1. Close Reading Content Process Product
©Bensenville District 2: For classroom teacher use only

2. A worthy text is at a level of complexity where students can engage in productive struggle.
A worthy text allows teachers to scaffold a series of meaningful questions around the CCSS so students can demonstrate proficiency of them.

3. Common Core Implementation:
6 Shifts in ELA Literacy
Balancing Informational and Literary Text
Building Knowledge in the Disciplines
Staircase of Complexity
Text-based Answers
Writing from Sources
Academic Vocabulary

4. Integrate all six shifts
ELA Shift 3
Complex Text
Close Reading
ELA Shift 4
Text Dependent
Questions
Integrate all six shifts
Shift #1) Inclusion of more informational text
Shift #2) Across all disciplines
Shift #5) Writing integration, not decontextualized
Shift#6) Vocabulary integration, not decontextualized

5. Cannot teach vocabulary in isolation!
Instead of approaching vocabulary based on what you think students don’t know, teach words that help students understand the text. Some words don’t have anything to do with understanding the text.
What’s the purpose of your vocabulary list?
If students are reading a short story in your unit, think about the theme. Make a list of words related to that theme. THINK ABOUT…
Does your list of words change if you’re thinking about characterization…even a little? There may be some overlap.
Does the chosen vocabulary help students “unpack” theme, characterization, main ideas?

6. Check for Understanding
Important Vocabulary
Craft, Structure, Syntax
Complex Understandings
Establish Purpose
Whole Group Discussion
Partner Practice
Artifacts (e.g., annotations, organizers)
Check for Understanding
Formative Assessment
Summative Assessment
Culminating Task
Close Reading
What begs to be taught?
Isolation to Transfer

7. Text Dependent Questions
Teachers insist that classroom experiences stay connected to the text.
Student responses must take others back into the text.
Students construct arguments in conversation and writing providing text support.

8. Non-Examples and Examples
Not Text-Dependent
Text-Dependent
In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.
In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.
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?
What makes Casey’s experiences at bat humorous?
What can you infer from King’s letter about the letter that he received?
“The Gettysburg Address” mentions the year According to Lincoln’s speech, why is this year significant to the events described in the speech?

9. What a text says
How the author says it
Why does it matter?

10. Bud, Not Buddy by Christopher Paul Curtis

11. 1st READING
Teacher reads text aloud OR students read independently making annotations
Focus of Text Dependent Questions:
Key Ideas & Details Sub-heading, CCSS 1-3

12. Bud, Not Buddy Excerpt 1st READING
1st READING
As you read, annotate along the way…
Unknown words
Main Idea
Details that support the main idea

13. 1st READING, Annotating, TDQs
CCSS 1-3

14. 1st READING
Sample TDQs– CCSS 1-3
Who is the person telling the story? How do you know? (RL3)
Summarize the main event in this part of the story. What details support this event? (RL2)
YOUR TURN!
Describe the characters in this selection with regard to age. How do the characters interact with one another? (RL3)
What is the setting and time period? How do you know? (RL3)
What are the characters’ true feelings about being placed in temporary care? What evidence supports your thinking? (RL3)

15. Collect student annotated papers & identify patterns in the annotations.
Select vocabulary from the class that proved difficult.
Are there concepts that need to be clarified and/or discovered at the start of the next session before moving into the 2nd reading?

16. 2nd READING Focus: Craft & Structure Sub-heading – CCSS 4 - 6
Here we go again. We were all standing in line waiting for breakfast when one of the caseworkers came in and tap-tap-tapped down the line. Uh-oh, this meant bad news, either they’d found a foster home for somebody or somebody was about to get paddled. All the kids watched the woman as she moved along the line, her high-heeled shoes sounding like little firecrackers going off on the wooden floor. Shoot! She stopped at me and said, “Are you Buddy Caldwell?” I said, “It’s Bud, not Buddy, ma’am.” She put her hand on my shoulder and took me out of the line. Then she pulled Jerry, one of the littler boys, over. “Aren’t you Jerry Clark?” He nodded. “Boys, good news! Now that the school year has ended, you both have been accepted in new temporary-care homes starting this afternoon!”
What are the author’s meaning behind these words?
What images come to mind?

