1. Rigorous Reading across Disciplines

2. GOALS
Participants will leave with key instructional strategies and processes to support teachers in the implementation of Common Core Literacy across subject areas
Participants will leave with a process and tools to immediately establish a common definition of rigor with observable look-fors for their school
Begin by clearly stating the goals. The focus here is on understanding, practicing, and applying a process of close reading instruction that can be used across subject areas (we will be demonstrating ELA/Social Studies). Time permitting, we like to connect it back to our SB definition of rigor.

3. CCSS Instructional Shifts
Building knowledge through content-rich nonfiction & informational texts
Reading & Writing grounded in evidence from text
Regular practice with complex text & its academic vocabulary
FOCUS QUESTION:
How can we make the rigor of the CCSS accessible for all students?
Review the CCSS instructional shifts…reminding participants that the standards create the “what” and SB has created processes (including the Close Reading Workshops) to assist with the “how”…today’s presentation will touch on each of these instructional shifts.

4. Segment 1: A Process for Close Reading Instruction
Segment 1 is all about explaining our instructional process for Close Reading Instruction. That process is depicted visually on the next slide.

5. Assessment Opportunity
Teaching Close Reading
Guided
Collaborative
Independent
Assessment Opportunity
The SB Close Reading Workshops establish a process for teaching close reading which involves the gradual release of teacher support and the development of students using strategies to deeply analyze text independently and use evidence from the text in their writing. These are the 4 stages:
Guided: Teachers guide students through multiple readings of the text using a variety of close reading strategies to analyze vocabulary, language, key ideas and details, structure, and purpose. This often includes the specific teaching of a pre-AP strategy (or elements of that strategy at the early grades)
Collaborative: Teachers and students collaboratively use close reading strategies to examine a nonprint text (that is thematically linked)…still with a focus on textual evidence in support of a claim
Independent: Students are asked to independently examine a new text (thematically connected) and apply the strategies they have learned in the previous experiences.
Assessment Opportunities: While each section of the process includes a writing prompt to assess learning, we include synthesis prompts including a writing prompt, a discussion, and a presentation. These prompts serve to connect ideas and themes across texts and encourage students to use textual evidence

6. Segment 1 continued: Close Reading: Moving Beyond a Graphic Organizer
We now move to an example of the Guided Reading using a text from 10th grade (Lincolns 2nd Inaugural Address)

7. Guided Reading First Reading – First Impressions
Making meaning (comprehension)
Read and highlight difficult or meaningful words
Second Reading – Vocabulary in Context
Meaning and effect (analysis)
Identify important sentences and use metacognitive markers (? ! *)
Third Reading – Text Dependent Questions
Key Ideas and details (interpretation)
Rather than read the text 3 times, we have the presenter read the text aloud while different members of the audience represent the three different readings of the text. We can do this with an adult audience. So count off the participants by 3 and have all the:
#1’s: Highlight difficult or meaningful words
#2’s: Use metacognitive markers to start considering the meaning behind the words
#3’s: Refer to the text dependent questions while listening to the text
When the presenter is done reading the text, have participants group up so that they have multiple numbers (a group should have a 1, a 2, and a 3) and encourage them to share some of their findings and thinking.

8. Synthesizing Your Ideas!
Fill out the assigned section of your SOAPSTone graphic organizer, including textual support for your responses
Share out with the group
Once groups have shared out, introduce them to the SOAPSTone graphic organizer. Explain its use (as a thinking tool, not a checklist) and ask them to fill out 1 or more sections according to their discussion (this is dependent on time). You may also consider having them create a thesis/theme statement around the purpose of the text.

9. Segment 2: Collaborative Practice: OPTIC

10. Assessment Opportunity
Teaching Close Reading
Guided
Collaborative
Independent
Assessment Opportunity
Now that we have modeled the elements of the guided reading, we can move to the collaborative reading of a nonprint text. Reinforce the idea that close reading, textual evidence, and critical thinking can be just as powerful with a nonprint text and often is more engaging with our students. In addition, students can start thinking about common themes/ideas across a text.

11. OPTIC Overview Parts Title Interrelationships Conclusion
Goal: Identify and Interpret multiple details in a visual text (Close Reading of a Visual)
Overview
Parts
Title
Interrelationships
Conclusion
O: Write a brief overview of the content
P: Look at each part of the visual and note details that seem important. These details can be colors, figures, textures, scenery, or anything they notice
T: Use the title to clarify the subject of the painting. (note: you can leave the title off and ask participants to come up with a title)
I: How are the parts related to one another and the painting as a whole
C: What is the main idea that the painting offers

12. This can be done in small groups or as a collaborative whole class discussion. The point here is to focus on textual evidence and allow for collaboration.

13. Segment 3: Independent Reading

14. Assessment Opportunity
Teaching Close Reading
Guided
Collaborative
Independent
Assessment Opportunity
During this presentation, we will not have time to do an independent reading, but note that in this case, students would then apply their knowledge and strategies to a related text of similar theme and complexity (in this workshop it is “A Quilt of a Country: Out of Many, One?” by Anna Quindlen

15. Segment 4: Assessment
Quickly transition to the multiple assessment opportunities in the workshop and the importance of students being able to synthesize

16. Assessment Opportunity
Teaching Close Reading
Guided
Collaborative
Independent
Assessment Opportunity

17. Writing Prompt
Quindlen’s essay and Lincoln’s second inaugural address both express the message that it is important for people in America to move past divisions to a more perfect union. How does the painting of George Washington crossing the Delaware express the same ideas visually?
This is an example of a synthesis prompt that is present in our Close Reading Workshops. We also provide opportunities for debate and presentation of ideas.

18. CCSS Instructional Shifts
Building knowledge through content-rich nonfiction & informational texts
Reading & Writing grounded in evidence from text
Regular practice with complex text & its academic vocabulary
FOCUS QUESTION:
In my specific discipline, how can we make the rigor of the CCSS accessible for all students?
Time permitting you can ask how this instructional process meets the demands of the CCSS as a review.

19. Rigorous Instruction
Rigorous instruction operates within, but at the outer edge of, students’ ability to master the content as evidenced by the standards.
Rigorous instruction includes the following:
Content that focuses on depth over breadth
Strategies that scaffold students through varying cognitive levels
Assessments designed to measure students’ ability to synthesize learning and adapt that knowledge to different contexts
For longer presentations, it is nice to feature the SB Rigor Definition as a frame for what we might see in a classroom that is participating in rigorous teaching and learning. You can also have them take this definition with them as they go back to their schools/districts.

20. Thank you! For more information: www.collegeboard.org/springboard
Mathew Ostendorf