Then it was a toss-up!. . . This second edition, co-published with the International Literacy Association, will "stretch" both teachers and students!" -- Anne Anderson

Preface xi
Chapter 1 Text Complexity in a New Light
1(22)
Untangling Terminology
2(1)
Text Complexity Expanded
3(3)
The Reader
6(7)
Cognitive Capabilities
6(2)
Motivation
8(1)
Background Knowledge
9(1)
Experiences
10(3)
The Reader Meets the Task
13(3)
The Case for Struggle
16(2)
Pathways for Selecting Texts
18(2)
Conclusion
20(3)
Chapter 2 Quantitative Measures of Text Complexity
23(18)
Word-Level Analysis
24(1)
Sentence-Level Analysis
25(2)
Conventional Readability Formulas
27(3)
Fry Readability Formula
28(1)
Flesch-Kincaid Grade-Level Score
29(1)
Advantage-TASA Open Standard
29(1)
Readability Formulas That Also Assess Readers
30(4)
Degrees of Reading Power
30(1)
TextEvaluator
31(1)
Reading Maturity Metric
32(1)
Lexile
32(2)
Measuring Coreference and Cohesion
34(2)
Cautions About Quantitative Analysis of Text
36(1)
Conclusion
37(4)
Chapter 3 Qualitative Values of Literary Texts
41(28)
Characteristics of Literary Texts
43(2)
Specialized Literary Texts
45(1)
Analyzing Literary Texts Qualitatively
45(5)
Levels of Meaning and Purpose
50(4)
Density and Complexity
51(1)
Figurative Language
52(2)
Purpose
54(1)
Structure
54(4)
Genre
55(1)
Organization
55(2)
Narration
57(1)
Graphic and Visual Information
58(1)
Language Conventionality and Clarity
58(3)
Standard English and Variations
59(1)
Registers
60(1)
Knowledge Demands
61(3)
Background Knowledge
62(1)
Prior Knowledge
62(1)
Cultural Knowledge
63(1)
Vocabulary Knowledge
63(1)
Returning to The Hunger Games, Qualitatively
64(2)
Levels of Meaning and Purpose
64(1)
Structure
65(1)
Language Conventionality and Clarity
65(1)
Knowledge Demands
65(1)
Cautions About Qualitative Analysis of Text
66(1)
Conclusion
67(2)
Chapter 4 Qualitative Aspects of Informational Texts
69(22)
Characteristics of Informational Texts
70(1)
Analyzing Informational Texts Qualitatively
71(4)
Levels of Meaning and Purpose
75(2)
Density and Complexity
75(1)
Analolgies and Abstract Comparisons
76(1)
Purpose
76(1)
Structure
77(5)
Genre
77(2)
Organization
79(1)
Text Features
80(1)
Graphic Elements
81(1)
Language Conventionality and Clarity
82(5)
Language Level
83(1)
Register
84(1)
Voice
85(2)
Knowledge Demands
87(3)
Prior Knowledge
87(1)
Background Knowledge
88(1)
Vocabulary
88(2)
Conclusion
90(1)
Chapter 5 Exploring Teacher-Led Tasks: Modeling Expert Thinking
91(16)
Comprehension
94(1)
Word Solving
95(1)
Disciplinary Thinking
96(2)
Factors of Complexity
98(3)
Key Components of Modeling
101(4)
A Modeling Caution
105(1)
Conclusion
106(1)
Chapter 6 Exploring Teacher-Led Tasks: Closely Reading Complex Texts
107(22)
Key Features of Close Reading Lessons
109(8)
Selecting Short, Worthy Passages
109(2)
Rereading
111(1)
Reading With a Pencil
112(4)
Discussing the Text
116(1)
Text-Dependent Questions Scaffold Student Thinking
117(1)
Questions Supporting Analysis of What the Text Says
117(3)
Third-Grade Reading/Language Arts
118(1)
Tenth-Grade English
119(1)
Questions Supporting Analysis of How the Text Works
120(4)
Third-Grade Reading/Language Arts
121(2)
Tenth-Grade English
123(1)
Questions Supporting Analysis of What the Text Means
124(2)
Third-Grade Reading/Language Arts
124(1)
Tenth-Grade English
125(1)
Conclusion
126(3)
Chapter 7 Exploring Teacher-Led Tasks: Scaffolded Reading Instruction of Complex Texts
129(14)
Teaching Intentions
130(2)
Scaffolded Instruction of Complex Texts
132(8)
Extension of a Close Reading
135(1)
Preview of a Later Reading
136(2)
Addressing Specific Student Needs
138(2)
Conclusion
140(3)
Chapter 8 Exploring Peer-Led Tasks: Collaborative Conversations and Peer-Mediated Learning
143(16)
Conditions That Support Peer-Led Tasks
145(1)
Text Selection
145(1)
Authentic Tasks
145(1)
Productive Failure
146(1)
Accountable Talk to Support Peer-Led Tasks
146(4)
Routines to Support Peer-Led Tasks
150(7)
Knowledge Acquisition With Reader's Theater
151(1)
Knowledge Acquisition With Reciprocal Teaching
152(1)
Knowledge Extension With Listening Gallery Walk
152(1)
Knowledge Extension With Jigsaw Presentations
153(1)
Knowledge Extension With Digital Storytelling
153(1)
Textual Analysis With Book Clubs or Literature Circles
154(1)
Textual Analysis With Photo Narratives
155(1)
Critical Thinking With Socratic Seminars
155(2)
Conclusion
157(2)
Chapter 9 Exploring Individual Tasks
159(18)
Knowing How to Read Versus Being a Reader
159(2)
The Case for Making Time to Read Individually
161(2)
Sustained Silent Reading
163(4)
Factor 1 Access
163(1)
Factor 2 Appeal
163(1)
Factor 3 Conducive Environment
164(1)
Factor 4 Encouragement
164(1)
Factor 5 Staff Training
164(1)
Factor 6 Nonaccountability
165(1)
Factor 7 Follow-Up Activities
165(1)
Factor 8 Distributed Time to Read
165(2)
Independent Reading
167(2)
Discussing Independent Reading With Students
169(2)
Types of Questions Matter in Conferences, Too
171(3)
Conclusion
174(3)
References 177(16)
Index 193
Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed English teacher and administrator in California.  In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as books such as The Teacher Clarity Playbook 2/e, Your Introduction to PLC+, The Illustrated Guide to Teacher Credibility, Instructional Strategies that Move Learning Forward: 30 Tools that Support Gradual Release of Responsibility, and Welcome to Teaching!







