Up Close and Purposeful

Up Close and Purposeful
Teaching Students to Critically Analyze, Comprehend & Communicate about Complex Text 59th International Reading Association Annual Conference Institute 1690 May 9, 2014 New Orleans, Louisiana Beryl Irene Bailey, Ed.D., Institute Co-Chair

Institute Presenters Dr. Beryl Irene Bailey Dr. Elaine Weber Dr. Cynthia Schofield Raymond Woods Stacey McCann Beryl Irene Bailey, Ed.D., Institute Co-Chair

Today, we will enhance your repertoire of instructional and assessment strategies/practices that will allow you to support your students/teachers to: Dig Deeper into the text Lay a strong literacy foundation Scaffold content Construct meaning Build content knowledge Beryl Irene Bailey, Ed.D., Institute Co-Chair

Up Close and Purposeful: Institute Objectives
Review the deficits in reading experienced by students Review the components of the Revised Publishers’ Criteria for the CCSSs in ELA and Literacy for Grades K-12 more specifically, “Cultivating Students’ Ability to Read Complex Texts Independently” Deepen the thinking of participants using the Common Core State Standards and Close and Critical Reading Protocols Teach educators to scaffold students’ reading so they can comprehend complex text Engage educators in the process of meta-textuality through close and analytical reading and answering text dependent questions Beryl Irene Bailey, Ed.D., Institute Co-Chair

Up Close and Purposeful: Institute Objectives
Guide educators through a close and critical analysis of visual text Build capacity in educators to provide authentic pedagogy that fosters the development of deep knowledge questioning with higher order thinking Support K-12th grade educators in the planning of content-based literacy instruction to support struggling and striving readers and writers Beryl Irene Bailey, Ed.D., Institute Co-Chair

Up Close and Purposeful-Institute Learnings
As a result of participating in this institute, participants will demonstrate an ability to: Communicate meta-textually during close reading to support problem solving the meanings of unknown words, annotation, analysis and authentic discussions about complex text Assess text for qualitative levels of complexity Access an array of text-based scaffolds to support students’ comprehension of complex text Beryl Irene Bailey, Ed.D., Institute Co-Chair

Up Close and Purposeful-Institute Learnings
Use Guided Highlighted Reading (GHR) to scaffold students’ knowledge for development of vocabulary, comprehension, author’s craft and reading visual text to critically analyze, communicate about, and comprehend complex text Critically analyze paired visuals to communicate and comprehend new insights and knowledge Generate text dependent questions aligned to the Claim 1 targets for literary and informational text Beryl Irene Bailey, Ed.D., Institute Co-Chair

Institute Appetizers Beryl Irene Bailey, Ed.D., Institute Co-Chair

Up Close and Purposeful-Questions to be answered
What deficits in reading hinder students from independently accessing complex text? How do we build capacity in our students to access complex text? What must educators know before they can teach students to employ the CLOSE reading strategy or Guided Highlighted Reading? What is effective scaffolding? What is the difference between scaffolding and explicit instruction? What roles do metacognition, metalinguistics and metatextuality play in close reading? What is metacognition? What is metalinguistics? What is meta-textuality? Beryl Irene Bailey, Ed.D., Institute Co-Chair

Deficits in Reading Comprehension
Inadequate understanding of the words used in the text Inadequate background knowledge about the domains represented in the text A lack of familiarity with the semantic and syntactic structures that can help to predict the relationships between words A lack of knowledge about different writing conventions that are used to achieve different purposes via text (humor, explanation, dialogue, …) Verbal reasoning ability which enables the reader to “read between the lines” (inferring) The ability to remember verbal information (Fielding, Kerr, & Rosier, 1998 The 90% Reading Goal, p. 168) Beryl Irene Bailey, Ed.D., Institute Co-Chair

Theoretically Speaking
The deficits in reading have language demands as the root cause of poor reading comprehension. Therefore, I conclude and the research supports, that limited knowledge of words and language structures and their features is the cause of an inability to read/comprehend(which is a skill not a subject). Therefore, as educators, we must take a holistic accountability approach to ensuring that all children can achieve the skills of processing, discussing, analyzing, synthesizing, critiquing and thinking about complex text. The teaching of the skill of reading/comprehending is not a solo event. It is the responsibility of everyone who carries the title of educator –Beryl Irene Bailey Beryl Irene Bailey, Ed.D., Institute Co-Chair

