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Ramping Up for Complex Texts: Strategies for Deep Comprehension in Students

This chapter by Nancy Frey and Doug Fisher emphasizes that simply providing students with complex texts is insufficient for fostering understanding. It presents scaffolded instruction methods to effectively transfer cognitive responsibility to students. Key components include re-evaluating text types, qualitative evaluations of text complexity, and the importance of close reading to develop critical thinking skills. Strategies such as collaborative conversations, purposeful modeling, and an independent reading staircase are highlighted to enhance comprehension and assess student performance effectively.

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Ramping Up for Complex Texts: Strategies for Deep Comprehension in Students

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  1. Module 1/Chapter 1 Ramping Up for Complex Texts By Nancy Frey and Doug Fisher

  2. Just giving students complex texts doesn’t mean they will read and understand them.

  3. Scaffolded Instruction Knowing when to transfer cognitive responsibility to students Reconsidering text types and their purpose

  4. Anchor Standard 10 Learning Progressions

  5. Text Complexity • Quantitative evaluation • Matching readers with texts and tasks • Qualitative evaluation

  6. Qualitative Evaluation

  7. 1.8

  8. Close Reading • What Is the Intention? • Foster Critical Thinking • Begin in Kindergarten • Assumption-Worthy Text

  9. Modeling Strategies for Deep Comprehension

  10. 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

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