Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Close Reading Strategies for CCGPS Daniel Rock, Literacy Specialist OCTOBER 2011

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Possible Sentences Write four sentences. Use two of the above words in each sentence until all words are gone. 8/23/2015 complex textacademic vocabulary text based evidenceliteracy standards integratedargument college and career readinessanchor standards

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” No Login or Password Required High School Wiki: Middle School Wiki: Elementary School Wiki: 8/23/2015

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Learning Target I can explain the reasoning and big ideas behind the Common Core Standards I can use strategies to scaffold my students ability to read text closely.

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Today’s Plan The Why and What Close Reading Strategy (Task Cards) Close Reading Jigsaw Argument

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” The Why and the What

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” What Do We Expect? 8/23/2015 Student Achievement Student Behaviors? Teacher Behaviors?

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Reading Study Summary * Source of National Test Data: MetaMetrics Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* Interquartile Ranges Shown (25% - 75%)

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” …The Three Big Shifts Building content knowledge through (reading) rich nonfiction Reading, writing, and speaking grounded in evidence from the text, both literary and informational. Regular practice with complex text and its academic language. -Student Achievement Partners 8/23/2015

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” 9 th Grade: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 3 rd Grade: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 6 th Grade: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 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. Key Ideas and Details

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” 9 th and 10 th Grades: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter) Anchor Standard 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6 th Grade :Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. 3 rd Grade: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently Craft and Structure

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Close Reading

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” They skip, skim, and scan text continually based on their purpose. They also reread, slow down, and reread again if it suits their purpose. They know a purpose will help them focus their reading and determine what is important. They also know that purpose determines how they read the material. Good readers approach assigned text with a result in mind. They consider what they have to do with the information after reading. Students read deeply and analytically, able to comprehend and make inferences about what they read. What Do Good Readers Do? You Mean I have to Teach Reading by Chris Tovani.

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Setting a Purpose/Asking Questions “Millions saw the apple fall, but Newton was the one who asked why.” -Bernard Baruch

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Close Reading Process Students read the text silently. Teacher provides a purpose. Teacher reads the text aloud/models thinking. Students read again and annotate/create questions. Students find explicit meaning, inferences, central ideas, and themes High-light unknown/significant words Write/ask questions Q-Cards

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Critical Element: Asking the Right Questions

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Using Q-Cards to Set a Purpose Scaffolding What does the author mean when she says_________? Which details in the story help show ________? What is the primary topic Of this article? Question - Stems

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Groups-Elementary 1.Author’s purpose/perspective 2.Main Idea 3.Cause and Effect 4.Text Structures/Organizational Patterns 5.Relevant Supporting Details 6.Compare/Contrast

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Groups- Middle/High 1.Main Idea 2.Text Structure/Organizational Patterns 3.Validity and Reliability 4.Compare/Contrast 5.Analyze and Evaluate Information 6.Author’s Purpose and Perspective

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Close Reading Process Close reading activities Circle or highlight unknown words Students read the text silently. Teacher provides a purpose. Teacher reads the text aloud/models thinking. Students read again and annotate/create questions. Students find explicit meaning, inferences, central ideas, and themes High-light unknown/significant words Write/ask questions Q-Cards What is the primary topic Of this text?

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Jigsaw of Close Reading Strategies

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Jig-Saw 1. Establish a home group. 2. Count off within home group Read silently and begin activity on your own. 4. Find “expert group” and complete activity together. 5. Return to home group and share results. Take notes based on what you hear. 8/23/2015

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Expert Groups 1s: Close Reading of Text 2s: Anticipation Guides 3s: RAFT 4s: Squeepers 5s: Key Concept Synthesis 6s: History Events Chart 8/23/2015

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Why Arguments? Students like to argue (but they often do not know how to argue well). Recognizing arguments that are not based on evidence is part of being an informed citizen. Arguments clarify the relevance and importance of understanding the content. 8/23/2015

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Argument “Knowing a lot of stuff won’t do you much good unless you can do something with what you know by turning it into an argument.” Gerald Graff, “An Argument Worth Having” 8/23/2015

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” And the best reason of all-- Controversy clarifies,... intellectual issues become intelligible to us at points of controversy, when we become able to see who’s where on the issues, what the relationships between positions are, and what’s at stake.” Gerald Graff, “Clueless in Academe” 8/23/2015

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” So Let’s Argue—Well The Toulmin Method – Make a claim – Based on evidence – Include a warrant that explains how the evidence supports the claim – Add backing that supports the warrants – Incorporate qualifications and rebuttals (counter arguments) to refute competing claims – From George Hillocks, Teaching Argument Writing (2011) 8/23/2015

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Strategies to Help Students Argue Well Claim – Four Corners/Vote with your Feet – They say/I say Evidence – Evaluating Evidence graphic organizer Warrant – Warrant Workout 8/23/2015

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians”

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” 8/23/2015

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” 8/23/2015

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” Possible Sentences Write four sentences. Use two of the above words in each sentence until all words are gone. 8/23/2015 complex textacademic vocabulary text based evidenceliteracy standards integratedargument college and career readinessanchor standards

Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” For more information-- Daniel Rock, Mary Lynn Huie, Susan Jacobs, Gerald Boyd, 8/23/2015