Meta-Linguistics & Metacognition
Word structure and meaning, Syntactic structure of English, Discourse organization of different genres, schema or content knowledge on a wide variety of topics Procedural and conditional knowledge of the strategies to employ to process each of these levels.” (Carol Westby in Handbook of Language and Learning, 2006 p. 403) What must students know and be able to do in order to conduct a close read of text? To comprehend texts students must also have Beryl Irene Bailey, Ed.D., Institute Co-Chair

Meta-Textuality Freebody and Luke (1990) described four roles that are necessary for every reader to assume. Code breaker: Understanding the text at the surface level (i.e., alphabetic, structural) Meaning maker: Comprehending the text at the level intended by the author. Text user: Analyzing the factors that influenced the author and the text, including a historical grounding of the context within which it was written. Text critic: Understanding that the text is not neutral and that existing biases inform calls to action. (In Fisher, Frey & Lapp, Text Complexity, Raising Rigor in Reading, 2012) Beryl Irene Bailey, Ed.D., Institute Co-Chair

Up CLOSE and Purposeful
The New “Fab” Five for becoming College and Career ready P-Performance Tasks A-Academic Vocabulary C-Close & Critical Reading of Complex Text T-Text Dependent Questions Beryl Irene Bailey, Ed.D., Institute Co-Chair

Institute Appetizers “ Socrates believed that we learn best by asking essential questions and testing tentative answers against reason and fact in a continual…circle of honest debate.” (Cookson in Schmoker, Focus, 2011 p. 36) Beryl Irene Bailey, Ed.D., Institute Co-Chair

How is a Performance Task like the Respiratory & Circulatory Systems ?
The Human Heart The Human Lungs Beryl Irene Bailey, Ed.D., Institute Co-Chair

How is the Performance Task like the Respiratory & Circulatory Systems?
The Performance Writing Task can be considered the respiratory & circulatory systems. The heart and lungs allow humans to breathe, while blood circulates through the body In the performance task, the statement of purpose gives the author a purpose or reason for writing. A great statement of purpose metaphorically breathes life into the writer’s words. Therefore, the statement of purpose is the heart and lungs of the paper. In humans the brain sends signals for the blood to circulate throughout the body. In a Performance Task vocabulary is the blood and signal words are used to organize the vocabulary and language that sustain the meaning of the author’s words that course throughout the text. Beryl Irene Bailey, Ed.D., Institute Co-Chair

How are vocabulary words like human blood?
Beryl Irene Bailey, Ed.D., Institute Co-Chair

How are vocabulary words like human blood?
Metaphorically speaking, vocabulary is the blood that courses through the bodies of complex text and the performance writing task. Just like blood is essential to the human body, vocabulary is essential to the life of complex text and a performance writing task. It provides essential nutrients to the various parts and language structures. Blood Beryl Irene Bailey, Ed.D., Institute Co-Chair

How does a close read of text function like the digestive system?

The Process of Digestion is the process by which food and drink are broken down into their smallest parts so the body can use them. As food is digested, blood flows through the intestinal capillaries and picks up nutrients, such as glucose (sugar), vitamins and minerals. These nutrients are delivered to the body tissues by blood. Functions of Digestion The Digestive System Beryl Irene Bailey, Ed.D., Institute Co-Chair

What is CLOSE Reading? “Close reading is an instructional strategy that provides modeling and guided practice of the skills and strategies needed to independently read increasingly complex text and apply newly acquired knowledge in text-based demonstrations of deep understanding.” (Brown and Kappes, Implementing the Common Core Standards: A Primer on Close Reading of Texts p. 4 October 2012) Metaphorically speaking, CLOSE Reading is the weight lifting program for complex text. It is when educators establish a daily training regiment of teaching students what part of the text to focus to strengthen their ability to lift heavy text over time. As we know, the levels of complexity or heavy text refer to structure, levels of meaning, knowledge demands and conventions. This weight lifting program for complex text- close and purposeful reading, is the proverbial gradual release to READsponsibility. Beryl Irene Bailey, Ed.D., Institute Co-Chair

