Module 1 Addressing The Common Core Standards Through Close Reading

1. Module 1Addressing The Common Core Standards Through Close Reading

2. Objectives • Familiarize ourselves with the Common Core Standards • Learn more about the instructional strategies that support the CCSS instructional shifts • Understand the planning process for close reading • Learn strategies that support the development of student partnerships

3. Norms • Respect for all perspectives • Active listening and participation • Maintain a positive outlook and attitude • Proactive problem solving • Assumption of positive intent

4. Whittier City School District’s Instructional Focus Developing deep comprehension and interpretive skills using literature and informational text, with an implicit focus on informational textand expository writing Instructional Shifts Building Knowledge through content-rich nonfiction and informational texts and literature Rich and rigorous conversations, dependent on common text • Reading and writing grounded in evidence Instructional Strategies Text based discussions Constructed Response/Text Dependent Questions Close Reading

5. Examining Standards Examine the standards within each cluster for your grade span • Look at each standard across the grade span, one at a time • What words and descriptions of the standards stand out within each cluster? • How do the skills build across grade levels? Summarize each cluster • What do students need to know and be able to do within each cluster? • Document your findings on the worksheet provided • Be prepared to share out. • K-2 pgs. 1-2 & 15 • 3-5 pgs. 2-3 & 16 • 6-8 pgs. 27-28 & 39

6. Professional Reading Closing In On Close Reading By Nancy

7. What makes a text complex?

8. Whittier City School District’s Instructional Focus Developing deep comprehension and interpretive skills using literature and informational text, with an implicit focus on informational textand expository writing Instructional Shifts Building Knowledge through content-rich nonfiction and informational texts and literature Rich and rigorous conversations, dependent on common text • Reading and writing grounded in evidence Instructional Strategies Text based discussions Constructed Response/Text Dependent Questions Close Reading

9. Close Reading with The Glorious Whitewasher

10. First Read The GOAL of the first read is for students to have a general understanding of what the text is about

11. Planning For The First Read Decide what information must be frontloaded • What background information is essential before reading? Decide what vocabulary needs to be clarified • Identify and clarify challenging vocabulary when reading through the text the first time

12. Planning For The First Read Decide how the text will be read • Read Aloud, Whisper Read, Choral Read, Partner Read, Independent Read *This will depend on the complexity of the text and time of year Decide how students will recount the story after the first read • Whip around • Talking stick/chips • Partner retell • Chart paper/scenes, Flow Map • Others?

13. Let’s Practice A First Read Read the entire selection • Frontload if necessary • Stop only to define key vocabulary words Recount and retell the text Whip around the table to recount and retell the story • Each person tells a little bit of the story starting and stopping at natural stopping points

14. Discussion • Why is it important for students to retell what the text was about? • How does this help set the stage for deeper reading?

15. Planning For Close Reading Determine what themes are emerging after reading the text • Elaborate on the theme • What is this story saying or showing us about________?

16. Glorious Whitewasher Possible Themes • When one can’t have something, it becomes more desirable. • Words have power and can be used to convince someone to do something they would otherwise never do.

17. Examining the Standards What standards seem to be most suited for this story?

18. Planning For Close Reading Chunk the text into Pivotal Passages • What sections merit a second read? • Important scenes and memorable moments • Subtle yet significant details in the text • Lengthy and substantial interaction • Natural start and end to a scene, event or conversation *Be sure pivotal passages support understanding of the theme

19. Planning For Close Reading Determine Understanding to be Developed • What do we want students to understand after reading this section of the text? • How does it relate to the overall theme?

20. Pivotal Passage #1 Understanding To Be Developed: • Tom is upset that he has to work and begins to plan how to get out of work.

21. Let’s Practice With your table partner: • Read the second pivotal passage • Script the understanding that you want students to develop after reading this section • Share with your table and share out to the group Understanding for Pivotal Passage #2: Tom uses his words and actions to manipulate Ben.

