1. Welcome!

2. Concordia University Irvine Welcomes You. Today’s facilitator: Dr
Concordia University Irvine Welcomes You! Today’s facilitator: Dr. Belinda Karge

3. History of Concordia University Irvine
• Established in 1976; Current enrollment = 4,300 students • Member of the Concordia University System of the Lutheran Church-Missouri Synod (LCMS)—10 universities and 2 seminaries located throughout the United States • Has offered distance learning programs since 2001 • Fully accredited by WASC • Since 2007, 11 Substantive Change programs approved by WASC, including doctorate program

4. Teaching is a calling… We understand…
Answer that call at Concordia University Irvine

5. CUI’s Undergraduate EC
Major in Liberal Studies or Psychology with Minor In EC
Includes 12 units for CD permit

6. CUI’s Teacher Credential Programs
Multiple Subject (K - 6th)
Self-contained classroom
Single Subject (6th – 12th)
Art, Biology, Chemistry, English,
Geosciences, Math, Physics,
Social Science, Spanish, Music, Physical Education

7. CA Teacher Credential Program
Education Specialist:
Mild to Moderate
Serving K- 22 years of age

8. Education Specialist: Mild to Moderate Program
Early Childhood Special Education,
Added Authorization: Ages 0-5
Three 3-unit courses
added to your already completed
Preliminary Ed Specialist Credential

9. M.Ed Master of Education
All Preliminary Credential Courses PLUS
16 additional units
Edu 547 Brain-based Instruction
Edu 580 Educational Research
Two Elective Courses
Capstone Experience (1 of the following)
Independent Research or Action Research Project
A total 46 units for both Credential and Masters.
Degree must be completed within 5 years.

10. Doctoral Program Features
Accommodative learning environment
High contact with faculty
Small cohort size and strategic groupings
Distinct advantages of cohort membership
Focused 3-year path to graduation
Expect and assure scholarly research
Streamlined dissertation track

11. Doctoral Program Features
Individual Learning Plans (ILPs)
Rigorous and integrated curriculum (Systems Thinking)
Inspire ethical leadership
Educational trips (Washington, DC; People’s Republic of China)
Competitively priced
High Quality Faculty

12. Teresa M. Hess, Ph.D Concordia University Irvine
Close Reading
Teresa M. Hess, Ph.D
Concordia University Irvine

13. Close or Cloze? They are different!
Cloze reading is an instructional strategy where users are required to fill in the blanks within a passage with correct words from a word bank.
Cloze reading is used to assess a student's understanding of vocabulary.

14. What is Close Reading?
Close reading describes, in literary criticism, the careful, sustained interpretation of a brief passage of text. Such a reading places great emphasis on the single particular over the general, paying close attention to individual words, syntax, and the order in which sentences and ideas unfold as they are read. (

15. Close Reading
When students engage in close reading they uncover layers of meaning in a text that leads to deep comprehension.
Close reading requires readers to read and reread a text multiple times. Each time the reader has a different purpose and focus for what they are looking for in the passage/text.

16. When do I use Close Reading?
Language Arts
Social Studies
Health
Science
Math
Anyplace where students interact with a text

17. Close reading includes:
Using short passage
Limited pre-reading activities
Focus on the text itself
Rereading for a specific purpose
Reading with a pencil/highlighter
Notice things that are confusing
Discussion with others
Responding to text-dependent questions

18. Steps in Close Reading First read- key ideas and details
Second read- craft and structure
Third read- integration of knowledge and ideas

19. Video with three samples
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20. How to select a text The text should be thought provoking
Includes complex ideas that are worthy of sustaining two or more days of instruction.
Consider three components of complexity:
Qualitative
Quantitative
Reader and Task Considerations

21. Qualitative Does the text further students’ understanding of a topic?
Does the text follow familiar language conventions?
What background knowledge will the students need to be successful with the text?

22. Reader and Task Considerations
How much prior knowledge do students need to have before reading this text?
How interested are the students in this topic?
What will be difficult for my students in reading this passage.
Appendix B of the CCSS includes sample lists of complex texts in each grade level band.

23. Quantitative
Is the text an appropriate reading level for the students?
How can I scaffold my students to ensure their success with the text?
The primary reading level used by Common Core is Lexile. You can find the lexile of a text at Lexile.com

24. What makes a text complex?
Vocabulary
academic and domain-specific terms
Tier 2 vocabulary: high utility complex words that can be used in multiple contexts.
Syntax:
Coherence- are events/concepts logically connected and clearly explained?
Unity- do the ideas focus on the topic?
Audience appropriateness- does the text match the background knowledge of the reader?