In a close read of text the learner digests massive amounts of complex information by breaking the text down into text features and structures, vocabulary, signal words, content knowledge, sentence structures, theme, perspective, and figurative language. After the information is digested, knowledge is gained, delivered and stored in the Central Nervous System. Beryl Irene Bailey, Ed.D., Institute Co-Chair Conducting a Check for unknown vocabulary or unusual language that may be confusing. Use the FACADES & READ strategies. Check for additional background knowledge needed to understand the text. Look at the genre & characteristics of the text. How is the information organized? (e.g. fable, biography, essay) Look at book/print features included to help you understand what you are reading? (narrative or expository text features) Observe how the author included his/her perspective and language style (humor, realism, sarcasm, ) for the reader to infer. Use the ROPES Strategy. Study how the sentences and text are structured. Do you notice structures of sequence (procedure) chronology (time order) description, definition, compare-contrast, cause & effect? Seek out signal words. Examine the level of reasoning required to infer the author’s purpose and message. What is the theme? Does the author use abstract metaphors or other literary devices? READ ©2012 Beryl Irene Bailey, Ed.D.,CCC/SLP C l o s e

What are the attributes of complex text?

How is complex text like the muscular system?

Complex texts, just like the muscular system, are language muscles that are made up of a myriad of structures and layers, intertwined to give strength to the body of what the author has written. The qualitative structures and layers of complex texts include; Beryl Irene Bailey, Ed.D., Institute Co-Chair

Structure: Genre, organization, narration, text features & graphics Knowledge Demands: Background, cultural, vocabulary Levels of Meaning: Density & complexity, figurative language, and purpose Language Convention & Clarity: Standard English, dialect Complex Texts, just like the muscular system, are language muscles that are made up of a myriad of structures and layers, intertwined to give strength to the body of what the author has written. The qualitative structures and layers of complex texts include; structure, knowledge demands, levels of meaning, and language convention and clarity As the text become more challenging students seek to only read [lift] what they are accustomed. The task of educators is to support students in training to persevere through difficult text to build critical literacy muscles that facilitate students’ reading and analytical skills. This training is a close read of text. Beryl Irene Bailey, Ed.D., Institute Co-Chair

How are text dependent questions like the skeletal system?
Text dependent questions are to close reading and performance tasks as the skeletal system is to the human body. They frame the body of knowledge that makes up the performance task. Beryl Irene Bailey, Ed.D., Institute Co-Chair

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Benefits of Text Dependent Questions
Great text dependent questions are key to building knowledge from content rich text. Text dependent questions will point students toward parts of the text most important to pay attention to. Text dependent questions are intentionally crafted to support the careful examination of text called for in close reading Well constructed text-dependent questions cause students to reflect on the text as opposed to reading quickly to get the gist of the selection Beryl Irene Bailey, Ed.D., Institute Co-Chair

Our time with you today, represents our PACT to ensure that ALL educators understand what it will take to insure that all students can critically analyze, comprehend & communicate about complex text. Beryl Irene Bailey, Ed.D., Institute Co-Chair

The Main Course Beryl Irene Bailey, Ed.D., Institute Co-Chair

How do we build capacity in our students to critically analyze complex text? David Coleman and Sue Pimentel outline 4 key criteria in the Revised Publishers’ Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades 3-12 that must be considered when choosing and aligning texts, resources and instructional strategies to the college and career ready standards. The Up CLOSE and Purposeful Institute will specifically provide supports for two of the four criteria- text selection and questions and tasks. As we seek to provide you with instructional and assessment practices, strategies and tools to help your students navigate complex text we only think it fair to subject our resources to the rigorous standards set forth in Coleman and Pimentel’s document. The next few slides will provide key points outlined. Beryl Irene Bailey, Ed.D., Institute Co-Chair

Key Criteria for Text Selection
Revised Publishers’ Criteria for the Common Core State Standards in English Language Arts & Literacy Grades 3-12 Key Criteria for Text Selection Grade level text aligns with complexity requirements outlined in standards All students have extensive opportunities to encounter grade-level complex text Shorter challenging texts that elicit close reading and re-reading are provided regularly at each grade level A greater focus on informational and literary nonfiction text Within a sequence or collection of texts, specific anchor texts are selected for especially careful reading Beryl Irene Bailey, Ed.D., Institute Co-Chair

