Session 5A: Close Reading in the Modules
Sequence of Sessions
Overarching Objectives of this July 2013 Network Team Institute
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I can describe how the 3-8 modules increase in complexity over time.
I can describe the impact of student engaged assessment practices on student achievement.
I can describe the strategy of close reading.
I can describe EL’s approach to developing high-quality common core aligned writing from the students in the module lessons.
I can analyze a classroom a lesson for the shifts in instruction and required changes of teachers and leaders.
I can determine how the ELA module performance assessments can play a role within my school’s larger assessment system.
I can apply the concerns-based adoption model to support myself and others’ adoption of the Common Core State Standards.
I can foster a growth mindset through feedback that promotes positive change.
I can explain the components of a high-quality, yearlong implementation and professional development plan to support teachers in their
implementation of the ELA curriculum modules.
High-Level Purpose of this Session
Participants will learn about text complexity and analyze a close reading lesson for their specific grade level. Participants will watch a
video of a close reading lesson being executed in order to make connections to their own classroom.
Related Learning Experiences
Key Points
This session should follow an introduction to the modules and can be used to help participants examine lessons for close reading.
Session Outcomes
What do we want participants to be able to do as a result of this
session?
 I can describe the instructional strategy of “close reading.”
 I can describe the components of text complexity.
 I can analyze a classroom lesson for evidence of the shifts in
action.
Session Overview [90 minutes]
How will we know that they are able to do this?
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Discussion with partners
Revision of “close reading” definition
Journals
Section
Time
Creating a Culture
of Achievement
5 min.
Close Reading and
Text Complexity
40 min.
Close Reading
Lessons
35 min.
Reflection
5 min.
Session Roadmap
Overview
Prepared Resources
Facilitator Preparation
Participants introduce
themselves to each other at PPT Close Reading of Complex Texts in the
Modules_5A_NTI 0713
tables: role, school; share
one biggest aha-thus far at
training.
Participants read and engage
1.Appendix A pp 2-9_NTI 0713.pdf
Preview all documents and
in a text-based discussion
2.Text Rendering Protocol CCSS Appendix A_NTI 0703
resources.
about close reading and text
complexity using Appendix A.
Download any videos to
Participants will view a
avoid network connection
video of a classroom in
issues while facilitating.
action which will not only
show close reading, but
Preview the PPT slides and
illustrate all of the shifts in http://vimeo.com/channels/corepractices/54007714 note their alignment to the
action as well as how to
Facilitator’s Guide below.
3.common-core-shifts.pdf
support all learners.
4.Connect Extend Challenge_NTI 0713.pdf
Prepare chart paper and
Participants will then
5.Model Lesson Analysis_NTI 0713
6.Close and Critical Reading_Pearson and Hiebert_NTI markers if necessary.
analyze a close reading
0713
lesson in the module
sampler looking the shifts in
action. How is close reading
a verb rather than a
“recipe”? How is vocabulary
addressed in this lesson?
Reflection Journal
7.Participant reflection form 5A_NTI0713
Section: Creating a Culture of Achievement
Time: 5 minutes
In this section, participants will establish a culture based on the
Materials used include:
introductions at the table and reflection. This will support their work for PPT Close Reading of Complex Texts in the Modules_5A_NTI 0713
the session.
Time
Slide #/ Pic of Slide
Script/ Activity directions
GROUP
3 min.
Introduce yourself to the group along with other Expeditionary support staff in the
room. Ask Table Groups to introduce themselves to each other: role, school, and
their biggest “a-ha” so far in this NTI training.
triads
2 min.
Introduce the three Learning Targets of the session:
 I can describe the instructional strategy of “close reading.”
 I can describe the components of text complexity.
 I can analyze a classroom lesson for evidence of the shifts in action.
Individual
Tell participants we will get started working on the first two targets
simultaneously.
Ask participants independently to respond to the following prompt in their
participant notebook/scratch paper: What is close reading? What is text
complexity?
Section: Close Reading and Text Complexity
Time: 40 minutes
In this section, participants will read and engage in a text-based seminar Materials used include:
discussion about close reading and text complexity using Appendix A and 1.Appendix A pp 2-9_NTI 0713.pdf
2.Text Rendering Protocol CCSS Appendix A_NTI 0703
“What’s New and Different with the CCSS.”
Time
5 min (set
Slide #/ Pic of Slide
Script/ Activity directions
GROUP
Review the Text Rendering Protocol: CCSS Appendix A with participants.
Triads
up)
35 min
(protocol)
Check to make sure each table group has a facilitator and a timekeeper,
and make sure groups begin at the same time.
