Fisher & Frey’s answer to close and critical reading No doubt since the cave paintings of prehistoric times, humans have asked questions to make sense of the message. So what could possibly be new about posing questions about text? Plenty . . . and with TDQ, Doug Fisher and Nancy Frey reveal it all. After one quick read, you will have learned all the very best ways to use text-dependent questions as scaffolds during close reading . . . and the big understandings they can yield, especially when executed the Fisher and Frey way. But that’s just for starters. Fisher and Frey also include illustrative video, recommended texts and questions, examples from across content areas, and an online professional learning guide, making the two volumes of TDQ a potent professional development tool across all of K-12. The genius of TDQ is the way Fisher and Frey break down the process into four cognitive pathways that help teachers "organize the journey through a text" and frame an extended discussion around it. Step by step, this approach ensures that in every close reading lesson, students are guided to consider explicit and implied meanings, and deeply analyze and appreciate various aspects of a text, especially those that may be challenging or confusing. Here’s how the four inter-related processes play out, with every why and every how answered: What does the text say? (general understandings and key details) How does the text work? (vocabulary, structure, and author’s craft) What does the text mean? (logical inferences and intertextual connections) What does the text inspire you to do? (write, investigate, present, debate) The cool thing? These questions ignite students’ engagement and discussion because they strategically lead students to a place of understanding where explicit and implied meanings and interpretations can be debated. Far from being overly literal or teacher-led, the questioning framework Fisher and Frey advance enhances the quality of student talk and idea-generation. All in all, there’s no better resource to cultivate students’ capacity for independent reading and incisive thinking. Longtime collaborators and recipients of numerous teaching and leadership awards, DOUGLAS FISHER and NANCY FREY are Professors of Educational Leadership at San Diego State University as well as teacher leaders at Health Sciences High & Middle College.

Fisher & Frey’s answer to close and critical reading Learn the best ways to use text-dependent questions as scaffolds during close reading and the big understandings they yield. But that’s just for starters. Fisher and Frey also include illustrative video, texts and questions, cross-curricular examples, and an online facilitator’s guide—making the two volumes of TDQ a potent professional development tool across all of K–12. The genius of TDQ is the way Fisher and Frey break down the process into four cognitive pathways: What does the text say? How does the text work? What does the text mean? What does the text inspire you to do?

It could happen at 10:10 a.m. in the midst of interactive writing, at 2:30, when listening to readers, or even after class, when planning a lesson. The question arises: How do I influence students’ learning–what’s going to generate that light bulb Aha-moment of understanding? In this sequel to their megawatt best seller Visible Learning for Literacy, Douglas Fisher, Nancy Frey, and John Hattie help you answer that question by sharing structures and tools for effective literacy instruction that have high-impact on learning—and insights on which stage of learning they have that high impact. With their expert lessons, video clips, and online resources, you can deliver sustained, comprehensive experiences in phonics, guided reading, interactive writing, content-area discussions—in virtually all you teach: Mobilizing Visible Learning: Use lesson design strategies based on research that included 500 million plus students to develop self-regulating learners able to "see" the purpose of what they are learning—and their own progress. Teacher Clarity: Articulate daily learning intentions, success criteria, and other goals; understand what your learners understand, and design high-potency experiences for all students. Direct Instruction: Embrace modeling and scaffolding as a critical pathway for students to learn new skills and concepts. Teacher-Led Dialogic Instruction: Guide reading, writing, and thinking by using questioning and other teacher-led discussion techniques to help learners to clarify thinking, disagree respectfully, and reach consensus. Student-Led Dialogic Learning: Foster cognitive growth with peer-mediated learning —reciprocal teaching, QAR, fish bowl, and more. Independent Learning: Ensure that students deepen learning by designing relevant tasks that enable them to think metacognitively, set goals, and develop self-regulatory skills. Tools to Use to Determine Literacy Impact: Know what your impact truly is with these research-based formative assessments for K-5 learners. With Teaching Literacy in the Visible Learning Classroom, take your students from surface to deep to transfer learning. It’s all about using the most effective practices—and knowing WHEN those practices are best leveraged to maximize student learning.

