1. Professional Development Early Release Day
Literacy Teachers
September 11, 2012
All of the handouts/slides are available on this webpage under the link PD Resources
Focus: close reading, using a graphic organizer (dueling documents) to closely read multiple pieces of text
PD Resources

2. September 11, 2012 PD Agenda 2:30-4:00pm
Guiding questions to consider re: lesson planning aligned to common core [facilitators will visit to discuss]
Time to align lesson plans to common core with your peers
1:00-2:30pm
View video of close reading
Randomly assign each teacher to one of the chapters to reread /prepare for close reading partner activity
Introduction to Dueling Documents
Reread Chp.5 of assigned text while partner rereads alternate selection – using Graphic Organizer
Closure
Pathways text re: informational text chp.5 p or
chp. 5 “A Close Reading of Complex Texts” from Text Complexity book p
Use “chocolate pairings” to assign teachers to a chapter

3. Close Reading There are 4 major components to close reading:
Understanding your purpose in reading
Understanding the author’s purpose in writing
Seeing ideas in a text as being interconnected
Looking for and understanding systems of meaning
Reading reflectively while reading requires the reader to ask the following questions:
Can I summarize what I think the meaning of this text is?
Can I apply this text to what is occurring in the real world?
Can I create images or metaphors to explain the text?
What questions do I still have about the text?
Can I connect this to other ideas I have or things I have read?

4. Close Reading Video

5. Comparing and Contrasting Sources What is an A.R.T.I.S.T?
Dueling Documents
Comparing and Contrasting Sources
What is an A.R.T.I.S.T?
This graphic organizer is named dueling documents but it also ideal for a variety of media e.g. propaganda posters vs. a document or a video clip, a poem vs. a selection of informational text
Dueling Documents is tailored to historical documents but teachers can recreate it and make it more applicable to their content area.
Credit goes to Robert Brown, American Institute for History of Education

6. Integrating Knowledge
Where this fits the Common Core Learning Framework
Compare & Contrast
Assess similarities and differences
Determine central themes
Corroborate and differentiate
Key Ideas & Details
Read closely to determine what the text says explicitly and to make logical inferences
Assess reliability of information
Compare ideas within and across texts
Cite textual evidence
Summarize key ideas & details
Integrating Knowledge
Analyze & understand multiple perspectives
Dueling Documents and close reading follows almost all of the anchor standards as spelled out in Chp. 5 of Pathways

7. Common Core Connections
Key Ideas & Details
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft & Structure
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Assess how point of view or purpose shapes the content and style of a text.
Quickly show teachers how this is connected to multiple common core standards

8. Common Core Connections
Integration of Knowledge & Ideas
Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Read and comprehend complex literary and informational texts independently and proficiently.

9. Dueling Documents: A Five Step Process
ARTIST Process
Document Analysis
Contextualization
Reliability and Big Picture
Conclusion

10. What is A.R.T.I.S.T.?
A.R.T.I.S.T. is a method of primary source analysis that allows students to process information in a written or visual source of a historic nature – but it may be adapted for other subjects.
An acronym, each letter stands for an important part of the process:
Author
Reason
To whom
Immediate effects
Subsequent effects
Time Period
Again, review the important parts of Chp. 5 in Pathways – you could tailor your questions to teach anchor standards as laid out in the chapter or create your own graphic organizer with those questions

11. Author Who created the source? What do you know about the author?
What is the author’s point of view?
Why might the author be important?
Can the author give us insight into their biases and points of view?
Is the author in a position to have an understanding of the events described?
May CONSIDER these questions to closely read the text-they are not an exhaustive list
e.g. consider who Lucy Calkins is-why is literacy important to her and why might she have mentioned guided reading several times?

12. Reason What is the reason or purpose of the communication?
Why was this source produced at the time it was produced?
Does the reason help us see the big picture?
Does the reason help us place the document in context?

13. To Whom Who is the intended audience?
Does the intended audience provide clues to the document?
Why is this so important?
How might this affect the reliability of the source?
How does the audience potentially impact the document?

14. Immediate Effects
What were the immediate effects of the production of the document?
What happened as a result of this document?
Was/were the effects intended or not?

15. Subsequent Effects
What were the subsequent effects of the source under consideration?
Did it have significant effects or only slight ones?
How or did this document have an impact across time?

16. Time Period When was the document produced?
How might this affect the meaning of the source?
Where does this document fit into the scope of history?
Is this document part of a sequence of events?
Is there any other important document that precedes the document or comes afterward?

17. ARTISTS Draw Conclusions!
After students have applied A.R.T.I.S.T. ask them to draw conclusions from the document or source.
Ask leading questions to get your students to fully process the document and its place in history.
Tailor the conclusion part of the graphic organizer to suit the needs of the learning objectives.
You may also want to extend the amount of space for their written conclusion.

18. What Have we Done so far?
At this point we have given students a breakdown of the document:
They know who wrote it.
They know why it was written (or at least have an idea).
They know to whom it was intended.
They know the intent of the document and what the outcome was supposed to be.
They have at least begun to see how this document had an impact over time.
Lastly, they know when (either specifically or generally) the document was created, written, etc.

19. Step 2: Document Analysis
Main Idea & Bias/Point of View
Helps students focus in on finding the essential understandings instead of often trivial details
The essential understanding will be what students are required to work with and manipulate.
Begins the process of questioning the document and the actors of the past – not accepting their information as fact

20. Step 3: Context Location & Relationship to Each Other
The physical and/or intellectual location of the documents helps with understanding the context in which they were created.
The relationship between the documents provides clues about connections and understanding the big picture.

21. Step 4: Reliability & Big Picture
Content & Interpretive Reliability and Big Picture of Time Period
All actors or history and historical sources have greater and lesser degrees of accuracy. Understanding this will help students become more skeptical about what they read and see.
Interpretation of events is truly in the eye of the beholder and much like factual accuracy there are varying degrees of acceptability.
Understanding the larger circumstances completes the contextualization of the documents.

22. So what? Step 5: Conclusion
At this point there is one critical question for students to answer:
So what?
Students draft a conclusion/summary of the dueling documents
Subject to interpretation – coaches discussed and would like for teachers to determine the “so what?” or “now what?”
What might students write for Step 5: Conclusion?
Would it look different in different subject areas? Different grade levels?
It may change based on the actual documents or other types of media being compared
NOW WITH YOUR PARTNER COMPLETE THE GRAPHIC ORGANIZER – one of you completes it for Pathways and the other for the Close Reading chp.

23. Please complete PD Survey via
How could you use this graphic organizer with the reading assignments in your classroom?
How does this activity align with the expectations of the Common Core State Standards?
View the examples of reading assignments you brought and discuss with your partner.
CLOSING
Please complete PD Survey via by
Sept. 19, 2012

24. Follow-up Questions for Common Core Lesson Planning
Have literacy teachers…
Planned discussion groups? Used the common core discussion rubric? Set group norms for each class?
Added more writing opportunities for students?
Used close reading strategies?
Incorporated informational texts?