1. Using COMPLEX text with EVERY reader!
Julie Lordon
West Sound Summer Institute
August 18-19, 2015

2. Full disclosure. . .
Douglas Fisher
& Nancy Frey

3. Why?

4. Simply assigning hard books
will not ensure that students
learn at high levels!

5. “Read like a detective. Write like a reporter.”
—David Coleman

6. DISCUSSION is the Gateway between reading and writing

7. Repeated Reading Cognitive Scaffolding Discussion
Close Reading
Repeated Reading
Cognitive Scaffolding
Discussion

8. Close Analytic Reading
©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

9. Creating a Close Reading
Use a short passage
Re-reading
“Read with a pencil”
Text-dependent questions
Give students the chance to struggle a bit
Creating a Close Reading

10. Choosing a Text -Quantitative Factors -Qualitative Factors
-Readers’ Background

11. Re-reading Students need purpose to stay motivated and interested.
(but choose your directions wisely. . .)

12. Annotation is a note of any form made while reading text.
“Reading with a pencil.”

13. People have been annotating texts since there have been texts to annotate.

14. Annotation is not highlighting.

15. Annotation slows down the reader in order to deepen understanding.

16. Student’s annotation of connotative meanings in Charlotte’s Web
It’s not always about reading difficult texts, but also about reading seemingly simpler texts in more complex ways.

17. Annotation occurs with digital and print texts.

18. Annotation with Wikki sticks

19. Annotation with smart boards.

20. Annotations in Grades 3-5
Underline the major points.
Circle keywords or phrases that are confusing or unknown to you.
Use a question mark (?) for questions that you have during the reading. Be sure to write your question.

21. Using
Questioning
in Fifth Grade

22. Same text, different student, different strategy: Inferring.

23. Annotation in Grades 6-8 Underline the major points.
Circle keywords or phrases that are confusing or unknown to you.
Use a question mark (?) for questions that you have during the reading. Be sure to write your question.
Use an exclamation mark (!) for things that surprise you, and briefly note what it was that caught your attention.
Draw an arrow (↵) when you make a connection to something inside the text, or to an idea or experience outside the text. Briefly note your connections.

24. Student annotation in 6th grade
Student sample from Leigh McEwen, AEA 9, Iowa

25. Annotation in Grades 9-12 Underline the major points.
Circle keywords or phrases that are confusing or unknown to you.
Use a question mark (?) for questions that you have during the reading. Be sure to write your question.
Use an exclamation mark (!) for things that surprise you, and briefly note what it was that caught your attention.
Draw an arrow (↵) when you make a connection to something inside the text, or to an idea or experience outside the text. Briefly note your connections.
Mark EX when the author provides an example.
Numerate arguments, important ideas, or key details and write words or phrases that restate them.

26. Modeling in 9th Grade English

27. Student annotation in 11th grade English

28. Text-dependent Questions
Answered through close reading
Evidence comes from text, not information from outside sources
Understanding beyond basic facts
Not recall!

29. What does the text mean? How does the text work?
What does the text say?
How does the text work?
What does the text mean?

30. Which of the following questions require students to read the text closely?
If you were present at the signing of the Declaration of Independence, what would you do?
What are the reasons listed in the preamble for supporting their argument to separate from Great Britain?

32. If you were present at the signing of the Declaration of Independence, what would you do?
What are the reasons listed in the preamble for supporting their argument to separate from Great Britain?

33. Types of Text-dependent Questions
Opinions, Arguments,
Intertextual Connections
Inferences
Author’s Purpose
Vocab & Text Structure
Key Details
General Understandings
Whole
Across texts
Entire text
Segments
Paragraph
Sentence
Word
Part

34. General Understandings
Overall view
Sequence of information
Story arc
Main claim and evidence
Gist of passage

35. Let’s Review

36. General Understandings in Kindergarten
Retell the story in order using the words beginning, middle, and end.

37. Key Details Search for nuances in meaning
Determine importance of ideas
Find supporting details that support main ideas
Answers who, what, when, where, why, how much, or how many.

38. Key Details in Kindergarten
How long did it take to go from a hatched egg to a butterfly?
What is one food that gave him a stomachache? What is one food that did not him a stomachache?

39. It took more than 3 weeks. He ate for one week, and then “he stayed inside [his cocoon] for more than two weeks.”

40. Foods that did not give him a stomachache
Foods that gave him a stomachache
Apples
Pears
Plums
Strawberries
Oranges
Green leaf
Chocolate cake
Ice cream
Pickle
Swiss cheese
Salami
Lollipop
Cherry pie
Sausage
Cupcake
watermelon

41. Vocabulary and Text Structure
Bridges literal and inferential meanings
Denotation
Connotation
Shades of meaning
Figurative language
How organization contributes to meaning

42. Vocabulary in Kindergarten
How does the author help us to understand what cocoon means?

43. There is an illustration of the cocoon, and a sentence that reads, “He built a small house, called a cocoon, around himself.”

44. Author’s Purpose Genre: Entertain? Explain? Inform? Persuade?
Point of view: First-person, third-person limited, omniscient, unreliable narrator
Critical Literacy: Whose story is not represented?

45. Author’s Purpose in Kindergarten
Who tells the story—the narrator or the caterpillar?

46. A narrator tells the story, because he uses the words he and his
A narrator tells the story, because he uses the words he and his. If it was the caterpillar, he would say I and my.

47. Inferences
Probe each argument in persuasive text, each idea in informational text, each key detail in literary text, and observe how these build to a whole.