You can find hundreds of literacy lessons in hundreds of places—but none of them will do for students what the ones in this book do. What’s the magic bullet? Potent integration. In this follow-up to her Common Core Companion, Grades 3-5, Leslie Blauman provides an ample supply of connected lessons you can use as booster shots when your students need a good dose of integrated reading and writing instruction. The 50+ lessons are divided into five learning sequences that span the ELA standards, bringing a Monday-through-Friday clarity to a process that often overwhelms teachers and coaches alike. Follow each sequence and week by week, you’ll build the instructional potency to help students achieve a year’s worth of growth as you integrate: 1. Reading Craft and Structure with Opinion Writing 2. Opinion Writing with Evaluating Argument in Informational Text 3. Narrative Writing with Craft and Structure (words, phrases, key ideas, setting, character, and events) 4. Informative/Explanatory Text Writing with Reading for Key Ideas 5. Research to Build and Present Knowledge with Integration of Knowledge and Ideas in Reading Need a great kickoff to a unit of study or review/intervention lessons toward the end of a unit? Leslie’s booster lessons are eminently "dippable." Or use her book and its companion website as a planner for deeper, longer-term instructional design. The Common Core Companion Booster Lessons, Grades 3-5, is the resource you’ll turn to again and again for various purposes throughout the year.

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: Teachers think aloud to demonstrate critical thinking and how good readers always know why they are reading. Close & Scaffolded Reading Instruction: Teachers engage students in repeated readings and discussions, with text-dependent questions, prompts, and cues to help students delve into an author′s ideas. Collaborative Conversations: Teachers orchestrate collaborative learning to get students in the habit of exercising their analytical thinking in the presence of their peers. An Independent Reading Staircase: Teachers artfully steer students to more challenging books, with strategic bursts of instruction and peer conferences to foster metacognitive awareness. Performance: Teachers offer feedback and assessments that help students demonstrate understanding of text in authentic ways and plan instruction based on student understanding. There′s more . . . Also included are illustrative classroom video clips available via QR codes along with an online Facilitator′s Guide with PowerPoints--making Rigorous Reading the only resource a teacher, school, or district needs to seriously stretch students′ capacity to read and comprehend text.

It could happen at 10:10 a.m. in the midst of analyzing a text, at 2:00, when listening to a students’ debate, or even after class, when planning a lesson. The question arises: How do I influence students’ learning–what’s going to generate that light bulb Aha-moment of understanding? In this sequel to their megawatt best seller Visible Learning for Literacy, Douglas Fisher, Nancy Frey, and John Hattie help you answer that question by sharing structures and tools that have high-impact on learning, and insights on which stage of learning they have that high impact. With their expert lessons, video clips, and online resources, you can design reading and writing experiences that foster in your students deeper and more sophisticated expressions of literacy: Mobilizing Visible Learning: Use lesson design strategies based on research that included 500 million plus students to develop self-regulating learners able to "see" the purpose of what they are learning—and their own progress. Teacher Clarity: Articulate daily learning intentions, success criteria, and other goals; understand what your learners understand, and design high-potency experiences for all students. Direct Instruction: Embrace modeling and scaffolding as a critical pathway for students to learn new skills and concepts. Teacher-Led Dialogic Instruction: Guide reading, writing, listening, speaking, and thinking by using strategic questioning and other teacher-led discussion techniques to help learners to clarify thinking, discuss, debate, and goal-set. Student-Led Dialogic Learning: Promote intellectual, social, and creative growth with peer-mediated learning experiences that transfer to other subject areas, including history, science, math, and the visual and performing arts. Independent Learning: Ensure that students deepen learning by designing relevant tasks that enable them to think metacognitively, set goals, and develop self-regulatory skills. Tools to Use to Determine Literacy Impact: Know what your impact truly is with these research-based formative assessments for 6-12 learners. With Teaching Literacy in the Visible Learning Classroom, take your students from surface to deep to transfer learning. It’s all about using the most effective practices—and knowing WHEN those practices are best leveraged to maximize student learning.