1. Learning Targets We will understand the format and content of SpringBoard Close Reading Workshops. I will learn and apply strategies for close reading of informational and visual texts. https://youtu.be/JmcA9LIIXWw

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9. TWO FILES AVAILABLE FOR DOWNLOAD TEACHER EDITION STUDENT EDITION

10. TEACHER EDITION

11. STUDENT VERSION

12. Close Reading Workshop: Purpose Designed to help teachers guide students as they develop the skills necessary for lose reading of a broad range of high quality texts of increasing complexity. Can be used to support or extend the rigorous instruction. Insures that students engage directly with appropriate grade-level texts that merit close reading.

13. Close Reading Workshop: Design Five Close Reading workshops per grade level: Informational text Argumentative text Shakespeare Poetry Informational text in Social Studies Each workshop features three thematically-linked texts, two written and one visual.

14. Close Reading Workshops: Design The Standards not only require students to engage with a range of quality texts of sufficient complexity, they require them to do so with increasing independence. – Activity 1: Guided Practice – Activity 2: Collaborative Practice – Activity 3: Independent Practice – Activity 4: Assessment

15. Focus on Strategies Diffusing: Purpose is to support the reader’s comprehension of vocabulary and overall meaning of the text Think Aloud: Purpose is to reflect on how readers make meaning of challenging texts

16. Diffusing Diffusing is a strategy for close reading of text. Using this strategy, the reader reads a passage to identify unfamiliar words. The reader uses context clues, dictionaries, and/or thesauruses to discover the meaning of unfamiliar words. Writing notes about meaning or substituting synonyms for unfamiliar words helps the reader increase comprehension of the text. Consider and Discuss: How does this strategy allow students to engage with complex texts?

17. Focusing on Strategies Think Aloud Talking through a difficult passage or task by using a form of metacognition whereby the reader expresses how he/she has made sense of the text Consider and Discuss: How does the use of read aloud and think aloud model good reading habits for our students? Why is it important for our students to hear not only our reading but also our thinking?

18. Activity 1: Guided Practice First Reading: Students focus on reading text to themselves silently to gain a general understanding of what it means without any preliminary contextual information. Underlining the topic sentence in each paragraph and circling the most important word(s) within each underlined sentence will help students to think about structure and meaning.

19. Annotate While several words have been underlined for students, they may identify additional unfamiliar words as they read. Encourage students to annotate the text for these words, looking up definitions or synonyms as needed to help their understanding. This can be done in pairs/small groups.

20. Activity 1: Think Aloud As the teacher, be sure you model think aloud as you diffuse the underlined and highlighted vocabulary.

21. Second Reading Students listen to the teacher’s “expert reading” while also circling allusions and images, persuasive techniques, significant phrases. (Depending on the text, different literary devices will be the focus.)

22. Second Reading: Graphic Organizer Student should complete the graphic organizer. This can be done as a whole group or in small groups. A class discussion can serve to confirm the relevance and meaning of what has been added to the graphic organizer.

23. Step 2: Check Understanding Write a summary of the central idea as presented in the first and last paragraphs of the essay. Connect your understanding of how the idea is developed in the last paragraph.

24. Third Reading; Text-Dependent Questioning Students have been given the background information about the author and the circumstances surrounding the writing of the essay. During the third reading, students focus on Key Ideas and Detail questions. These interpretive questions lead students into textual analysis by requiring them to look closely at the text to respond. Students should answer by annotating textual evidence.

25. Third Reading :Text Dependent Questions You might have students answer the questions in small groups and then conduct a class discussion.

26. Third Reading: Synthesizing Ideas SOAPSTone Strategy – Focus on the following questions about the subject, occasion, purpose, speaker, and tone of the essay. Whole class or collaborative groups work well for this activity.

27. Activity 2 Collaborative Practice Context- Introduce the visual by giving background information and the historical context.

28. OPTIC STRATEGY OPTIC Requires students to identify multiple details in a visual text, much as they would in a close reading of written text. Overview Parts Title Interrelationships Conclusion

29. OPTIC Arrange students into small groups and give them time to complete the first four elements of the OPTIC strategy, leaving the conclusion for after the discussion. Idea: Once all groups have completed the strategy through identifying the interrelationships, have groups share ideas through a jigsaw, in which a member from each group forms a new group and shares their groups insights.

30. OPTIC Assessment Use the writing prompt to give students an opportunity to demonstrate the their overall analysis of the painting.

31. Activity 3: Independent Practice Release of Responsibility Although this activity is intended to be done independently, scaffolding may be necessary depending on your group. Skim Activity 3, focusing on the Check Your Understanding section. What do you notice about this section? How does this section support student learning?

32. Activity 4: Synthesis Questions Notice the variety of assessment opportunities available for students to demonstrate understanding of the texts. Writing Prompt Debate/Discussion (Socratic Seminar) Multimedia Presentation Reflection