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FROM SNORKELING to DEEP SEA DIVING: Breaking Beyond Surface Reading

The Common Core State Standards:. 8/21/2012 ? page 2. Are aligned with college and work expectations Are focused and coherent Include rigorous content and application of knowledge through high-order skills Build upon strengths and lessons of current state standards Are internationally ben

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FROM SNORKELING to DEEP SEA DIVING: Breaking Beyond Surface Reading

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    2. The Common Core State Standards: 8/21/2012 • page 2 NGA – National Governor’s Association and Chief Council of Chief State Officers International benchmarking played a significant role in the standards. In the CC Appendix A, p. 41, there is information on the international models that were consulted. NGA – National Governor’s Association and Chief Council of Chief State Officers International benchmarking played a significant role in the standards. In the CC Appendix A, p. 41, there is information on the international models that were consulted.

    3. NEW, BETTER, DIFFERENT Fewer, Clearer, Higher 8/21/2012 • page 3 Bill Gates article: Fewer, Clearer, Higher Bill Gates article: Fewer, Clearer, Higher

    4. College and Career Anchor Standards for Reading K-12 8/21/2012 • page 4

    5. Reading on the “Surface Level” Activity 8/21/2012 • page 5 Example: “Reading the game of baseball or another sport. It’s like watching a game with a 5-year old - what are they watching vs. what are you watching? Reading on a superficial, surface level, but not seeing the deeper, richer meaning of the text. This is how secondary students read text. They rarely get below the surface to the richer, deeper meaning of the text. They think one reading is sufficient; they don’t have the skills to uncover craft, the complexities, and the nuances of the text. They can read and comprehend, but they do so almost exclusively on a surface level. They miss much of the deeper beauty of the game.Example: “Reading the game of baseball or another sport. It’s like watching a game with a 5-year old - what are they watching vs. what are you watching? Reading on a superficial, surface level, but not seeing the deeper, richer meaning of the text. This is how secondary students read text. They rarely get below the surface to the richer, deeper meaning of the text. They think one reading is sufficient; they don’t have the skills to uncover craft, the complexities, and the nuances of the text. They can read and comprehend, but they do so almost exclusively on a surface level. They miss much of the deeper beauty of the game.

    6. 8/21/2012 • page 6 Students need to have opportunities to discover the learning themselves rather than have someone doing it for them. Students need to have opportunities to discover the learning themselves rather than have someone doing it for them.

    7. 8/21/2012 • page 7 Range means genre. Range means genre.

    8. 8/21/2012 • page 8 Read with care the first time, learn to draw evidence, then write clearly.Read with care the first time, learn to draw evidence, then write clearly.

    9. 8/21/2012 • page 9 Focusing in on a crime scene looking for clues, distinguishing the difference between important details and supporting details. Collecting your evidence of understanding.Focusing in on a crime scene looking for clues, distinguishing the difference between important details and supporting details. Collecting your evidence of understanding.

    10. 8/21/2012 • page 10 How are we going to get students to focus their reading on a single passage? How are we going to get students to focus their reading on a single passage?

    11. 8/21/2012 • page 11

    12. 8/21/2012 • page 12 What strategies did you use? Immanuel Kant born April 22, 1724.) Read from FUNDAMENTAL PRINCIPLES OF MORALS Vol. 32, pp. 310-317What strategies did you use? Immanuel Kant born April 22, 1724.)Read from FUNDAMENTAL PRINCIPLES OF MORALS Vol. 32, pp. 310-317

    13. Close Reading A short Prezi about how to read closely….

    14. 8/21/2012 • page 14 The CC state standards promote cold readings with little to no prior reading assistance.The CC state standards promote cold readings with little to no prior reading assistance.

    15. 8/21/2012 • page 15 How many times did you read this? At what point did you stop understanding? What strategies did you use to help your understanding when you quit understanding? Rereading is the principle strategy good readers use.How many times did you read this? At what point did you stop understanding? What strategies did you use to help your understanding when you quit understanding? Rereading is the principle strategy good readers use.

