Arizona’s ELA College and Career Ready Standards

1. Arizona’s ELA College and Career Ready Standards DVUSD Session 1

2. DVUSD Mission

3. To ensure our success today… Use of technology is purposeful and related to training Take time to meet and share with new colleagues Engage in today’s activities enthusiastically and stay focused Be open to divergent perspectives and other participants’ point of view Share in the responsibility for the success of today’s work Limit side conversations during the direct instruction portions of the day Return promptly after lunch and scheduled breaks Silence your cell phone Thank you for your commitment to making today a successful experience!

4. Foci of today’s training… • Strategic Priority Areas • Excellence in student learning • Excellence in workforce • DVUSD Primary Work • AZCCRS • MTSS – Tier 1 Effective Instruction • AZCCRS ELA Training focus • Shift #3 – Staircase of Complexity • Shift #5 – Writing from sources

5. As a result of today’s training… • In the classroom, expect teachers to… • Implement the essential practices of close reading instruction • Integrate text based questions which are paramount to close reading instruction • Utilize interactive read-alouds to develop critical thinking skills in student • In the classroom, expect students as independent learners to… • Annotate text • Ask text dependent after reading activities • Use after reading tasks to deepen comprehension • Identify resources to address text confusion • Use the text as the predominant source of information to gain knowledge • Actively participate in the co-construction of knowledge and understanding

6. As a result of today’s training… • Teachers will understand how closereading instruction will support students in their gradual shift in assuming responsibility for their learningthrough • Examining the Six Essential Practices of Close Reading Instruction. • Understand how Close Reading SupportsAnchor Standards 1 and 10.

7. Today’s Agenda • Review of Training from last year • Core Six Strategies • Purpose of Modeling • Key points • Close Reading – What it actually is • Technology Integration • SAMR (Substitution, Augmentation, Modification, Redefinition)

8. Technology Integration • My Learning Plan • Sign-in sheet – Google Form • Training Chat Room - https://todaysmeet.com • Blackboard – ELA AZCCRS Training 2014-2015 • SAMR video • Question Generator - http://letsgeddit.com • ELA Responsibility Sheet – Google Doc

9. Modeling

10. Modeling Close Reading Five reasons for modeling and the methods for doing so • Model that which is difficult for students • Model ways to resolve problems • Model how you interact with texts • Model through think-alouds • Model through interactive shared readings

11. Close Reading • It is not a new practice • Texts that are worthy, although not for all texts • Texts should be complex enough to undergo repeated readings for deep comprehension • Foremost, reader is focused on the author’s meaning • Applicable in all content classes • Implemented for K-12 • Six guiding practices for all close reading instruction, regardless of the content

12. Six Practices of Close Reading First Practice: Select Short, Worthy Passages Second Practice: Student Rereading Third Practice: Limited Frontloading Fourth Practice: Text-Dependent Questions Fifth Practice: Annotation Sixth Practice: After-Reading Tasks

13. I. Select Short, Worthy Passages • Three to nine paragraphs in length • Deeply understood by the teacher in order to know where complex parts may inhibit student understanding • Does not need to be a stand-alone texts

14. II. Student Rereading • Have a clear purpose, to locate evidence for a particular question • Accomplished independently, with peers and/or with teacher think-alouds • Decreases the need for frontloading • Improves fluency and comprehension

15. III. Limited Frontloading • Limited pre-teaching or frontloading by the teacher • Inquiry through rereading results in the discovery of the author’s meaning and helps develop metacognitive skills • Too much limits students’ opportunities for inquiry and discovery; these are essential for becoming critical, independent readers • Requires preparation by the teacher for thorough text discussion and analysis

16. IV. Text-Dependent Questions • Select question types that will focus how students read the text • Allow students to provide evidence from the text rather than from their own experiences • Help build foundational knowledge so students are equipped to formulate meaningful connections and opinions • Scaffold understanding from explicit to implicit • Requires preparation by the teacher for thorough text discussion and analysis

17. Text Dependent Questions

18. V. Annotation • Students play an active role in growing their knowledge and understanding • Should be completed with each rereading guided by text-dependent questions • Use student annotations as formative assessments • Slows the readers down for deeper understanding, so it becomes a habit of mind • Use universal annotation marks • No wrong answer in annotating; the only wrong thing is not to annotate

19. Universal Annotation MarksRead With a Pen Grades K–2 • Use Wiki sticks, sticky notes, SmartBoards • Model your thinking with annotation • Underline the major points • Circle words or phrases that are confusing to you • Use a ?and write out your question • Use ! for things that surprise you • Draw an to link connections • Mark ex to denote examples, write comments in the margins • Numerate arguments, important details Grades 3–5 Grades 6–8 Grades 9–12

