Notice and

Note
Presented by:
Vicky Zappulla
and
Angie Rosen

The questions which one

asks oneself begin,
at least , to illuminate
the world, and
become ones key to the
experience of others.
James Baldwin

The Questions We Ponder

What is my definition of Reading?

We believe it is the interaction, the transaction, between

the reader and the text that not only creates meaning but
creates the reason to read

Reading is the process of constructing

meaning through the dynamic interaction
among:
(1) the readers existing knowledge;
(2) the information suggested by the text being
read; and
(3) the context of the reading situation

Wixson, Peters, Weber, & Roeber, 1987

What is the role of fiction?

What about non-fiction?

Non-fiction lets us learn more,

fiction lets us be more.

How does Rigor fit in?

What is my definition of Rigor?
Rigor is not an attribute of a text but rather
a characteristic of our behavior with that
text/BIG IDEA.

Rigor lies in the transaction

between the reader and the text
then among readers.
The essence of rigor is
engagement and commitment.
Kindergarten: Rigor
does not mean
hard!

Increase Rigor!
What is the last discussion you
participated in with your class?

How do I judge complexity of text?

Click for
more info

Qualitative dimensions of
text complexity

Quantitative dimensions of
text complexity

Reader and task

considerations.

Aspects of text complexity best

measured or only
measurable by an attentive human
reader, such as levels of
meaning or purpose; structure;
language conventionality and
clarity; and knowledge demands.

Aspects of text complexity best

measured by word length,
sentence length, text cohesion

Variables specific to the reader:

(motivation, knowledge,
experiences) and to the particular
task(purpose of assignment and
questions posed)

Text Complexity

Text complexity handout

Page 204

Text Complexity
Grade Band in the
Standards

Old Lexile Ranges Lexile Ranges

Aligned to
CCR expectations

K1

N/A

N/A

2-3

450725

450790

4-5

645845

770980

6-8

8601010

9551155

9-10

9601115

10801305

What is my definition for close reading?

Does the text have to be complex in order
to read closely?

Characteristics of Close Reading

Short passages
Intense focus on text
Extends from passage to other parts of the
text and back again.
Must include exploratory discussions
Involves rereading

Asking Questions for which you already

know the answer is inauthentic
yet thats the type of questioning
that goes on in most classrooms.

Talk, talk, talk is it all the same?

Listen in, is there rigorous thinking?
Let students pose questions.
Give prompts to keep conversations going.

Talk, talk, talk is it all the same?

Record small-group discussions.
Give specific feedback about their
comments.

Encourage students to elaborate.

Talk, talk, talk is it all the same?

Ask high level questions of all students.

Encourage students to use vocabulary of the

discipline.

Consider room arrangement to have

students face each other.

Putting it All Together:

Rigor
Close Reading
Dialogic Talk
Text-Dependent Questions

Give it a try...
1. Read this rigorous poem.
2. As you read mark where you feel confused,
have a question or wonder about something.
3. Talk about it with your partner.
4. Reread it closely.
5. Discuss your questions.
6. Choose which questions are the most interesting to you.
7. Reread poem and consider your questions.
8. Write your best question.
9. You have started to create text dependent questions.

Our Stops along our Journey...

Model: Contrasts and

Contradictions

The sign
posts
and your
classroom.

Your Turn!
1. Read through lesson and given Signpost.
2. Select text from your curriculum to
use to teach the sign post.
3. Plan using the selected text.
4. Review Questions you may have.
5. Be prepared to share.

Share