Reading Like a Detective, Writing Like an Investigative Reporter: Uncovering the ELA Standards

1. Reading Like a Detective,Writing Like an Investigative Reporter:Uncovering the ELA Standards 5th Grade Teachers February 3, 2014

2. “Bee”- Attitudes Be present (put phones on silent & put away laptops/iPads when we are not using them as a group) Be positive and respectful (please limit sidebar conversations) Be engaged and contribute equally

3. Essential Question: • How can we reorient classroom practices in reading so they more closely align with the Common Core State Standards and the instructional shifts?

4. Today’s Learning Targets: • I will be able to define the term close reading and explain why it is important for students to be able to closely read complex texts. • I will be able to explain how the Common Core Standards include all of the skills involved in close reading. • I will understand the criteria for selecting complex texts for close reading and be able to select appropriate texts for my students. • I will understand how to use the gradual release of responsibility to teach my students to be close readers. • I will be able to use the Common Core Standards to prepare text dependent questions and evaluate questions that already exist in my lessons or textbook series.

5. MISSION: POSSIBLE should you choose to accept it… Morning Session Power Standards & Unpacking Review of Major ELA Shifts Close Reading Annotating/Coding/Marking Texts Text-Dependent/Text-Based Questions Exploring Resources for Lesson Ideas LUNCH 11:30-12:15 Afternoon Session Finish up with Power Standards Text Complexity Vocabulary Additional Resources More Exploring Sharing http://www.symbaloo.com/mix/elacurriculumresources1

6. Preparation for Today’s Case • Setting up our briefcase for our work as investigators: X 2 OR

7. Reading Literature (RL) 1,2,3,4 Reading Informational (RI) 1,2,3,4,7,8 Language (L) 4a, 5a Power Standards L 4a, 5a Each table will use the NCDPI “Unpacking Standards” and the Interactive Standards Progression link on today’s Symbaloo to dig deeper into the ELA power standards. We want to come to a consensus as to what these standards are asking us to do. We will be charting our information collectively and discussing each standard.

8. Unpacking the Power Standards Reading Literature: 1, 2, 3, Reading Informational Texts: 1, 2, 3,7,8 -What do these standards say and what do they expect students to be able to do? -Instructionally, what does this look like in the classroom? • Directions: • Read, discuss as table group- notes on chart, • Each group will need one person to record on chart • and another person as the spokesperson for • the group afterwards

9. Review: 3 Major Shifts in ELA (close reading, annotating text) (text dependent questions, textual evidence) (text complexity and vocabulary)

10. Why the shifts? • Asking students to make connections to themselves, other texts and the world is a common style of question that guides students away from the text. “But making the personal connection is not he problem. In fact, making connections is what readers often do when comprehending and enjoying a text.” (D. Fisher, N. Frey, & D. Lapp, 2012) “The problem is that less-able readers do not return to the text to compare and contrast their personal experience with that of the author.” (Cordon & Day, 1996) “Either they have not been taught the reasons for returning to the text or they have not been held accountable for applying them.”(D. Fisher, N. Frey, & D. Lapp, 2012) • We often ask students simple questions that require very literal thinking to ensure they have read the text.

11. Shift 1

12. Why Shifting Emphasis to Informational Text Matters • Informational text—biographies & memoirs; speeches, opinion pieces & argumentative essays; historical, scientific or technical accounts of a non-narrative nature—is the single greatest source for building the knowledge base of students. • Due to its text features and students not being sufficiently exposed to it in school, informational text is harder to comprehend than narrative text. • Yet the vast majority of the reading required in college and the workplace is informational in nature, creating a significant gap in preparation. • Therefore the CCSS specifies that 50% of texts at the elementary level should be informational trending to 70% at the secondary level. - The Aspen Institute

13. Tools for Shifting Complex Texts: Informational Text Resources

14. What is “close reading”? Turn to someone near you and discuss what your understanding of close reading is and what you think it looks like at your grade level.

15. How does your personal definition compare to the explanation that Dr. Doug Fisher shared in the video clip? -Dr. Douglas Fisher

16. What is Close Reading? Close reading is a reading routine/practice in which students critically examine a text, especially through repeated readings. “Just like Sherlock Holmes, when students read closely, they need to examine the evidence and draw logical conclusions to support their ideas and interpret those of the author.” - McLaughlin, M. & Overturf, B., 2013

17. How to Support Students TEACHER RESPONSIBILITY “I do it.” Modeling Guided Instruction “We do it.” “You do it together.” Collaborative Work “You do it alone.” Independent Work STUDENT RESPONSIBILITY THE GRADUAL RELEASE OF RESPONSIBILITY FRAMEWORK

