Wide and Deep Reading

Text Complexity = Wide + Deep Reading

To build a foundation for college
and career readiness, students
must readwidely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Preparation for reading complex informational texts begins at the very earliest elementary school grades. (CCSS)

Wide reading?

Students in K–5 apply the Reading standards to the following range of text types, with texts selected from a broad range of cultures and periods.

Stories: Includes children’s adventure stories, mysteries, folktales, fairy tales, legends, tall tales, fables, fantasy, realistic fiction, and myth

Dramas: Includes staged dialogue and brief familiar scenes

Poetry: Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem

Literary Nonfiction and Historical, Scientific, and Technical Texts: Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics

Functional Texts - (Following Directions): Includes road maps, recipes, bus schedules, manuals, hobby/craft instructions, game directions, building/street signs, first aid instructions

Functional Texts - (Gain Information): Includes menus, movie ads, sports info., temperature charts, TV schedule, school schedule, want ads/classifieds, food labels, store flyers/ads

Deep Reading?

All children will generally be expected to read complex texts independently and reflect on them orally and in writing. Whatever they are reading, students must show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.
However, children in the early grades (particularly K–2) should participate in rich, structured conversations with an adult in response to the written texts that are read aloud, orally comparing and contrasting as well as analyzing and synthesizing.

"It is hard to combat the message students are getting from the outside world-that reading fatter, harder books are what we are shooting for in schools and at home. I am always on the lookout for thin books that have depth. Sharing these with students-books where the text is easy but the thinking is hard, seems key to helping kids get away from their frantic race to find the fattest, hardest books on the shelves." Franki Sibberson

Increased Text Complexity?

How can parents help at home?

Looking for engaging ways to introduce your child to reading or to encourage your teen to write? Need some age-appropriate book suggestions or rainy day activities? The materials here are your answer—all of them created by experts to be fun, educational, and easy to use outside of school.
Reading Rockets
Reading Rockets offers a wealth of reading strategies, lessons, and activities designed to help young children learn how to read and read better. Our reading resources assist parents, teachers, and other educators in helping struggling readers build fluency, vocabulary, and comprehension skills.

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Book Trailers
It is true that students are more motivated to read when they have opportunities to make choices about what they read. A book trailer will get them excited and enticed to make a choice! Introduce several books by reading snippets or the back cover and raising "I Wonder" questions. Before you know it, that reluctant reader will race to read one!
Reader Response Journal
Basically, the journal is a place for the reader to record general impressions, to note connections to other texts and to personal experiences, and to write through confusions and noticings. The journal could be just a blank notebook or may take a more structured format. Possible journal entry starters (pick only a couple at a time):
This character reminds me of somebody I know because
This character reminds me of me because
This character is like (name of the character) in (title of book) because
I think this setting is important because
This scene reminds me of a similar scene in (title of book) because
I like/dislike this writing because
This part is very realistic/unrealistic because
I think the relationship between ______ and ______ is interesting because
I like/dislike (name of character) because
This situation reminds me of a similar situation in my own life. It happened when
The character I most admire is ______ because
If I were (name of character) at this point, I would
I wonder what this means
I really don't understand this part
I really like/dislike this idea because
My favorite quote is
The point is to note how knowledge of various texts makes it easier to make meaning of new texts and to help readers realize that some themes cut across the human experience. The connections to personal experience help readers to bring meaning to the text in order to make sense of the text. Recognizing our personal experiences in the stories of others can be very validating. The confusions might include misunderstandings, a need for more information, clarification of vocabulary, or just curiosity about the plot or why the author chose to write the
story as it is. The writing that readers do in the response journals can be the springboard into the brilliant conversations or "book chats"!
Book Chat
These brief chats, during/after independent reading, give students time to read what they want to read, share what they've read, and receive the support they need for further reading explorations and reflections. Remember the purpose of the process is not to quiz the student. Instead, you and the child may begin by sharing your general impressions, talking through connections made to other texts (books, poems, songs, movies, etc.), sharing personal connections with the text, talking through confusions or things that made you wonder, and sharing observations or things you noted as a reader. The goal is to enrich and deepen the readers’ understandings and insights.
Conversation ideas...
What did you like or dislike and why?
What do you wish the author had included and why?
What is your opinion of the characters and why?
What is your opinion of the illustrations, table and figures and why?
What questions do you have after reading? What can you do to find the answers?

Compare and Contrast
“When teachers ask students to consider two or more perspectives on a topic or issue, something beyond surface knowledge is required: students must think critically and deeply...” Common Core State Standards, Appendix A, p. 24

Take a "gallery tour" of our February 2012 school-wide exhibition. We challenged teachers to immerse our students in the related vocabulary (signal words), create appropriate graphic organizers, provide reading/writing opportunities across all subject areas, and include loads of collaboration with peers. You will see a great deal of rich discussion took place and inquiry on the part of the students from K-5.
Folktale comparison chart.pdf
click to download

RAFT writing encourages students to uncover their own voices and formats for presenting their ideas about content information they are studying. R.A.F.T.s do this by challenging students to write to an audience (imaginary or real) other than their teacher and from a perspective (imaginary or real) other than their own. Students learn to respond to writing prompts that require them to think about various perspectives:

Role of the Writer: Who are you as the writer? - A movie star? The President? A plant?
Audience: To whom are you writing? - A senator? Yourself? A company?
Format: In what format are you writing? - A diary entry? A newspaper? A love letter?
Topic: What are you writing about?

Open the first document below for a list of RAFTs written for dozens of common picture books!
If you're a kid who likes to read, we want to hear from you! Every month, we'll pick a Backseat Book Club selection. We hope you'll read it and send in your questions. At month's end, we'll put some of your questions to the book's author during our afternoon radio program, All Things Considered.

Great APPS for your devices...

Go digital with reading!! Designed to match any reading level, Storia is Scholastic’s new eReading app. Storia gives access to a growing selection of carefully chosen eBooks, all hand picked by the learning experts at Scholastic. It allows you to track your reader's progress through each book. Find out what new words they learned, how many pages they read, and how long your child spent reading each day.
Three Tips for Reading with Your Child
1. Have a family reading time. Finding just 15 to 30 minutes of time to read together helps build your child’s fluency and vocabulary.

2. Read books that your child likes!
Children are more likely to enjoy being read to when they are interested in the topic.

3. Show enthusiasm for your child’s reading.
Take time to praise your child’s reading progress regularly. The way you react can inspire your child to become a stronger reader.
Craft a New Ending
Students take their favorite book, speech, short story, poem, or historical event and write a new ending. Ask them to also include rationale for their ending. They can also illustrate it.
Founded by Stinky Cheese Man author Jon Scieszka, Guysread.com, has books for boys in categories that include Trucks, Sports, Dragons, and At Least One Explosion.
Through extensive reading students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build
a foundation of knowledge in these
fields that will also give them the
background to be better readers in all content areas. Students also acquire the habits of reading
independently and closely, which are essential to their future success.
(Common Core State Standards)