Cristo Rey Network Teacher Effectiveness:

Cristo Rey Network Teacher Effectiveness:
Literacy in the High School Classroom: Reading Strategies That Work July 16-19, 2013 Wednesday, July 17, 2013, Day 2, 8:00-3:00

GOOD MORNING! Please reseat yourselves into Discipline Teams.

Prayer Cristo Rey Brooklyn 8:00

Learning Goals for the Four Days Develop students’ capacity to increase reading comprehension and access meaning in narrative and expository reading Participants will be able to… Increase students’ mental engagement when reading text by applying before, during, and after instructional strategies BEFORE READING Set a purpose for reading Access and build background knowledge Develop vocabulary Use text features for non-fiction text DURING READING Parsing the text Use close reading Question to clarify confusion and stimulate thinking AFTER READING Summarize and synthesize information Plan for instruction Select appropriate text Match content benchmark with literacy benchmark, selecting relevant (before, during, after) reading instructional strategy

Learning Goals for Day 2 Develop students’ capacity to increase reading comprehension and access meaning in narrative and expository reading Participants will be able to… Increase students’ mental engagement when reading text by applying before, during, and after instructional strategies BEFORE READING Use text features for non-fiction text DURING READING Parsing the text Use close reading Question to clarify confusion and stimulate thinking Plan for instruction Match content benchmark with literacy benchmark, selecting relevant (before, during, after) reading instructional strategy

Prayer, Learning Goals and Agenda, Homework Reports 8:00
AGENDA, Day 2 Prayer, Learning Goals and Agenda, Homework Reports :00 Getting Acquainted BEFORE READING :15 Use text features and text structure for non-fiction text DURING READING Parse the text Use close reading LUNCH :00-1:00 DURING READING :00 Use close reading (continued)) Text-dependent questions Home Learning and Summarizer :45-3:00

Norms for Professional Learning Communities Working Together to Benefit Our Students
Professionals in the Cristo Rey Network……. Arrive on time. Attend the entire session. Listen with an open mind and an intent to understand. Demonstrate a positive, professional attitude. Participate actively. (Attend to the speaker, task.) Limit side conversations during presentations. Demonstrate respect and courtesy.

Getting Acquainted! Three-Line Poem About You
Select one of the three groups of topics below to use in your three-line poem. Compose a three-line poem about yourself in third person. At the signal, stand up, introduce yourself to a person from another school, and trade your poems, reading aloud to one another. If called on, introduce your partner to the group, including school and subjects they teach. Read your partner’s poem aloud to the group. Best place you have traveled Favorite recreational activity Your music playlist Favorite Food Pets Favorite Sports Team Favorite Book Favorite subject in school Family members Lori

Last Night’s Home Learning
Read pages (beginning with the section A Few Words about Vocabulary and Spelling) to learn a few additional vocabulary strategies. Before reading, complete the “K” and “W” from the K-W-L tool to record what you already KNOW and what you WANT to know about vocabulary and spelling. During and after reading, complete the “L” to summarize what you have learned. Come prepared to share your “L” column with a partner. (On your Toolkit, finish your matching of benchmarks with the strategies.) Lori 8:20 A Few Words about Vocabulary and Spelling pages in Reading Writing Connection VIP strategy. Use regular sized post-its, cut into 5 strips.

Pair up; select A and B partners
K-W-LEARNED Pair up; select A and B partners Each person has two minutes to share their summary ideas recorded in the “L” column on their K-W-L tool. With same partner, share your MATCHING of benchmarks and strategies on your Toolkit. LP-Activator from homework article. VIP Person A, Person B Each person has two minutes to share their 5 VIPs

Toolkit For Reading Strategies
Set purpose Planning and Goal Setting Making Connections Building Background Knowledge Evaluating Asking Questions Making Predictions Reflecting and Relating Using Text Features Making Inferences Summarizing Clarifying Building Vocabulary Monitoring Visualizing Close Reading Correctly Matching the Strategy with the Literacy Benchmark Parse the text 12

What gets in the way of students comprehending the textbook?
Before Reading: Text Features and Text Structure Activator: Text Features Think about a student opening a textbook for the first time in your classroom. What problems do students typically encounter when they are asked to read the textbook? What gets in the way of students comprehending the textbook? Write your thoughts on your slide notes. Share with a partner. EG Reflect on the ways in which students take and use notes in your classroom. How effective are your students at taking and using notes as critical learning tools? What refinements would you like them to make in order to be more effective?

