Baldwin County February 7, 2014 Close Reading Baldwin County February 7, 2014 Sign in – 8:00-8:05 8:05 – 8:20 Caroline - Close Reading recap of Charlotte’s Web 8:20-9:00 Caroline - Close Reading with Informational text & student work samples 9:00-9:15 Break 9:15- 9:40 Jeannine - Bog sweet Bog, talk moves, student work samples, video clips and reflection (Caroline will lead reflection) 9:40-10:30 Allison - Text Dependent Questions and lesson planning with technology 10:30-10:45 Sharing lesson plans 10:45 – 11:00 Exit Slip, evaluations, Q/A

OUTCOMES Participants will gain a deeper understanding of … What Close Reading is, how to do a close reading, and why it is important. What reading, writing, and speaking grounded in evidence from text, both literary and informational, look like in practice. How to incorporate Talk Moves in all content areas. How to plan a Close Reading lesson that incorporates text dependent questions and writing. Read through the outcomes for this part of the day. THROUGHOUT THE PRESENTATION, WE WILL MODEL VARIOUS TECHNIQUES WHICH MAY BE USED WITH YOUR TEACHERS AND/OR STUDENTS.

Close Reading “Close Reading – an intensive analysis of a text in order to come to terms with what it says, how it says it, and what it means.” Tim Shanahan Ask a participant to read the definition. Is this similar to what you and your partner just discussed? Make sure participants understand it’s not cloze reading (especially K-5). Similar to literary or critical analysis (6-12)

The College and Career Readiness/COMMON CORE STATE Anchor Standards were developed prior to the development of grade level standards. ASK: WHAT IS THE DIFFERENCE BETWEEN THE ANCHOR STANDARDS AND STANDARDS? The grades K-12 standards define what students should understand and be able to do by the end of each grade. Anchor standards are broken down into 4 subcategories (see slide): Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity Today, we are going to work with a text and notice how we were able to address some of these standards in each of the subcategories.

Standard 1 asks readers to read closely to determine what the text says explicitly and to make logical inferences from it. Standard 10 asks readers to read and comprehend complex literary and informational text independently and proficiently. Some people have compared the reading standards to a ladder, with Standards 1 and 10 as the crucial struts that form the two sides of the ladder, and the other reading standards as the rungs of the ladder. The link between standards 1 & 10 is important because it suggests that although it is crucial for students to be able to handle increasingly complex texts. Reading must never be mere word calling: accuracy without literal comprehension is not reading. THE FOCUS HERE IS THE FACT THAT READING IS A MEANING MAKING PROCESS. p. 33 in Pathways to the Common Core

“Deep reading,” or slow reading, is a sophisticated process in which people can critically think, reflect, and understand the words they are looking at. With most, that means slowing down – even stopping and rereading a page or paragraph if it doesn’t sink in – to really capture what the author is trying to say. Experts warn that without reading and really understanding what’s being said, it is impossible to be an educated citizen of the world, a knowledgeable voter or even an imaginative thinker. -Laura Casey Contra Costa Timesmercurynews.com International Reading Association: http://www.reading.org/general/publications Handout - Read the quote and talk to your partner about key terms and big ideas… Ask: What would close reading look like? Partner or table talk and share out Reinforce answers with next slide….

HOW TO DO A CLOSE READING 1ST READ TO GET THE GIST 2ND RE-READ W/ A PURPOSE IDENTIFIED BY THE TEACHER 3RD RE-READ TO ASK/ANSWER QUESTIONS ABOUT WHAT YOU’VE NOTICED Remember, Anchor Standard 1 asks the reader to Read closely to determine what the text says We’ve talked about what close reading is. This chart shows us how we might do a close reading. Ask: What might close reading look like in your grade level? What are WORTHY TEXTS? LOOK FORS can be decided on by the teacher, depending on the purpose for the rereading. LOOK FORS could be literary techniques that the author uses such as personification, METAPHORS, SETTINGS, CHARACTERS, etc. to enhance the piece. Note: Be sure participants have Steps for Close Reading charts at their tables.

Close Reading of Charlotte’s Web Read Charlotte’s Web Chapter 1 to get the flow of the story. Read - with a pencil in hand annotate the text Review what we did with Charlotte’s Web last year as we were learning more about close reading. Now, we are going to closely read chapter 1 of Charlotte’s Web. We are going to use this piece of literature as a way to get to know the first 3 literature standards as well as deepen our understanding of Close Reading. We are using this piece of reading literature because it is familiar to most people. Please think about the process, not the grade level. We will be working with the first subcategory Key Ideas and Details. Right now we are just reading to get an understanding of what this story is about. Be sure to jot any questions you have as you read. Refer to table chart with steps for Close Reading. Handout Charlottes Web.

