TEACHER LEADER TEAM

1. TEACHER LEADER TEAM Amory School District January 4, 2013

2. District Mission The overarching mission of the Amory School District is to create opportunities for ALL students to achieve at the highest level possible.

3. LEXILE BANDS

4. LEXILE CODES • AD: Adult Directed • NC: Non-Conforming • HL: High-Low • IG: Illustrated Guide • GN: Graphic Novel • BR: Beginning Reading • NP: Non-Prose

5. Recommended Reading

6. Percentage Distribution of Literary and Informational Passages

7. Importance of Non-Fiction • Type of text read in college and work place • Students who fail to meet College and Career Ready Benchmarks are weak in this type of reading. • Key type of text for science and math

8. To Argue…and Inform…in Writing CCSS Requires Argument/Evidence-Based Writing

9. High Levels of Intellectual Work = Test Score Gains • Exposure to high levels of authentic intellectual work are associated with gains in standardized test scores. -Students exposed to high quality assignments had 20% higher gains than the national average. -Students exposed to low quality assignments had gains 25% lower than the national average. • Student demographics were not associated with exposure to quality assignments.

10. Value For Both High and Low Performing Students

11. Academic Rigor Is Accomplished By… Increasing the complexity of thinking in course content, instruction, and assessment. • Course Content -Content acquisition (Learning Progressions) -Appropriate leveled text for challenge • Instruction -Activities promoting critical thinking -Communication building relevance -Applying integrated ideas -Application of concepts -Promote responsibility • Assessment -Aligned to instructional targets -Engages with academic content -Requires extended, elaborated responses

12. What Do the CCSS Ask Teachers To Do? • Stop doing all of the work of reading for our students. • Stop stealing the fun of reading and put it back in their hands. • Let them explore…. uncover the mysteries… inquire, and… pick away at the text to figure it out.

13. What Is Close Reading? • “A close reading is a careful and purposeful reading. Well, actually, it’s rereading. It’s a careful and purposeful rereading of a text. It’s an encounter with the text where students really focus on what the author had to say, what the author’s purpose was, what the words mean, and what the structure of the text tells us.” Dr. Douglas Fisher

14. Deep Reading • The Common Core State Standards for reading strongly focus on students gathering evidence, knowledge, and insight from what they read. • 80-90% of the reading standards in each grade require text dependent analysis. This means… Aligned curriculum materials should have a similar percentage of text dependent questions.

15. Deep Reading Forces Students To… • Read and comprehend below the surface of a text. To do this, they search for the hidden intricacies of the text by re-reading and re-visiting the text for multiple purposes.

16. In Summary… • “Read like a detective and write like a conscientious investigative reporter.” Dr. David Coleman

17. Use Strategic Guidelines to Frontload • Be brief!---in proportion to the amount and duration of the reading • Let the author do the talking • Arouse curiosity or sense of suspense • Strategically reveal text information • Pre-read throughout the text • Read the text before you teach the text

18. College and Career Readiness Anchor Standards • Text-dependent questions force students to go back to the text. In Coleman’s research, he found that 80% of the questions students in grades K-12 were asked to answer did not require them to go back to the text.

19. Typical Types of Text Dependent Questions • Analyze paragraphs on a sentence by sentence basis and sentences on a word by word basis to determine the role played by individual paragraphs, sentences, phrases, or words. • Investigate how meaning can be altered by changing key words and why an author may have chosen one word over another. • 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.

20. Typical Types of Text Dependent Questions • Examine how shifts in the direction of an argument or explanation are achieved, and the impact of those shifts. • Question why authors choose to begin and end when they do. • Note and assess patterns of writing and what they achieve. • Consider what the text leaves uncertain or unstated.

21. Steps To Creating Text Dependent Questions Type 1: Find It Type 2: Look Closer Type 3: Prove It Type 4: Take It Apart

22. Let’s Give It a Try! The Gettysburg Address

23. Reflection Questions • Did you have to learn the Gettysburg Address as a student? What did you have to know? Did you have to memorize it? • In what grade do we usually teach the Gettysburg Address? • How do we teach it today?

24. The Gettysburg Address Close Reading Activity • Read The Gettysburg Address to yourself. • Reread and write a paraphrase (your own words) of the first two paragraphs; discuss your paraphrase with a partner. • Read Aloud of The Gettysburg Address

25. The Gettysburg AddressClose Reading Activity • Re-read the text and use the guided questions on your hand-out to self-assess your close reading and understanding of Lincoln’s message.

26. The Gettysburg AddressClose Reading Activity • Vocabulary: -Students can choose words they do not know the meaning of to discuss. -Teacher can have students discuss a word in the text with more than one meaning (example: dedicated in this text).

27. The Gettysburg AddressClose Reading Activity • Write an essay

28. College and Career Readiness Anchor Standards for Reading

29. Go Slow To Teach More What is the result of TEACHING LESS CONTENT over three days… but teaching MORE DEEPLY WITHIN THE CONTENT over three days?

30. The Gettysburg Address • What do you think happens when struggling readers go through a lesson like The Gettysburg Address? • Can they read the text? • What kind of accommodations did we include here? What might we add?

31. A CCSS Routine for Close Reading • Reread a text-cold, without set-up. • Re-read in chunks. • Paraphrase in writing. • Discuss in own language, aloud, safely. • Read aloud for accessibility. • Identify hard words. Learn word meanings working with a partner. • Re-read several times, using specific prompts which require looking for very specific details-using the text.

32. A CCSS Routine for Close Reading • Re-read for specific vocabulary • Compare/contrast vocabulary meanings in writing, and through sharing with a buddy. • Write an essay requiring the student to take a persuasive viewpoint and argue their case for the author’s (motivation, etc)

33. USING EXEMPLARS • They exist in the Common Core Standards documents. • The assessment consortia are pushing regularly. • Use them by “deconstructing the lesson” and creating a routine…so teachers can independently implement a Common Core lesson.

34. Create a Close Read • Work in your cooperative learning group to create a close reading activity. You may use the steps from The Gettysburg Address as a guide.

35. GROUPS Group 1 Tiffany Herndon, Stephanie Gallop, Wayne Walls, Rachael Faulkner Group 2 Brittany Pace, Tabitha Goodin, Amy Johnson, Leigh Stanford Group 3 Debbie Leech, Amy Jones, Heather Gault, Linzy Patterson, Michelle Harris Group 4 Priscilla Black, Mary Beth Black, Emily Almond, Masha Laney Group 5 Sarah Clark, Vickie Palmer, Michelle Holman, Julie Clark

36. Close Reading Resources *Current articles, opinion pieces, and historical documents are good close reading assignments. • Achieve3000 www.achieve3000.com Username: CommonCore.Teacher Password: CommonCore.Teacher • Achieve the Core http://achievethecore.com/steal-these-tools

37. Close Reading Resources • ReadWorks.org http://www.readworks.org/books/passages • Text Exemplars in Appendix B • Engage NY http://engageny.org/resource/new-york-state-common-core-sample-questions

38. Collaborative Learning Inc. www.clihome.com • Username: institute • Password: institute