What Does The Text Say?:

1. 1 What Does The Text Say?: A VETERAN TEACHER Develops A New set of Tricks for Teaching Students to READ Closely and Critically ELA Summer Literacy Academy 2014 Ronette Burnett Creekside Intermediate School Harris County Schools

2. Before CCGPS: 2 Sailing Through the Standards!

3. After CCGPS: 3 The Old Dog Realizes the need for Some New Tricks

4. Ccgps ELA Instructional shifts 4 1. Balancing informational and literary text 2. Literacy is a shared responsibility across all content areas. 3. Students are exposed to increasingly complex texts. 4. text-based response and close reading. 5. Writing from sources 6. Academic vocabulary

5. Shifts sounds Gentle 5 But It Actually felt more like -

6. THE REAL EQ (Exasperating Question) 6 HOW DO I Change? (My classroom, my Teaching, MYSELF) What Do I Need to Let GO? What DO I Need to Grab On TO?

7. The Essential Question 7 How Can I Help My Students read Complex Texts Critically with The Level of Analysis Specified in our standards ?

8. Part One: Close Reading 8 What It Is and (What It’s Not)

9. Close Reading Is Not- 9 NEW You Might Have Called it “Marking My Book So I won’t Flunk Out!” Reading ‘

10. CLOSE READING Is Not- 10 Easy Close reading is done with Complex texts.

11. Close Reading Is Not 11 The Only Type of reading to use Students Need A variety of Reading Experiences. Recreational reading Guided Reading Shared Reading Close Reading Read Aloud

12. Close Reading Is 12 A Skill Needed on The New GA Milestones ELA Assessment From Assessment Update: Georgia’s Changing Assessment Landscape, GA Dept. of Ed. June 2014 Georgia Milestones English Language Arts [CC Georgia Performance Standards] – will require close analytic reading to construct meaning, make inferences, draw conclusions, compare and contrast ideas, themes, etc., as well as synthesize ideas and concepts across multiple texts – will require students to develop informative/explanatory responses or narratives, produce opinions/arguments – citing evidence from text(s) and using standard language conventions, etc.

13. Close Reading Defined 13 Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically, encouraging students to read and reread deliberately.(PARCC, 2011, p. 7)

14. Close Reading is Like 14

15. Close Reading Is 15 Deep Comprehension Authors thoughtfully select details, hoping that we, the readers, are listening. When we take the time to do so, as carefully as we listen to the people we love, we see the complexity of ideas that reach beyond the page and impact our lives.

16. A Closer Look At Close reading 16 Close Reading Strategies from Notice and Note

17. Work with a short passage 17 Song Lyrics Poetry Argument Life Opinion Fiction Nonfiction Text Suggestions from: Lehman, C. and Roberts, K, (2014). Falling in Love with Close Reading. Portsmouth, NH , Heinemann.

18. Start with media 18 What do you observe in this Picture? photos Based on your observations, What message Does This photograph convey?

19. Country music is one of the last vestiges for soulful, introspective, clever lyrics. Harry Connick Jr. American Idol, March 5, 2014. 19 Song lyrics “Automatic” by Miranda Lambert

20. Focus intensely on The Passage Itself 20

21. Involves Rereading 21

22. #closereading 22

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25. Engagement isn’t A thing, 25 It’s the only thing!

26. Part Two – Close Reading: 26 These are a few of my favorite Things

27. WikkiStix 27 Use with all ages For Finding Text-Based Evidence

28. Pointers, Post-its, and projected text 28

29. Highlighters and apps 29 Annotations, anyone? iAnnotate

30. Trash or treasure? 30 Adapting a note taking technique to use with textual evidence. Although it might seem as though skimming is the opposite of close reading (and in a way, it is), it is also a crucial skill for pulling information out of a text. Sarah Tantillo. “Skimming: The Overlooked Close Reading Skill.”

31. So much drama 31 Reader’s theater for close reading strategy instruction Reader’s Theater

32. Set it to music 32 What does the text Say?: A strategy lesson set to music

33. Part Three: now what? 33 Getting started

34. Close reading confessions 34

35. Close reading confession # 1 35 I’m still learning how to teach this. There’s more than one way to teach close reading (and apparently I am trying them all!) My initial lessons were based more on the Beers and Probst Signpost lessons in Notice and Note. Now, I am drawn to the close reading ritual found in Falling in Love with Close Reading- Choose a lens, look for patterns, then develop new ideas.

36. Close reading confession # 2 36 My students don’t actually read the text. Instead they ______ (fill in the blank with a reading avoidance behavior.) So I tried monitoring silent reading.This is something I’ve always done during guided reading, and it’s great to keep everyone on task during close reading. It involves walking around asking students to whisper read a section of text to me. This helps me manage and support struggling and reluctant readers.

37. Close Reading confession #3 37 One pattern I see is _____ with words like _____. My students can Talk about the close reading text, but the writing about the text is a real struggle. So now I teach sentence frames. These sentence frames can help scaffold students’ thinking-literally giving their thoughts a running start so that they can just focus on the content and not on the syntax of their ideas. Falling in Love with Close Reading, p. 42

38. Sentence frames 38 Point of view Brobow, R. (2011, October ). “Confessions of a teenage concussion queen.”Scholastic Scope, p.9 I think the author wants me to think that . . . If the author was debating this topic, they would say . . . The author doesn’t say anything about . . . which makes me think . . . Some feeling words the author uses are __________, _____________, and __________, which tells me that the author probably feels . . . about the topic. The author seems to believe that . .

39. Close reading confession #4 39 Some of the Complex texts I need students to read Closely are beyond My students’ skill level so I _____ . ( What do you do?) Keep working on helping students read on a higher level, but I don’t abandon the suggested text because it is too hard.

40. 40 THANK YOU!