1. Reading Closely For Textual Details

2. Agenda Close Read and Instructional Shifts
Learning Content Through Close Reading and Text Dependent Questions
Common Core Aligned Curriculum with Odell Education
Odell Education Model Unit Practice

3. Learning Targets
1. I can define and explain the purpose of close reading and text dependent questions in building content understanding.
2. I can understand, discuss, and apply the instructional shifts to the Odell Model Unit.
3. I can dissect the model unit and explain Common Core connections.
4. I can practice the Odell reading closely protocols and have text-based conversations from sample texts.

4. Constructing Meaning Together
Promoting a spirit of inquiry & balancing advocacy
Pausing
Paraphrasing
Probing
Putting Ideas on the table
Paying attention to self and others
Presuming positive intentions
Thank you to the listener who sent this question today – “what kind of professional learning and ongoing classroom- and school-based support are needed to provide teachers the knowledge, skills, dispositions, and practices needed to make the instructional shifts required by the Common Core standards?” We hope this webinar provides some answers to this questions – both what NOT to do, which is what many of the myths end up being about, and what TO do
Norms of Collaboration

5. Knowledge from Disciplines
CLOSE
READ
Informational Texts
Knowledge from Disciplines
Writing from Sources
Text-based
Answers
(EVIDENCE)
Academic
Vocabulary
Complex
Texts

6. Instructional Shifts for
the Common Core
Balancing Informational & Literary Text (PK-5)
Building Knowledge in the Disciplines (6-12)
Staircase of Complexity
Text-Based Answers
Writing From Sources
Academic Vocabulary
E2CCB/IES

7. Instructional Shifts What does each shift mean?
What does it look like in practice?
How will students demonstrate it?

8. Grades 6-12 Reading Standards

9. Learning Content Through Close Reading and Text Dependent Questions
Exploring Common Core Aligned Curriculum
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10. Purpose of This Segment
Participants should be able to:
Explain the relationship between text dependent questions and building content understanding in a Common Core unit of instruction.
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11. Agenda for This Session
Review definition and purposes of close reading and text dependent questions in building content understanding.
Experience Common Core Curriculum
Practice using the note capturer
Discuss with tablemates
Reflect
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12. What is the meaning of close reading?
Step 1 - Read closely
Read the quotes and underline specific phrases and sentences that resonate with your understanding of close reading and text dependent questions?
Step 2 – Small Group Discuss
What are the characteristics of close reading?
What is close reading NOT? What are potential misinterpretations?
What are text dependent questions and what should they be asking students to do?

13. Activity: What does it mean to read closely?
4b.2: Close Reading and Text Dependent Questions
Close Reading Quotes Activity
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14. Reflection Complete the reflection activity individually (3 minutes)
Then discuss at your tables (5 minutes)
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15. Learning Targets
1. I can define and explain the purpose of close reading and text dependent questions in building content understanding.

16. Common Core Aligned Curriculum with Odell Education
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17. Purpose of this Session
Participants should be able to:
Explain how the NYS curriculum model unit by Odell Education will prepare students to meet the demands of the instructional literacy shifts.
Dissect a part of the model unit
Discuss your thoughts and evidence from model unit
Reflect
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18. Agenda Review of structure and components of the model unit
Analysis of model parts and development of questions about model unit
Discussion
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19. Orienteering
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20. Activity: Scavenger Hunt
4a.2: Model Scavenger Hunt Note Catcher
Find the answers to the following questions:
How this unit is structured?
How this unit might be embedded in content-based curriculum?
How this unit teaches writing?
How this unit teaches vocabulary?
How this unit aligns with CCSS for ELA/Literacy?
How long is the model unit?
How many parts and how long is each part?
What types of texts are used?
What is the final performance assessment?
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21. Turn and Talk Discuss the following questions:
What would we like to know more about?
What surprised you in this model unit?
What are you intrigued by?
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22. Q & A
Based on your viewing of the model unit, what general questions do you have right now about it? What are your thoughts on Odell Education in supporting the Common Core and evidence to support thinking?
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23. Looking at PARTS: Deeper Look at Part 1
Materials: GQ and Reading Closely Checklist
Duration: 3-4 days
Activities:
Introduction
Looking Closely for Details
Reading Closely for Details
Attending to Details in Multi-Media
Independent Reading/Researching Activity
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24. Looking at PARTS: Deeper Look at Part 1
Introduction
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25. Looking at PARTS: Deeper Look at Part 1
2. Looking Closely for Details
3. Reading Closely for Details
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26. Looking at PARTS: Deeper Look at Part 1
4. Attending to Details in Multi-Media
5. Independent Reading/Researching Activity
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27. Looking at PARTS 2-5
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28. Further Analysis of Part 1
Review PART 1 with a new lens perspective.
Code PART 1, suggested codes:
TD – text-dependent questions
COM – text complexity 
TT – text type
RIG – rigor
WRI – writing
___ = other
What did you code, where, and WHY?
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29. Analysis of a Part from Model Unit
Time: 10 minutes
At your tables, each person should select one part from the model unit to analyze.
Code your part, some suggested codes:
TD – text-dependent questions
COM – text complexity 
TT – text type
RIG – rigor
WRI - writing
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30. Discussion of Data Time: 15 minutes
At your tables, discuss your findings, talking about each code and sharing where you found it in the model unit.
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31. Conclusions Discuss the following questions as a group:
How will this model unit prepare students for reading and writing within content areas?
What evidence do we have from the model unit to support this?
What questions do we have about the different parts of the model unit?
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32. Q & A
Based on your review and analysis of this model unit, what questions do you have about:
Assessment
Curriculum
Instruction
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33. Reflection Complete the reflection activity individually (3 minutes)
Then discuss at your tables (5 minutes)
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34. Learning Targets
1. I can define and explain the purpose of close reading and text dependent questions in building content understanding.
2. I can understand, discuss, and apply the instructional shifts to the Odell Model Unit.
3. I can dissect the model unit and explain Common Core connections.

35. Odell Education Model Unit Practice
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36. Purpose of this Session
Participants should be able to:
Gain insights on the Odell protocols and how the model unit fit with the Common Core
Practice reading and writing with Common Core instructional materials
Reflect
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37. Agenda Follow reading closely protocols
Complete frameworks for questioning texts and analyzing texts
Have text dependent conversations
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38. Reading Closely and Guiding Questions
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39. Civil War Text 1 Text 2 – (Read Aloud
What evidence from this image stands out to you?
Reading Purpose
What is the text set about regarding the civil war?
Guided Questions (GQ)
What details stand out?
What is the author’s thinking on this topic?
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40. Civil War Text 5 Text 6 – (Read Aloud) Reading Purpose
According Dr. Burran why does the P.C. matter?
Guided Questions (GQ)
Select – GQ from language category?
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41. Civil War
Text 7,8,9
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42. Conclusions Discuss the following questions as a group:
What new insights do you have?
How does the model unit fit with the Common Core/Instructional shifts?
How do you envision including/adapting Odell resources into your instruction?
EngageNY.org

43. Reflection Complete the reflection activity individually (3 minutes)
Then discuss at your tables (5 minutes)
EngageNY.org

44. Learning Targets
1. I can define and explain the purpose of close reading and text dependent questions in building content understanding.
2. I can understand, discuss, and apply the instructional shifts to the Odell Model Unit.
3. I can dissect the model unit and explain Common Core connections.
4. I can practice the Odell reading closely protocols and have text-based conversations from sample texts.