1. C LOSE R EADING AND PA C ORE Faculty Meeting Presentation By Wendy Taylor

2. G OALS FOR T ODAY  Develop an understanding of close reading and its place in the shared reading block.  Share resources for implementing new PA Core standards.

3. U NDERSTANDING C LOSE R EADING Close reading may be the most important skill you teach your elementary students. Here’s why…..  It helps students understand WHY WE READ.  It promotes CRITICAL THINKING, conversation and understanding.  It’s one of the main analytical tools used in HIGHER EDUCATION.  It’s a SURVIVAL SKILL in our media-saturated world.

4. W HAT CLOSE READERS DO DIFFERENTLY CLOSE READERSNOT-SO-CLOSE READERS Reread.Read the text once. Focus on text.Let their attention wander. Ask questions.Take the text as face value. Pay attention to language. Ignore syntax clues. Uncover deeper meaning. Understand only at surface letter.

5. A C LOSE READING OF PA C ORE S TANDARDS The standards ask students to:  ASK and ANSWER QUESTIONS about the text.  Refer to TEXT DETAILS to support their ideas.  CITE EVIDENCE in their textual analysis.  DETERMINE THEME through text details.  ANALYZE STRUCTURE and word choice.  STUDY CHARACTER in text.

6. CLOSE READING REQUIRES THE READER TO READ A TEXT MULTIPLE TIMES FOR DIFFERENT PURPOSES.

7. First Read-Get the Gist (PA Core ELA Standards-Key Ideas and Details) What’s the main idea? Can you summarize the text? What jumps out at you? Second Read-Dig Deeper (PA Core ELA Standards-Craft and Structure) What text structure and text features were used? What is the author’s purpose? How does the author feel about the subject? What particular words and phrases? Third Read-Put It All Together (PA Core ELA Standards- Integration of Knowledge and Ideas) What inferences can you make? How does the author support key points? How does this relate to other texts? How does it relate to your life?

8. R EADING WITH A P ENCIL FOR “ FIRST READ ” “I found an important idea or detail.” Underline “I found key words and details.” “I made a connection.” “I agree/I like this part.” “I understand.” “I don’t understand.” Circle “I don’t know this word.” Words/Comments -”I’m thinking.”(Use post-its as well)

9. B ALANCED L ITERACY : GRADUAL RELEASE OF RESPONSIBILITY Interactive Read Aloud/Shared Reading “I (teacher) do.” Guided Reading “We (teacher and student) do.” Independent Reading “You (student/s) do.”

10. R EADING A-Z S HARED R EADING Shared Reading Books Shared Reading supports a balanced literacy instructional approach. Teachers model close reading, text-dependent questioning, and strategies for asking and answering questions with each projectable "big" book as they follow a five-day lesson. The optional Projectable Book with Prompts engages students in further discussion about a book as they participate in a variety of tasks that allow them to practice citing evidence in support of their answers.

11. T ODAY ’ S ACTIVITY S HARED R EADING L ESSON : MODELING CLOSE READING Lesson Objective: Students will use the strategy of “reading with a pencil” during their “first read” to help identify the main idea and key details in a section of text. Materials: “A Pet’s Perfect Home” Shared Reading at www.readinga-z.com, student copy of book and student coding bookmark.www.readinga-z.com

19. N EXT STEPS ….H OW CAN COACH SUPPORT YOU ? I can come to your classroom and model this complete lesson or similar lesson with your specific students. I can help you plan a CLOSE reading lesson for your students based on weekly or quarterly reading assessments. I can provide feedback after a peer observation of you teaching a close reading lesson. I can help you develop a weekly plan incorporating balanced literacy(shared reading etc.) and gradual release of responsibility.

20. This PowerPoint and bookmark will be posted on my wiki as well as links to videos modeling close reading. Please feel free to contact me with any questions or comments. wtayl@spring-ford.net Ext 2791 www.wikispaces.com