1. F OSTERING C LOSE R EADING THROUGH E FFECTIVE I NSTRUCTIONAL D ECISIONS Allowing complex texts to drive decision-making By Kasha Hayes

2. W ARM - UP : E XCERPTS FROM T WO C OMPLEX T EXTS Directions: - Read the excerpts from the two complex texts ( Their Eyes were Watching God and Jane Eyre ) located on the participants handout - As you read, annotate for evidence of characterization for the main character in each text (Janie and Jane, respectively) Turn and Talk: 1) What did you annotate? What did your table partners annotate?

3. E SSENTIAL Q UESTIONS How do complex texts drive instructional planning decisions? How do instructional planning decisions focused on intended student learning facilitate close readings of complex texts?

4. L EARNING O UTCOMES Participants will be able to: explain the instructional decisions behind and the components of the model CCSS lesson experience a portion of the model lesson and examine instructional decisions through various lenses (teacher and student) prioritize instructional decisions to facilitate student learning and close reading of a new complex text reflect on model lesson for applicability to other complex texts

5. A GENDA Warm-Up Session Outcomes and essential questions Rationale for close reading Process of instructional decision making Preview model lesson Experiential learning and reflection Prioritize and reflect on instructional decisions with new complex text Closing/Review Objectives/Feedback Form

6. R ATIONALE FOR C LOSE R EADING Common Core Shifts for ELA/Literacy Building knowledge through content-rich nonfiction Reading, writing, and speaking grounded in evidence from text, both literary and informational Regular practice with complex text and its academic language Achievethecore.org

7. I NSTRUCTIONAL D ECISION M AKING A few things to consider: What is your intended student learning? How will that learning help students work towards mastery of a standard? How many times do you need to read the text (or portions of the text) in order to reach the intended student learning? What does the text demand of students? Focus on Tier 2 academic vocabulary words? Unpacking syntax? Text-dependent questions and discussion? What else do your students need in order to come away with your intended student learning?

8. P REVIEW LESSON As you read the lesson… Note the complexity of the text Review Standards addressed Consider the Culminating question (students must use evidence from reading in order to answer it) Purpose for reading Turn and Talk – How do these things help focus students to read more closely?

9. E XPERIENTIAL L EARNING For the next 10 minutes, participate in the model lesson. Consider your reactions as both a teacher and as a student

10. R EFLECTION Turn and Talk What happened to you while you participated? What would happen with your students? How does this mode of instruction support the work with CCSS? How would these text-dependent questions support the intended student learning? How did the text drive the lesson? How does the lesson support the identified standard? Share out

11. P RIORITIZING I NSTRUCTIONAL D ECISIONS Practice with Jane Eyre With your table partners, reread the excerpt from Jane Eyre. Next, prioritize CCSS-aligned instructional tasks you would use facilitate additional close reading. Remember, the text should drive your instructional decisions. What choices will help your students work towards mastery of the standard?

12. R EFLECTION Share out What tasks did you select? What is the rationale behind your selections? How will your tasks facilitate the intended student learning? How are your tasks linked to mastery of the standard?

13. C LOSING AND F EEDBACK F ORM Please take a few minutes to fill out your feedback form. Thanks for your participation!