Close Reading of Charlotte’s Web What has taken place in the story so far? Be sure to use specific textual evidence in your answer. Note to facilitators: For your own information, read pages 55-58 of Pathways to the Common Core for a better understanding of this activity. As you recount the story, you and your colleagues will want to work to add in KEY details that seem important, reminding one another of the specific parts or even words that seem important, like Fern’s words about injustice. Your goal is to show that you have read closely and that you are citing specific textual evidence. This means that you will remind each other to draw details right from the text. Allow GROUPS to SHARE OUT if time permits. The first anchor standard, with its emphasis on literal comprehension, is critical for readers. There is a strong emphasis on text centered discussion and thinking.

Literal This is a story about a little girl who lives on a farm with her mother, father, and brother. Her name is Fern. The story begins with Fern’s father, Mr. Arable, setting out with an ax, and Fern asking: (Where’s papa going with that ax?) The story goes on to show that Fern is terribly upset that her father is going to kill a piglet because it is a runt and, as he says, “A weakling makes trouble.” Fern calls this event a terrible injustice and persuades her father to give her the piglet instead. RECAP: Ask participants if their conversation may have been similar to this. Share other ideas if time permits.

CLOSE READING OF CHARLOTTE’S WEB 2. Reread paragraphs 4-14. Look for key details that might help you determine a central message or theme beginning to emerge. 3. Ask and/or answer questions about the details you’ve noticed how and why are these important to the overall text? Ask a participant to follow these steps on the slide. Move to next slide. They will have their table chart to refer to.

Close Reading of Charlotte’s Web What’s the story beginning to be about? Be sure to include details from the story.   These notes are taken from Pathways to the Common Core…. The work of standard 2 is to determine central ideas and themes, and the work of standard 3 invites students to determine how events, characters, and ideas are connected across the text. As part of this work you will want to think about central ideas that are beginning to emerge. You might ask, “What is this story beginning to be about?” (We realize that literature is about more than plot, as we do this work, we remind ourselves that standards acknowledge that stories are about more than one idea, so we push ourselves to think of a few different ideas the story is beginning to explore.) That is the crucial work of moving from literal comprehension to deeper understanding of embedded meanings. You might ask, “What in the story makes you say that?” This question might push the conversation to go from the proposition that the book is starting to be about a struggle for justice to the supporting evidence that Fern tries to wrestle the ax from her father’s hand. These standards want you to notice how themes and ideas are developed across the text.

The story is starting to be about a struggle for justice The story is starting to be about a struggle for justice. Fern says “It’s unfair” a couple of times. She also says it’s the most terrible case of injustice she’s ever heard of. Fern tries to wrestle the ax from her father’s hand. Ask participants if their conversation may have been similar to this. Share other ideas if time permits.

Close Reading of Charlotte’s Web How did Fern react to her father getting ready to kill the pig? What in the story makes you say that? Important: As students get older and embark on classic and adult novels, many works of literature embed their meaning and symbolism more than in plot, and the literal understanding of the plot is only partial understanding of a novel. Examples: To Kill a Mockingbird, Romeo and Juliet, A Raisin in the Sun, The Scarlet Letter, etc. Reading this kind of novel would be pretty daunting for an unprepared reader, but for a reader who has gradually built up a repertoire of increasingly sophisticated reading skills, practiced on the stories read as a child, the move into classic, highly metaphoric literature will be a reasonable next step. Note to Facilitator: If you are familiar with one of the novels, you may want to give participants time to turn and talk about one of them. Or, you may want to turn to page 61 of Pathways to the Common Core to find an activity for The Scarlet Letter.

Fern becomes extremely upset. She is yelling and sobbing Fern becomes extremely upset. She is yelling and sobbing. Fern calls it, “A matter of life and death.” She even compares killing the piglet to her parents killing her if she had been born very small. Ask participants if their conversation may have been similar to this. Share other ideas if time permits.