20. VI. After-Reading Tasks • Necessitate that students refer to the text • Help students deepen their comprehension far beyond what they would be able to accomplish on their own • Instruction in writing, a summary of main points developing a deeper textual understanding

21. 45-30-15 • Partner up with someone you don’t know from another table • Determine who is partner 1 and who is partner 2 • Partner 1 shares their understanding of the 6 close reading practices (45 seconds) • Partner 2 adds to what partner 1 said (30 seconds) • Partner 1 summarizes conversation (15 seconds)

22. Break • 10 minutes

23. Get Ready You will need: Salvador, Late or Early Letsgeddit.com Partner A and B

24. Salvador, Late or Early A Close Reading Cisneros, S. (1992). Woman Hollering Creek. New York: Vintage

25. Establish Purpose Examine how the author uses literary devices to illuminate the inner life of the character in order to provoke the reader to self-reflect.

26. 1st Read: Students read and write independently • Use a pencil to annotate the text • Underlinethe major points • Circle words or phrases that are confusing to you • Use a ? and write out your question • Use ! for things that surprise you • Draw a to link connections • Mark ex to denote examples, write comments in the margins • Numerate arguments, important details

27. Salvador Late or Early • Independently read Salvador Late or Early • Annotate the text as you read

28. Quick Write • Respond to the question, “What are your impressions of Salvador and the people in his life?” through letsgeddit.com • Cite specific examples from the text to support your written response

29. Talk About It... Partner A: Describe your impressions of Salvador and the people in his life Partner B: Compare your impressions with partner A and support with textual evidence

30. (Teacher reads for prosody) Listen for More... Follow the text while I read Listen to my voice Be ready to write something new you learned from the text

31. (Teacher reads again and models annotation) Dig Deeper...Find More! Listen Closely Add to your annotations Be ready to write and discuss your new insight

32. (Verbal pair-share) Anchor Standards 1-3 Key Ideas and Details What are Salvador’s strengths? What are his needs? Cite textual evidence to prove your responses

33. (Silent dialogue) Anchor Standards 4-6 Craft and Structure Craft and Structure How does Cisneros use color? To what effect? How does Cisneros use school words? To what effect?

34. (Letsgeddit.com) Anchor Standards 4-6 Craft and Structure One of the many metaphors used in this piece is “homes are the color of bad weather.” List two others on letsgeddit.com and explain their meaning

35. (Verbal pair-share) Anchor Standards 6-9 Author’s Purpose Integration of Knowledge and Ideas Examine the use of contrasts. What does the author want us to know about Salvador?

36. (Letsgeddit.com) Anchor Standards 7-9 Integration of Knowledge and Ideas Salvador means “savior”. Is he the savior of his family? Would a title change to “Heather, Late or Early” change your perspective? Why?

37. WRITING Take it to…….

38. Tips for Writing:Now and Later Participants use their copy of the WRITING TIPS and read through them Highlight the tips that can be implemented right away in the classroom with students Next to the other tips, not highlighted, write 1 or 2 things that will need to be done before implementing this tip in the classroom with students

39. Close Reading Teacher Routine 1. Text passages are short and robust for initial instruction 2. Lessons and text-dependent questions are planned ahead and requirestudents to read and reread 3. First read: Students read with a pencil, pen and/or sticky notes to annotate the text, underline major points, circle confusing words/phrases, and utilize question marks to write out questions during the reading 4. Students complete a quick write about what they read. Partner talk to compare impressions using annotations to support their impressions 5. Second read: Teacher reads aloud as a model for prosody- students follow along 6. Third read: Teacher reads by thinking aloud and modeling annotation 7. Teacher asks text-focused questions that cause students to reread 8. Write about it- Summary, journal, prompt, comparison, thesis

40. Close Reading for Young Readers K–3 • Exposure to complex texts challenges students’ thinking • Two instructional practices for close reading (close listening): • Interactive Read-Alouds(Fisher, Flood, Lapp, & Frey, 2004)— same practices: • a short, worthy text • text-dependent questions • limited frontloading • after-listening tasks to refer to the text, as grades 3–12 • no annotation • Shared Reading—all the same practices for grades 3–12: • simple annotation • after-listening tasks

41. Close Reading Student Routine Step 1: 1st Read and Annotate Step 2: Think and Write Step 3: Talk About It Step 4: 2nd Read: Listen for More Step 5: Think.. Write… Talk Step 6: Read: Listen for More Step 7: Answer Questions-Cite

42. Reading for Meaning Connection • Previewing and predicting before reading • Actively searching for relevant information • Reflecting on learning after reading

43. Final Thoughts • Dueling white boards • At your tables ……