CTE Literacy
Support for College
and Career Ready
Standards
Session 2 – Spring, 2015
Topic: Close Reading
Do: Review components of a
close read
Level of Thinking: Understanding
What is close
reading?
•
Thoughtful, critical analysis of a text.
• Focuses on significant details or patterns in
order to develop a deep, precise
understanding of the text's form, craft,
meanings, etc.
Close reading includes:
• Using short passages and excerpts
•
Diving right into the text with limited pre-reading activities
• Focusing on the text itself
•
Rereading deliberately
•
Reading with a pencil
•
Noticing things that are confusing
• Discussing the text with others frequently!
Think-Pair Share or Turn and Talk or Stop and Chat
Small groups and whole class
• Responding to text-dependent questions
Video Clip of a Close Reading
As you watch this clip of a 10th grade class
participating in a close read, see how many
of the components from your handout you
observe.
Stop and
• Framework for students to read and then stop at a designated
point to discuss the content with a partner.
• May be used any time two or more (even thirty) students are
reading the same text.
• Encourages close reading by setting up students to read with a
specific purpose in mind and fostering conversations related to
that purpose.
7
Let’s try a Stop and Chat using text
from your tan colored handout
Read the first paragraph to discover how teachers
hinder their students from understanding difficult
text.
After reading, stop and chat with a partner.
Baseball vs.
Close Reading
Read the second
paragraph to learn why
literacy expert, Kelly
Gallagher, says close
reading and baseball
games are similar.
After reading, stop and
chat.
Read the third paragraph, then stop
and chat.
• According to the author, why don’t students get to
the deeper meaning of text?
• What are some ways teachers can help students
become lifelong learners?
Conversations among students
are critical to addressing the
College and Career Ready
Standards and preparing
students for the future.
Build them in as often as you
can.
Scaffolding a Close Read
Some ways to help struggling readings:
– Shared reading
– Interactive read aloud
– Post-it notes
– Think-Aloud
– Think Sheets
– Jigsaws
– Guided Highlighted Reading
Guided Highlighted Reading addresses
each aspect of the complex text
definition.
Guided Highlighted Reading
Weber, Nelson, Schofield
Checklist for GHR
(Guided Highlighted Reading)
1. Select text
2. Determine purpose for reading text
3. Number the paragraphs or lines
4. Write prompts
5. Ensure highlighters are available
(one or more than one color)
Guided Highlighted
Reading for three purposes
• Vocabulary
• Writing Tasks
• Text Structure
15
1. Selecting the text
Choose text that is complex and challenging enough to engage
your students.
•
•
•
•
Textbooks
Supplementary materials
Newspapers, magazines or
Whatever fits with how you want to use it
When… starting a unit, chapter, or project or when you need
students to truly comprehend something difficult
Remember that you are training your students to read and
respond to complex text.
2. Determine the Purpose:
Vocabulary, Structure, Writing
The same text may be used to explore many purposes.
Use different colored highlighters for each purpose or
combine underlining and circling text with highlighting
for each successive purpose.
3.Number paragraphs or lines depending
on the reading assignment.
Writing the prompts (text dependent questions):
…for vocabulary
• If you only have a few potentially troublesome
words, they can be included in summary or writing
task prompts.
• Tier II academic vocabulary words in a passage are
rarely defined in context and need to be addressed
before the student does the close reading.
• Identify the words, find content-appropriate synonyms
or short definitions, and build prompts.
Some examples for Vocabulary
prompts:
• In paragraph #1, find and highlight the word that means
__________________
or
• In paragraph #3, find and highlight the word that fits the
definition of ___________________
• In paragraph #1, find and highlight another name for _____
Writing the prompts
…for summary
• Write a short summary first to help you frame
the prompts easily. (teacher)
•
Determine what essential points should
appear in the summary.
• Write prompts to guide students to highlight
the critical elements.
When students have completed their highlighting and had a chance
to discuss their findings, then they write a summary.
Summary writing prompts might look like
these:
• In paragraph #1, find and highlight the main idea.
or
• In paragraph #2, find and highlight a concept that
supports the author’s argument.
or
• In paragraph #3, find and highlight the author’s
name and credentials.
Introducing and Discussing the Text
• Students need a copy of the text either a
paper copy or a computer document.
• Students need to have a highlighter pen/s, or
know how to use the computer highlighter.
• Have the students scan the text, skimming for
length of text, text features, topic of text, etc.
• If the text is new, supply the necessary background
knowledge but don’t give away too much.
• When you read the prompts, students are encouraged
to reread the text. At first you will read the prompts fairly
slowly; after multiple practices, you’ll pick up the pace
to build reading fluency.
• Discuss the responses with students as a class, in small
groups, or just provide the desired responses, depending
on the time available.
Writing task prompts should enable students to…
•
Restate in their own words what the text says explicitly
•
Make logical inferences
•
Cite specific textual evidence to support conclusions
drawn from the text
•
Determine central ideas
•
Summarize the key supporting details and ideas
Let’s try this with reading a recipe:
Banana Bread Muffins
Banana Bread or Banana Muffins
Move oven rack to low position. Preheat oven to 165-degrees Celsius.
Grease bottom only of bread pan or 12 muffin cups.
In a large bowl,
Mash with a fork:
Mix in:
1 ½ large bananas
½ cup sugar
1 egg
¼ cup buttermilk
¼ cup oil or melted butter
½ teaspoon vanilla
In another bowl:
Mix together: 1 ¼ cups flour, aerated
½ t. soda
½ t. salt
½ cup chopped nuts – if desired
Mix dry ingredients into banana mixture, stirring just until blended.