CCR Anchor Standard 1 "Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.“ CCR Anchor Standard 2 “Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCR Anchor Standard 3 "Analyze how and why individuals, events, and ideas develop and interact over the course of a text.“ These are the first three Anchor Standards under the subcategory of Key Ideas and Details. Remember this is what we expect students to be able to do when they are College/Career ready. Now, as a __________ grade teacher. Take a look at the _______ grade standards for key ideas and details on your handout. Let’s see what students need to be able to do by the end of ______ grade. How would the “lesson” we just did with Charlotte’s Web help students begin to master these standards? Example: Did we… ask/answer questions to demonstrate understanding of the text? recount the story? look for details to help us determine a theme that might be emerging? look for details to help us describe a character’s traits?

“As you embrace high-level comprehension and analytical reading skills, you may need to acknowledge that many teachers never received any training or practice with these skills in their education or own reading lives.” Lucy Calkins How many of us took extensive literature classes, advanced English classes, etc.? If we were in regular High School English, the chances are that we didn’t learn to analyze text the way the CCRS are asking our students to be able to do. Note to facilitator: If you are speaking to ELA 6-12 teachers, the chances are that they WERE taught to analyze text this way. Example: Mallory was in AP English, AP History in high school, has a double major in English and Journalism. Do you think I automatically read and analyze Charlotte’s Web the same way that Mallory does? Absolutely not. Here are some of the underlying theme’s she came up with after I asked her to read the first chapter of Charlotte’s Web and share her thoughts with me. (Next Slide)

Possible Themes in Charlotte’s Web Responsibility The Cycle of Life and Inevitably of Death Growing Up Standing up for what you believe in Others that are less fortunate than you You may have discussed some of these Themes after reading Charlotte’s Web. Here is what Mallory came away from Chapter 1 with…. These will fly in one at a time: Responsibility- As a result of speaking up to her father to save the pig, Fern has to take care of it. Her parents are teaching her that her actions have consequences. When Fern’s brother Avery asks if he can have a pig too, Mr. Arable replies, “Fern was up at daylight, trying to rid the world of injustice. As a result she now has a pig.” Mr. Arable also says, “No, I only distribute pigs to early risers… It just shows what can happen if a person gets out of bed promptly.” This implies that Fern is already more responsible than her older brother and can possible handle the duty of raising a pig. Also, White says that Fern has “charge of” Wilbur, which means that he is under her management and supervision. The name Fern comes from the name Fernanda, which means “peace through bravery, bold protector, bold journey.” She’s responsible for him and has to put his well being ahead of hers. “But Fern couldn’t eat until her pig had a drink of milk. Mrs. Arable found a baby bottle, fitted the nipple over the top, and handed it to Fern. “Give him his breakfast!” she said. You could even argue that by giving Fern the pig, her father was trying to prepare her for her future responsibilities as a mother. White says, “A minute later, Fern was seated on the floor in the corner of the kitchen with her infant between her knees, teaching it to suck from a bottle.” Cycle of Life… - Life – begins in spring, a time of rebirth. Fern’s name makes you think of greenery, plants and life. Death – “Your father is right. The pig would probably die anyway.” Fern has to learn that life and death are inevitable. Growing up –(see word document if needed)

Close Reading of Charlotte’s Web Reread Charlotte’s Web (First 3 paragraphs on the second page) Re-Read - with a pencil in hand annotate the text identify words or phrases that suggest feelings or appeal to the senses So how can we accomplish these anchor standards, so that when ALL students graduate they are able to automatically read in this way when the text requires it? What can we do in the early grades? Now, we are going to closely re-read last three paragraphs of p.1 of Charlotte’s Web. We are going to use this piece of literature as a way to get to know the Craft and Structure standards as well as deepen our understanding of Close Reading. We are using this piece of reading literature because it is familiar to most people. Refer to table chart with steps for Close Reading. Read, marginate, etc. Turn and talk about the words that called your attention and why. Did you notice anything different as you reread them? Next slide for examples.

Did you circle, highlight, underline, or marginate any of these? Breakfast Smell of bacon, coffee, damp plaster Wood smoke from the stove Roller towel Light shone through his ears Example: Ask question on slide. Bullets will fly in a few at a time. Ask why? Share out – they have already had a chance to turn and talk on previous slide. Perhaps you noticed how the words kitchen table, bacon, wood smoke, stove, and coffee all combine to create a sense of security, family, prosperity. This is not a starving home. It is one where families settle in by the stove, where they where they sit together at the breakfast table, food is plentiful. Imagery Did you have any conversation about the fact that they are eating bacon? Any implications for Wilbur? Roller towel - Dad washing his hands as he gives Fern the pig… Could this be Symbolism? “Washing his hands of the whole matter.” Example: You might suggest that the light shining through Wilbur’s ears as he sits in his carton, creating a miraculous glow- indicates what’s about to come – Wilbur turns out to be miraculous! (Foreshadowing – hints at something that’s going to happen later on. It’s the dnt-dnt-dnt for something that’s going to happen later in the movie.)