Informational text Informational text is text the primary purpose of which is to convey information about the natural and social world. Informational text typically addresses whole classes of things in a timeless way (they are not typically about specific instances) Informational text requires the interpretation of structures, graphics, features, etc. that are not available in literary text Text that comes in many different formats (books, magazines, handouts, brochures, CD-ROMs, Internet) 8:35

Guide readers through text
Print Features Guide readers through text Feature Helps the Reader… Table of contents Identify key topics in a book and their order of presentation Index See everything in a text listed alphabetically, with page numbers Glossary Define words contained in the text Preface Set a purpose for reading, get an overview of the content Pronunciation guide Say the words Appendix By offering additional information

Help readers find important information
Organizational Aids Help readers find important information Feature Helps the Reader…. Bold Print By signaling the word is important and/or found in the glossary Colored print Understand the word is important Italics Bullets Emphasize key points/ concepts Titles Locate different categories in the text Headings Identify topics throughout the book as they skim and scan Subheadings Navigate through sections of Text Captions Understand a picture or photograph Labels Identify a picture or photograph and/or its parts Sidebars Gather additional or explanatory information.

Help readers understand author’s message
Text Structure Help readers understand author’s message Structure Helps the Reader…. Enumerative structure Understand details about concepts and phenomena Compare-contrast structure Understand the similarities and differences of concepts and phenomena Sequential structure Understand the progression or time sequence of events Cause-effect structure Understand the connections between antecedents and consequents Problem-solution structures Understand the relationship between problems and potential solutions On slides 15-18, put a check next to the TEXT STRUCTURES and AIDS prevalent in reading text in your discipline.

Alternative forms of information
Illustrations Alternative forms of information Feature Helps the Reader… Photos/Drawings Understand what something looks like Drawings Understand what something looks like, might look like, or looked like Technical drawings Understand accurate dimensions and proportions (proximity, scale) 3-Dimensional projections Understand shapes, proportions, etc. Magnification See details in something small

Represent information in some specific way
Graphic Aids Represent information in some specific way Feature Helps the reader… Diagram Understand interactions among variables or relations among parts, how something is constructed, or how it works Flow diagram Understand a complex sequence of movements or actions Sketches Visualize an important concept Comparisons Understand the size of one thing by comparing it to the size of something familiar Graphs Understand relativity between elements Figures Combine text information with graphical aids Maps Understand placement and relationships among objects in a space Tables Understand how data are organized into categorical parts and the relations among these parts across multiple observations, values, or states

Graphic Aids, continued Represent information in some specific way
Feature Helps the reader… Charts Understand relations among multiple variables symbolically (e.g., bar chart, line chart, pie chart, flow chart). Cross-sections Understand something by looking at it from the inside Overlays Understand additional information Time-lines Understand the sequence of time

Before Reading: Text Features and Text Structure
Read Pages , What about Nonfiction, in The Reading Writing Connection. Write a one-sentence summary of the passage on your slide notes. Read through the descriptions of the five expository text structures on page 172, paying careful attention to the cue words, graphic organizers and sample passages associated with each text structure. Identify the two text structures your students most typically read in your classroom. Share with a partner. LP

Before Reading: Text Features and Text Structure
Previewing Checklist Yes, I have… ☐ studied the table of contents ☐ read the title of the chapter and changed it to a question ☐ read the opening questions, check-up questions, or review questions ☐ read the heading and subheadings, and changed them into questions ☐ read the highlighted print and margin notes ☐ studied pictures, charts, maps, or graphs found in the lesson ☐ looked at the extra material found in the lesson 8:55 This checklist comes from Companion Website Ch. 7 Previewing Checklist, to accompany page 171 in the text The Reading/Writing Connection hard copy of the Previewing Checklist in binder Available also on website; modify for your discipline

Once again… The teacher’s job is to create the right MATCH between the strategy and the learning.

Toolkit For Matching Content, Literacy, and Strategies
Content Benchmark Literacy Benchmark Strategy Text features and text structure 9:00 Finish now or this evening.