Nancy Frey is a Professor in Educational Leadership at San Diego State and a teacher leader at Health Sciences High and Middle College.  She is a credentialed special educator, reading specialist, and administrator in California.  She is a member of the International Literacy Associations Literacy Research Panel. Her published titles include 50 Strategies for Activating Your PLC+, The Illustrated Guide to Visible Learning, Welcome to Teaching Multilingual Learners, Teaching Foundational Skills to Adolescent Readers, and RIGOR Unveiled: A Video-Enhanced Flipbook to Promote Teacher Expertise in Relationship Building, Instruction, Goals, Organization, and Relevance.

Diane Lapp, EdD, is a distinguished professor of education at San Diego State University where her work continues to be applied to schools. She is also an instructional coach and teacher at Health Sciences High & Middle College. Throughout her career, Diane has taught in elementary, middle, and high schools. Her major areas of research and instruction regard issues related to the planning and assessment of very intentional literacy instruction and learning. A member of both the California and the International Reading Halls of Fame, Diane has authored, coauthored, and edited numerous articles, columns, texts, handbooks and childrens materials on instruction, assessment, and literacy related issues. Diane is the recipient of the ILA 2023 William S. Gray Citation of Merit, a prestigious award reserved for those who have made outstanding contributions to multiple facets of literacy development. Diane can be reached at lapp@sdsu.edu. Follow her on twitter @lappsdsu
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