Craft and Structure Read through the Craft and Structure anchor standards (4-6). Which of the standards were we able to address at your grade level? Which standards were we able to easily address? Standard 4 – ________ grade, ask participant to read. What about _____ grade? Distinguish literal from non-literal language. What made it a natural fit? Did the text lend itself to our purpose? If we think of the first subcategory of standards as Reading for meaning (what the text says) think of the second subcategory of standards as reading for craft (how it says it). These two subcategories are not as distinct as they seem, however, because the point of the second subcategory of standards is, in the end, to deepen the reader’s understanding of meaning. Pathways, p. 58

Integration of Knowledge and Ideas Read through standards 7,8,9 How might you address these standards using Charlotte’s Web? What other texts and/or sources might be appropriate for layering? Look at CCRS document (Deborah’s document) The movie, other books by E.B. White, non-fiction books about piglets, etc. Other books with similar themes, etc.

CLOSE READING WITH INFORMATIONAL TEXT If we have time, Caroline could take us through this close reading lesson with informational text if ya’ll think it would be helpful. (slides 9-17) This would take about 20 minutes. CLOSE READING WITH INFORMATIONAL TEXT

1st Read = Get the gist of the text 2nd Read = Read for a purpose “Close reading is purposefully reading a text several times in order to analyze and gain a deeper understanding of the text.” 1st Read = Get the gist of the text 2nd Read = Read for a purpose 3rd Read = Read to firm-up knowledge and/or another purpose Facilitator reads quote and reviews steps of a close read. Tell participants that this a general “close read” routine. 1st Read- The first read is read without stopping to ask questions or note any vocab, etc. 2nd Read – Chunk the text with/for the students. Identify purpose. Model with first chunk or two of text. Then guide students. Ask S to complete with a partner. Finally, work independently. 3rd Read – Reread the entire text to either firm-up the info gained from 2nd read OR for another purpose

INFORMATIONAL CLOSE READING 1st Read Purpose: Read the Los Angeles Times article “Vampire bat debate: To kill or not to kill” to get the flow of the story. Have participants read the article on their own with no discussion.

INFORMATIONAL CLOSE READING 2ND Read Purpose: Mark the main points or arguments the author is trying to make. After your second read, jot down two or three arguments the text leads you to make. **As you read, think about the main points or arguments the article is trying to make. Jot down 2-3 conclusions on your own. **Facilitator walks and monitors **In a minute, you will be working in pairs and sharing the conclusions you reached based on the information in the article. Then, you are going to pick 1 you think is important and work together to find at least 2 pieces of evidence that support your conclusion. **First I will model for you how that might look on the next slide.

Model State my positions or arguments- Most bats are harmless Bats are needed for research. * Now, you may start your 2nd read.* Model = I do (language from step 5 pg. 79) **I am going to model the first part. From this article, I can take many positions. As I read, I noted in the margins the different arguments the author was making, such as Most bats are harmless or Bats are needed for research. Now it is your turn to read for the second time with the purpose of annotating arguments in the article.

Possible arguments or conclusions Vampire bats are dangerous to cattle. Vampire bats are important to research. People don’t know much about vampire bats. Farmers should have a right to catch and kill all the vampire bats they can. Vampire bats contribute to the local ecology. The natural habitat of vampire bats is being destroyed. **In the 2nd read, you jotted down some conclusions. Do any of these look like what you jotted down? You are getting ready to work with a partner now. (next slide sets it up)

Partner work with Close Reading Purpose Share your positions with your partner. As a pair, choose one to defend. **Partner up participants **Follow the steps on the slide. **Allow time for partners to share their conclusions, decide on 1 position to defend. **Facilitators drop and listen to partner discussions.

model 1. The position or argument- Most bats are harmless. 2. Evidence from the article – … out of 1,100 known bat species only three are blood-sucking …… zoologist describes them as peaceful and cuddly Let’s go back to my original position statement – “Most bats are harmless.” For my position statement to be valid, I need to support it with evidence from the text. These 2 citations are directly from the article. Each quote directly supports my position statement.