Evenly divide the above batter into 12 muffin tins. Bake in preheated oven for
15-20 minutes until center test done when probed with a toothpick.
If baking a bread, pour batter into a loaf pan that has been greased on the
bottom only.
Bake for 1 ½ hours until tests done.
Prompts:
1st highlighter
Highlight all of the verbs in the recipe that
tell you what you have to do. (action words)
2nd highlighter
Highlight all of the names of the equipment
that you will use. With a pen or pencil list to
the right side all the equipment you need.
3rd highlighter
Highlight each of the ingredients that you
plan to use.
After reading and highlighting, compare
your “highlighting” with a partner.
Writing Task
On the back of the recipe that you’ve
highlighted, summarize the steps to
prepare the recipe in one paragraph.
Your summary should be no more than 6
sentences.
Any questions about guided highlighted
reading??????
In closing, students need multiple
opportunities with the same text to
fully understand the text.
This is especially true with
complex text.
Questions, comments?
Students as
independent,
proficient readers of
complex text
is the ultimate goal of College and Career Ready Reading Standards
How do we get them there?
Section objective
Topic: Text Dependent Questions
Do: Use the step process to write text dependent questions.
L.O.T.: Applying
Students must learn to
effectively gather evidence,
knowledge, and insight
directly from the text in order
to comprehend and draw
inferences
This can be taught through the use of wellcrafted text dependent questions written
specifically to selections of complex text
The text MUST BE:
• First closely read by you, the teacher
• Worth reading
• Of sufficient complexity to be challenging yet “doable”
The questions MUST BE:
• Worth asking
• Specific to the text selection (kids get bored with answering
generic questions)
• Crafted deliberately
• Answered first by you the teacher to insure that answers require
referring back to the text
Writing Text
Dependent
Questions
Quality Text Dependent Questions:
• Require students to be close readers of text
• Set the stage for critical thinking
• Are crafted in a way to elicit extended thoughts
• Usually have more than one correct response
• Require that students refer back to the text
• Provide opportunity for students to cite
evidence
3 Types of text dependent questions
•
•
•
Questions that assess themes and central ideas
Questions that assess knowledge of vocabulary
Questions that assess syntax and structure
–
–
–
How do portions of the text relate to the whole?
Why did the author choose particular words?
What is disclosed at the beginning or end of the text?
6 Steps
To writing quality text
dependent questions
Handout – Writing Text Dependent Questions
Step 1:
Identify core understandings of
text
• What is it that you want students
to understand or learn from the
text?
• This could be stated in the form of
a critical focus question
Step 2:
Start small
The first questions …
• Orient students to the text
• Simple enough to encourage
confidence to tackle more
challenging subsequent questions
Step 3:
Target vocabulary and text
structure
• Identify how text is set up
• Focus attention on diagrams and
charts imparting information
• Write questions to ensure
understanding of key vocabulary
Step 4:
Tackle tough sections directly
• Identify areas that are likely to
pose challenges to craft questions
to ensure understanding
Step 5:
Create a coherent series of text
dependent questions
• Questions should build upon one
another
• Sum of the questions should lead
to core understanding (answer
critical focus question)
Step 6:
Identify the standards that
are being addressed
• Determine which CC
Reading/Writing Standards are being
addressed by the text and questions
• Don’t forget the CTE Technical
Standards! Match those up as well
Time to Practice!
Take out the article that you read last week
when we discussed vocabulary
• Eight Tips for Job Hunting During the
Recession (for high school)
• The Defining Moments of Every Job
Interview (for junior high)
Using a highlighter, reread your article, with the goal of finding
critical information that could be used as the basis for Text
Depended Questions
Core Understanding /
Critical Focus Question
(For Defining Moments article)
• There are several concrete things that a job
seeker can do to prepare to be confident
and successful in a job interview.
• In what ways can a job seeker prepare for an
interview to give him/her the confidence to
make a great impression?
Core Understanding /
Critical Focus Question
(For Eight Recession Tips article)
• There are several concrete things that a
job seeker can do to prepare to be
confident and successful in a job interview
or get experience while looking for a job.
• In what ways can a job seeker prepare for
an interview or gain experience to give
him/her the confidence to make a great
impression?
First, sample text dependent questions…
(For Defining Moments article)
1. How can “power posing” benefit job seekers?
2. Describe at least two reasons why the author of The
Defining Moments of Every Job Interview suggests that the
30 minutes prior to the interview is critical to the jobseeker’s success.
(For the Eight Recession Tips article)
1. In Eight Tips for Job Hunting During the Recession, it states
that prioritizing is an important part of the process.
Describe how this is done according to the article.
2. Describe how freelancing and temping can be an
advantage to those seeking full time employment.
Time once again
to practice!
• Referring to the job-seeking article
you have been using
• Using the Writing Text Dependent
Questions guide, independently
write one or two text dependent
question(s) Once everyone has
written a question, share with the
people at your table
• When asked to do so, share with
the whole group
Literacy lesson checklist
Now it’s time to use your text!
Has everyone looked into the CTE
Literacy Support 2015 folder and copied
the assignment file and named the new
copy your name?
Additionally, make a copy of the
Preparing for a CTE Reading/Writing
Integrated Lesson checklist as well to be
used throughout this process.
Take the remaining time today to start
the assignment by figuring the Lexile
measure of the text and identifying
vocabulary words for pre-teaching or
focusing for text-dependent questions.