Photography by Will Counts Photography by Charles Moore The Pivotal Path of the Press during the Civil Rights Movement: Intrusive, Informative and Instrumental A Performance Task Commemorating the 60th Anniversary of the Brown vs. Board of Education Landmark Case Little Rock Girl 1957 Birmingham 1963 Photography by Will Counts Photography by Charles Moore Beryl Irene Bailey, Ed.D., CCC/SLP

Beryl Irene Bailey, Ed.D., CCC/SLP The Pivotal Path of the Press during the Civil Rights Movement: Intrusive, Informative and Instrumental 6th-8th Grade Performance Task Read the three excerpts from “Little Rock Girl” and “Birmingham 1963” and using evidence from the texts, write a two to three page informative/explanatory essay about how the press was intrusive, informative and instrumental during the Civil Rights Movement. In your essay, provide a definition of “the press” in this context. Also, be sure to: Start your writing by introducing the topic clearly, providing a general observation and focus with information logically grouped Use facts, definitions, concrete details, quotations and/or other information or examples related to the topic Use precise language and domain specific vocabulary to inform about or explain the topic Use words, phrases and clauses to link ideas within and across categories of information Draw evidence from the informational texts to support analysis and reflection Answer every part of the task Provide a conclusion related to the information or explanation presented Review response for correct grammar, punctuation, capitalization and legibility Beryl Irene Bailey, Ed.D., CCC/SLP

Beryl Irene Bailey, Ed.D., CCC/SLP Revised Publishers’ Criteria for the Common Core State Standards in English Language Arts & Literacy Grades 3-12 Grade level text aligns with complexity requirements outlined in standards All students have extensive opportunities to encounter grade- level complex text Shorter challenging texts that elicit close reading and re-reading are provided regularly at each grade level A greater focus on informational and literary nonfiction text Within a sequence or collection of texts, specific anchor texts are selected for especially careful reading Beryl Irene Bailey, Ed.D., CCC/SLP

Beryl Irene Bailey, Ed.D., CCC/SLP Revised Publishers’ Criteria for the Common Core State Standards in English Language Arts & Literacy Grades 3-12 Informational texts should build a coherent body of knowledge within and across grades Standards require aligned ELA curriculum materials in grades 6- 12 to include a substantial sampling of literary nonfiction, including biographies, journalism, and historical, scientific, or other documents written for a broad audience. Quality of suggested texts is high-they are worth reading closely and exhibit exceptional craft and thought or provide useful information Beryl Irene Bailey, Ed.D., CCC/SLP

What’s in myON’s Library? Range of literary selections; full length novels, well-crafted short stories (with increasingly diverse characters and settings), historical fiction and myths Challenging vocabulary, including use of figurative language (idioms, metaphors) and analogies. Some technical terms Content requires general background knowledge. Underlying themes become more complex and more universal Informational & functional texts use a variety of formats, illustrations, and graphics to support understanding. Text features include chapter headings, … (Text Complexity Descriptors- End of Grade 5, Hess and Biggam 2004) What’s in myON’s Library? Let’s review the text complexity descriptors as defined by Hess and Biggam. Beryl Irene Bailey, Ed.D., CCC/SLP

Beryl Irene Bailey, Ed.D., CCC/SLP The CLOSE Read Strategy ( 11 X 17 placemat) is a metacognitive instructional procedure that uses the word close as an acronym and provides teachers and students with a brain friendly step by step guide to conducting a close read of complex text. The role of vocabulary and the strategies for determining the meanings of unknown words are foundational to the skill of conducting a close read and a priority in the Common Core State Standards for literacy. If students are expected to read at high levels of text complexity, they must develop word consciousness, the skill of inferring and problem solving strategies. Each verb in the CLOSE Read Strategy represents a spectrum of viewing or shades of meaning; check, look, observe study, examine. It can also be viewed as a continuum of viewing.   Beryl Irene Bailey, Ed.D., CCC/SLP

Conducting a Close Read-CHECK Language Standards Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. Use context (e.g. the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of word or phrase Verify the preliminary determination of the meaning of a word or phrase (e.g. by checking the inferred meaning in context or in a dictionary) 6 L. 4 a & d We will now demonstrate how to lift the CCSSs for ELA off the pages of myOn and into the classrooms using the CLOSE Reading process. The first step in the process is to Check for unknown vocabulary. The first step is closely aligned with the language standards Beryl Irene Bailey, Ed.D., CCC/SLP

Conducting a Close Read-CHECK Check for unknown vocabulary or unusual language “ When students see words in print, they must isolate the roots, prefixes and suffixes of words, retrieve the meanings of these elements, and integrate the meanings of the elements to determine the meaning of the words.”(Carol Westby, 2006 p. 404) “ Awareness of semantic relationships among words also contributes to comprehension.” (Carol Westby, 2006 p. 404) In the first step you… Beryl Irene Bailey, Ed.D. 10-7-12

Check for unknown vocabulary-stoic “Elizabeth Eckford’s stoic expression was in sharp contrast to Hazel Bryan’s snarling face.” Infer what the word stoic means in this context. (Word Meaning, DOK L 2) This page comes from the book Little Rock Girl. I will demonstrate how myOn books provide ample contextual clues to support student understanding of their complex text. Beryl Irene Bailey, Ed.D., CCC/SLP