Defend with evidence 3rd Read Purpose: Defend your position with at least two pieces of evidence directly from the article or infer from the text. Underline the textual evidence. After your 3rd read, write down the evidence from the text that defends your argument. **So far, you have worked with a partner to choose 1 position or argument you both would like to defend. Collaborate with you partner to gather at least 2 pieces of evidence directly from the text. **You will need to take careful notes as you go in order to present your conclusion to another set of partners. **Facilitators drop and listen as they gather evidence and prepare to present.

Cross Examination Join up with another pair. Decide who is pair A and pair B. Pair A = Share your position and evidence to pair B. Pair B = Cross examine pair A. Try to poke holes in the other pair’s evidence. Switch roles. **Follow the steps on the slide.

Next Step options Convene with another pair and share your argument. Share with the whole class. Model writing the argument with evidence and assign students to do the same. Facilitator could explain: **The lesson we have participated in today could have been spread over a series of lessons. The first day could have been spent reading for the gist, deciding a position, and possibly gathering evidence. The second day could be spent possibly gathering evidence, defending positions, and possibly writing about it. **In the first option, if time allows – student partners could meet with a new pair and present their new and improved argument. **The teacher may choose at least 1 set of partners to present to the whole group. Other students who chose the same position could add any evidence from the article not already discussed. **The third option has many possibilities. There is actually a lesson about written discussion in the book you received (will receive??) today.

Student Work Samples Work with a partner and use the rubric to assess student writing. Prompt: Write an argument to defend your position. Use two details from the text to support your argument. Rubric: Did I write an argument that defends a position? Did I use two details from the text? Do the details support my position?

Recap- a close reading Lesson Daily (specific) Outcome: Cite textual evidence with the purpose of supporting your conclusion from a text ELA CCR Anchor Standard Reading Informational # 1 & 8 Speaking & Listening # 1, 3, & 4 Writing #1 Choose a worthy text 2. Have different participants read the standards aloud 3. Think about the level of your students, consider the length of the text (1-2 pages), consider the amount of time you have during the block

Attributes of a Close Reading Lesson This handout lists the Attributes of Close Reading Lessons Think about the Close reading we did with the Bat text.

Break

Bog Sweet Bog Close reading with a Sleuth Passage in a third grade classroom. Jeannine: Share Plan, anchor charts, etc.

Revoicing Restating Agree/Disagree Add on Wait time Talk Moves Revoicing Restating Agree/Disagree Add on Wait time Jeannine – Pass out “Talk Moves” handout. (Look at first and second column only.) As participants watch the lesson video clips, highlight the “Moves” they observe on their handout.

Close Read 3rd grade (Sleuth) Video Clips – As you observe the students, look for productive Talk Moves that promote student discussion about text. Highlight the “Talk Moves” on your handout. As participants watch the lesson video clips, highlight the “Moves” they observe on their handout.

Reflection on the Video Clips Quick Write, Pair, Share- Jot down one or two things you noticed about the student discussion. Discuss your reflections with a partner.

Student Work Samples

Prompts for Text Dependent Questions Allison – Handout “Prompts for Text Dependent Questions

Planning a Close Reading Lesson Find a partner. Choose a grade level for planning a Close Reading lesson using a selection from Sleuth. Allison : Share Planning template

Planning for a close reading Lesson Daily (specific) Outcome: Cite textual evidence with the purpose of supporting your conclusion from a text ELA CCR Anchor Standard Reading Informational # 1 & 8 Speaking & Listening # 1, 3, & 4 Choose the text 2. Have different participants read the standards aloud 3. Think about the level of your students, consider the length of the text (1-2 pages), consider the amount of time you have during the block

Planning for a close reading Lesson What College and Career Ready Standards will I address? What is my desired outcome for this lesson? What steps will I take to reach my outcome? How will we know when each student has met the desired outcome? What will I do if learning does/does not occur? Have participants bring a copy of “Sleuth” to plan lessons. Participants pair up with a partner to plan Close Reading lessons incorporating Talk Moves, Text Dependent questions, etc.

Share Your Plan Find another set of partners. Share your plan. E-mail your completed lesson plan to aguy@bcbe.org. 10:30-10:45

A FINAL THOUGHT…. “If young readers do the work of the first three anchor standards well— comprehending, inferring, synthesizing —then they’ll move rapidly up levels to the kinds of stories where paying attention to craft, structure, and language will become an essential part of their everyday reading work.” -Calkins, Ehrenworth, & Lehman, 2012

Ticket out of here! Quick Write- How do you plan to share the information from today with others at your school? 10:45-10:55