Revised Publishers’ Criteria for the Common Core State Standards in English Language Arts & Literacy Grades 3-12 Informational texts should build a coherent body of knowledge within and across grades Standards require aligned ELA curriculum materials in grades 6-12 to include a substantial sampling of literary nonfiction, including biographies, journalism, and historical, scientific, or other documents written for a broad audience. Quality of suggested texts is high-they are worth reading closely and exhibit exceptional craft and thought or provide useful information Beryl Irene Bailey, Ed.D., Institute Co-Chair

“ The ability to analyze and think critically requires extensive factual knowledge…facts must be taught, ideally in the context of skills and ideally beginning in preschool and even before.” (Willingham in Schmoker, Focus p. 32) Beryl Irene Bailey, Ed.D., Institute Co-Chair

“ Frequent modeling of reading, underlining, and annotating, in every course, is critical to accelerating the attainment of core intellectual processes-several years ahead of time. Some won’t ever learn to read critically unless we show them how to do such reading several times a week with all kinds of texts, including newspapers or history and science textbooks.” (Schmoker, Focus, 2011 p. 81) Beryl Irene Bailey, Ed.D., Institute Co-Chair

Critically Analyze Complex Text
The CLOSE Read Strategy ( 11 X 17 placemat) is a metacognitive instructional procedure that uses the word close as an acronym and provides teachers and students with a brain friendly step by step guide to conducting a close read of complex text. The role of vocabulary and the strategies for determining the meanings of unknown words are foundational to the skill of conducting a close read and a priority in the Common Core State Standards for literacy. If students are expected to read at high levels of text complexity, they must develop word consciousness, the skill of inferring and problem solving strategies. Each verb in the CLOSE Read Strategy represents a spectrum of viewing or shades of meaning; check, look, observe study, examine. It can also be viewed as a continuum of viewing. Beryl Irene Bailey, Ed.D., Institute Co-Chair

Critically Analyze Complex Text

Conducting a Close Read-CHECK
Language Standards Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. Use context (e.g. the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of word or phrase Verify the preliminary determination of the meaning of a word or phrase (e.g. by checking the inferred meaning in context or in a dictionary) 6 L. 4 a & d Beryl Irene Bailey, Ed.D., Institute Co-Chair

Conducting a Close Read-CHECK
Check for unknown vocabulary or unusual language “ When students see words in print, they must isolate the roots, prefixes and suffixes of words, retrieve the meanings of these elements, and integrate the meanings of the elements to determine the meaning of the words.” (Carol Westby, 2006 p. 404) “ Awareness of semantic relationships among words also contributes to comprehension.” (Carol Westby, 2006 p. 404) In the first step you… Beryl Irene Bailey, Ed.D., Institute Co-Chair

Check for unknown vocabulary-proposed
This page includes an example of domain specific vocabulary. The author has provided context for the meaning of this word. Beryl Irene Bailey, Ed.D., Institute Co-Chair

Check for unknown vocabulary-proposed
“ In 1921, George was asked to speak to a committee of the U.S. Congress about a proposed peanut tariff. This tax would make peanuts brought into the U.S. from other countries more expensive. U.S. grown peanuts would not be taxed and would cost less, so people would buy more of them.” Identify the word and context that lets the reader know that the peanut tariff was a recommendation (word meaning DOK L 2) Beryl Irene Bailey, Ed.D., Institute Co-Chair

Conducting a Close Read -LOOK
Reading Standards for Informational Text Integrate information presented in different media or format (e.g. visually, quantitatively as well as in words to develop a coherent understanding of a topic or issue). 6 RI.7 The 2nd step in the CLOSE process is Look. The standard that aligns with this step is… Beryl Irene Bailey, Ed.D., Institute Co-Chair

Look for key ideas and details Look for how key details are provided Look for the author’s/illustrator’s viewpoint “The adoption of the new standards and the focus on text complexity requires that students understand what the author says[ illustrator] shows and be able to defend their opinions and ideas with evidence from the text [illustration].” (Fisher, Frey & Lapp, Text Complexity, Raising Rigor in Reading, 2012 p. 108) In the 2nd step Beryl Irene Bailey, Ed.D., Institute Co-Chair

