1. Activity 3 Systems of Professional Learning Module 2 Grades K–5: Supporting all Students in Close Reading, Academic Language, and Text-based Discussion

2. Activity 3 31 CCS-ELA & Literacy Successes and ChallengesDesign of CCS-aligned Units Close Reading, Text-dependent Questions, and Academic Language Classroom DiscussionUniversal Design for Learning

3. Digging Deeply – Close Reading, Academic Language, and Text-dependent Questions 32

4. Activity 3 CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. 33

5. Activity 3 34 Close Reading Building Knowledge through Content- Rich Nonfiction Regular practice with complex text and its academic language Reading, Writing, and Speaking grounded in evidence from the text

6. Activity 3 “ Although well-intentioned, the shift to teaching reading as a set of thinking strategies too often left readers with the notion that the text was simply a launching point for their musings... So if responding personally to text isn't leading students to deeper understanding, then where should teachers turn to help students improve their comprehension? We should turn to the text itself. Enter close reading.” 35 Nancy Boyles (2013)

7. Activity 3 36 Step 1: Identify core content and ideas Step 2: Identify vocabulary and language structures Step 3: Identify difficult sections Phase 1: Read the text closely before creating text- dependent questions Step 4: Start with easier questions Step 5: Connect lesson standards and questions Step 6: Create culminating assessment aligned with standards Phase 2: Create coherent sequences of text- dependent questions

8. Activity 3 37 Page 15

9. Activity 3 38 CCSS.ELA-Literacy.CCRA.L.3 CCSS.ELA-Literacy.CCRA.L.3 Apply knowledge of language to understand how language functions in different contexts… CCSS.ELA-Literacy.CCRA.L.4 CCSS.ELA-Literacy.CCRA.L.4 Determine or clarify the meaning of unknown and multiple- meaning words and phrases… CCSS.ELA-Literacy.CCRA.L.5 CCSS.ELA-Literacy.CCRA.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-Literacy.CCRA.L.6 CCSS.ELA-Literacy.CCRA.L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases… http://www.corestandards.org/ELA-Literacy/CCRA/L/

10. Activity 3 Tier One Words Everyday speech Not considered a challenge to the average native speaker Tier Two Words (general academic words) More likely to appear in written texts than in speech Appear in all sorts of texts: informational, technical, and literary Often highly generalizable Tier Three words (domain-specific words) Specific to a domain or field of study Key to understanding a new concept within a text Often explicitly defined by the author of a text in context or a glossary 39 http://www.corestandards.org/assets/Appendix_A.pdf

11. Activity 3 Academic Vocabulary Information “packing” with more precise words and complex structures Linking ideas (pronoun reference, connectors) Structure of discourse Level of formality 40 http://ccdd.serpmedia.org/research-academic-language.php

12. Activity 3 Dinosaurs have such a powerful grip on the public consciousness that it is easy to forget just how recently scientists became aware of them. A 2- year-old child today may be able to rattle off three dinosaur names, but in 1824, there was only one known dinosaur. Period. The word “dinosaur” didn’t even exist in 1841. Indeed in those early years, the world was baffled by the discovery of these absurdly enormous reptiles. 41 http://ccdd.serpmedia.org/index.php

13. Activity 3 Which words are most critical to understanding the text? will students likely encounter again? will be useful in their writing? can be worked with in a variety of ways, and connect to other words and concepts? add specificity to a concept students already know? 42

14. Activity 3 43 These words merit less time and attention These words merit more time and attention Meaning Can be Determined from Context Ayah “threw herself into a passion” disagreeable cross fretful sour Meaning Needs to Be Provided Mem Sahib slunk veranda tyrannical Source: http://achievethecore.org Page 18

15. Activity 3 44 Page 17

16. Activity 3 45 Step 1: Identify core content and ideas Step 2: Identify vocabulary and language structures Step 3: Identify difficult sections Phase 1: Read the text closely before creating text- dependent questions Step 4: Start with easier questions Step 5: Connect lesson standards and questions Step 6: Create culminating assessment aligned with standards Phase 2: Create coherent sequences of text- dependent questions

17. Activity 3 Identify core understandings and key details in the text Start small to build confidence Target vocabulary and text structure Tackle tough sections head-on Create coherent sequences of text-dependent questions Identify the standards that are being addressed Create the culminating assessment From SAP’s Guide To Creating Text-dependent And Specific Questions 46 Page 21