22. Planning For Close Reading Develop Text Based Questions • Draft questions that will help students get to the understanding that needs to be developed • Ensure questions lead students back to the text and support discussion

23. Let’s Practice Close Reading Reread Pivotal Passage #1 Text Based Questions: • What is Tom’s attitude toward work? What from the text made you think that? TPS • What words or phrases does Mark Twain use to foreshadow Tom’s plan? HT • How does Tom view Ben? What did you read that made you think that? TWPS • Highlight words or phrases that show how Tom’s feeling. Highlight words or phrases that show how Ben’s feeling. How do they compare? DQ • Why did Mark Twain write the steamboat scene in this way? DQ

24. Planning For Close Reading Develop an Enduring Question • Draft a question students could think about and discuss while reading the text that helps them to uncover the theme • This question will be asked throughout each pivotal passage

25. Let’s Practice Enduring Question • What is this story about? QW & DQ • What does the author want us to understand?

26. Practicing Close Reading Reread Pivotal Passage #2 Understanding to Develop: • Tom uses his words and actions to manipulate Ben. Text Based Questions • What is Tom trying to do here? What specific words and actions show this? TPS • What effects do Tom’s actions have on Ben? QW & DQ

27. What did our students say?

28. Planning For Close Reading Develop a Culminating Question for discussion and constructed response • This question will be asked to engage the class in an extended discussion about the theme • Students will also answer this question in writing (constructed response)

29. Let’s Practice • Culminating Question for discussion and constructed response What message does the author want us to learn or remember? What from the text makes you think that? CR

30. Examine Sample Lessons

31. Interactive Structures Increase student engagement and allow teachers to check for understanding Interactive Structure Options • Whip Around • Heads Together • Talking Stick/ Talking Chips • Think, Pair, Share • Think, Write, Pair, Share • Partner work • Quick Write

32. Examining The Common Core Standards Based on the questions from the first two Pivotal Passages: • Which Reading Standards are we addressing? • Which Listening and Speaking Standards are we addressing? • Which Writing standards are we addressing?

33. Using Collaborative Learning to Foster Discussion and Writing

34. Comprehension and Collaboration 1. Prepare for and participate in collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively.

35. Phasing in Text Based Discussions Establish partnerships in your classroom • Set up your classroom to support partner work at their seats and on the carpet • Discuss why partnerships are important for learning • Decide which students will be partner A/B • Have students practice turning to their partners

36. Phasing In Text-Based Discussions Teach the behaviors partners demonstrate • Look at each other • Listen to each other carefully • Lean in closely • Take turns (A & B, B) & A)

37. Phasing In Text-Based Discussions Teach strategies partners use • Lean in closely to hear • Ask a partner to speak up when they cannot hear • They say things like, “Now it’s your turn.” “What do you think?”

38. Phasing In Text-Based Discussions Discuss social topics that promote discussion • favorite school lunch • best thing to play at recess • Introduce Conversation Stems • I think _____because…… • I agree….because…. I disagree…..because… • I would like to add onto what _____said…one reason • Another thing to consider is……

39. What Is Our Ongoing Role In Developing Student Partnerships? Observe: Are students…. • Giving each other eye contact • Leaning in, nodding, reacting • Taking turns • Talking or staying silent Coach: (whisper in) • Say more about that…. • What do you mean… • How can you show your partner you’re listening? Give Feedback: • Today I noticed you were taking turns speaking • I noticed you made sure to look at your partner • Kept focused and on task

40. We all need a pep-talk http://www.youtube.com/watch?v=l-gQLqv9f4o

41. Next Steps • Schedule a time to teach the lessons and debrief the process • Establish Partnerships & Phase in Discussions • Teach Discussion Stems • Review the grade level planning tool for close reading with your team & try it out • Bring artifacts (charts, student work samples, videos, pictures, notes)

42. Thank you!