18. Close Reading Best Practices • Using short passages and excerptsor poems • Diving right into the text with limited pre-reading activities • Focusing on the text itself • Rereading deliberately • Reading with a pencil • Noticing things that are confusing • Discussing the text with others • Think-Pair Share or Turn and Talk frequently • Small groups and whole class • Responding to text-dependent questions • Critical for all students to have copies of the text that they can use for annotating/coding the text “Common Core Reading Standard 1, for both literature and informational text, is associated with Reading Standard 10, which focuses on complex text. We should introduce reading complex text closely during read-alouds or in a shared reading setting.” – McLaughlin, M. & Overturf, B., 2013

19. Annotating/Coding/Marking Texts • Model, Model, Model • No “right” or “wrong” way • Critical for deep reading/complex texts • Helps develop metacognitive and critical thinking • Mandatory engagement

20. Anchor Charts -Dr. Douglas Fisher There is no one “correct” way to conduct a close reading.

21. Close Reading Posters For Teachers For Students

22. Close Reading: The type of close reading you do changes with the type of text that you chose. • Close reading can be used to complicate seemingly simple texts- to add depth and meaning. • More complicated texts requires a progression of reading and re-readings. • The goal of close reading is not to simplify or generalize, or to reduce the text to a more simplified understanding. Close Reading Model Lessons: http://www.achievethecore.org/page/752/featured-lessons

23. Close Read-Poetry Example Fog by Carl Sandburg Close Reading Lesson Fog The fog comes on little cat feet. It sits looking over harbor and city on silent haunches and then moves on. -Carl Sandburg

24. Close Reads Answer… • Questions that assess themes and central ideas • Questions that assess knowledge of vocabulary, meaning, and structure • Questions that assess understanding of the author’s claims/argument or relationship to another text • Questions that assess themes and central ideas

25. What does the text say? How does the author say it? How does the text work? What does the author mean? Why does it matter? What is the text’s value? How does the text connect to other information?

26. FIRST READ: KEY IDEAS AND DETAILS • Set the purpose for reading and have students read text as independently as possible. • Depending on the text complexity and the readers, the first read may be done independently, as a read aloud/think aloud, or paired or shared reading. • The first read should be without building background; students should be integrating their background knowledge with the text as they read. • Focus on the key ideas and details in the text, making sure that readers know the main idea, story elements, or key details that the author includes. • Following the first read, have students Think-Pair-Share to assess what they have gleaned from the text. By listening to students as they share, you can determine the focus of the first read, etc.

27. SECOND READ: CRAFT AND STRUCTURE • For a second close read, select a portion or chunk of the text that is “close read worthy.” Read aloud to the students and have students follow along. Reread a section that includes complex elements or ideas that they should explore to arrive at a deep understanding of the text. • After rereading, students discuss the text with partners or in small groups, focusing on the author’s craft and organizational patterns. This may include vocabulary choices, text structure, or text features that the author included. • Use a Text Dependent Questions to focus or set a purpose for a close rereading. After students share with partners or in small groups, have groups share out with entire class to assess understanding. http://vimeo.com/40953462

28. THIRD READ: INTEGRATION OF KNOWLEDGE AND IDEAS • The third close reading of a text should go even deeper, requiring students to synthesize and analyze information from several texts or media. They may record their ideas on sticky notes, graphic organizers, or thinking sheets. • Have students journal a response to a Text Dependent Question. Focus the discussion on text evidence.

29. 6 "signposts" that alert readers to significant moments in a work of literature and encourage students to read closely- learning first to spot these signposts and then to question them, enables readers to explore the text and seek evidence from the text

30. A Word of Caution… “If students aren’t directed to read small chunks of text closely, they will never learn to reach deeper levels of analysis. However, if we chop up the books and have them analyze too many segments, they will succumb to readicide.” ~Kelly Gallager, Readicide, 2009 NOT every reading should be a CLOSE READING.

31. Shift 2

32. Text Evidence • The Common Core State Standards expect students to use evidence from text to present careful analyses, well-defended claims, and clear information.

33. Text-Dependent Questions & Shared Reading

34. What are text-dependent questions? • Are questions that can only be answered correctly by close reading of the text and demand careful attention to the text • Require an understanding that extends beyond recalling facts • Often require students to infer • Do not depend on information from outside sources • Allow students to gather evidence and build knowledge • Provide access to increasing levels of complex text • Call for careful and thoughtful teacher preparation • Require time for students to process • Are worth asking

35. Text-Dependent Questions are NOT… • Low-level, literal, or recall questions • Focused on comprehension strategies • Just questions…

36. Reading Comprehension Strategies “Of course, before students can analyze a text to determine the validity of the author’s reasoning and the sufficiency of evidence, the students must first be able to comprehend the text. Thus, reading comprehension strategies still need to be taught. A number of volumes about explicitly teaching reading comprehension strategies have been published.” (e.g., Harvey & Goudvis, 2007; McLaughlin, 2010; McLaughlin & Allen, 2009)

