West Georgia RESA Differentiation through Close Reading Building Independence

1. West Georgia RESADifferentiation through Close ReadingBuilding Independence Dr. Barbara Bishop bbishop@garesa.org www.tinyurl.com/CloseReadingResources

2. Enduring Understandings What strategies may be employed to guide readers to greater independence in close reading?What does an appropriate Common Core integrated reading task look like?(next generation assessments)How do close reading strategies align with the expectations of differentiation?

3. Today’s standard Participants will build capacity to more deeply understand and employ guiding strategies to build independence with integrated reading tasks. Participants will determine next actions to ensure continued preparation toward teaching integrated rigorous close reading.

4. ELA Common Core Standards document Curriculum and instruction needs to be designed in order that students…“acquire the habits of reading independently and closely, which are essential to their future success.”So, the big goal is to build student capacity to read INDEPENDENTLY and CLOSELY.

5. In our time today... Discuss the new Common Core reading demands and work with an exemplar text. Discuss some general reading strategies and ideas.Work through an example of one of the more powerful strategies (per the research).

6. What are the new Text Complexity expectations?Common Core Text Complexity Chart

7. Close Reading Makes Reading "Overt" and Public What do good readers do?Expect, model, and record...Look! everyone in here does those things.

10. Students can "level" texts too! Teach students how to understand the triangle of text complexity so they can choose appropriately challenging texts when their goal is increasing reading skill, stamina, independence, and capacity for analysis.

11. The Common Core ELA Standards Appendix documents include examples of appropriately challenging “exemplar texts” – for both informational and literary genres.

12. The “Range and Content” of the Common Core

13. Full Group Dialogic Reading Using full group modeling, over time, to strip away fear, unfamiliarity, and to build context and activate prior knowledge....in order that a high order reading task might be accomplished.

14. BELL WORKPlease read this carefully.With hocked gems financing him, our hero bravely defied all scornful laughter that tried to prevent his scheme. “Your eyes deceive,” he had said. “An egg, not a table correctly typifies this unexplored planet.” Now three sturdy sisters sought proof. Forging along, sometimes through calm vastness, yet more often very turbulent peaks and valleys, days became weeks as many doubters spread fearful rumors about the edge. At last from nowhere welcome winged creatures appeared, signifying momentous success. *Taken from Ornstein (1991), p. 187.

16. Let’s make a word tree! Circle three words that relate to Christopher Columbus’ voyage.With hocked gems financing him, our hero bravely defied all scornful laughter that tried to prevent his scheme. “Your eyes deceive,” he had said. “An egg, not a table correctly typifies this unexplored planet.” Now three sturdy sisters sought proof. Forging along, sometimes through calm vastness, yet more often very turbulent peaks and valleys, days became weeks as many doubters spread fearful rumors about the edge. At last from nowhere welcome winged creatures appeared, signifying momentous success. *Taken from Ornstein (1991), p. 187.

17. Let's look at one of the Common Core Exemplar texts and tasks from Corestandards.org's Common Core ELA Standards Appendix document.

18. Next steps? What are your personal next steps for increasing student reading comprehension ability?