Please let participants know that the reading is going to refer to specific
reading standards of the Common Core and those will be up on the
PowerPoint for their reference while they are reading.
Circulate during the text rendering protocol and make sure you are
available to keep participants on task as well as to answer questions that
may stop them from being able to engage in productive reading and
discussion. When the text rendering protocol is over, ask participants to
take two full minutes to synthesize their new thinking about these
questions. Encourage them to jot their thinking down. Then conduct a
whole group debrief with the following questions:
1. What is the purpose of close reading?
2. What increases the complexity of texts and reading?
3. What is the relationship between close reading and complex
text?
4. What makes “close reading” a verb rather than a recipe or
protocol? (This is a new question that was not part of the
protocol)
Make sure the take away from question 4 is: Reading closely is reading
critically, analytically. It's a verb, a set of actions learners take when
trying to make sense of complex and worthy text.
Time: 35 minutes
Section: Close Reading Lessons
Participants will analyze a close reading lesson in the module sampler,
looking for ideas just noted in the discussion seminar; participants will
view a video in which a close reading lesson is modeled.
Materials used include:
http://vimeo.com/channels/corepractices/54007714
3.common-core-shifts.pdf
4.Connect Extend Challenge_NTI 0713.pdf
5.Model Lesson Analysis_NTI 0713
6.Close and Critical Reading_Pearson and Hiebert_NTI 0713
http://vimeo.com/channels/corepractices/54007714 (Download
the video to your desktop so streaming is not a problem)
Time
8 min
Slide #/ Pic of Slide
Script/ Activity directions
GROUP
Participants will read Shifts in ELA/Literacy from the Pedagogical Shifts
demanded by the Common Core State Standards engageNY document
and use the Connect Extend Challenge.pdf protocol to discuss the reading.
Review the protocol with the group before reading. Instruct the split
table group to work independently and then share out with the group.
Split
Tables
Give 4 minutes for reading and 4 minutes for discussion.
20 min
Preview the form Model Lesson Analysis.doc with participants. Ask them
to listen for what the teacher has to say about supporting all learners,
which is a lingering question for all educators. The teacher will offer
insight into this question, which looms for many educators when we
discuss increasing text complexity with students.
Give the background on the school:
 Tapestry Charter School, Buffalo NY
 75% free and reduced lunch,
 17% special education
 What you see in the video is a grade 5/6 multi-age class with
special education students included; that's their model—full
inclusion.
Show video http://vimeo.com/channels/corepractices/54007714
Give participants time to think and talk with split tables after viewing.
 What evidence did you see of the Common Core Shifts in action in
the classroom? (Please try to use the language of the shifts and
close reading)
 How does this teacher support all learners? (IF there is time to
Split
tables;
whole
group;
individual
address this question do so – but only IF there is time)
7 min
Have participants conduct small group shares at their tables or call on
some volunteers from the large crowd.
Allow participants 5 minute to scan the “Close Reading Lesson” in their
module sampler. Participants should mark evidence of the shifts in the
“Close Reading Lesson.” Tell participants to pay particular attention to
how vocabulary is addressed in the sample lesson (explicit versus
implicit instruction.)
Section: Session Reflection
Time: 5 minutes
In this section, participants will debrief the Close Reading session in
order to analyze the shifts in action.
Materials used include:
Time
Slide #/ Pic of Slide
5 min
7.Participant reflection form 5A_NTI0713
Script/ Activity directions
GROUP
Note: Direct participants’ attention to the document, Close and Critical
Reading – Pearson and Hiebert. Although time was not allotted for
reading this document, tell participants that it is a worthwhile excerpt to
read at another time.
Individual
Participants journal on their reflection form.
Use the following icons in the script to indicate different learning modes.
Video
Reflect on a prompt
Turnkey Materials Provided
Fac Guide 5A Close Reading of Complex Texts in the Modules_NTI 0713
PPT Close Reading of Complex Texts in the Modules_5A_NTI 0713
1.Appendix A pp 2-9_NTI 0713.pdf
Active learning
Turn and talk
2.Text Rendering Protocol CCSS Appendix A_NTI 0703
3.common-core-shifts.pdf
4.Connect Extend Challenge_NTI 0713.pdf
5.Model Lesson Analysis_NTI 0713
6.Close and Critical Reading_Pearson and Hiebert_NTI 0713
7.Participant reflection form 5A_NTI0713
Additional Suggested Resources
Close and Critical Reading_Pearson and Hiebert provided in Participant Notebook