English Language Arts K-5 / 6-12

1. English Language ArtsK-5 / 6-12 College and Career Ready Standards Implementation Team Quarterly Meeting – Session 3

2. Outcomes Participants will gain a deeper understanding of . . . • the reading literature standards. • what the standards look like in practice. • how the key shifts support implementation of the standards with an emphasis on text complexity. • how to use the “close reading” strategy.

3. Outcomes 1, 2, & 3 Participants will gain a deeper understanding of the reading literature standards. Participants will gain a deeper understanding of what the standards look like in practice. Participants will gain a deeper understanding of how to use the “close reading” strategy

4. Close Reading “Close Reading – an intensive analysis of a text in order to come to terms with what it says, how it says it, and what it means.” Tim Shanahan

5. Where does Close Reading appear in the College and Career Ready Standards? Anchor Standards for Reading R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

6. “Deep reading,” or slow reading, is a sophisticated process in which people can critically think, reflect, and understand the words they are looking at. With most, that means slowing down – even stopping and rereading a page or paragraph if it doesn’t sink in – to really capture what the author is trying to say. Experts warn that without reading and really understanding what’s being said, it is impossible to be an educated citizen of the world, a knowledgeable voter or even an imaginative thinker. -Laura Casey Contra Costa Timesmercurynews.com International Reading Association: http://www.reading.org/general/publications

7. How To Do a Close Reading • Read with a pencil in hand; annotate the text. Mark the big ideas and skills. • Reread to look for patterns in the things you’ve noticed about the text – repetitions, contradictions, similarities. Find the commonalities. • Ask and/or answer questions about the patterns you’ve noticed – how and why are these patterns important to the overall text?

9. How To Do a Close Reading • Read with a pencil in hand; annotate the text. Mark the big ideas and skills. • Reread to look for patterns in the things you’ve noticed about the text – repetitions, contradictions, similarities. Find the commonalities. • Ask and/or answer questions about the patterns you’ve noticed – how and why are these patterns important to the overall text?

12. A Close Reading of a Subcategory of Standards – Grade 3: Key Ideas & Details 1, 2, 3

13. A Close Reading of a Subcategory of Standards – Grade 9: Key Ideas & Details 1, 2, 3 Students will be able to read a text and analyze it and its characters using explicit textual evidence and making inference.s Students need to be able to justify their opinions using evidence. They need techniques for analyzing the meaning of text, opportunities to discuss and determine relevant evidence. I need to require justifications using evidence both explicitly and inferentially. I need to pose questions to establish the relevant task.

14. It’s your turn! Anchor Standards for Reading Literature Subcategories: • Craft and Structure • Integration of Knowledge and Ideas

16. Close Reading of Charlotte’s Web • Read with a pencil in hand; annotate the text. Mark the big ideas and skills. • Reread to look for patterns in the things you’ve noticed about the text – repetitions, contradictions, similarities. Find the commonalities. • Ask and/or answer questions about the patterns you’ve noticed – how and why are these patterns important to the overall text?

17. Close Reading of Charlotte’s Web CCR Anchor Standard 1 "Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text."

18. Close Reading of Charlotte’s Web CCR Anchor Standard 2 "Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.“ CCR Anchor Standard 3 "Analyze how and why individuals, events, and ideas develop and interact over the course of a text.“ What’s the story beginning to be about? What in the story makes you say that?

19. Another Resource:

20. A final thought…. “If young readers do the work of the first three anchor standards well— comprehending, inferring, synthesizing —then they’ll move rapidly up levels to the kinds of stories where paying attention to craft, structure, and language will become an essential part of their everyday reading work.” -Calkins, Ehrenworth, & Lehman, 2012

21. Lunch

22. Text Complexity “Text complexity is the hallmark of the Common Core State Standards.”

23. Outcomes 3 and 4 Participants will gain a deeper understanding of how the key shifts support implementation of the standards with an emphasis on text complexity. Participants will gain a deeper understanding of how to use the “close reading” strategy.

24. WHAT IS TEXT COMPLEXITY? QUICK-WRITE: DEFINE COMPLEXITY Complexity: the state of being complex Complex: a whole made up of interrelated parts Interrelated: having a mutual relation Mutual: shared in common What is the Whole? Text

25. Appendix A • Read pages 2-3 and highlight key ideas in “Why Text Complexity Matters” • Read “K-12 Schooling: Declining Complexity of texts and a lack of reading of complex texts independently” • Read “The Consequences: Too many students reading at too low a level”

26. “Why Text Complexity Matters” • Read closely and highlight key ideas. • Re-read the second paragraph. • Does the following statement support the need for students having access to more complex text? “Students scoring below benchmark performed no better than chance(25% correct) on four- option multiple choice questions pertaining to passages rated as complex…” • Justify your answer.