Building your toolkit: From the four categories of BEFORE READING strategies, add to your Toolkit any strategies that you plan to employ in your classroom. Provide a blank B, D, A sheet for teachers to begin to keep their growing list of strategies. K-W-L. VIP, whip

BEFORE READING: Summarizer on BEFORE Strategies Paired Verbal Fluency
What do you know about BEFORE READING strategies: Set a purpose for reading Access and build background knowledge Develop vocabulary Use text features and text structure for non-fiction text Organize yourselves into groups of 2. Identify who is #1 and who is #2 in each pair. Round1: 1 remembers 2 listens 45 seconds 2 remembers more ideas 1 listens 45 seconds Round 2: 1 remembers more ideas 2 listens 30 seconds 2 remembers more ideas 1 listens 30 seconds Round 3: 1 remembers more ideas 2 listens 20 seconds 2 remembers more ideas 1 listens 20 seconds New: MODEL Lori and Elizabeth: What do you know about Chicago?

THINK WRITE PAIR SHARE ACTIVATOR: What are some strategies you already use to assist students in gaining meaning from complex text? Lori 9:20

During Reading: Parsing the Text Cannon, Annie J
During Reading: Parsing the Text Cannon, Annie J. “Classifying the Stars.” The Universe of Stars. Edited by Harlow Shapeley and Cecilia H. Payne. Cambridge, Mass.: Harvard Observatory, 1926 Sunlight and starlight are composed of waves of various lengths, which the eye, even aided by a telescope, is unable to separate. We must use more than a telescope. In order to sort out the component colors, the light must be dispersed by a prism, or split up by some other means. For instance, sunbeams passing through rain drops, are transformed into the myriad-tinted rainbow. The familiar rainbow spanning the sky is Nature’s most glorious demonstration that light is composed of many colors. The very beginning of our knowledge of the nature of a star dates back to 1672, when Isaac Newton gave to the world the results of his experiments on passing sunlight through a prism. To describe the beautiful band of rainbow tints, produced when sunlight was dispersed by his three-cornered piece of glass, he took from the Latin the word spectrum, meaning an appearance. The rainbow is the spectrum of the Sun. 9:20

During Reading: Parsing the Text Cannon, Annie J
During Reading: Parsing the Text Cannon, Annie J. “Classifying the Stars.” The Universe of Stars. Edited by Harlow Shapeley and Cecilia H. Payne. Cambridge, Mass.: Harvard Observatory, (1926) Sunlight and starlight / are composed of waves of various lengths, / which the eye, / even aided by a telescope, / is unable to separate. / We must use more / than a telescope. / In order to / sort out / the component colors, / the light must be dispersed / by a prism, / or split up / by some other means. / For instance, / sunbeams passing through rain drops, / are transformed / into the myriad-tinted rainbow. / The familiar rainbow spanning the sky / is Nature’s most glorious demonstration / that light / is composed of many colors. / The very beginning of our knowledge / of the nature of a star / dates back to 1672, / when Isaac Newton gave to the world / the results / of his experiments on passing sunlight through a prism. / To describe the beautiful band of rainbow tints, / produced / when sunlight was dispersed by his three-cornered piece of glass, / he took from the Latin the word spectrum, / meaning an appearance. / The rainbow is the spectrum of the Sun. /

During Reading: Parsing the Text, CONTINUED Cannon, Annie J
During Reading: Parsing the Text, CONTINUED Cannon, Annie J. “Classifying the Stars.” The Universe of Stars. Edited by Harlow Shapeley and Cecilia H. Payne. Cambridge, Mass.: Harvard Observatory, (1926 In 1814, / more than a century after Newton, / the spectrum of the Sun / was obtained in such purity / that an amazing detail was seen and studied / by the German optician, Fraunhofer. He saw that the multiple spectral tings, / ranging from delicate violet / to deep red, / were crossed / by hundreds of fine dark lines. / In other words, / there were narrow gaps in the spectrum / where certain shades / were wholly blotted out. / We must remember / that the word spectrum / is applied not only to sunlight, / but also to the light of any glowing substance / when its rays are sorted out / by a prism or a grating.

During Reading: Parsing Complex Text
Process: Teacher parses, students read. Students parse individually, students read individually. Students read unparsed text as IF the lines were there. Reading levels go up 1-2 years (Tim Shanahan.) Teachers must not protect kids from challenging text. TELL them that this text is harder; get out in front of it. Complex text might require more than one reading (close reading.)

