The Common State Standards require that students master increasingly complex informational text. But how can we enable students to meet this challenging goal? "We don't simply expect our students to hurtle themselves headlong into a piece of complex informational text alone," write Nancy Frey and Douglas Fisher. Instead, teachers need to be skilled guides, pointing students to access points that will enable them to reach their goal. The authors discuss and provided examples of four such access points: (1) establishing the purpose of reading by modeling and thinking aloud; (2) conducting close reading instruction; (3) encouraging collaborative conversations; and (4) providing time for wide independent reading.