1. Common Core State Standards and
A Framework for K-23
Science Education
Grades
Disciplinary Literacy:
Close Reading of Science Texts

2. Agenda: Close Reading Welcome/Introductions
Outcomes
Investigate Common Core State Standards and K-12 Framework
Close Reading
Establishing a Definition
Constructing a Routine
Purpose
Tools
Implementing Close Reading

3. Outcomes: Close Reading
Participants will:
Gain a working knowledge of Common Core State Standards (CCSS) and A Framework for K-12 Science Education.
Practice and apply appropriate Close Reading strategies in various complex texts.
Develop a working knowledge of Close Reading in the science context.

4. Questions to Ponder
What are some characteristics of an independent learner of science?
What are some characteristics of a literate person in science?
How might we move this vision forward? 4

5. Introduction to Common Core State Standards
Jigsaw:
Introduction- (p.3)
What are the key design considerations and distributions? (pp.4-5)
What is not covered? (p.6)
What does it mean to be College and Career Ready (CCR)? (p.7)
(Group 6) How to read the document. (p.8) 5

6. Investigating Science Literacy: Expectations of the CCSS
Common Core State Standards for Literacy in Science and Technical Subjects 6

7. CCSS RST 6-8- Reading Standards Addressed
RST Cite specific textual evidence to support analysis of science and technical texts.
RST Determine central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions
RST Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in context and relevant to grades 6-8.
RST Analyze the author's purpose in providing an explanation, describing  a procedure, or discussing an experiment in a text. 7

8. CCSS RST 9-10, 11-12- Reading Standards Addressed
RST Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.
RST Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
RST Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
RST Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. 8 8

9. K-12 Framework Practices and Common Core State Standards
How do the expectations of A Framework for K-12 Science Education for Science & Engineering Practices correlate with the Common Core State Standards for Science Literacy? 9

10. K-12 Framework Expectations
By grade 12, students should be able to:
Use words, tables, diagrams, and graphs (whether in hard copy or electronic), as well as mathematical expressions, to communicate their understanding or to ask questions about a system under study.
Read scientific and engineering text, including tables, diagrams, and graphs, commensurate with their scientific knowledge and explain the key ideas being communicated.
Engage in a critical reading of primary scientific literature (adapted for classroom use) or of media reports of science and discuss the validity and reliability of the data, hypotheses, and conclusions.
Recognize the major features of scientific and engineering writing and speaking and be able to produce written and illustrated text or oral presentations that communicate their own ideas and accomplishments.  10

11. Quick write    
How do you envision the Framework document and Common Core State Standards working together in a science classroom? 11

12. What is Reading?
“If we understand that reading is not just ‘receiving a message,’ but actively building meaning upon prior knowledge using staged, strategic thinking, then we will teach differently.”
Subjects Matter, Daniels & Zemelman –p.31

13. “To Read”
The detective quickly reads the situation and decides upon an appropriate response.
The park ranger is always careful to read the skies when escorting hikers into the mountains.
The coach reads the opponents’ defense and immediately adjusts the next play.
The child tries to read his mother’s reaction to see if he will be permitted to play with his friends. 13

14. 14

15. Close Reading
What does this term mean to you? 15

16. Close Reading
Why do students need to close read? 16

17. Close Reading is…
close sustained reading of grade-level appropriate complex texts to examine their meaning thoroughly and methodically, ultimately arriving at an understanding of the text as a whole.

18. Close Reading is NOT… skimming for answers. surface processing.
reading and forgetting.

19. Close Reading in CCSS read closely ability to discern focusing reading
thorough examination
work diligently to understand precisely
ability to discern
close attention to the text
focusing reading
attention to precise detail
examine them deliberately
wide, deep, and thoughtful engagement
close, attentive reading
careful attention to specific passages
“read like a detective”
reading closely to draw evidence
close sustained reading
read purposefully

20. Close Reading Reading to infer/interpret/draw conclusions
Supporting arguments with evidence
Resolving conflict with views encountered in source documents
Solving complex problems
Close reading involves:
getting “into” a text,
going “through” a text by annotating, asking questions, and discussing it,
going “beyond” the text to deepen understanding. 20

21. Close Reading Behaviors

22. Implementing Close Reading
Pre-teach the vocabulary and concepts
Set a purpose for reading
Model close reading
Provide guided practice
Provide independent practice
Organize discussions and debates
Have students write about the text

23. Power of “Think Alouds”
Step 3: Model Close Reading
Modeling is best accomplished by a “think aloud.”
Modeling is a critical step in instruction.
“Teachers have to ‘think aloud’ to demystify how to select the best quotes, facts, and data: how to make lists and outlines; and how, for more formal assignments, to make adjustments…”
M. Schmoker, Focus, p. 87

24. Close Reading Tools Six tools for Close Reading:
SOAPS- Subject, Occasion, Audience, Purpose, Speaker
Connections- Text-to-Text, Text-to-Self, Text-to-World
Three Levels of Questions
Arguments and Evidence
Appeals- Logic, Ethical, and Emotional
Assumptions

25. Applying Close Reading Tools
to an Article
Use SOAPS to closely read the article Northern snakehead still being found in parts of Arkansas
After utilizing other tools, which ones seem to work best for this article? What were the indicators that determined whether a tool worked or not? 25

26. Reading Graphs and Charts
How does Close Reading apply to reading a chart or graph?

27. Close Reading Practice Using the Tools
Annotate – A disease-carrying bullfrog straddles a cultural divide 27

28. Reflection
Which close reading skills do I most want my students to learn and practice?
Which close reading tools will I model for my students and ask them to use?
Which steps of the close reading routine will I utilize?
Adapted from the Consortium on Reaching Excellence in Education, Inc.