During Reading: Parsing Complex Text Let’s try it out… Preston, Richard. The Hot Zone: A Terrifying True Story. New York: Anchor, 1995. Charles Monet was a loner. He was a Frenchman who lived by himself in a little wooden bungalow on the private lands of the Nzoia Sugar Factory, a plantation in western Kenya that spread along the Nzoiz Rover within sight of Mount Elgon, a huge, solitary, extinct volcano that rises to a height of fourteen thousand feet near the edge of the Rift Valley. Monet’s history is a little obscure. As with so many expatriates who end up in Africa, it is not clear what brought him there. Perhaps he had been in some kind of trouble in France. Or perhaps he had been drawn to Kenya by the beauty of the country. He was an amateur naturalist, fond of birds and animals but not of humanity in general. He was fifty- six years old, of medium height and medium build with smooth, straight brown hair; a good-looking man. It seems that his only close friends were women who lived in towns around the mountain, yet even they could not recall much about him for the doctors who investigated his death. His job was to take care of the sugar factory’s water-pumping machinery, which drew water from the Nzoia River and delivered it to many miles of sugar-cane fields. They say that he spent most of his day inside the pump house by the river as if it pleased him to watch and listen to the machines doing their work. 9:35 We won’t all parse the text in the same exact spots, but we WILL all parse long text into shorter, meaningful chunks. Parse text. Read your parsed text. With a partner, compare how and why you parsed.

Content Benchmark Literacy Benchmark Strategy Match Parsing complex text Finish now or this evening. For which curriculum benchmarks or learning processes might you use parsing the text?

Set purpose Planning and Goal Setting Making Connections Building Background Knowledge Evaluating Asking Questions Making Predictions Reflecting and Relating Using Text Features Making Inferences Summarizing EG Clarifying Building Vocabulary Monitoring Visualizing Close Reading Correctly Matching the Strategy with the Literacy Benchmark Parse the text 37

During Reading: Close Reading Building our own Background Knowledge
Read the article, What is Close Reading? by Dr. Timothy Shanahan Annotate the text as you read, using these symbols: ✔ = Something known L = New learning ★= Important ? = Question ?? = Confusion ! = Surprising Information R= Reminds me E 9:45-9:55 2-1/2 pages When you finish, please take a BREAK.

BREAK 9:55-10:10

During Reading: Close Reading Close Reading: Definition
Definition: Close Reading of text involves an investigation of a short piece of text, with multiple readings done over multiple instructional lessons. Through text-based questions and discussion, students are guided to deeply analyze and appreciate various aspects of the text, such as key vocabulary and how its meaning is shaped by context; attention to form, tone, imagery and/or rhetorical devices; the significance of word choice and syntax; and the discovery of different levels of meaning as passages are read multiple times. The teacher’s goal in the use of Close Reading is to gradually release responsibility to students - moving from an environment where the teacher models for students the strategies to one where students employ the strategies on their own when they read independently. E 10:10

During Reading: Close Reading Close Reading: Explanation
Engage with a text directly Examine its meaning thoroughly and methodically Use texts of grade-level appropriate complexity Focus student reading on the particular words, phrases, sentences, and paragraphs of the author Read and re-read deliberately Pearson ELA Instructional Practices

During Reading: Close Reading So what is close reading?
It starts with the Protestant Reformation (no, really) Martin Luther dueled with the Church about whether priests had to interpret the Bible or whether people could read it themselves In the 1920s and 30s English Departments were dominated by Scholasticism; that is professors/teachers taught the meanings of the texts Reader Response (Louise Rosenblatt): The reader’s feelings/ meanings are what matters New Criticism (Brooks & Warren, etc.): The meaning is in the text and text must be read closely to get it to give up its meaning

During Reading: Close Reading Many versions of close reading
There are many versions of close reading, but basically meaning is hidden in the text and needs to be acquired through careful and thorough analysis and re-analysis Readers need to understand how texts work (that is that they use metaphor, irony, paradox, etc.) Mortimer Adler (Great Books): How To Read a Book Great books (challenging books) need to be read and reread Each reading should accomplish a separate purpose