Explain how George Washington Carver was able to help the southern farmers survive the economic depression during the 1930’s. Make an inference on how they were able to save money. (Key Details DOK L 2) Beryl Irene Bailey, Ed.D., Institute Co-Chair

Possible Research Question (Claim 4) Research the historical event that was happening in the United States during the 1930’s that may have caused the economic depression. Beryl Irene Bailey, Ed.D., Institute Co-Chair

Reading Standards for Informational Text Integrate and evaluate multiple sources of information presented in different media or formats (e.g. visually, quantitatively) as well as in words in order to address a question or solve a problem (11-12 RI.7) The 2nd step in the CLOSE process is Look. The standard that aligns with this step is… Beryl Irene Bailey, Ed.D., Institute Co-Chair

The total amount of money (in billions) spent by the US on military expenses. Beryl Irene Bailey, Ed.D., Institute Co-Chair

Conducting a Close Read -OBSERVE
Observe-book and text features (characters, setting, problem, photographs, captions, diagrams, charts, illustrations, maps, rhymes, stanzas, patterns) “ [Students] need to identify the organization of texts and use the information to assist them in comprehending the relationships among elements of the texts. ” (Carol Westby, 2006 p. 404) The 3rd step in the CLOSE Reading process is OBSERVE. Beryl Irene Bailey, Ed.D., Institute Co-Chair

The total amount of money (in billions) spent by the US on military expenses. Beryl Irene Bailey, Ed.D., Institute Co-Chair

Cite evidence from the graphics provided, and give a logical explanation to defend or refute the claim that WWII was the most devastating conflict in modern world history. (Reasoning and Evaluation, DOK L 3) Beryl Irene Bailey, Ed.D., Institute Co-Chair

Conducting a Close Read –STUDY & SEEK
Language Standards Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. b) Use relationships between particular words (e.g. cause/effect, part/whole, item/category to better understand each of the words (6 L. 5b) The 4th step in the CLOSE Reading process is STUDY & SEEK. The reading standard aligned to this step is… Beryl Irene Bailey, Ed.D., Institute Co-Chair

Conducting a Close Read –STUDY & SEEK
Study how the sentences and text are structured. Seek out signal words. “ [Students] they must also have knowledge of the discourse structures or the superstructure organization for different genres (narrative and expository[descriptive, compare-contrast, cause-effect, problem-solution, proposition-support, etc]) and linguistic signals for these patterns or relationships ” (Carol Westby, Handbook of Language & Literacy 2006 p. 404) Beryl Irene Bailey, Ed.D., Institute Co-Chair

Conducting a Close Read Study & Seek
“In the 1930’s, the United States suffered an economic depression. Many people lost their jobs and had no way to earn money.” Circle the letter of the signal word that could be inserted after the word depression to make this a complex sentence. however consequently finally specifically (Text Structures & Features DOK L 2) Beryl Irene Bailey, Ed.D., Institute Co-Chair

Conducting a Close Read Study & Seek
Notice the signal words to help the students to determine how the text is structured. Beryl Irene Bailey, Ed.D., Institute Co-Chair

Conducting a Close Read-EXAMINE
Language Standards Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g. personification) in context 6L.5 a The 5th and last step in the CLOSE Reading process is EXAMINE. The standard that is aligned to this step is Beryl Irene Bailey, Ed.D., Institute Co-Chair

Examine the level of reasoning required to infer the author’s purpose and message. “ By annotating texts, whether informational, persuasive or narrative, students learn to slow down their reading to mine the depths of the concepts, arguments, and metaphors used by the writer.” Look for examples of literary devices. (Fisher, Frey, & Lapp, Text Complexity, Raising Rigor in Reading, 2012 p. 114) Beryl Irene Bailey, Ed.D., Institute Co-Chair

Infer what the author meant when he wrote, “ …But I’m afraid that blacks cannot paint their way out of poverty.” Language Use DOK L 3 Beryl Irene Bailey, Ed.D., Institute Co-Chair

Take a moment to jot down your responses… Examine the author’s word choices that lets the reader know that GWC was not interested in fame or fortune. Cite evidence and include GWC’s point of view. (Language Use DOK L 3) Beryl Irene Bailey, Ed.D., Institute Co-Chair

Thank you A huge thank you to myON Reader for the donation of the books, George Washington Carver, Migrant Mother, Popular Culture: 2000 and Beyond and the meta-textual markers for our Institute!! Beryl Irene Bailey, Ed.D., Institute Co-Chair

