Shifts in ELA Instruction

 Reconsideration of matching readers to text and begin using authentic complex texts for instructional purposes  Regularly doing close readings of more complex text  Infusing comprehension discussions into literary instruction  Working with students on crafting responses to text-dependent questions Long-Term Instructional Implications

 Increase students reading stamina Set Realistic Goals with Realistic Increases in time  Close reading with text-dependent questions will become part of your weekly literacy instruction Short Term Instructional Implications

 Make sure they are tracking their reading time Possible homework minutes increase?  Provide readers with Close Reading strategies Reading Stamina

What is a Close Read? CCLS Shift #3 – Regular Practice with complex text and its academic vocabulary Crafting understanding directly from the text Blending that with the reader’s interpretation of the text The readers interpretation SHOULD not overpower the author’s tone or purpose

 A close read is a model of instruction where students critically examine a text, through repeated readings, to gain a deeper understanding.  Focus on what the AUTHOR ACTUALLY SAYS!  As they read closely they examine: vocabulary, text organization, authors style, key details, arguments, inferential meanings, imagery, etc. What is a Close Read?

 Short Passage (chunk the text, a little at a time)  Little or NO front loading is given before reading  Rereading / Rereading/ Rereading / Rereading  Noticing things that are confusing  Discussing the text with others  Responding to the text-dependent questions The ultimate goal is to provide support WHILE reading, rather than before. Key Points of a Close Read Scaffolding a Complex Text

 First Read: ALONE with NO SUPPORT! Read with a pencil (annotations)  Next Read: Teacher reads aloud. Pay attention to text structure, fluency, expression  Think, Pair, Share (ex. annotations, noticing's)  Teacher directed Directed teacher instruction (depending on annotations) Text-Dependent questions to guide conversation  Writing Response: Essential Question What a Close Read MAY look like …

 Taking notes or annotating makes students pay attention to the text and gives them support when they return to the text to find evidence  Some Examples: Underlining important parts Circling important words Questions Marks Notes in margin: BME (Beginning, Middle, End) Reading with a pencil..

Noticing Confusing Parts…  Students learn to identify specific parts of the text that they find confusing.  This needs to be taught… sometimes they do not know what causes confusion  An idea the reader had never considered before  A single unknown word  The structure of a sentence, etc.

Vocabulary Author’s Style Theme Imagery

CCLS Shift #2: Reading, writing and speaking grounded in evidence from text, both literary and informational. Text Dependent Questions

 Low-level, literal, or recall questions  Focused solely on comprehension strategies  Just questions … Text Dependent Questions are NOT…

 A text-dependent question forces the student to go back to the text.  It is a question they could not answer if they did not read, and even if they did read, they will still need to refer back to the text to answer the question. In his research in both Texas and Vermont, David Coleman found that 80% of the questions students in grades kindergarten through twelve were asked to answer did not require them to go back to the text. Text Dependent Questions

 Can only be answered with evidence from the text  Can be literal (checking for understanding), but must also involve analysis, synthesis, evaluation.  Focus on word, sentence, and paragraph, as well as larger ideas, themes, or events.  Focus on difficult portions of the text in order to enhance reading proficiency  Can also include prompts for writing and discussion questions Text-Dependent Questions..

Example of a Text Dependent Question Non Text Dependent  In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. Text Dependent  What makes Casey’s experience at bat humorous?

Example of a Text Dependent Question Non Text Dependent  In “Letter from Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair. Text Dependent  What can you infer from King’s letter about the letter that he received?

Example of a Text Dependent Question Non Text Dependent  In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote? Text Dependent  “The Gettysburg Address” mentions the year According to Lincoln’s speech, why is this year significant to the events described in the speech?

 Questions that assess knowledge of vocabulary  Questions that assess themes and central ideas  Questions that assess syntax and structure Three types of Text-Dependent Questions

 The title of this section is ‘Because of Winn –Dixie’. Using your answers from our class discussion, explain why this is an appropriate title for the selection. Be sure to clearly cite evidence from the text for each part of your answer.  “Officer Buckle’s final safety tip is ‘ALWAYS STICK WITH YOUR BUDDY.’ How did he and Gloria each learn this lesson for themselves throughout the story?” Be sure to clearly cite evidence from the text for each part of your answer. Essential Question Examples ‘Writing Response’

Let’s see it in action…

 Reading Stamina should be built  Close read is a model of instruction that will allow a student to examine a complex text and gain a larger meaning from the reading.  An effective close read will depend upon the text- dependent questions prepared prior to the lesson. Wrap Up

What does this mean for us…  Our PLCs will solely be used for close reading strategies  Cycle of Inquiry  Develop/Discuss text-based questions based on complex authentic texts