Rigorous Reading

"One would think that the first place to look when wanting information about the Common Core State Standards would be, well, the Common Core State Standards.  The fact is, though,  Doug Fisher and Nancy Frey are quickly becoming the go-to folks for information on teaching these standards.  They've proven this again in Rigorous Reading. This is certainly a book to be added to your collection of books that attend to the demands of the CCSS." 



"With Rigorous Reading Doug Fisher and Nancy Frey have provided literacy educators who are committed to successfully raising the bar with solutions that make sense.  The book is masterfully developed with an extensive reach across many grade levels in terms of defining what it means to provide intentional instruction and teaching text complexity.  The five access points are discussed pragmatically with evidence of a solid research base deftly woven throughout the book.  This is the most practical book I have come across in terms of providing teachers with the knowledge base and assistance many are seeking to improve their instruction with regard to complex texts."

"In Rigorous Reading: 5 Access Points for Helping Students Comprehend Complex Texts, Fisher and Frey help teachers understand how to bring vigor to rigor. They teach us how to help students understand more from their complex texts -- greater understanding that will help to bring life and energy to each student's reading. Rooted in solid research, this is book is a must-read for those grappling with how to translate the recommendations and mandates around text complexity from the Common Core into instructional practices."



"In a time when nearly every state has adopted the Common Core State Standards (CCSS), we need resources that show us how to support students in developing their full literacy potential.  In this very practical and insightful book, Fisher and Frey examine how CCSS conceptions of text complexity are causing us to shift some of our ideas about reading instruction. Rigorous Reading is an important resource that will help teachers align reading instruction with the CCSS in powerful ways."

“This is a bold book. . . . Its genius, and its unique contribution, is in bringing the balance and the centeredness to this new game in town—the Common Core."

Nancy Frey is professor of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Nancy was a teacher, academic coach, and central office resource coordinator in Florida.  She is a credentialed special educator, reading specialist, and administrator in California.  She is a member of the International Literacy Associations Literacy Research Panel. She has published widely on literacy, quality instruction, and assessment, as well as books such as The Artificial Intelligences Playbook, How Scaffolding Works, How Teams Work, and The Vocabulary Playbook.

Douglas Fisher is professor and chair of educational leadership at San Diego State University and a leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator.  He is a credentialed teacher and leader in California.  In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published widely on literacy, quality instruction, and assessment, as well as books such as Welcome to Teaching, PLC+, Teaching Students to Drive their Learning, and Student Assessment: Better Evidence, Better Decisions, Better Learning.

Introduction: Your AccessPoint Chapter 1. Ramping Up for Complex Texts Reading Complex Texts: Anchor Standard 10 A New Definition of Text Complexity Reading Closely: Anchor Standard 1 Summary Chapter 2 Access Point One: Purpose and Modeling Accessing Complex Text Requires Modeling Model That Which is Difficult for Students Model Ways to Resolve Problems Model How You Interact with Text Model Through Think Alouds Model Through Interactive Shared Readings Accessing Complex Text Requires Clear Purpose Components of the Purpose Statement Communicate the Purpose Statement Summary Chapter 3 Access Point Two: Close and Scaffolded Reading Instruction Accessing Complex Text Requires Close Reading Short, Worthy Passages Students Re-Reading Limited Frontloading Text-Dependent Questions Annotation After-reading Tasks Close Reading for Young Readers Accessing Complex Text Requires Scaffolded Reading Instruction The Student, not the Teacher, is the Reader Small Groups Students have Similar Strengths and Needs Grouping Patterns Change Frequently What Happens During Scaffolded Reading Instruction The Trouble with Whole Class Scaffolded Reading Instruction Summary Chapter 4 Access Point Three: Collaborative Conversations Accessing Complex Texts Requires Collaborative Conversations Building Structures for Collaborative Learning Accessing Complex Texts Requires Student-to-Student Interaction Reciprocal Teaching Collaborative Strategic Reading Summary Chapter 5 Access Point Four: An Independent Reading Staircase The Goals of Independent Learning Accessing Complex Texts Requires Independent Reading Differences Between SSR and Independent Reading Students Respond During Independent Reading Students Talk About Texts Accessing Complex Texts Requires Conferring Summary Chapter 6 Access Point Five: Demonstrating Understanding and Assessing Performance Accessing Complex Texts Requires More Than Personal Connections Accessing Complex Texts Requires Students To Do Something After Reading Types of Text-dependent Tasks Moving Beyond the Text Accessing Complex Texts Requires Formative Assessments Knowing the Individual: Effective Feedback Knowing the Flock: Feed Forward Summary Coda References