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Fisher, Doug; Frey, Nancy – Educational Leadership, 2016
The language of school is demanding; much of the content is decontextualized and abstract, and it concerns matters that are far removed from the daily life. Students are expected to learn about rain forests and prime numbers, literary motifs, and historical events that occurred centuries ago. Consider the additional cognitive demands confronting…
Descriptors: Behavioral Objectives, Multimedia Materials, Video Technology, English Language Learners
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Fisher, Douglas; Frey, Nancy – Reading Teacher, 2014
In this article we discuss the differences between close reading in the primary grades and upper elementary grades. We focus on text selection, initial reading. repeated reading, annotation, text-based discussions, and responding to texts.
Descriptors: Critical Reading, Reading Instruction, Reading Material Selection, Reading Fluency
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Frey, Nancy; Douglas, Fisher – Educational Leadership, 2013
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…
Descriptors: Elementary School Students, High School Students, Secondary School Teachers, Elementary School Teachers
Frey, Nancy; Fisher, Douglas; Nelson, John – Phi Delta Kappan, 2013
Chula Vista Elementary School District, the largest in California, dramatically raised its student achievement while taking on increasing proportions of English learners by focusing on what it calls teacher talk--the way lessons are developed, delivered, and executed.
Descriptors: School Districts, Academic Achievement, Achievement Gains, English Language Learners
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Fisher, Douglas; Frey, Nancy – Reading Teacher, 2012
Close reading is a recommended instructional approach to meet the challenges of teaching complex texts. But close readings are more common in high school and college than in elementary schools. In this article, we identify the components of close reading that were developed after a group of elementary school teachers observed their colleges in…
Descriptors: Elementary Schools, Educational Change, Reading Instruction, Instructional Innovation
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Grant, Maria; Lapp, Diane; Fisher, Douglas; Johnson, Kelly; Frey, Nancy – Journal of Adolescent & Adult Literacy, 2012
This article discusses the flexible nature of the gradual release of responsibility (GRR) as a frame for inquiry-based science instruction. Given the mandate for the use of text-supported learning (Common Core Standards), the GRR can be used to allow students to learn as scientists as they collaboratively develop testable questions and experiments…
Descriptors: Science Instruction, Inquiry, Grade 6, Sciences
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Frey, Nancy; Fisher, Douglas; Nelson, John – Journal of Staff Development, 2010
Consider the challenges facing one district: 27,000 students in 44 elementary schools in a southern California border district. Most students--72%--are classified as English language learners (ELL) as measured by the California English Language Development Test (CELDT). Although 65% of the students are Hispanic/Latino and speak Spanish as a first…
Descriptors: Academic Discourse, Academic Achievement, Second Language Learning, Accountability
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Frey, Nancy; Fisher, Douglas – Teaching and Teacher Education: An International Journal of Research and Studies, 2009
By implementing a system of common formative assessments, the teachers at an American urban elementary school improved student achievement and facilitated their own professional development. By aligning content standards with assessments and purposeful instruction, the teachers at this school developed a depth of knowledge about their content…
Descriptors: Academic Standards, Professional Development, Formative Evaluation, Elementary School Curriculum
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Ross, Donna; Fisher, Douglas; Frey, Nancy – Science and Children, 2009
Argumentation in science involves offering and responding to claims, providing and asking for evidence or justifications, and analyzing those claims to formulate a decision (Gross 1990). The authors' experience with students, including those who are English learners, suggests that many young science students benefit from language frames to…
Descriptors: Academic Discourse, Language Usage, Persuasive Discourse, Syntax
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Fisher, Douglas; Frey, Nancy; Lapp, Diane – Reading Teacher, 2008
A study of 25 expert teachers and their shared reading lessons in grades 3-8 suggests that teachers focus their modeling during shared reading in four categories: comprehension, vocabulary, text structures, and text features. (Contains 1 figure.)
Descriptors: Text Structure, Elementary School Students, Middle School Students, Vocabulary Skills
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Fisher, Douglas; Frey, Nancy – Reading Teacher, 2007
Teachers at an urban elementary school developed and implemented a literacy instructional framework based on a gradual release of responsibility model. The framework included: (1) focus lessons; (2) guided instruction; (3) collaborative learning; and (4) independent learning. Over six years, literacy and math achievement at this school increased…
Descriptors: Elementary School Teachers, Urban Areas, Elementary Schools, Literacy Education
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Lapp, Diane; Fisher, Douglas; Flood, James; Frey, Nancy – Journal of Staff Development, 2003
Reading specialists in several San Diego schools assist both in providing tutoring to students and coach peers, a dual role that has helped to create and sustain schoolwide improvements in literacy. In just a few years, these high-poverty schools have doubled the number of 2nd graders reading at grade level.
Descriptors: Reading Consultants, Educational Change, Specialists, Grade 2