25. What makes a text complex?
Text Structures:
Description
Compare and contrast
Cause and effect
Problem and solution
Text features:
Headings/subheadings
Signal words

26. Ask Text Dependent Questions
Critical element in common core
Text dependent questions cannot be answered without using the text
To craft effective text dependent questions you must identify what you want students to be able to know and do as a result of their reading.

27. Short text/Modeling and guided questions
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28. Cues for text dependent questions
Remember to use textual evidence to support your ideas/findings/conclusions
Remember to use specific words, phrases, details, illustrations, etc., from the text to support your ideas.
What words and phrases did the author use that led you to your answer?
What in the text helped you to know?

29. Other things to consider/try
Number the paragraphs
Chunk the text
Use shorter texts
Underline and circle with a purpose
Left margin- what is the author saying?
Right margin-dig deeper

30. Important considerations
Be a close reader yourself
Teach stretch texts
Teach students to look for evidence
Set a purpose
Focus on making connections
Model it
Let them make mistakes
Use questions to drive discussion

31. Make sure to Provide extensive research and writing opportunities
Offer systematic instruction in vocabulary
Cultivate student independence
Texts should vary in length
Craft text dependent questions from a range of question types
Make sure YOU study the text as you plan the lesson

32. Second Grade
MCoYLt4

33. Scaffolding in close reading
Shared reading
Interactive read aloud
Literature circles
Think sheets
Jigsaws
Think/Pair/Share

34. Algebra Close Read
aTRqBHE

35. Let’s try a Close Read
It had seemed to the Johnson children that they would have a very sad Christmas. Mama had been very ill, and their father had been so anxious about mama that he could not think of anything else. Everyone had been quiet for days. They did not want to wake Mama when she was napping. They did not put up a Christmas tree because they didn’t want to have one. Everyone felt sad. When Christmas Day came, they got good news. Mama said, “I’m much better today. I am coming downstairs.” Mama looked much better. She still was tired. But she came downstairs. She lay down on the couch. The family brought their presents out and opened them that morning. “I am sorry I did not get to buy presents for you,” said Mama. “This is the best present we could have,” said father. You are better.” “I am glad everyone feels good. I can tell you do because you are all smiling.” "Why, I NEVER had such a happy Christmas before," said Marie. "And it's just because you are well again!”

36. Step One: Read for the Gist
What is the story about?
Who are the characters?
Where is the story located?
What is the problem the characters have?
Cite evidence

37. Read again (second time)
How are the character’s feeling this time?
What language does the author use that helps you know what the characters are feeling?
Where did you find this? What line in the text?
What is the style, mood, tone?
You can have students think/pair/share, write on journal forms, highlight and share in large group, etc.

38. Finding answers to the second read:
It had seemed to the Johnson children that they would have a very sad Christmas. Mama had been very ill, and their father had been so anxious about mama that he could not think of anything else. Everyone had been quiet for days. They did not want to wake Mama when she was napping. They did not put up a Christmas tree because they didn’t want to have one. Everyone felt sad.
When Christmas Day came, they got good news. Mama said, “I’m much better today. I am coming downstairs.”
Mama looked much better. She still was tired. But she came downstairs. She lay down on the couch. The family brought their presents out and opened them that morning.
“I am sorry I did not get to buy presents for you,” said Mama. “This is the best present we could have,” said father. You are better.” “I am glad everyone feels good. I can tell you do because you are all smiling.” "Why, I NEVER had such a happy Christmas before," said Marie. "And it's just because you are well again!”

39. Questions for the third read:
What does the author want the reader to believe?
What does this remind me of in my life?
Has something like this ever happened to me?
How is this text similar to other things I’ve read?

40. How long shall I plan for doing a close read?
Depends on the text you choose. Shorter texts are usually recommended due to the repetitive reading of the same text.
How many questions are you going to ask each time you do a read?
What are you focusing on for students to learn? One item or multiple items?

41. Close reading
Whether a student is a struggling reader or advanced, the close reading of complex texts is linked to significant gains in reading proficiency. Close reading is a key component of college and career readiness.
( Partnership for Assessment of Readiness for College and Careers, 2011, p. 7)

42. Apps to use on devices for close reading
The following apps can be used to analyze text using close reading techniques:
Tools 4 Students
Popplet
Read and Respond
Trading cards
Subtext
Also is an online program, good for close reading. Students can download text into readlists on-line to annotate text.

43. What did we cover today? Definition of Close Reading
What does Close Reading entail?
How to choose a text
How to formulate text dependent questions
Some criteria for doing a Close read of a text
Apps to use when doing a Close read

44. Have Fun Enjoy this process with your students
Research shows that students sense when
the teacher is engaged and enjoying the
topic. Subsequently, student engagement
increases with this feeling of enjoyment.
(Willis, 2007)

45. Feel free to contact me:

46. Door Prizes

47. Thank you for coming!