27. “K-12 Schooling: Declining Complexity of Texts and a Lack of Reading of Complex Texts Independently” • Read closely and highlight key ideas. • Re-read the first two sentences in the second paragraph. Then read the footnote at the bottom of the page. • What clarifying information does the footnote provide the reader? Why is it important? • Discuss at your table.

28. “The Consequences: Too Many Students Reading at Too Low a Level” 1. Read closely and highlight key ideas. 2. Re-read the third paragraph. 3. Based upon this paragraph, what do you see as most hindering to the success of comprehension of complex text? 4. Discuss at your table.

29. TEXT COMPLEXITY “ It is not about just giving students harder texts. It is about consistently getting them out of their comfort zones.” Sarah Brown Wessley, The TeachingChannel.org

30. 1. Dial up the difficulty to help students grow

31. Text Complexity Grade Bands

32. How It Has Been • Think about “How It Has Been” in your classroom. • Jot your thoughts. • Share your thoughts with someone at your table. • SO what are the implications for you? Jot your thoughts.

33. Webinar Tim Shanahan hosts an informative webinar on the CCRS Instructional Shifts that can be found at: http://youtube/3ir257Dfvas

34. 2. Strategically Use a Variety of Text

35. Different Text Require Different Strategies • Does the strategy support the selected text? • Does the graphic organizer selected take students deeper in their understanding of the text? • Does the strategy selected support the standard?

36. How It Has Been • Think about “How It Has Been” in your classroom. • Jot your thoughts. • Share your thoughts with someone at your table. • SO what are the implications for you? Jot your thoughts.

37. 3. Layer the Text

38. How It Has Been • Think about “How It Has Been” in your classroom. • Jot your thoughts. • Share your thoughts with someone at your table. • SO what are the implications for you? Jot your thoughts.

39. SAY WHAT? In three sentences answer the following questions • What is text complexity? • What makes it important? • What will get students out of their comfort zones?

40. Appendix A, pp. 4-10 • 3-part model of text complexity • Equally important considerations of text complexity • To be used with the 9 reading standards for Reading Literature Anchor Standard 10Read and comprehend complex literary and informational texts independently. Qualitative Quantitative Reader and Task

41. RESOURCES

42. Upon returning to your school, please access and complete the survey to help us plan for Quarterly Meeting #4.

43. Take it Back – ELA K-5 QM#2 • Share your learning from today with your district team in order to plan collaboratively for the turn around of information to your system. • Share new learning with teachers at your school. • Upon returning to your school complete the online survey. • When planning Reading Foundation and Informational text lessons, determine which “new COS standard” you are using. • Bring back an example of one lesson plan you implemented using Reading Foundations or Reading Informational text. Be ready to share any insights you had based on your use of the new standards.

44. Take it Back – ELA 6-12 QM#2 • Share your learning from today with your district team in order to plan collaboratively for the turn around of information to your system. • Share new learning with teachers at your school. • Use the 5 guiding questions to plan and implement a lesson. • Bring back to the next session an example of one lesson plan you implemented using Reading Informational text and be ready to share any insights you had based on your use of the new standards.

45. Job Alike • Locate your system. • Begin sharing the lessons you taught using Reading Foundations or Reading Informational Text. • Select a spokesperson from your group. • Select a note taker who will listen for and note what we learned from teaching and reflecting on the lesson. • The spokesperson will share for the group focusing on these two questions: What did we do? What did we learn?

46. Take it Back CCRS QM3February 2013 • Share your learning from today with your district team in order to plan collaboratively for the turn-around of information to your system. • Share your new learning with the teachers at your school. • Plan a Reading Literature lesson using the CCRS to guide your planning. • Spend some time reflecting on your lesson with a peer. Use these questions to guide your thinking: • What were my students able to do? • What did I learn? • Explore the resources on the CCRS website. (www.alex.state.al.us/ccrs ) • Include information that you found helpful in your reflections. • Bring a copy of your lesson and your reflections to the next CCRS meeting. • Complete the online survey.