1. Meeting the Reading Standards in Elementary Classrooms
EngageNY.org

2. Learning Target
I can analyze the impact of Expeditionary Learning’s approach to close reading on students’ learning.
Experience the lesson from the perspective of a student rather than as a teacher/ educator.

3. Starting Definition
In your participant’s notebook, page ___, write your current definition of “close reading.”
Share with your table group…what is it? Why do it?

4. Your “Learner Hat”
Experiencing a Common Core Classroom Put your “learner hat” on for this portion of our work. There will be lots of time to think like a teacher and ask questions about planning later after you have some experiences as a learner. Our purpose is for you to dig into the “critical moves” that represent the shifts. While we are asking you to be “students,” be metacognitive about our choices/design.

5. Read, Write, Reflect
What characteristics or qualities does a person have “who takes a stand?”
Is it ever okay to break the law? Why or why not?
How can taking a stand be both positive and a negative?
Ask a person to be a time-keeper/facilitator. Read all 3 questions. Choose one that are you most comfortable answering and write response on a Post-it note. Each person will have 1 minute to share.

6. Learning Target
I can infer the meaning of words and phrases using context clues to better understand a primary source.
Today you will both listen to and reach a speech given a long time ago (1873.) It is a primary source (any piece of information that was created by someone who witnessed an event first-hand or was part of the historical event described.
Context clues are details in the text that help the reader understand an unknown word or phrase. Primary sources often use unfamiliar language; this can make them difficult to understand without a close read. Close readers do the following…

7. Close Readers
Read small chunks of text slowly and think about the gist. Reread each passage one sentence at a time. Underline things that you understand or know something about. Circle words that you do not know.

8. Close Readers Talk with your partners about all of your good ideas.
State the gist or message of the paragraph in the margin.
Listen to the questions.
Go back to the text to find answers to questions.
Talk with your partners about the answers you find.

9. Gist: “On Women’s Right to the Suffrage” by Susan B. Anthony
What you think the speech is about after the first go at it?
As I read, you will listen for the gist; you don not have to understand everything that I read. Reading for the gist will help you with the topic of study. I will read aloud. Ask members to share out (she is upset about being accused of a crime.)

10. Turn and Talk Turn and talk to a partner.
Share your gist statements with your partner.
Add to your gist statement if your partner has an idea that you like.

11. Background: “On Women’s Right to the Suffrage”
Using context clues, what can you infer about the meaning of the word suffrage?
Why was Susan B. Anthony arrested?
Take 1 minute to read the Background information; 2 minutes to discuss with a partner questions on the slide. Prompt participants to provide context clues they ued to figure out meaning of the word, suffrage.

12. Second Listen Locate the “Glossary” in your materials.
Take a moment to fill in the meaning of the word “suffrage.”
Take notice of the words listed in the glossary and their meanings.
Listen and follow along as I read the first paragraph again to you.
Circle words that are in the glossary and others that you do not know.
Tell participants that as they listen, they will use context clues to figure out the meaning of the words, “right’” and “alleged.”

13. Read with a Partner
Substitute synonyms or definitions from the glossary above your circled words.
Read the speech to your partner using your synonyms or definitions; listen as your partner reads the speech to you using synonyms or definitions.
Reread the chunk one more time and answer the questions in the right hand column.
Read “not allow me” where deny was.

14. Reflection: Learning Target
I can infer the meaning of words and phrases using context clues to better understand a primary source.
Have participants write 0-5 at the bottom of their work (0 means “I have no idea”; 5 means “I can teach others how to use context clues to infer word meanings.”

15. Next Learning Target
I can answer questions using evidence from the article.
An article is an informational text usually found in a newspaper or magazine. Its purpose is to give readers information about a particular topic. Tell the target in your own words to an elbow partner.

16. This is an actual newspaper article published in 1873
This is an actual newspaper article published in This article is an account of what happened during Susan B. Anthony’s trial The article is written from a reporter’s viewpoint. This article is another example of a primary source. I will read it aloud as you listen for the gist.

17. Remember….
The gist is what you think the article is about after the first time you read it. How is this informational text different from others you have read about Susan B. Anthony? Do you notice anything about the style of the writing? Is it similar to what you might read in a newspaper or online today?

18. Reread excerpts, circle words; answer questions; write gist

19. Reflection: Learning Target
I can answer questions using evidence from the text.
Write 0-5 on the bottom of paer

20. Next Learning Target
I can compare information from two informational texts about the same topic.
How did the NY Tmes article connect to the speech. Did you learn anything new? Locate the note-catcher, “Comparing the speech and the NY Times article” Read the directions. Complete the chart with A, B, or C. An example has been done for you.

21. Reflection on Learning Target
I can compare information from two informational texts about the same topic.
Thumbs-up
Thumbs-sideways
Thumbs-down

22. Read, Write, Reflect
What characteristics or qualities does a person have “who takes a stand?”
Is it ever okay to break the law? Why or why not?
How can taking a stand be both positive and a negative?
At the beginning of this lesson, I posted 3 questions for you and you wrote an answer. Revise or rewrite your original answer.

23. Welcome Back to “Teacher Hat”
Our Learning Target today:
I can analyze the impact of Expeditionary Learning’s approach to close reading on students’ learning.

24. Reflection on the Lesson
Text
What makes this text worth reading?
Tasks
How will I slow students down and make sure they are reading closely?
Targets
Do the text and the tasks ensure students will meet the learning targets?
Talk
When will students talk? When will I talk? When will I make sure that I do not talk?

25. Gist: A Scaffold into Complex Texts
Gist = first draft thinking about small chunks of text.
If the text is super complex for any particular reader, asking for a “gist” helps them start to think about the text without having to feel like a “right answer” is needed. (This is an intentional entry point for striving readers).
The main idea is a product of lots of chunks/gists. It’s summary thinking that often (in the modules) follows listening, reading, “gist-ing,” checking understanding with partners, revisiting the text…
Let’s try it…see what you think.

26. What is it “Mostly About?” (Gist)
During S-phase of mitosis, DNA is replicated in the nucleus. First the DNA Helicase comes in and causes the DNA to unwind, proteins hold the DNA apart in a replication bubble so it does not rewind back together.

27. This is where DNA Polymerase I comes in and attaches to the area known as the “TATA Box.” Then, DNA Polymerase II comes in and checks the base pairs. If they are wrong, it will kick out the wrong base and wait until the correct base comes in and then move down the replication fork.

28. This will go on until the entire chromosome has been completely replicated and there is another one just like it. The chromosome will then proceed into cellular division process and result in two new cells.

29. What is “close reading?”
Close reading is an instructional strategy that helps students “conquer” complex texts.
Focuses readers on slow, careful reading.
Broad to narrow through multiple reads
Incidental (and very important) vocabulary learning
Gathering evidence to answer text dependent questions of a variety of types.
Promotes stamina, persistence (they need to practice this regularly, all year long, and for many years!)

30. What is “close reading?” continued
ONE way of reading, but not the only reading that students
need.
The modules support this kind of reading as it’s likely the biggest change in most teachers’ practice.

31. Reflection
I can describe the instructional strategy of close reading. Add to or revise your initial definition of close reading if needed.