Dr. Elaine Weber Dr. Elaine Weber will now lead our institute and provide us with knowledge about Guided Highlighted Reading. Beryl Irene Bailey, Ed.D., Institute Co-Chair

How do we teach students to effectively communicate about complex Text? Beryl Irene Bailey, Ed.D., Institute Co-Chair

“Questions rather than explanations can help focus the student’s attention on key phrases and statements in the text or on the organization of ideas in the paragraph” (Coleman & Pimentel, 2012) Beryl Irene Bailey, Ed.D., Institute Co-Chair

Text Dependent Questions
What is the goal of text-dependent questions? “ Keep in mind that the purposes of text-dependent questions are to prompt rereading, encourage the use of textual evidence to support answers, and deepen comprehension using analytic processes.” (Fisher, Frey & Lapp, Text Complexity, Raising Rigor in Reading 2012, p. 125) Beryl Irene Bailey, Ed.D., Institute Co-Chair

Generating Text Dependent Questions
Why should we ask text dependent questions? “ It is important to note that text dependent questions should not be confined to the literal meaning of the passage; although important, this does not fully capture the deeper meaning of the work. Therefore, text –dependent questions should also challenge students to examine the inferential levels of meaning, such as noting the mood and tone of a piece, the author’s purpose, or how the artful choice of words elevates the quality of the reading.” (Fisher, Frey & Lapp, Text Complexity, Raising Rigor in Reading, 2012 p. 118) Close Reading is the process and responses to text dependent questions are the product. The asking and answering of text dependent questions provides the motivation to continuously return to the text to read for a purpose. Beryl Irene Bailey, Ed.D., Institute Co-Chair

Rubric for Constructing High Quality Text Dependent Questions & Tasks
Criteria Expert Practitioner Apprentice Novice Evidenced-based 80-90% of questions are high quality text dependent Questions and tasks require thinking about text and finding evidence in text to support response and make valid claims Discussion tasks activities, questions & writings following readings are based on insights & knowledge about the content & language contained in text Questions include explicit models of a range of high-quality evidence-based answers to questions about key details, craft & structure and integration of knowledge and ideas 80% of questions are text dependent Questions and tasks require thinking about text and finding evidence in text to support response Discussion tasks, activities & questions are based on insights & knowledge about the content & language contained in text Questions require thinking about text and finding evidence in text to support response No discussion questions included to support understanding of the text Activities & questions following readings are based on knowledge about the content At least 50% of questions are text dependent Some questions require thinking about text and finding evidence in text to support responses Some questions can be answered without the text Questions following readings are somewhat based on knowledge about the content Focused & Sequential Sequence of individually crafted specific questions that draw students and teachers into the text and build toward more coherent understanding & analysis Questions engage students to focus on academic vocabulary, language use, analysis of ideas, details, arguments Questions require students to make non-trivial inferences based on evidence from text Questions focus on specific phrases & sentences to promote deep thinking (literal, analysis, synthesis, evaluation) Questions encourage comparison of synthesis of multiple sources Sequence of individually crafted specific questions that draw students and teachers into the text Question series is random Over reliance on general questions (cookie cutter) that could be asked of any text Text dependent questions don’t build knowledge of the text Questions engage students to focus on key ideas & details and central ideas of text Arbitrary general questions that can be asked of any text Questions may or may not encourage trivial comparisons not necessarily related to the text Most questions are literal and focus on key ideas and details 2014 BHS ELA/History Curriculum Writing Team - (Source-David Coleman & Sue Pimentel- Revised Publishers’ Criteria for the Common Core State Standards in ELA and Literacy, Grades 3-12) Beryl Irene Bailey, Ed.D., Institute Co-Chair

Critically Analyzing & Comprehending Complex Text

Communicating About Complex Text

Communicate about Complex Text
What role should discussions play in comprehending text? “ Discussions should allow students to engage in purposeful talk, manage their use of academic and domain specific language and concepts, and provide an opportunity for them to learn about themselves, one another, and the world.” (Fisher, Frey & Lapp, Text Complexity, Raising Rigor in Reading, 2012 p. 116) Beryl Irene Bailey, Ed.D., Institute Co-Chair

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