RESA/DOE
SUMMER INSTITUTE
COMMON CORE GEORGIA PERFORMANCE
STANDARDS: FOCUS ON CLOSE READING
Gerald Boyd, Susan Jacobs
Georgia Department of Education
English Language Arts
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
TODAY’S FOCUS: CLOSE READING
• What do the words “Close
Reading” mean to you?
• On the front of the index card write
a colloquial definition.
• On the other side add 3 things that
you would add for an ACADEMIC
definition of close reading.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
3/17/2016
2
Key Words?
IN GROUPS OF 3-5, REACH A
CONSENSUS OF WHAT YOU
ALL BELIEVE ACADEMIC
CLOSE READING TO BE IN A
FEW BULLET POINTS
HOW DOES IT DIFFER
MARKEDLY FROM WHAT
WOULD BE MEANT IS A LAY
PERSON SAID, “READ THIS
CLOSELY”?
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
3/17/2016
3
Don’t You Ever Interrupt Me While
I’m Readin’ a Book!
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
3/17/2016
4
Varying definitions…
• Education Week (June 2012) says:
“In contrast to common practice, in which teachers explain
reading passages and supply background information
before students read, "close reading" confines initial study
to the text itself. Students make sense of it by probing its
words and structure for information and evidence.
Through questions and class exercises, teachers guide
students back through the reading in a hunt for... “
THIS PASSAGE SEEMS TO CONFUSE CLOSE READING WITH
PRE-READING
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
3/17/2016
5
Other training materials…
Achieve the Core says:
Close reading requires that, rather than asking students
questions about their prior knowledge or experience, the
standards expect students to wrestle with text dependent
questions: questions that can only be answered by
referring explicitly back to the text in front of them. In a
shift away from today’s emphasis on narrative writing in
response to decontextualized prompts, students are
expected to speak and write to sources.
THIS RESOURCE TIES CLOSE READING TO INTEGREATED
ASSESSMENT
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
3/17/2016
6
David Coleman on Pre-Reading
• How much information do we want to give
students about a text?
• Ideal ratio
• Kinds of information
• When pre-reading doesn’t help
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
3/17/2016
7
Where are We Going?
What is
student
achievement?
Student
Behaviors?
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Teacher
Behaviors?
3/17/2016
Example of Strategy Study:
Reciprocal Teaching
•
•
•
•
•
Predicting
Questioning
Clarifying
Visualizing
Summarizing
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
3/17/2016
Predicting
• Preview headings,
illustrations, and text
features, such as maps,
captions, and tables.
• Preview text structure:
compare and contrast,
sequence, mainidea/details, cause and
effect.
• Use frame
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
• I think I will
learn…because…
• Based on …I predict I
will learn…
3/17/2016
Clarifying
• Words you don’t know
• Sentences that are
confusing
• Ideas that are difficult
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
• Use context clues
• Reread
• Look it up
3/17/2016
Visualizing
• Make it picture in your
mind of what you read.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
• As I read this passage, I
see…in my mind.
3/17/2016
Questioning
• Students ask higherorder questions
• Require text-based
answers
• Why does the author
say…?
• How do …and
…compare?
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
3/17/2016
Summarizing
• Identify the most
important points.
• What were the key
ideas?
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
• The passage
about…begins
with…develops the idea
that… and ends with…
3/17/2016
Steps for a Jig-Saw
•
•
•
•
1. Establish a home group.
2. Count off within home group (1-6).
3. Read the Faulkner piece individually.
4. Find “expert group” and complete close
reading strategy together.
• 5. Discuss and note what you like or do not like
about your strategy.
• Each group choose someone to speak briefly
about the strategy and your conclusions about
the piece.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
3/17/2016
William Faulkner “The Bear” (1942)
He was ten. But it had already begun, long before that day when at last he wrote his age in two figures
and he saw for the first time the camp where his father and Major de Spain and old General Compson and the
others spent two weeks each November and two weeks again each June. He had already inherited then,
without ever having seen it, the tremendous bear with one trap-ruined foot which, in an area almost a hundred
miles deep, had earned itself a name, a definite designation like a living man.
He had listened to it for years: the long legend of corncribs rifled, of shotes and grown pigs and
even calves carried bodily into the woods and devoured, of traps and deadfalls overthrown and dogs mangled
and slain, and shotgun and even rifle charges delivered at point-blank range and with no more effect than so
many peas blown through a tube by a boy—a corridor of wreckage and destruction beginning back before he
was born, through which sped, not fast but rather with the ruthless and irresistible deliberation of a
locomotive, the shaggy tremendous shape.
It ran in his knowledge before he ever saw it. It looked and towered in his dreams before he even
saw the unaxed woods where it left its crooked print, shaggy, huge, red-eyed, not malevolent but just big—too
big for the dogs which tried to bay it, for the horses which tried to ride it down, for the men and the bullets
they fired into it, too big for the very country which was its constricting scope. He seemed to see it entire with
a child’s complete divination before he ever laid eyes on either—the doomed wilderness whose edges were
being constantly and punily gnawed at by men with axes and plows who feared it because it was wilderness,
men myriad and nameless even to one another in the land where the old bear had earned a name, through
which ran not even a mortal animal but an anachronism,1 indomitable2 and invincible, out of an old dead time,
a phantom, epitome and apotheosis3 of the old wild life at which the puny humans swarmed and hacked in a
fury of abhorrence and fear, like pygmies about the ankles of a drowsing elephant: the old bear solitary,
indomitable and alone, widowered, childless, and absolved of mortality—old Priam4 reft of his old wife and
having outlived all his sons.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
3/17/2016
16
Accessing Unit Planning Resources
• GeorgiaStandards.Org
– Model Unit Frameworks
– Blank Planning Template
– Curriculum Maps
• ELA Editable Unit Drop Box (sjacobs@doe.k12.ga.us)
• ELA Reporter Newsletter
• ListServ: join-ela-(gradeband)@list.doe.k12.ga.us
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
3/17/2016
How Can We Help?
Gerald Boyd
gboyd@doe.k12.ga.us
404-617-7185
Susan Jacobs
sjacobs@doe.k12.ga.us
Kim Jeffcoat
kjeffcoat@doe.k12.ga.us
404-463-1933
Daniel Rock
drock@doe.k12.ga.us
770-617-9270
DOE ELA HOMEPAGE:
http://public.doe.k12.ga.us/ci_services.aspx?PageReq=CIServEnglish
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
3/17/2016