17. Bud, Not Buddy by Christopher Paul Curtis
The woman said, “Now, now , boys, no need to look so glum. I know you don't understand what it means, but there’s a depression going on all over this country. People can’t find jobs and these are very, very difficult times for everybody. We’ve been lucky enough to find two wonderful families who’ve opened their doors for you. I think it’s best that we show our new foster families that we’re very…”
She dragged out the word very, waiting for us to finish her sentence for her.
Jerry said, “Cheerful, helpful and grateful.” I moved my lips and mumbled.
She smiled and said, “Unfortunately, you won’t have time for breakfast. I’ll have a couple of pieces of fruit put in a bag. In the meantime go to the sleep room and strip your beds and gather all of your things.”
Kay:
At any point, are there terms that can have graphics inserted from online dictionaries inserted to better explain or give pictorial representation? Explain use of visuals.
What are the antonym/synonym meanings of the red words?
Does the time period have something to do with the author choosing the word sleep room?

18. Bud, Not Buddy by Christopher Paul Curtis
Here we go again. I felt like I was walking in my sleep as I followed Jerry back to the room where all the boys’ beds were jim-jammed together. This was the third foster home I was going to and I’m used to packing up and leaving, but it still surprises me that there are always a few seconds, right after they tell you you’ve got to go, when my nose gets all runny and my throat gets all choky and my eyes get all sting-y. But the tears coming out doesn’t happen to me anymore, I don’t know when it first happened, but it seems like my eyes don’t cry anymore.
What does the term ‘jim-jammed mean? Is there a comparison that can be made here? What visualization can be created?
YOUR TURN!
Explain the point of view/perspective of Bud [Jerry, and caseworker]. Compare each character’s perspective to the others. (RL6)
Leah: Here are some of the questions that Kay and I came up with
You can see all the different ways that we can write questions
Have participants craft one question from this section, share. What visualization comes to mind when the phrase “I felt like I was walking in my sleep” is heard?
What does the term “jim-jammed” mean? Is there a comparison that can be made or a visualization that can be drawn?
At any point, are there terms that can have graphics inserted from online dictionaries inserted to better explain or give pictorial representation?
Foster home may need identification from this time period and is a good way to incorporate technology.
Is first or third person narration being used? What could be the author’s purpose for using this point of view?(RL6)
How did the beginning of the selection contribute to the ending? (RL5)

19. Analyze your observation notes, graphic organizers, if used
Analyze your observation notes, graphic organizers, if used. Design questions for Integration of Knowledge and Ideas Sub-heading section - CCSS 7-9.
Identify any misunderstandings that need to be addressed at the start of the next session.

20. 3rd READING (Revisited any concepts that emerged from the Day 2 analysis)
Focus: Integration of Ideas Sub-heading – CCSS 7 - 9

21. Close Read Lesson Must-dos!
Display and write on the text when modeling. Students have hard copies too!
Code the TDQs with the CCSS; don’t force fit.
Provide sample answers for each TDQ.
Write a lesson plan “script” for the Close Read.
Integrate Reading, Writing, Speaking and Listening, and Language CC Strands.
Close the lesson with paired conversations between students while you observe and collect data. Then, close by restating the objectives of the lesson.
Use Culminating Task (think integration) for individual assessment of learning.
Use the Close Read lesson as an assessment to plan your next steps (e.g., independent reading, conferring , read aloud, guided/small group reading formats).
Descriptive Detail

22. Culminating Tasks Should relate to core understanding and key ideas.
A coherent sequence of text dependent questions will scaffold students toward successfully completing the culminating task.
Make sure that the culminating task format has been modeled prior to use as an assessment (e.g., shared summary, writing style)
Examples:
Explain what Bud meant when he stated in the last line of the excerpt, “ But the tears coming out doesn’t happen to me anymore. I don’t know when it first happened, but it seems like my eyes don’t cry anymore.”
The title of this selection is Because of Winn-Dixie. Using your notes from the Close Read and 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?

23. References
Curtis, C. (1999). Bud, Not Buddy. New York: Delacorte Books for Young Readers.
Council of Chief State School Officers. , & National Governors Association, (2010). Common core state standards initiative: Appendix B. DOI:
Fisher, D., Frey, N., & Lapp, D. (2012). Text Complexity: Raising Rigor in Reading. New York: International Reading Association.