Beryl Irene Bailey, Ed.D., CCC/SLP READ is a vocabulary strategy that gives students a step by step procedure and non-linguistic representations for what to do when they come to a word for which they do not know the meaning. Beryl Irene Bailey, Ed.D., CCC/SLP

Conducting a Close Read -LOOK Reading Standards for Informational Text Integrate information presented in different media or format (e.g. visually, quantitatively as well as in words to develop a coherent understanding of a topic or issue). 6 RI.7 The 2nd step in the CLOSE process is Look. The standard that aligns with this step is… Beryl Irene Bailey, Ed.D., CCC/SLP

Conducting a Close Read -LOOK Look for key ideas and details Look for how key details are provided Look for the author’s/photographer’s viewpoint “The adoption of the new standards and the focus on text complexity requires that students understand what the author says[photographer shows] and be able to defend their opinions and ideas with evidence from the text [photograph].” (Fisher, Frey & Lapp, Text Complexity, Raising Rigor in Reading, 2012 p. 108) In the 2nd step Beryl Irene Bailey, Ed.D. 10-7-12

Beryl Irene Bailey, Ed.D., CCC/SLP To be “Elizabeth Eckford’s stoic expression was in sharp contrast to Hazel Bryan’s snarling face.” Explain how the photograph helps the reader to infer what the word stoic means. (Word Meaning DOK L 2) Beryl Irene Bailey, Ed.D., CCC/SLP

To be Infer what story the photographer tells with this photograph? (Analysis within and across text DOK L 3) Beryl Irene Bailey, Ed.D., CCC/SLP

Conducting a Close Read -OBSERVE Observe-book and text features (characters, setting, problem, photographs, captions, diagrams, charts, illustrations, maps, rhymes, stanzas, patterns) “ [Students] need to identify the organization of texts and use the information to assist them in comprehending the relationships among elements of the texts. ”(Carol Westby, 2006 p. 404) The 3rd step in the CLOSE Reading process is OBSERVE. Beryl Irene Bailey, Ed.D. 10-7-12

Beryl Irene Bailey, Ed.D., CCC/SLP Let’s look at the same illustration. What do you see in this illustration? Take a moment to jot down your response. Examine this photograph and infer the time-frame or what was happening in the country during this picture. Cite evidence from the photograph (Text Structures & Features, DOK L 3) Beryl Irene Bailey, Ed.D., CCC/SLP

Conducting a Close Read –STUDY & SEEK Language Standards Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. b) Use relationships between particular words (e.g. cause/effect, part/whole, item/category to better understand each of the words (6 L. 5b) The 4th step in the CLOSE Reading process is STUDY & SEEK. The reading standard aligned to this step is… Beryl Irene Bailey, Ed.D., CCC/SLP

Conducting a Close Read –STUDY & SEEK Study how the sentences and text are structured. Seek out signal words. “ [Students] they must also have knowledge of the discourse structures or the superstructure organization for different genres (narrative and expository[descriptive, compare- contrast, cause-effect, problem-solution, proposition- support, etc]) and linguistic signals for these patterns or relationships ” (Carol Westby, Handbook of Language & Literacy 2006 p. 404) Beryl Irene Bailey, Ed.D. 10-7-12

Conducting a Close Read Study & Seek-stoic “Elizabeth Eckford’s stoic expression was in sharp contrast to Hazel Bryan’s snarling face.” Describe how the author has structured this text to support the reader’s understanding of the word stoic. (Text Structures & Features DOK L 2) This page comes from the book Little Rock Girl. I will demonstrate how myOn books provide ample contextual clues to support student understanding of their complex text. Beryl Irene Bailey, Ed.D., CCC/SLP

Beryl Irene Bailey, Ed.D., CCC/SLP Notice the signal words to help the students to determine how the text is structured. myOn provides a series of books that represent the various text structures that allow students to make inferences about what the author has written. Beryl Irene Bailey, Ed.D., CCC/SLP

Conducting a Close Read-EXAMINE Language Standards Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g. personification) in context 6L.5 a The 5th and last step in the CLOSE Reading process is EXAMINE. The standard that is aligned to this step is Beryl Irene Bailey, Ed.D., CCC/SLP

Conducting a Close Read-EXAMINE Examine the level of reasoning required to infer the author’s purpose and message. “ By annotating texts, whether informational, persuasive or narrative, students learn to slow down their reading to mine the depths of the concepts, arguments, and metaphors used by the writer.” Look for examples of literary devices. (Fisher, Frey, & Lapp, Text Complexity, Raising Rigor in Reading, 2012 p. 114) Beryl Irene Bailey, Ed.D. 10-7-12

Conducting a Close Read-EXAMINE Infer what the author meant when she wrote, “ Click, click, click. Counts snapped a high quality, technically sound picture. That much he knew. But Counts had no idea that a single photograph would become a magnifying glass for race relations in the United States.” (Language Use, DOK L 3) Beryl Irene Bailey, Ed.D., CCC/SLP