Teacher Modeling Using Complex Informational Texts

• Published in: The Reading teacher Vol. 69; no. 1; pp. 63 - 69
• Main Authors: Fisher, Douglas, Frey, Nancy
• Format: Journal Article
• Language: English
• Published: Newark Blackwell Publishing Ltd 01.07.2015; International Literacy Association; Wiley-Blackwell
• Subjects: Affixes; and materials; Childhood; Complexity; Comprehension; CONTENT AREA LITERACY; Content Area Reading; Content literacy; Context clues; Domain knowledge; Early adolescence; etc.; Inferences; Information processing; Informational text; Instructional Design; Instructional models; Instructional strategies; Instructional strategies, teaching strategies; Learning strategies; Lesson plans; Metacognition; methods; Modeling (Psychology); Morphology; Predicting; Qualitative research; Questioning; Reading Comprehension; Reading Strategies; Specific subject areas (math; Specific subject areas (math, art, etc.); Strategies; Strategies, methods, and materials; Summarizing; Teachers; Teaching Methods; teaching strategies; Text features; Text features, text structure; text structure; Text types; Text types, text features; Vocabulary; Word structure
• ISSN: 0034-0561; 1936-2714
• DOI: 10.1002/trtr.1372

Modeling in complex texts requires that teachers analyze the text for factors of qualitative complexity and then design lessons that introduce students to that complexity. In addition, teachers can model the disciplinary nature of content area texts as well as word solving and comprehension strategies. Included is a planning guide for think aloud.