Newly revised and updated throughout, this new Florida Edition has been specially developed to align with Florida's new B.E.ST. Standards.

What it really means to "read closely."

Call it close reading, call it deep reading, call it analytic reading-call it what you like. The point is, it¿s a level of understanding that students of any age can achieve with the right kind of instruction. In Rigorous Reading, Nancy and Doug articulate an instructional plan so clearly, and so squarely built on research, that teachers, schools, and districts need look no further.

The 5 Access Points Toward Proficiency, Purpose & Modeling:

1. Teachers think aloud to demonstrate critical thinking and how good readers always know why they are reading.


2. Close & Scaffolded Reading Instruction: Teachers engage students in repeated readings and discussions, with text-dependent questions, prompts, and cues to help students delve into an author¿s ideas.


3. Collaborative Conversations: Teachers orchestrate collaborative learning to get students in the habit of exercising their analytical thinking in the presence of their peers.


4. An Independent Reading Staircase: Teachers artfully steer students to more challenging books, with strategic bursts of instruction and peer conferences to foster metacognitive awareness.


5. Performance: Teachers offer feedback and assessments that help students demonstrate understanding of text in authentic ways and plan instruction based on student understanding.

List of Videos
Foreword
INTRODUCTION: Your Access Point
CHAPTER 1. Ramping Up for Complex Texts
Reading Complex Texts
A New Definition of Text Complexity
Reading Closely and Carefully
Accessing Complex Texts Through a Gradual Release of Responsibility
The Organization of Learning Expectations in Florida
Organization of Rigorous Reading, Florida Edition
Summary
CHAPTER 2. Access Point One: Modeling and Learning Intentions
Accessing Complex Text Requires Modeling
Accessing Complex Text Requires a Clear Learning Intention
Summary
CHAPTER 3. Access Point Two: Close and Scaffolded Reading Instruction
Accessing Complex Text Requires Close Reading
Accessing Complex Text Requires Scaffolded Reading Instruction
Summary
CHAPTER 4. Access Point Three: Collaborative Conversations
Accessing Complex Texts Requires Collaborative Conversations
Accessing Complex Texts Requires Student-to- Student Interaction
Summary
CHAPTER 5. Access Point Four: An Independent Reading Staircase
The Goals of Independent Learning
Accessing Complex Texts Requires Wide, Independent Reading
Increasing At-Home Reading
Accessing Complex Texts Requires Conferring
Summary
CHAPTER 6. Access Point Five: Assessing Students' Understanding
Checking for Understanding
Providing Effective Feedback
Engaging in Feed-Forward Instruction
Summary
Coda
References
Index

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.