Activator Log on to the 10a Close Reading weebly to access today’s materials Begin the “Activator” task: Read the PARCC’s definition of close reading (inspired by the Common Core) “Chunk” this definition: Use reading strategies Chunk the text Paraphrase meaning

Key concepts Boyles, Nancy (Educational Leadership, 2012) Examining meaning thoroughly and analytically Directing attention to the text, central ideas, supporting details Reflecting on meanings of individual words and sentences Developing ideas over the course of the text Reader reflection is critical Monitoring and processing their thinking—in the context of processing the thinking of others (Paul & Elder, 2008)

Close Reading What, why, and how?

Agenda What is close reading? Why close reading? How does close reading work in my discipline? How can I make this useful for my students?

Discussion Thinking about the Reading Apprenticeship: Strategic Literacy Initiative (WestEd, 2004) article that you read in yesterday afternoon’s PD... Analyze: According to the article, how do experienced readers of your discipline (ELA, History, Latin, Physics) read? Evaluate: To what extent does your experience as a teacher of literacy in your discipline corroborate with this article? (Strongly, somewhat, not at all). Create: Thinking about yesterday’s lesson plan processing activity, what close reading strategy do you plan on using in your classroom?

Future sessions Based around three goals: Build capacity through research, professional development Interpret a mandate in a way that makes sense for our students Do exemplary work, prove it, and share our findings.

Possible future sessions Introduction: What, why, and how? PARCC: What’s coming, when, and how do we leverage this change? Text complexity: How do I choose an appropriate text? How do I write text-dependent questions? Differentiation: How do I tailor texts for students reading at different reading bands? Writing across the curriculum: How is close reading distinct in my classroom? How is close reading similar across classrooms? How can we leverage similarities and differences?

Planning I wanted to… facilitate a deeper understanding of close reading build motivation by exploring a diversity of arguments in support of close reading, and one against do this in the context of practicing close reading (analyze, evaluate, question)