During Reading: Close Reading Text-based Q & A
More than surface reading; re-read reflectively Grapple with text-dependent questions: questions that can only be answered by referring explicitly back to the text in front of them Use evidence from texts to present careful analyses and clear information

During Reading: Close Reading Close Reading
All focus on text meaning Students must do the reading/interpretation Teacher’s major role is to ask text-dependent questions Multi-day commitment to texts Purposeful rereading (not practice, but separate journeys) Short reads

Close Reading Far longer amounts of time spent on text worth reading and rereading carefully

Close Reading The Making of a Scientist
Watch the video clip, The Making of a Scientist, Module 7, David Liben, visiting teacher Focus: text evidence and vocabulary Students: 5th grade, 73% free and reduced lunch Common Core Standards: RI5.1 - Quote accurately from a text when explaining and drawing inferences; RI5.4 -Determine the meaning of general academic and domain specific words and phrases; RI5.8 - Explain how an author uses evidence to support particular points; W5.9 - Draw evidence from informational text to support analysis; SL5. Engage effectively in a range of collaborative discussions. EG 10:20 15 minutes video length 10 minutes for pair task Pairs: Find corresponding literacy benchmarks in your curriculum. Quick Write: What does Liben DO to achieve the standards? Quick Write: How would you define close reading?

Close Reading Letter from Birmingham City Jail
Watch the lesson, 12 minutes Standards / benchmarks: identifying main idea, make a claim and support it with evidence, draw inferences from text, note taking, speaking and listening ( CCSS ELA.RI , ELA.W , ELA.SL a) Lesson, Learning Goal: Identify the main idea and make arguments about a text Strategies: Close reading to unpack the text, fish bowl (Socratic Seminar), Watch the David Coleman video in which he explains the close reading process with this same text: Think-Pair-Share: Notice the distinct parts to this lesson. How does Mr. Hanify scaffold learning in this lesson? How does the fishbowl strategy promote rich discussions? Why does Mr. Hanify choose to have students write a blog? EG 10:55-11:30 Teaching video: 12 minutes David Coleman video: 15 minutes

Rereading will play a greater role in teaching reading
Close Reading Implications: Students will need to engage to a greater extent in deep analysis of the text and its meaning and implications Less emphasis on background information, comprehension strategies, picture walks, etc. (though these still can be brought in by teachers) Greater emphasis on careful reading of a text, weighing of author’s diction, grammar, and organization to make sense of the text Rereading will play a greater role in teaching reading

Why make the instructional shift to close reading?
School reading has become so focused on rituals rather than student-text negotiations, on general reading skill rather than sense making of particular texts Emphasis on prior knowledge and reader response had placed the attention on the reader instead of the text Teacher purpose setting had often replaced actual reading Emphases on text structure and reading comprehension strategies have seemed to become ends in themselves

During Reading: Close Reading Close reading procedure
The first reading of a text should allow the reader to determine what a text says The second reading should allow the reader to determine how a text works The third reading should allow the reader to evaluate the quality and value of the text (and to connect the text to other texts)

Planning for Close Reading: The Three Steps (Another way of explaining the process)
Select high quality text that is worth reading and rereading. Teachers must read the text in advance and determine why the text might be difficult. For a first reading, you want to ask questions that ensure that the students understand and think about the major ideas in the story or article. That means you limit your questions to big ideas or you query information that you think the students might be confused by. On the second reading, you want to ask questions that require students to analyze how the text works: why the author made certain choices and what the implications of those decisions would be in terms of meaning or tone. On the third reading, the issue is how does this text connect to your life and your views, critical analysis of quality and value, and how the text connects to other texts.

Close Reading: How to Integrate Close Reading into the Curriculum
(Continue to use some textbook-based readings, less complex text.) Select some more complex text, using the close reading process; at the high school level, the recommendation is for each subject area teacher to facilitate at least one close reading each month. Questions and assignments always include writing. EG ASCD 2012/ Common Core State Standards

The Big Orange Splot By Daniel Pinkwater
While this is an example of third grade fictional text, we use it as an example to demonstrate how rich the text discussion can be and to model how we teach students to dig into text and read it closely to determine its meaning. When we teach students a new process, we often teach the PROCESS with text that is easier. Each person reads the text silently.

