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Each table needs to have one of each:

Each table needs to have one of each:. Humanities teacher Science teacher Elective teacher Sixth Seventh Eighth Please do not sit with your ‘best buds’ – unfamiliarity is a key for the day!. Close Reading and the Common Core. Evergreen Public Schools March 2013.

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Each table needs to have one of each:

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  1. Each table needs to have one of each: • Humanities teacher • Science teacher • Elective teacher • Sixth • Seventh • Eighth Please do not sit with your ‘best buds’ – unfamiliarity is a key for the day!

  2. Close Reading and the Common Core Evergreen Public Schools March 2013

  3. Why focus on close reading? Some books are to be tasted, others to be swallowed, and some few to be chewed and digested: that is, some books are to read only in parts, others to be read, but not curiously, and some few to be read wholly, and with diligence and attention. • - Francis Bacon

  4. Close reading . . . • Text that needs to be kept central to student thinking, moving them from explicit “right there” understanding to implicit interpretations and analysis via the questions teachers ask and the tasks they design. Let the text create the need for student inquiry.

  5. What’s in it for You? Why is close reading going to matter in my classroom?

  6. Learning Targets… • I can explore the definition of “close reading” and the place it holds in the work of the Common Core Standards. • I can engage in close reading and notice and note the thinking that is required of me as a reader in interacting with and interpreting text.

  7. Language from CCSS College and Career Readiness Anchor Standards for Reading Standard #1: 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.

  8. Close Reading Requires: • Understanding your purpose in reading • Understanding the author’s purpose • Supporting reasoning explicitly and implicitly • Getting beyond impressionist reading • Allowing the text to launch inquiry • Attention to barriers to understanding

  9. A Close Reading Progression • Establish Purpose • First Reading • Students read independently OR Teacher read-aloud • First Discussion • Partner Talk to Check Meaning • Second Discussion • Assessing for Understanding and Confusions • Second Reading • Teacher-Led Shared Reading and Think Aloud • Third Discussion • Text-Dependent Questions • Writing

  10. Diving in… • A reading from “The Long Night of the Little Boats” • Tell your partner what is going on so far • What powerful words, images or ideas stand out to you? • What will you pay attention to as we continue?

  11. Continuing on…. • What can we tell about the historical context (time, place, situation)? • What confuses you? • What is this article starting to be about? • After partner discussion, finish the article independently

  12. End of our first reading…. • Partners: • What are the central ideas of this text? What evidence supports these ideas? • What is the author’s attitude toward the events he describes? Is he biased? How do you know? • How would you organize this text into parts? What is the author communicating to us in each part? How does each part contribute to the central ideas?

  13. Press Pause • Deconstruct this “first pass” of a close reading: • What were the instructional moves in this first reading? • How would they support student understanding of the text? • What are the implications for teacher decision-making?

  14. Back to our “little boats” • Re-read from beginning and continue through paragraph 11 • Choose two questions to discuss with your partner: • Why did the author title this piece “The Long Night of the Little Boats” rather than “The Battle of Dunkirk”? • Why do you think the author chose to begin the article with the phrase “It was a miracle.”? • The British soldiers are in “desperate trouble”. What words and phrases does the author use to describe this situation? • What words stand out to you in the author’s descriptions of the boats and their pilots? Why does he spend so much time on these descriptions? • “The sea, as if obedient to suggestion, lay down flat.” What does the word “obedient” mean? Why do you think the author uses this phrase to describe the sea conditions?

  15. More “little boats” • Shared reading of paragraphs 18-22 • In table groups: • What words and phrases show us how hard the little boat pilots were willing to work to rescue the soldiers? • What does the phrase “small individual miracles” show us about the boat pilots? How might this phrase connect to the central ideas you think the author is presenting? • What does the author want us to understand about • the sea? • the little boat pilots? • the soldiers?

  16. Progression of Text-dependent Questions Acrosstexts Entire text Segments Paragraph Sentence Word

  17. Learning Targets… • I can explore the definition of “close reading” and the place it holds in the work of the Common Core Standards. • I can engage in close reading and notice and note the thinking that is required of me as a reader in interacting with and interpreting text.

  18. Debrief • Read through the bulleted list of definitions/descriptions from “Implementing the Common Core Standards: A Primer on Close Reading of Text” • Consider what you have learned today • Choose one that resonates with you • Share your responses at your table

  19. Debrief • Please respond to the following on a lined sticky note to leave at your table: • What instructional implication(s) am I thinking about the most? • Concerns v. Certainties?

  20. Resources • Today: CCSS Infor. Text Standards ;Text-dependent Questions (2); • Future: ; The Long Night of Little Boats – in it’s entirety; Closing in on Close Reading; Implementing the CCSS: A Primer on Close Reading of Text; Close Reading a Cautionary Interpretation; • Currently in building: Teaching Problems and the Problems of Teaching; If you would like any of these handouts please put your name and the title of the handout on a sheet of paper and give to me. I’ll get copies to you.

  21. Resources and References • Beers, K. , & Probst, R. 2013. Notice and Note: Strategies for Close Reading. Portsmouth, NH: Heinemann. • Boyles, N. Dec. 2012. “Closing in on Close Reading”, In Educational Leadership, Volume 7, Number4. • Brown, S. & Kappes, L. 2012. Implementing the Common Core State Standards: A primer on “Close Reading of Text”. Washington DC: The Aspen Institute. • Calkins, L., Ehrenworth, M. & Lehman, C. 2012. Pathways to the Common Core: Accelerating Achievement. Portsmouth, NH: Heinemann. • Cummins, S. 2013. Close Reading of Informational Texts. New York, NY: Guilford Press. • Fisher, D., & Frey, N. 2012. Teaching Students to Read Like Detectives: Comprehending, Analyzing and Discussing Text. Bloomington, IN: Solution Tree Press. • Fisher, D., & Frey, N. 2012. Text Complexity: Raising Rigor in Reading. Newark, DE: International Reading Association.

  22. Websites • Common Core Standards (CCSSO – Council of Chief State School Officers) • www.corestandards.org • Achieve the Core (Student Achievement Partners) Exemplars • http://www.achievethecore.org/steal-these-tools/close-reading-exemplars • To Make a Prairie: Literacy blog; discussion about text-dependent questions • http://tomakeaprairie.wordpress.com/2012/06/07/some-questions-about-text-dependent-questions • Teachers’ College Reading and Writing Project (Calkins and Ehrenworth) • www.readingandwritingproject.com

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