48. Inferences in Kindergarten
The title of the book is The Very Hungry Caterpillar. How do we know he is hungry?

49. The caterpillar ate food every day “but he was still hungry
The caterpillar ate food every day “but he was still hungry.” On Saturday he ate so much food he got a stomachache! Then he was “a big, fat caterpillar” so he could build a cocoon and turn into a butterfly.

50. Opinions, Arguments, and Intertextual Connections
Author’s opinion and reasoning (K-5)
Claims
Evidence
Counterclaims
Ethos, Pathos, Logos
Rhetoric
Links to other texts throughout the grades

51. Opinions and Intertextual Connections in Kindergarten
Narrative
Informational
Is this a happy story or a sad one? How do you know?
How are these two books similar? How are they different?

52. Types of Text-dependent Questions
Opinions, Arguments,
Intertextual Connections
Inferences
Author’s Purpose
Vocab & Text Structure
Key Details
General Understandings
Whole
Standards
8 & 9
Across texts
3 & 7
Entire text 6
Segments
4 & 5
Paragraph 2
Sentence
Word 1
Part

53. There’s a difference in coaching and leading.
Build background but. . .
Allow students to struggle
There’s a difference in coaching and leading.

54. 1877

55. Who is delivering the speech? What happened?
What does the text say? General Understanding
Who is delivering the speech?
What happened?
Canyon Creek Battlefield, Bear Paw Mountains, Montana: site of Chief Joseph’s speech.
Background info: In 1863, some Nez Perce chiefs signed a treaty with the US agreeing to surrender their ancestral lands and be moved instead to a reservation in Idaho. Chief Joseph the Elder (Chief Joseph’s father), Chief Looking Glass and Chief Toohulhulsote, as well as others, refused to do so. This lead to an uneasy standoff for 14 years, during which time the non-treaty Nez Perce were allowed to remain. In 1877, the US Army decided to take action to end the standoff. The Nez Perce War was the name given to the U.S. Army's pursuit of the over 800 Nez Perce and an allied band of the Palouse tribe who had fled toward freedom. Initially they had hoped to take refuge with the Crow nation in the Montana Territory, but when the Crow refused to grant them aid, the Nez Perce went north in an attempt to reach asylum with Sioux Chief Sitting Bull and his followers who had fled to Canada in 1876.
For over three months, the Nez Perce outmaneuvered and battled their pursuers traveling 1,170 miles across Oregon, Washington, Idaho, Wyoming, and Montana.
General Howard, leading the opposing cavalry, was impressed with the skill with which the Nez Perce fought, using advance and rear guards, skirmish lines, and field fortifications. Finally, after a devastating five-day battle during freezing weather conditions with no food or blankets, with the major war leaders dead, Joseph formally surrendered to General on October 5, 1877 in the Bear Paw Mountains of the Montana Territory, less than 40 miles south of Canada. (Source: Wikipedia)
The battle is remembered in popular history by the words attributed to Chief Joseph at the formal surrender.

56. What does the text say? General Understanding
Without yet knowing who Looking Glass and Toohulhulsote are, what can we say about their roles in this decision?
Pronunciation: Too hool hool zo the

57. What does the text say? Key Details
What concerns does Chief Joseph have about the health and welfare of his people? How do you know?

58. Select some one in your group to read the speech aloud.
Add pauses, inflections, intonations, and emphasis (prosody) to the text.

59. How does the text work? Vocabulary
What does Chief Joseph mean when he says, “From where the sun now stands?”

60. How does the text work? Vocabulary
What is the tone of this speech? What words and phrases support your claim?

61. How does the text structure convey Chief Joseph’s mood?
How does the text work? Structure
How does the text structure convey Chief Joseph’s mood?

62. How does the text work? Structure
What is it about the use of the word forever in the last line, “I will fight no more forever” that makes this statement so memorable?

63. What does the text mean? Inferences
Who is Chief Joseph referring to when he says, “I want to have time to look for my children”? What other parts of the speech support your claim?

64. What does the text mean? Intertextual connections
Chief Joseph succeeded his father as leader of the Wallowa band in Before his death, the father said to his son:

65. “My son, my body is returning to my mother earth, and my spirit is going very soon to see the Great Spirit Chief. When I am gone, think of your country. You are the chief of these people. They look to you to guide them. Always remember that your father never sold his country. You must stop your ears whenever you are asked to sign a treaty selling your home. A few years more and white men will be all around you. They have their eyes on this land. My son, never forget my dying words. This country holds your father's body. Never sell the bones of your father and your mother.”
Joseph commented "I clasped my father's hand and promised to do as he asked. A man who would not defend his father's grave is worse than a wild beast."

66. How does this second passage help you to understand the speech?
What does the text mean? Intertextual connections
How does this second passage help you to understand the speech?
What inner conflict would Chief Joseph have experienced?
Where do you see evidence of this conflict in the speech?

67. What is the impact of the video versus the text?
Why did we read it instead of watch it?
How is the video different from what you pictured in your mind?

68. Writing From Sources
 What is the role of courage in surrender? After reading and discussing Chief Joseph’s speech “I Will Fight No More Forever,” write an essay that defines courage and explains the courageousness of Chief Joseph’s decision. Support your discussion with evidence from the text. What conclusions can you draw?
Constructed using Task Template 12:

69. julie.lordon@bremertonschools. org
Thank you!
One more resource:
Julie Lordon
org