Half-Day Professional Development February 27, 2013

Partnership for Assessment of Readiness for College and Career PARCC PARCC

Close Reading

Helping Students Read Closely O Determining the instructional sequence for close reading is based on three factors: the complexity and richness of the text to be read, the relative skill of the readers, and the tasks to be completed or understandings to be gained. Helping students grapple with complex text involves careful consideration of several factors and should be considered a series of decisions rather than a rigid protocol. The goal of this process is to develop students’ ability to read rich complex text independently and proficiently.

Guide for Close Reading O 1. Read a text – cold, without set-up. O 2. Re-read in chunks. O 3. Paraphrase in writing. O 4. Discuss in own language, aloud, safely. O 5. Read aloud for accessibility. O 6. Identify hard words. Learn word meanings working with a partner. O 7. Re-read several times, using specific prompts which require looking for very specific detail – using the text. O 8. Re-read for specific vocabulary. O 9. Compare/Contrast vocabulary meanings – in writing, and through sharing with a buddy. O 10. Write an essay requiring the student to take a persuasive viewpoint and argue their case for the author’s (motivation, etc.)

1. Read a text – cold, without set-up O Independently read “Alzheimer’s Disease: The Mind Robber O 6 th graders Cold Reading O Why? How?

2. Re-read in chunks. O Read “Ways to Cope” and “Things You Can Do Together” O Why? How?

3. Paraphrase in writing. O Paraphrase “Ways to Cope” and “Things You Can Do Together” O Why? How?

4. Discuss in own language, aloud, safely O Discuss paraphrase with a shoulder partner. O 6 th graders paraphrasing O Why? How?

5. Read aloud for accessibility O We will read “Alzheimer’s Disease: The Mind Robber” aloud. O Why? How?

6.Identify hard words. Learn words meanings working with a partner O Growing Vocabularies activity. O 6 th graders working with vocabulary O Why? How?

7. Re-read several times, using specific prompts which require looking for very specific details – using the text. O Guiding Questions O Think Marks O Why? How?

Vocabulary Continued 8. Re-read for specific vocabulary 9. Compare/Contrast vocabulary meanings – in writing, and through sharing with a buddy.

10. Write an essay requiring the student to take a persuasive viewpoint and argue their case for the author’s (motivation, etc.) O Hess’ Cognitive Matrix O REACH Performance Task

The Henry UbD Plan Connecting the REACH Performance Tasks with Close Reading