1. Type 1 Collins As we begin today’s session, list 3-5 questions you have about Text Dependent Analysis? Keep your card. As we move through the presentation, cross off the questions that are answered for you by the discussion.

2. Common Vocabulary Independently Write down 5 words/phrases related to PA Core and Text Dependent Analysis Pair Up, Share Up Join together in groups of four and share the words and phrases that you came up with. As a group, come up with two words/phrases that you will share with the group.

3. Answer Garden https://answergarden.ch/view/224590

4. Key Shifts to the PA Core Standards 1.Balancing the reading of informational and literary texts so that students can access nonfiction and authentic texts, as well as literature. 2.Focusing on close and careful reading of text so that students are learning from the text. 3.Supporting writing from sources (i.e., using evidence from text to inform or make an argument) so that students use evidence and respond to the ideas, events, facts, and arguments presented in the texts they read. 4.Stressing an academically focused vocabulary so that students can access more complex texts. The PA Core Standards require ALL students to read and engage with grade appropriate complex text regular basis.

5. “At each grade level, 80 to 90% of the Reading Standards require text dependent analysis.” ~Leadership and Learning Center

6. Pennsylvania Core Standards identifies text dependent analysis as the ability to “draw evidence from literary or informational texts to support analysis, reflection, and research.” Prompts to measure the Pennsylvania Core Standards have moved beyond general reading comprehension to specific questions that require the use of text-dependent evidence.

7. In order to answer a question requiring text- dependent analysis a student must first be able to read closely. 7

8. Why Close Reading? A significant body of research links the close reading of complex text—whether the student is a struggling reader or advanced—to significant gains in reading proficiency and finds close reading to be a key component of college and career readiness Partnership for Assessment of Readiness for College and Careers, 2011. 8

9. What is Close Reading? Dr. Douglas Fisher and Dr. Nancy Frey identify a close read as a process that leads to a deep comprehension of a text. 9 What does a text say? How does the text work? What does the text mean? What does the text inspire you to do?

10. What is Close Reading? 10 A close reading is a careful and purposeful reading. Well actually, it’s rereading. It’s a careful and purposeful rereading of a text. It’s an encounter with the text where students really focus on what the author had to say, what the author’s purpose was, what the words mean, and what the structure of the text tells us. Close reading requires that students actually think and understand what they are reading. - Dr. Douglas Fisher

11. Close Reading Requires… Understanding your purpose for reading Understanding the AUTHOR’S PURPOSE in writing Seeing ideas in a text as being interconnected Looking for and understanding systems of meaning Engaging in a text while reading Formulating questions and seeking answers to those questions while reading

13. Close Reading With Oreos

14. “First read”: What did you eat?

15. This time, hold on to your Oreo until I tell you to eat it. Look at the cookie carefully. Smell the cookie. Eat the cookie VERY slowly with eyes closed, thinking about every bite you take. Think about the texture and the taste of the cookie as you are eating it.

16. “Second read”: Tell me more Tell me about the ingredients What is the texture like? What does it feel like? What is your favorite part? What is unique about an oreo?

17. “Third read”: Can you go one layer deeper? What kinds of questions would you ask?

18. What Does Close Reading Look Like?

19. Students are interacting with text.

20. Students are referencing the text for an answer.

21. Students are observing what the text says explicitly and implicitly.

22. Students are finding additional questions about the text and creating their own understanding of the text.

23. Students are reading like historians, mathematicians, and scientists by paying close attention to evidence in the text.

24. What about

25. How can Close Reading be implemented in classrooms? Selected texts should be complex – At least grade level if not above grade level and worthy of extended classroom time. Passages should be short and include a wide range of genres and types. Students should reread the text several times and provide evidence from the text in their responses. The Reading Teacher Vol. 66, Nov. 2012

26. Who is Reading? Close readings in the primary grades will often begin with the teacher reading the text aloud. The Reading Teacher Vol. 66, Nov. 2012 Close readings in upper grades will usually begin with an initial independent reading.

27. Consider these scenarios First grade: How People Learned to Fly There are difficult words in this book, but the ideas are clearly presented. This book requires students to focus on the ideas and find evidence from the text for their responses. The teacher chose to read the book aloud to guide them to find evidence. The Reading Teacher Vol. 66, Nov. 2012 Fifth grade: Life in the Negro Leagues This is a hard text, with some long sentences and complex ideas. The teacher wanted them to encounter the text on their own first to see what caught them off-guard. The teacher chose the third section in the text for close reading because they wanted the students to consider people’s life at the time.

28. How is Close Reading different? The major difference between Close Reading and guided reading, shared reading, and or readalouds is… The teacher does not provide much background for the reader other than a purpose for the first reading. Teachers need to give students the opportunity to focus on the TEXT ALONE instead of relying on prior knowledge. The Reading Teacher Vol. 66, Nov. 2012

29. The Crane Wife First Read: Read for the gist. What stood out for you. Pair Share: Turn to a partner and share out what you discovered.

30. The Crane Wife The Writing Task: In the drama, the Fisherman and the Emporer are minor characters. Write an essay analyzing how the Fisherman and the Emporer are important to the development of a theme of the drama. Use evidence from the drama to support your responses.

31. The Crane Wife Second Read: Go back and highlight evidence that supports what the writing task is asking for.