Research Teams: The Importance of Complex Text and Close Reading November 2012 Common Core Ambassadors

Close Reading of Complex Text Create a smaller group within your groups/tables – this session is deliberately designed to groups of 4-5. Call yourselves a “research team.” (You will work with these new teams throughout the next couple of days). Learning Target for this work: I can describe the relationship between complex text, close reading practices, and students’ preparation for college and careers. 2

Turnkey Task Review the Turnkey Task on page 6 in your binder. This includes product options for various roles A small bit of collaborative work time for the Turnkey Task is included on Day 2. It is our intention that you will use specific information from your readings, discussions, and experiences in your written product (you are operating the way we need students to operate). As you work these next couple of days, think about kids and what they will need in order to become this skilled. 3

Research Team Task TEAMS review our Norms for Collaboration p 5 Quick norm reminder – what each of person on the team needs to engage fully in this task 3 min Use the “4’s Protocol” in your binder on p 7 to read, think about, and discuss the following articles: “Why Text Complexity Matters” p 9-16 Or, if you’ve read that, try “Engaging the Adolescent Reader.” p

Being Metacognitive About our “Lesson” What did we do? (literally, think through the steps you took the last hour). Why did we do it? (connect to the research/information you just read). Implications for your practice (what might/should you do differently going forward?) 5

Students do the work Read, think/talk, write. Read, write/think, talk. 6

Reflection Where are you now towards our targets? 1. I can describe the relationship between complex text, close reading practices, and students’ preparation for college and careers. 7