Module 1 Addressing The Common Core Standards Through Close Reading Objectives • Familiarize ourselves with the Common Core Standards • Learn more about the instructional strategies that support the CCSS instructional shifts • Understand the planning process for close reading • Learn strategies that support the development of student partnerships Norms Respect for all perspectives Active listening and participation Maintain a positive outlook and attitude Proactive problem solving Assumption of positive intent Whittier City School District’s Instructional Focus Developing deep comprehension and interpretive skills using literature and informational text, with an implicit focus on informational text and expository writing Instructional Shifts Building Knowledge through content-rich nonfiction and informational texts and literature Reading and writing grounded in evidence Rich and rigorous conversations, dependent on common text Instructional Strategies Close Reading Constructed Response/Text Dependent Questions Text based discussions Examining Standards Examine the standards within each cluster for your grade span • Look at each standard across the grade span, one at a time • What words and descriptions of the standards stand out within each cluster? • How do the skills build across grade levels? Summarize each cluster • What do students need to know and be able to do within each cluster? • Document your findings on the worksheet provided • Be prepared to share out. • K-2 pgs. 1-2 & 15 • 3-5 pgs. 2-3 & 16 • 6-8 pgs. 27-28 & 39 Professional Reading Closing In On Close Reading By Nancy Boyles What makes a text complex? • Density and Complexity • Figurative Language • Purpose • Standard English • Variations • Register Levels of Meaning Structure Language Convention and Clarity Knowledge Demands • Genre • Organization • Narration • Text Features • Graphics • Background • Prior • Cultural • Vocabulary Whittier City School District’s Instructional Focus Developing deep comprehension and interpretive skills using literature and informational text, with an implicit focus on informational text and expository writing Instructional Shifts Building Knowledge through content-rich nonfiction and informational texts and literature Reading and writing grounded in evidence Rich and rigorous conversations, dependent on common text Instructional Strategies Close Reading Constructed Response/Text Dependent Questions Text based discussions Close Reading with Corduroy First Read The GOAL of the first read is for students to have a general understanding of what the text is about Planning For The First Read Decide what information must be frontloaded • What background information is essential before reading? Decide what vocabulary needs to be clarified • Identify and clarify challenging vocabulary when reading through the text the first time Planning For The First Read Decide how the text will be read • Read Aloud, Whisper Read, Choral Read, Partner Read, Independent Read *This will depend on the complexity of the text and time of year Decide how students will recount the story after the first read • • • • • Whip around Talking stick/chips Partner retell Chart paper/scenes, Flow Map Others? Let’s Practice A First Read Read the entire selection Frontload if necessary Stop only to define key vocabulary words Recount and retell the text Whip around the table to recount and retell the story • Each person tells a little bit of the story starting and stopping at natural stopping points Discussion • Why is it important for students to retell what the text was about? • How does this help set the stage for deeper reading? Planning For Close Reading Determine what themes are emerging after reading the text Elaborate on the theme What is this story saying or showing us about________? Corduroy Possible Themes • • • • Everybody wants to belong to someone. Everyone wants a special friend. Friends take care of each other. Friends accept each other. Examining the Standards What standards seem to be most suited for this story? Planning For Close Reading Chunk the text into Pivotal Passages What sections merit a second read? • • • • Important scenes and memorable moments Subtle yet significant details in the text Lengthy and substantial interaction Natural start and end to a scene, event or conversation *Be sure pivotal passages support understanding of the theme Planning For Close Reading Determine Understanding to be Developed • What do we want students to understand after reading this section of the text? • How does it relate to the overall theme? Pivotal Passage #1 Understanding To Be Developed: Corduroy is a lonely bear and longs for someone to take him home. Let’s Practice With your table partner: • Read the second pivotal passage • Script the understanding that you want students to develop after reading this section • Share with your table and share out to the group Understanding for pivotal passage #2 Corduroy explores the store and discovers new things he wants Planning For Close Reading Develop Text Based Questions • Draft questions that will help students get to the understanding that needs to be developed • Ensure questions lead students back to the text and support discussion Let’s Practice Close Reading Text Based Questions for Pivotal Passage #1 • How does Corduroy feel in the department store? What did you read that made you think that? (TPS) • What does the little girl think of Corduroy? How do you know? (TPS) • What does her mom think of Corduroy? How do you know? (TPS) • Who do you agree with? Why? (TPS) • Retell what happens in this part of the story? (TS) Planning For Close Reading Develop an Enduring Question • Draft a question students could think about and discuss while reading the text that helps them to uncover the theme • This question will be asked throughout each pivotal passage Practicing Close Reading Enduring Question • What are we learning about what Corduroy wants? (QW) Practicing Close Reading Understanding to Develop: Corduroy explores the store and discovers new things he wants. Pivotal Passage #2 Text Based Questions • What makes Corduroy want to leave the toy section of the store? (TPS) • What does Corduroy discover? (TPS) • When Corduroy says “ I’ve always wanted to…… what does this tell us about Corduroy? (refer to several references of this phrase) (TPS) • Retell what happens in this part of the story? (TS) What did our students say? Planning For Close Reading Develop a culminating question for discussion and constructed response • This question will be asked to engage the class in an extended discussion about the theme • Students will also answer this question in writing (constructed response) Let’s Practice • Culminating Question for discussion and constructed response What is the author’s message about friendship? (CR) Examine Sample Lessons Interactive Structures Increase student engagement and allow teachers to check for understanding Interactive Structure Options • • • • • • • Whip Around Heads Together Talking Stick/ Talking Chips Think, Pair, Share Think, Write, Pair, Share Partner work Quick Write Examining The Common Core Standards Based on the questions from the first two Pivotal Passages: • Which Reading Standards are we addressing? • Which Listening and Speaking Standards are we addressing? • Which Writing standards are we addressing? Using Collaborative Learning to Foster Discussion and Writing Comprehension and Collaboration 1. Prepare for and participate in collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively. Phasing in Text Based Discussions Establish partnerships in your classroom • Set up your classroom to support partner work at their seats and on the carpet • Discuss why partnerships are important for learning • Decide which students will be partner A/B • Have students practice turning to their partners Phasing In Text-Based Discussions Teach the behaviors partners demonstrate • Look at each other • Listen to each other carefully • Lean in closely • Take turns (A & B, B) & A) Phasing In Text-Based Discussions Teach strategies partners use • Lean in closely to hear • Ask a partner to speak up when they cannot hear • They say things like, “Now it’s your turn.” “What do you think?” Phasing In Text-Based Discussions Discuss social topics that promote discussion • favorite school lunch • best thing to play at recess • Introduce Conversation Stems • I think _____because…… • I agree….because…. I disagree…..because… • I would like to add onto what _____said…one reason • Another thing to consider is…… What Is Our Ongoing Role In Developing Student Partnerships? Observe: Are students…. • • • • Giving each other eye contact Leaning in, nodding, reacting Taking turns Talking or staying silent Coach: (whisper in ) • Say more about that…. • What do you mean… • How can you show your partner you’re listening? Give Feedback: • Today I noticed you were taking turns speaking • I noticed you made sure to look at your partner • Kept focused and on task We all need a pep-talk http://www.youtube.com/watch?v=l-gQLqv9f4o Next Steps • Schedule a time to teach the lessons and debrief the process • Establish Partnerships & Phase in Discussions • Teach Discussion Stems • Review the grade level planning tool for close reading with your team & try it out • Bring artifacts (charts, student work samples, videos, pictures, notes) Thank you!