Close Reading: The Big Orange Splot by Daniel Pinkwater
Reread page 9: ------What was he thinking? (The conflict starts here, but the author doesn’t beat you over the head with it... Plumbean has decided something or is about to.) (Plumbean: “O.K.”): How did he say this... bright and happy? Reluctantly? LP 11:40-12:00 for the story Dr. Tim Shanahan, UIC

Page 10: (There is more going on here than is on the page. When is Plumbean transformed—when does he decide to be different?) Why does the author explain why he painted at night? (Character motivation is important. Was he painting at night so he could get it done before anyone saw it or was he beating the heat? He is a different kind of man depending on what you think is happening.)

Page 11: How does the author describe Plumbean’s house? Why does he compare it to a rainbow, a jungle, an explosion? (The author describes the house three times... each time in colorful metaphorical language, a technique he uses throughout the story when he wants to emphasize the feelings of the neighbors?)

Page 13 What do you notice here? Why does the author tell you the neighbors’ feelings in this way? (I want to make sure the students see the repetition of this literary device and that they try to make sense of it.)

Page 15 What’s going on here? (The repetition of this literary device should be evident by now. By saying the same thing over and over again with colorful language we get a sense of how strong the emotions are).

Page 19 Why does Plumbean respond now? He didn’t react to all of the insults. (This one puzzled me. I think he wanted to realize his dream fully before trying to defend it. Makes me think Plumbean wasn’t sure about this all along --he was working his dream out as the story progresses).

Page 20 The author doesn’t tell what they talked about... what do you think they might have said? How do you think Plumbean convinced him? Why didn’t the author reveal this conversation? (Given that Plumbean just worked this out for himself, I doubt that he had the certainty to persuade his neighbor. My hunch is he just told him his own story and the neighbor identified with it.)

Page 25 What did you notice about how the man expressed himself? Why would the author have him say it this way? (This sounds like a statement about being unique... but is he?) (Although the man claims to be unique—and he is in terms of the specific dream his is pursuing—but ultimately he states his individualism in a way that mimics Plumbean’s.)

Page 30 Why does the author have the people say this? (The whole neighborhood is now caught up in Plumbean mania. They are pursuing their individual versions of their dreams, expressing themselves identically to Plumbean. They wanted conformity at the beginning and they end up with conformity at the end).

From the reading of The Big Orange Splot, what did you learn about the benefits of close reading and text-dependent questions? THINK WRITE PAIR SHARE

LUNCH 12:00-1:00

ACTIVATE: What about CLOSE READING makes sense to you?
Welcome back! ACTIVATE: What about CLOSE READING makes sense to you? THINK WRITE PAIR SHARE EG 1:00

AGENDA, Day 2 Prayer, Learning Goals and Agenda, Homework Reports :00 Getting Acquainted BEFORE READING :15 Use text features and text structure for non-fiction text DURING READING Parse the text Use close reading LUNCH :00-1:00 DURING READING :00 Use close reading (continued) Text-dependent questions Home Learning and Summarizer :45-3:00

BEFORE READING: Background Knowledge Patrick Henry’s Speech to the Second Virginia Convention, 1775
To avoid interference from Lieutenant-Governor Dunmore and his Royal Marines, the Second Virginia Convention met March 20, 1775 inland at Richmond--in what is now called St. John's Church--instead of the Capitol in Williamsburg. Delegate Patrick Henry presented resolutions to raise a militia, and to put Virginia in a posture of defense. Henry's opponents urged caution and patience until the crown replied to Congress' latest petition for reconciliation. On March 23, Henry presented a proposal to organize a volunteer company of cavalry or infantry in every Virginia county. By custom, Henry addressed himself to the Convention's president, Peyton Randolph of Williamsburg. Henry's words were not transcribed, but no one who heard them forgot their eloquence, or Henry's closing words: "Give me liberty, or give me death!” EG 1:25-1:55 for Patrick Henry exercise (see next slide)

During Reading: Close Reading Close reading procedure
Practice: Apply the three steps of close reading to a piece of high school text: Read Patrick Henry’s Speech to the Second Virginia Convention, In your table group, select one “teacher” to facilitate your group. The first reading of a text should allow the reader to determine what a text says (What does it SAY?) - Identify main ideas and key details (WRITE) The second reading should allow the reader to determine how a text works (What does it MEAN?) MARK vocabulary words and phrases describing aspects of the text The third reading should allow the reader to evaluate the quality and value of the text (and to connect the text to other texts) (What does it MATTER?) (THINK-WRITE-PAIR-SHARE)

