Today’s Focus:

1. Today’s Focus: Shift # 4 text-dependent Q & A & Close Reading

3. Ex. “When Charlie McButton Lost Power” (Narrative poem in third grade basal ) It’s about a boy who panics when he can’t use his precious electronic gadgets during a power outage, but unexpectedly finds that he can have plenty of imaginative, non-electronic fun with his little sister. Teacher edition questions: What has happened during a bad storm you have experienced? How do you feel when you can’t do your favorite things? What would you do when the power came on? Do you need to read the text to answer these questions?

4. Some Text-Dependent Questions In the last stanza, Charlie had another thought. What was this thought, and why couldn’t he explain it? In the stanza where Charlie says, “Could anything be duller…,” what is he talking about? Why is the word anything in italics? What is a summary of the poem’s central theme?

5. Bookend Standards 1 & 10 CCR-R1: Read closely to determine what the text says explicitly to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. ( Text support and interpretation) CCR-R10: Read and comprehend complex literary and informational texts independently and proficiently. (Fluency and Comprehension)

6. Standards 2-9 RL/RI Tool box Strategies Comprehension Strategies and Thinking Skills that students need to bring to bear to proficiently ask and answer questions.

7. Focus on Process, Not Just Content The standards ask you to “Read like a detective and write like a reporter.” --David Coleman

8. Defining Close Reading Engaging with a text directly Examining its meaning thoroughly and methodically Using texts of grade-level appropriate complexity Focusing student reading on the particular words, phrases, sentences, and paragraphs of the author Read and re-read deliberately Pearson ELA Instructional Practices

9. Shift # 4: Text-based Q&A/ Close Reading More than surface reading; re-read reflectively “Grapple with text-dependent questions: questions that can only be answered by referring explicitly back to the text in front of them Use evidence from texts to present careful analyses and clear information

10. Focus on the “Four Corners” of the Text Four steps of analysis in four types of reading: 1. What a text says Restatement 2. What a text does Description 3. What a text means Interpretation 4. So what does it mean to me? Application

11. Activity: The Golden Touch Read text selection independently

12. Connecting Standards to Reading RL3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL3.3 Describe characters in a story and explain how their actions contribute to the sequence of events. RL 3.5 Refer to parts of stories when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how successive parts builds on earlier sections.

13. Creating Text-Dependent Questions Choose a grade level Look at the standards At your table with one or two partners create three text-dependent questions for the King Midas story

14. Text-dependent Questions Is the question text -based? Does the question align with at least one of the standards?

15. Some Sample Questions How does King Midas’ love of gold change from the beginning to the end of the story? (Use evidence from the story to explain) When does King Midas realize that his wish that everything be changed to gold is a bad idea? What details does the author give us to show King Midas’ love of gold? (character) How has Marigold helped her father understand his mistake? How can above questions be improved?

16. High Quality Text-Dependent Questions & Tasks Explicit—cite details Implicit –make valid claims based on evidence Focus on specific phrases & sentences to explain the text’s meaning Question sequences will build on each other so students learn to stay focused on the text Move from “text-to-self” to “text-dependent” Watch a video of a lesson http://commoncore.americaachieves.org/ Pearson ELA Instructional Practices • Explicit—cite details • Implicit –make valid claims based on evidence • Focus on specific phrases & sentences to explain the text’s meaning • Question sequences will build on each other so students learn to stay focused on the text • Move from “text-to-self” to “text-dependent” • Watch a video of a les Pearson ELA Instructional Practices

17. Video Lesson Close Reading http://commoncore.americaachieves.org/landing

18. Text-Dependent Questions Possible Formula: Why do you think______________________? Using facts from the text and your own ideas, explain your reasoning…………….

19. Activity: The Gettysburg Address Read text selection independently

20. Close Reading Informational Text Lincoln’s Gettysburg Address Read silently Listen / follow along to read aloud Translate /paraphrase first paragraph Respond to text-dependent questions

21. Where to Find Close Reading Samples Close analytic reading exemplars on www.achievethecore.org New videos at www.americaachieves.org Videos and lessons on www.engageny.org

22. Sample Close Reading Lesson Format Read the text independently Reread with partner or follow along w/teacher Paraphrase orally in writing Share with partner Reread to answer questions (text-dependent) Vocabulary—using context Writing w/prompt Pair with another reading

23. How to Integrate Close Reading into the Curriculum More time per book in K-2 read alouds 3 times a week in upper elementary school alternating social studies, science, ELA In middle school and high school each subject area teacher does one a month Questions and assignments all include writing ASCD 2012/ Common Core State Standards

25. Close Reading Model …. is acentral guiding principle of the standards and as a result will be a central focus of the PARCC assessment system

26. 6 Month Objectives: ELA Materials: Shift in what students are reading-within existing materials -Reading Lists include a balance of literature and informational text; integrating non-fiction into assignments & instruction to meet targets Teachers: Shift in student questions -Shift to 80% of questions asked as text-dependent instead of text-to-self questions Students: Evidence of close reading -Close encounters with sufficiently complex text demonstrated verbally and through writing to inform or argue using evidence from text

27. Resources “5 Things Every Teacher Should Be Doing to Meet the Common core’s Literacy Standards” Eye on Education Professional Services “ELA Instructional Practices : Reaching New Heights with the CCSS” Pearson School Achievement Services

28. Basal Alignment Project Read article “Teachers Embedding Standards in Basal-Reader Questions” (Education Week) HMH Medallion Reading HMH Story Town HMH Trophies MH Imagine It MH Open Court MH Treasures Pearson Reading Street Training Materials

29. Basal Alignment Project http://www.edmodo.com/home