Close and Critical Reading: Analyzing Text for Craft, Structure, and Meaning

Protocol for Looking at General Academic VocabularyandClose and Critical Reading Literacy in Action Module 4

Evidence from Vocabulary, Module 3 Introduce yourself. With your table group, share the results of having used Marzano’s Six Steps or Jim Burke’s Vocabulary Squares to grow vocabulary knowledge with students. Whole Group Sharing

LIA Module 4: Close and Critical ReadingContinued from module 2 Participants will learn how to provide instruction for students to analyze text for craft, structure, perspective and meaning on single and multiple texts (CCSS Anchor Reading Standards 4 – 9 ) in content areas. • Learn how CCSS Reading Standards support the four questions of Close and Critical Reading. • Learn how to analyze text for the craft, structure, and perspective. • 3. Learn how to analyze text for meaning using the levels of meaning chart.

Your turn… • Share a success you have observed from students’ experience with Question # 1, “What does the text say?” • Share

Close and Critical Reading Questions and the Common Core Reading Standards Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Key Ideas and Details Review What does the text say?

Close and Critical Reading Questions and the Common Core Reading Standards How does the text say it? Craft and Structure • 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. • 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. • 6. Assess how point of view or purpose shapes the content and style of a text.

Close and Critical Reading Questions and the Common Core Reading Standard What does the text mean? What does the text mean to me? Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Four Essential Questions In Close & Critical Reading What does it say? Review How does the author say it? What does it mean? So what? What’s the connection to me? http://4.bp.blogspot.com/_i-r2GCNVjWA/SWe7r5bnm9I/AAAAAAAABDs/kJ-h594W4PU/S1600-R/deeply.png

Hurricanes: Earth’s Mightiest Stormsby Patricia Lauber Great whirling storms roar out of the oceans in many parts of the world. They are called by several names—hurricane, typhoon, and cyclone are the three most familiar ones. But no matter what they are called, they are all the same sort of storm. They are born in the same way, in tropical waters. They develop the same way, feeding on warm, moist air. And they do the same kind of damage, both ashore and at sea. Other storms may cover a bigger area or have higher winds, but none can match both the size and the fury of hurricanes. They are earth’s mightiest storms. Like all storms, they take place in the atmosphere, the envelope of air that surrounds the earth and presses on its surface. The pressure at any one place is always changing. There are days when air is sinking and the atmosphere presses harder on the surface. These are the times of high pressure. There are days when a lot of air is rising and the atmosphere does not press down as hard. These are times of low pressure. Low-pressure areas over warm oceans give birth to hurricanes.

Prompts to Guide Students to write a Summary for Hurricanes In line #2, find and highlight the two other names for hurricanes. (“typhoon” and “cyclone”) In line #4, find and highlight where hurricanes develop. (“…in tropical waters”) In line #4, find and highlight what hurricanes feed on as they develop. (“…warm, moist air…”) In line #5, find and highlight where hurricanes do damage. (“…ashore and at sea.”) In line #10, find and highlight what happens when air is sinking. (“…the atmosphere presses harder on the surface.”) In line #11, find and highlight what these times of sinking pressure are called. (“high pressure”) In line #12, find and highlight what gives birth to hurricanes. (“Low-pressure areas over warm oceans…”)

Possible Summary for Hurricanes • Possible Summary: This informational science article identifies and briefly explains the conditions (“…low-pressure over warm oceans…”) necessary for a hurricane to develop. The article explains high and low pressure in relation to hurricanes. Hurricanes are also called typhoons or cyclones. The article states that hurricanes are destructive; they have been called “the earth’s mightiest storms.”

Summary Rubric NEW

Your turn… • Review the Cognitive Rigor Matrix and determine the level of the summary activity.

A “Snapshot” of the Cognitive Rigor Matrix (Hess, Carlock, Jones, & Walkup, 2009)

Four Essential Questions In Close & Critical Reading What does it say? How does the author say it? What does it mean? So what? What’s the connection to me? http://4.bp.blogspot.com/_i-r2GCNVjWA/SWe7r5bnm9I/AAAAAAAABDs/kJ-h594W4PU/S1600-R/deeply.png

Guided Highlighted Reading for Craft Go over the steps for Question # 2 How does the text say it? Refer to handout