DURING READING: Close Reading Paired Verbal Fluency
Explain everything you know about CLOSE READING. Organize yourselves into groups of 2. Identify who is #1 and who is #2 in each pair. Round1: 1 remembers 2 listens 45 seconds 2 remembers more ideas 1 listens 45 seconds Round 2: 1 remembers more ideas 2 listens 30 seconds 2 remembers more ideas 1 listens 30 seconds Round 3: 1 remembers more ideas 2 listens 20 seconds 2 remembers more ideas 1 listens 20 seconds 2:00 Remind the group that we modeled this strategy earlier.

Where to Find Close Reading Samples
Close analytic reading exemplars on New videos at Videos and lessons on

Content Benchmark Literacy Benchmark DURING Strategy Match Parsing complex text Close reading Finish now or this evening.

Activator for Questioning
Take out the tool kit you used yesterday to sort strategies into before, during, and after reading. Find questions and circle it. (Is it in the middle - during reading-why or why not? Turn to a partner and discuss.) When and how do you currently use the strategy of questioning? LP

“It is very reasonable to ask students a wide variety of questions as long as they make sense for the passages read. Just don't think that asking a particular kind of question raises that kind of comprehension. The key is the texts themselves, and then using questions to get the students to think effectively about what they have read (rather than trying to teach them to answer a particular type of question).”  Tim Shanahan Shanahanonliteracy.com EG

During Reading Text-dependent questions
Close reading requires close attention to the ideas expressed and implied by the author and to the author’s craft Often comprehension questions allow students to talk about other things besides the text (How do you think people felt about the Emancipation Proclamation? If you were a slave, how would you feel about it?) Questions are text-dependent if they can only be answered by reading the text (the evidence must come largely or entirely from the text and not from opinions/experience.) 2:15 EG

During Reading Text-dependent questions (continued)
Text dependent questions are not necessarily low level “Low-level” questions are little more than memory tasks—they ask readers to remember what the author has said explicitly “High-level questions” ask for answers that require logic, inference, and/or analysis of the text information Text dependent questions can be low level or high level Past research indicates that a mix of question levels leads to better comprehension The Common Core encourages both low level and high level questions, the answers of which depend on text evidence

A recent study found that 80% of questions students were asked were answerable without direct reference to the text itself. David Coleman, Bringing the Common Core to Life, 2011

Do you need to read the text to answer these questions?
During Reading: Text-dependent Questions Examples of non-text-dependent questions “When Charlie McButton Lost Power” (Narrative poem in third grade basal ) It’s about a boy who panics when he can’t use his precious electronic gadgets during a power outage, but unexpectedly finds that he can have plenty of imaginative, non-electronic fun with his little sister. Teacher edition questions: What has happened during a bad storm you have experienced? How do you feel when you can’t do your favorite things? What would you do when the power came on? Do you need to read the text to answer these questions? 2:20 Lori will bring the book – Lori READS it. EG Examining the suggested questions in the margins of the teacher’s editions, many asked students to reflect on their feelings or experiences without having to consult the reading passage for an answer. If you change the focus from “your’ experience to Charlie’s experience, they wouldn’t be text to self questions. They would be more text-dependent. Have the students come up with the central theme—don’t do the work for them! “If we try new things, we will usually find something we like to do.”

“When Charlie McButton Lost Power”
During Reading: Text-dependent Questions Examples of text-dependent questions “When Charlie McButton Lost Power” In the last stanza, Charlie had another thought. What was this thought, and why couldn’t he explain it? In the stanza where Charlie says, “Could anything be duller…,” what is he talking about? Why is the word anything in italics? What is a summary of the poem’s central theme? Put book on document camera

English Language Arts Benchmarks
Benchmark Match! Literacy benchmarks taught and assessed with McButton text-dependent questions English Language Arts Benchmarks Measurement Topic #7, Reading Literature 7.9.1 Cite textual evidence to support analysis of what the text says explicitly (R.S ) 7.9.2 Cite textual evidence to support inferences drawn from the text (R.S ) 7.9.4 Summarize a grade level text Measurement Topic #8, Reading Informational Text 8.9.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text (S.S , 8.9.4 Summarize a grade level text (R.S , S 4.9.7)

