000			03316cam a2200349 i 4500
001			17168569
003			OSt
005			20220527085007.0
008			120216s2012 deua b 001 0 eng
010			_a 2012002488
020			_a9780872074781
035			_a(OCoLC)ocn769419952
040			_aDLC _beng _cDLC _erda _dYDX _dBTCTA _dYDXCP _dBWX _dCDX _dOCLCO _dSGB _dTTU _dBDX _dFDA _dKMS _dSCO _dOCLCF _dGYG _dOCLCQ _dOCLCO _dIG# _dDLC
042			_alccopycat
050	0	0	_aLB1573.7 _b.F56 2012
082	0	4	_a372.47 _222
100	1		_aFisher, Douglas _d1965- _eauthor.
245	1	0	_aText complexity: raising rigor in reading _braising rigor in reading _cDouglas Fisher, Nancy Frey, and Diane Lapp.
260			_aUSA _bInternational Reading Association, _c2012.
300			_axi, 140 p. : _billustrations ; _c24 cm.
504			_aIncludes bibliographical references and index.
505	0		_aText complexity is the new black: -- Text complexity defined -- Revisiting how we match readers and texts -- Text complexity and the common core state standards -- The case for struggle -- Conclusion -- Quantitative measures of text complexity: -- Word-level analysis -- Sentence-level analysis --Conventional readability formulas -- Readability formulas that also measure readers -- Measuring coreference and cohesion -- Cautions and criticism of readability formulas -- Readability for early readers -- Conclusion -- Qualitative measures of text complexity: -- Considerate texts -- But not all texts are considerate -- Levels of meaning and purpose -- Structure -- Language conventionality and clarity -- Knowledge demands -- Returning to the hunger games, qualitatively -- Cautions and criticisms of qualitative analysis of text complexity -- Conclusion -- Matching readers to texts and tasks: -- Exploring the reader -- Exploring the task -- Exploring the question -- Shifting expectations -- Cautions and criticisms of matching readers with texts and tasks -- Conclusion -- A close reading of complex texts: Close reading -- Close reading up close in fourth grade : "post-it-notes" -- Close reading up close in ninth grade : "The road not taken" -- Conclusion.
520			_aThe Common Core State Standards place an emphasis on teaching students to read and understand increasingly complex texts. That teaching requires more than just assigning students hard books and hoping they get better at reading. Teaching starts with a deep understanding about what makes text complex. In this book, you'll learn about the quantitative factors of text complexity as well as the ways in which readers can be matched with texts and tasks. The book focuses on instruction and assessment of complex texts through close readings and extensive discussions. With this understanding, lessons can be developed that ensure students are prepared for the wide range of reading and writing they will do for the rest of their lives.
650		0	_aReading comprehension.
650		7	_aReading comprehension. _2fast
700	1		_aFrey, Nancy, _d1959- _eauthor.
700	1		_aLapp, Diane, _eauthor.
906			_a7 _bcbc _ccopycat _d2 _eepcn _f20 _gy-gencatlg
942			_2ddc _cBK
999			_c9282 _d9282