1. Module 1/ Chapter 1 Ramping Up for Complex Texts By Nancy Frey and Doug Fisher 1.1

2. Just giving students complex texts doesn’t mean they will read and understand them. 1.2

3. Scaffolded Instruction Knowing when to transfer cognitive responsibility to students Reconsidering text types and their purpose 1.3

4. 1.4 Directions for Examining Learning Progressions of Anchor Standard 10 1.Work in groups of four to six. 2.Each participant will highlight the words or phrases that show how instruction and learning increase through the grades to meet the standard. 3.Discuss the subtleties of changes and big differences between grade levels that students need to reach Anchor Standard 10. 4.Discuss how this may impact teaching and learning in your grade level.

5. Anchor Standard 10 Learning Progressions 1.5

6. Text Complexity Quantitative evaluation Qualitative evaluation Matching readers with texts and tasks 1.6

7. Qualitative Evaluation Standard English and Variations Register Vocabulary Prior Knowledge Cultural Knowledge Background Knowledge Genre Organization Narration Text Features Graphics Density and Complexity Figurative Language Purpose Levels of Meaning and Purpose Structure Language Convention and Clarity Knowledge Demands 1.7

8. Directions for Jigsaw Procedure for Three Elements of Text Complexity 1.Work in groups of three. 2.Each person chooses a text complexity element: a. Quantitative Evaluation and the New Definition of Text Complexity b. Qualitative Evaluation c. Matching Readers With Texts and Tasks 3. Read for 5 minutes. 4. Write down salient points on graphic organizer to share. 5. Share significant points with group. 1.8

9. 1.9 Directions for Examining Learning Progressions of Anchor Standard 1 1.Work in groups of four to six. 2.Each participant will highlight the words or phrases that show how instruction and learning increase through the grades to meet the standard. 3.Discuss the subtleties of changes and big differences between grade levels that students need to reach Anchor Standard 1. 4.Discuss: a.How how might teaching be affected? b.Reflect on new concepts and skills that are introduced at your grade level. c.Reflect on the importance of meeting Anchor Standard 1.

10. Close Reading  What Is the Intention?  Foster Critical Thinking  Begin in Kindergarten  Assumption-Worthy Text 1.10

11. QuestioningSummarizing Inferencing Self- Monitoring ConnectionAnalysis 1.11

12. 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 1.12