During Reading: Text-Dependent Questions Lincoln’s Gettysburg Address
Read silently, independently. Work in pairs: 2. Listen / follow along as your partner reads aloud. 3. Translate /paraphrase the first paragraph: THINK-WRITE-PAIR. 4. Each person construct TWO TEXT-DEPENDENT questions. Pose / respond to all four questions, using text evidence to support your answers. 1:05-1:25 ONLY 3 PARAGRAPHS, WON’T TAKE LONG

Focus on Process Benchmarks, Not Just Content Benchmarks
The Common Core standards ask you to “read like a detective… …and write like a reporter.” --David Coleman

High Quality Text-Dependent Questions & Tasks
Instructional shifts: evidence from text, text selection and vocabulary Characterization in “the Dead” (Kelly) Free/reduced lunch: 92% Common Core State Standards: RL Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact; SL – Initiate and participate effectively in a range of collaborative discussion, building on others’ ideas and expressing their own clearly and persuasively. As you watch a video of a lesson, use your guided note taking sheet to record your ideas: What do you notice about what the teacher does… Explicit—cite details Implicit –make valid claims based on evidence Focus on specific phrases & sentences to explain the text’s meaning Question sequences will build on each other so students learn to stay focused on the text Move from “text-to-self” to “text-dependent” 2:30-2:50 14 minute video Lori will prepare a note taking sheet Basal Alignment Project aims to build a free, online repository that will include a bank of teacher-written questions and tasks that are more ‘texr-dependent” than those suggested by the publishers; that is they require students to dig back into their readings to respond to the questions.

Text-Dependent Questions
Possible Formula: Why do you think______________________? Using facts from the text and your own ideas, explain your reasoning…………… Others: What other question starters might you use to develop text-dependent questions?

Content Benchmark Literacy Benchmark Strategy Match Parsing complex text Close reading Text-dependent questions Finish now or this evening.

Building your toolkit: From today’s learning, add to your Toolkit any DURING READING strategies which you will employ in your classroom. Provide a blank B, D, A sheet for teachers to begin to keep their growing list of strategies. K-W-L. VIP, whip

HOME LEARNING #1 During Reading: Text-dependent questions
Background Knowledge: Frederick Douglass ( ) was an American social reformer, orator, writer, and statesman. After escaping form slavery, he became a leader of the abolitionist movement. He was a living counter-example to slaveholders arguments’ that slaves did not have the intellectual capacity to function as independent American citizens. Read Chapter 6 of Narrative of the Life of Frederick Douglass. Respond to these text-dependent questions: How did Frederick Douglass’ ability to read contribute to his emotional struggle for freedom? Cite examples from the text to support your answer. After reading Frederick Douglass’ narrative, in what ways does America represent the hope for freedom that lived in the heart of Frederick Douglass? Write one additional text-dependent question and be ready to pose it to a colleague in the morning. LORI 2:30-2:55 Chapter 6 copied, my folder; entire writing copied should anyone want to see it; text is public domain.

Home Learning #2 On Friday, you will be creating a lesson plan which matches one of your content benchmarks with a literacy benchmark and a strategy (or strategies) to teach them both. Your assignment for tonight is to begin to select content and literacy benchmarks that you will use to design your lesson. Dave-tell participants that they can begin to think about the lesson that they will be writing on Friday morning. What reading will their students be doing? Criteria to think about: Reading should be authentic and a match to benchmark(s).

Summarizer: Exit Ticket
When, in your curriculum, could you add more complex text and use close reading and text- dependent questions to tackle that text? 2:55-3:00

Resources on Informational Text
Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE ). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from whatworks.ed.gov/publications/practiceguides. Doing what works “5 Things Every Teacher Should Be Doing to Meet the Common core’s Literacy Standards” “ELA Instructional Practices : Reaching New Heights with the CCSS” Pearson School Achievement Services

APPENDIX

TO DO Day 2 MATERIALS Second projector (OUR OWN) AND ELMO FOR THE BIG ORANGA SPLOT) SLIDE 82: MAKE NOTE TAKING SHERY

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