37. What are the standards and administrators looking for in classrooms? • Rich and rigorous evidence-based conversation about text by students and teachers • Discussions that stay rooted in the text • Students revisiting the text for evidence to support their argument • Students slowing down to explore and learn from the evidence CCSS Instructional Literacy Guides

38. Why Ask Text Dependent Questions • 80 to 90% of the ELA Reading Standards in each grade level require text dependent analysis • One of the first and most important steps to implementing the ELA Common Core Standards is to focus on identifying, evaluating, and creating text-dependent questions • Deep Reading, the kind encouraged by the common core standards, asks students to “read like a detective”, looking closely for details • Rather than asking students questions about their prior knowledge or experiences, the standards expect students to struggle with text-dependent questions

39. Text Dependent Questions Require students to… • Cite evidence • Determine the central idea • Analyze how the author structures the text and develops ideas/claims • Determine the meanings of words and phrases • Determine the point of view or purpose (From the Common Core Standards)

40. “Don’t Wait” • Ask text dependent questions frequently, and throughout the selection rather than waiting until the end of a selection. • Experiment with different activities for keeping students engaged (i.e. think-pair-share, stop and jot, small groups, etc.)

41. 80-90% of (CCSS) reading standards require text-dependent analysis yet over 30% of questions in major textbooks do not. Sue Pimentel, Lead Author of Common Core State Standards for ELA/Literacy

42. Text Dependent Questions or Not? 1. What is the first thing Karana needs to do in order to survive? Using specific quotes from text. 2. If you were left alone on an island, how would you feel? 3. What evidence does the author provide to show that Karana weighed her options carefully before deciding where to build her house? Why did she ultimately choose this location? 4. Have you ever seen a dolphin in real life? Share your experience. 5. Reread page 81. Based on clues from the text, what does scarce mean? Why was wood so scarce on the island?

43. Progression of Text-dependent Questions Standards Whole 8 & 9 Acrosstexts 3 & 7 Entire text Segments 6 Student Understanding 4 & 5 Paragraph 2 Sentence Word 1 Part

44. General Understandings • Overall view • Sequence of information • Story arc • Main claim and evidence • Gist of passage What does this mean? What is the main idea/claim/argument? How is the information ordered? example: What is this poem trying to describe? (prompt students to give text evidence in answer) Standard 1

45. Key Details • Search for nuances in meaning • Determine importance of ideas • Find supporting details that support main ideas • Describe relationships and sequences • Identify information from text (explicitly stated and implied) • Answers who, what, when, where, why, how much, or how many. *Often “Right There” Questions example: What does the author compare the fog to? Standard 2

46. Vocabularyand Text Structure • Bridges literal and inferential meanings • Denotation (literal or primary word meanings) • Connotation • (the idea or feeling that a word invokes) • Shades of meaning • Figurative language • How organization contributes to meaning- text structure • Text features • Author’s Purpose • Point of View • First-hand and second-hand accounts Talk about the word choice, the set-up of the story: is it a poem, whose point-of-view is the text from, what are the arguments made in the text, how do the words that the author uses show their perspective etc. examples: If the author said, “the fog is like a cat” do you know what that is called? Because the author does not say like or as but still makes this comparison throughout the poem, do you know what that is called? What are haunches? Standards 4 & 5

47. Text Structure Expository texts as a rule are more difficult to comprehend than narrative ones. They require students to have experience with the form or format. Dymock (2005) and Moss (2004) note, students must be taught to use text structures, especially since informational texts are not as commonly used in many elementary classrooms (Duke, 2000). “The goal is not to have students read a text and simply identify the structure that the author used, but rather to predict how the text will work. When readers attend to the text structure, they are more likely to remember what they read. Noticing the text structure also helps students when they need to return to the text to find additional information.” (Fisher, Frey, Lapp, 2012) “When students have been taught to recognize and use text structures, they often return to the text to provide evidence from it to bolster their responses and arguments.” (Fisher, Frey, Lapp, 2012)

48. Author’s Purpose • What is the author trying to tell you? • Is there enough evidence to support the author's claim? • How does this compare to other texts/media on the same topic? • Whose story is not represented? examples: Why do you think the author compares the fog to a cat? Why did the author choose haunches instead of another part of the cat? Why do you think the author wrote this poem? Standard 6

49. Author’s Purpose • Genre: Entertain? Explain? Inform? Persuade? (PIE²) • Point of view: First-person, third-person limited, omniscient, unreliable narrator • Critical Literacy: Who’s story is not represented?

50. Inferences • Inferences are more than guesses or simply telling students to “read between the lines.” • readers should know how to probe each argument in persuasive text, each idea in informational text, each key detail in literary text, and observe how these build to a whole • questions should allow students to consider the information that is provided and then make informed guesses from the information provided example: Do you think this poem could have a deeper have meaning than just describing the weather? Standards 3 & 7