    16. Effective First Readings 8/21/2012 • page 16

    17. 8/21/2012 • page 17

    18. 8/21/2012 • page 18 Did anyone begin reading this again? That is the point. Returning to the text and consider it at a deeper, previously unseen level. Help students understand the value of a second reading. Did anyone begin reading this again? That is the point. Returning to the text and consider it at a deeper, previously unseen level. Help students understand the value of a second reading.

    19. 8/21/2012 • page 19 A literal understanding is a prerequisite for uncovering deeper meaning in the text – foundational to answering the second question “What does it mean?” We want the students to walk away from a novel able to discuss the plot points, or recognize the themes, etc. but we want them to do more than read and appreciate a great story. Getting to the heart of why they read the book. Excellent way to get students to think beyond the story and consider its themes in a contemporary light. We want to provide them with imaginative rehearsals with the world they will soon inherit.A literal understanding is a prerequisite for uncovering deeper meaning in the text – foundational to answering the second question “What does it mean?” We want the students to walk away from a novel able to discuss the plot points, or recognize the themes, etc. but we want them to do more than read and appreciate a great story. Getting to the heart of why they read the book. Excellent way to get students to think beyond the story and consider its themes in a contemporary light. We want to provide them with imaginative rehearsals with the world they will soon inherit.

    20. 8/21/2012 • page 20 Activities to help students deepen understanding….Activities to help students deepen understanding….

    21. 2. Mystery Envelope 8/21/2012 • page 21 Hand each group of students a mystery envelope. Tell them that inside the envelope is an index card with a question for the group to answer…here are some examples of questions. Groups may be given the same question or different ones. Each group shares their answers - students take notes as each group shares. Hand each group of students a mystery envelope. Tell them that inside the envelope is an index card with a question for the group to answer…here are some examples of questions. Groups may be given the same question or different ones. Each group shares their answers - students take notes as each group shares.

    22. 8/21/2012 • page 22 Students often live in a literal world. They live similar lives to Amelia Bedelia, taking everything literally. They are good at “what does it say”, but they struggle with “what does it mean”? Students often live in a literal world. They live similar lives to Amelia Bedelia, taking everything literally. They are good at “what does it say”, but they struggle with “what does it mean”?

    23. 8/21/2012 • page 23 When leading students to reflect on important issues found in and beyond their texts, help them think of reflection in terms of layers. Reflections begins with self and this is the level of reflection that students are most comfortable with. When reading a book, they ask themselves, “What does this text mean to me?” But we want them to move beyond the self and into deeper levels of reflection. Push students beyond personal implications and towards larger connections. When leading students to reflect on important issues found in and beyond their texts, help them think of reflection in terms of layers. Reflections begins with self and this is the level of reflection that students are most comfortable with. When reading a book, they ask themselves, “What does this text mean to me?” But we want them to move beyond the self and into deeper levels of reflection. Push students beyond personal implications and towards larger connections.

    24. 8/21/2012 • page 24 How do we get students there?How do we get students there?

    25. 8/21/2012 • page 25

    26. Teachers provide scaffolding to assist students with complex texts. Scaffolding is how students are able to grow in text complexity. CCSS defines scaffolding as temporary guidance or assistance provided to a student by a teacher, another adult, or a more capable peer, enabling the student to perform a task he or she otherwise would not be able to do alone, with the goal of fostering the student’s capacity to perform the task on his or her own later on. Teachers provide scaffolding to assist students with complex texts. Scaffolding is how students are able to grow in text complexity. CCSS defines scaffolding as temporary guidance or assistance provided to a student by a teacher, another adult, or a more capable peer, enabling the student to perform a task he or she otherwise would not be able to do alone, with the goal of fostering the student’s capacity to perform the task on his or her own later on.

    27. 8/21/2012 • page 27

    28. 8/21/2012 • page 28

    29. Contact Information 8/21/2012 • page 29

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