Prompts for Guided Highlighted Reading for Craft In line #1, find and highlight the vivid verb that the author uses to describe how a hurricane or storm comes out of the ocean. (“roar”) When an author gives human characteristics to things that are not human, it is called personification. In line #3, find and highlight the example of personification in line four. (“They are born…”) In lines #3-#5, find and highlight the signal word that is repeated four times showing that hurricanes, typhoons, and cyclones are alike or similar. (“same”) In line #3, find and highlight the two phrases containing the word “same” that show that the storms are alike or similar. (“…the same sort of storm.” and “…born in the same way…”) In lines #4 and #5, find and highlight the two phrases containing the word “same” that show that the storms are alike or similar. (“…develop the same way…” and “…do the same kind of damage…”) In lines #6 and #7, find and highlight the words that repeat part of the title of this selection. (“…earth’s mightiest storms.”) In line #8, find and highlight the words the author uses to introduce more similarities or things that make storms alike. (“Like all storms…”) When an author compares two unlike things without using the words like or as, it is called a metaphor. (“Her hair is silk.” is a metaphor.) In line #8, find and highlight the metaphor that the author uses to give a definition for the word atmosphere. (“…the envelope of air that surrounds the earth and presses on its surface.”) When an author gives human characteristics to things that are not human, it is called personification. In lines #12 and #13, find and highlight the example of personification. (“Low-pressure areas over warm oceans give birth to hurricanes.”)

Mining the text • Use the Hurricane text, the mining map and the CCSSs 4, 5, and 6. • Determine what the craft, structure and perspective the author used to develop the text. • Write a description of the text to answer the question. How does the text say it? • Analyze your description with the rubric.

How does the text say it? This informational science article is organized by description/ enumeration with domain-specific vocabulary such as typhoon, cyclone, high pressure, and low pressure. The author, source, and date of information suggest that the information is relatively up-to-date. The title identifies the topic. The author uses descriptive imagery to raise the readers’ interest “Great whirling storms roar (vivid verb) out of the oceans….” The author compares hurricanes, typhoons, and cyclones using three common characteristics. The author gives definitions in context of low and high pressure. The author employs personification referring to these storms being “born.” The author defines the word “atmosphere” with a metaphor “…the envelope of air that surrounds the earth and presses on its surface.”

Rubric: Craft Correlated with the Common Core Reading Anchor Standards K-12

Your turn… • Review the Cognitive Rigor Matrix and determine the level of the analysis of craft, perspective and structure activity.

Four Essential Questions In Close & Critical Reading What does it say? How does the author say it? What does it mean? So what? What’s the connection to me? http://4.bp.blogspot.com/_i-r2GCNVjWA/SWe7r5bnm9I/AAAAAAAABDs/kJ-h594W4PU/S1600-R/deeply.png

Question # 3: What does the text mean? CCSSs Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Levels of Meaning Preparing the Text to Determine the Meaning

Activity: Levels of Meaning Complete the meaning chart for question 3 using the Hurricane article with your table partners. Compare your levels of meaning chart with the one that was previously develop. There are NO right or wrong answers.

Levels of Meaning for Hurricanes

Your turn… Score your levels of meaning chart with the rubric

Assessment of Levels of Meaning LEVELS OF MEANING RUBRIC CLOSE AND CRITICAL READING QUESTION , What does the Text Mean?” Score The Student is … 5 Able to identify salient points and formulate a theory 4 Able to identify salient points and recognize a universal truth 3 Able to identify salient points and determine concepts 2 Able to identify salient points and determine topics 1 Able to identify facts or claims from the text

Your turn… • Review the Cognitive Rigor Matrix and determine the level of the “meaning” level activity.

Assignment • Select an informational text appropriate for your students. • Students read the text and write a summary. Students score their work using the summary rubric.

Preparation for guiding students to answer the question, “How Does the Text Say It?” • Re-read the text for craft, perspective and structure. • Use the Mining Chart to determine the craft the author used to develop the text. • Write prompts to support students in identifying craft, perspective, and structure. • Students write a paragraph to answer the question, “How does the text say it?” • Score using the craft rubric.

Your assignment continues –Guiding students to answer the question, “What does the text mean?” • Provide students with the Levels of Meaning Chart. • Students complete the Levels of Meaning Chart with the selected text. • Students evaluate their responses on the chart with the Levels of Meaning rubric. • Record the three scores on the tally chart.

Your evidence… • Do these activities with one class or at least ten students. • Bring back the record of students’ scores. • Bring in (Module 5 session) • copies of the text, • analysis of the text for each of the three questions, “What does the text say?, How does the text say it?, and What does the text mean? • The students’ responses and scores

Thank you for attending • We look forward to seeing you for Module 5 with your evidence for successfully completing Module 4. • Good Luck

Close and Critical Reading: Analyzing Text for Craft, Structure, and Meaning