2. Bringing Text to Life
Session 3
Secondary

3. Learning Target
I can determine how a close read of text will sharpen students’ literacy knowledge and skill.

4. Vocabulary Instruction
Vocabulary instruction is embedded throughout the curriculum in order to help students deepen their understanding of complex text Read the text Vocabulary Instruction in EL Education's ELA Curriculum, Grades 3-8. Text code for new understandings (N) about vocabulary instruction in the modules and any questions you have (?).

5. 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.
Our purpose is for you to dig into the “subtle moves” that represent the Common Core shifts.
While we are asking you to be “students,” be metacognitive about our choices/design.

6. The Shifts in Action
Let’s “Live a Lesson.” Learning Target: 1. I can support my inferences with evidence from the text. Task: Look away from the learning target and turn to a partner. Restate the learning target to your partner in your own words.

7. Move and Match… Read your sentence strips silently.
Turn and Talk: What are your two sentence strips mostly about?
Now move around the room and find a match. Talk with peers who read other strips.
Based on the sentence strips, what can you infer has happened?
How did you make that inference?
“It says_______ I say________ and so ____________?”
Keep people at table for Move and Match if space does not allow.

8. Learning Target: Check In
I can support my inferences with evidence from the text.

9. New Learning Targets
I can determine the gist of one section of the article “The Vietnam Wars.”
I can analyze how specific word choices convey the author’s perspective on Ho Chi Minh and his struggle.

10. An Informational Text Text: “The Vietnam Wars.” Questions:
“Why do you think the title has the word ‘Wars,” plural, rather than just ‘War?’”
“What do you think the word honing means?”
Turn and Talk: “In your own words, what does the subtitle of this article tell us about Vietnam?”

11. “The Chinese Dragon”
Everyone reads this section. Write down what the “gist” of each paragraph is in the margins on your text.
Gist = what you think this section of the reading is “mostly about.” Moving toward a main idea, but your first pass may not be entirely accurate.

12. “Life, Liberty & Ho Chi Minh” or “Fall of the French”
½ at your table will be reading “Life, Liberty & Ho Chi Minh” (A)
½ at your table will be reading “Fall of the French” (B)
Write down what the “gist” of each paragraph is in the margins on your text.
Gist = a simple summary in your own words.

13. 2nd reading of… “Life, Liberty & Ho Chi Minh” or “Fall of the French
One pair = A, One pair = B
You will need Jigsaw A graphic organizer or Jigsaw B graphic organizer.

14. Learning Target
I can analyze how specific word choices convey the author’s perspective on Ho Chi Minh and his struggle.
2. I can determine the main idea of one section of the article “The Vietnam Wars”
How did paying attention to details help you figure out the main idea?

15. Welcome Back to “Teacher Hat”
Reflect on our adult Learning Target today:
I can determine when students will benefit from a close read of text.

16. Reflecting on the 4 Ts Framework
Based on what you experienced in this session, record new understandings about any of the Ts on your 4 Ts Anchor Note-catcher.

17. Reflecting on Learning Targets
Self-assess your progress toward meeting the learning targets for this session:
I can determine how a close read of text will sharpen students’ literacy knowledge and skill.