What is College & Career Ready?
22
Welcome!
Schauna Findlay, Ph.D.
Schauna.findlay@gmail.com
Do You Recognize These Students?
Are inexperienced but not
beginning readers
View reading as only a
school-based activity
Have limited
comprehension when they
do read academic texts
Are not held accountable
for much reading
Lack confidence and are
mentally passive with
academic reading
Expend a lot of energy
covering up what they don’t
understand
Appear to have limited
knowledge of topics in
school texts
Have misconceptions about
reading and learning
4
Do You Recognize These Teachers?
 My students can’t, don’t, won’t read
 I don’t know how to teach reading
 I have too much to cover to add anything else
 Besides, it’s not my job
5
Shared Responsibility
“The grades 6–12 standards are divided into two
sections, one for ELA and the other for history/social
studies, science, and technical subjects. This division
reflects the unique, time-honored place of ELA
teachers in developing students’ literacy skills while at
the same time recognizing that teachers in other areas
must have a role in this development as well.”
from the Common Core State Standards for English Language Arts and Literacy
in History/Social Studies, Science, and Technical Subjects, page 4.
7
All Teachers Support Literacy
• This interdisciplinary approach to literacy stems from extensive research
establishing the need for college and career ready students to be proficient
in reading complex informational texts, independently, in a variety of
content areas.
• Most of the required reading in college and workforce training programs is
informational in structure and challenging in content
• Postsecondary education programs typically provide students with both a
higher volume of such reading than is generally required in K–12 schools
and comparatively little scaffolding.
• The 2009 reading framework of the National Assessment of Educational
Progress (NAEP) requires a high and increasing proportion of informational
text on its assessment as students advance through the grades.
8
Today’s Outcomes
Define College & Career Ready
Understand the importance of College & Career Readiness
Explore the Critical Literacy Shifts
Understand Characteristics of Text-Based Questions
Apply Socratic Practices, Engagement Routines, and Accountable Talk
Lesson Study for Close Reading
Practicum 1: Teach your students the Engagement Routines and Accountable Talk
phrases, and have them practice before we come together again.
Practicum 2: Complete a text and task analysis for a core text you teach and
create and present a lesson for that text incorporating close reading practices
College & Career Readiness
NGA defines a CCR student as “an individual that is ready to
succeed in entry-level, credit-bearing, academic college courses
and in workforce training programs … toward careers that offer
competitive, livable salaries above the poverty line; offer
opportunities for career advancement; and are in a growing or
sustainable industry.”*
* National Governors Association, “Common Core State Standards Initiative: Standards-Setting Criteria” (Washington, D.C.: 2009).
FUTURE Workforce projections indicate ongoing shortages –
especially in high-growth career fields
14
12
Percent
10
8
6
4
2
0
Management
Education
Health Care
Computer
Specialties
Community
Services
Career Fields
Projected Annual Job Openings
Career Interested and Math Proficient
SOURCE: Derived from ACT’s The Condition of College and Career Readiness, 2010
©BHEF
College Readiness Benchmarks by subject
Percent of ACT-Tested School Graduates Meeting
College Readiness Benchmarks by Subject, 2011
In 2011, 52% of graduates met the
Reading Benchmark, while 45% met
the Mathematics Benchmark.
Just under 1 in 3 (30%) met the College
Readiness Benchmark in Science.
70
60
50
40
30
20
10
0
68
52
45
30
25
En
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is
h
R
ea
di
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at
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at
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s
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ie
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e
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ts
66% of all ACT-tested high school
graduates met the English College
Readiness Benchmark in 2011.
Just 1 in 4 (25%) met all four
College Readiness Benchmarks.
College and Career Readiness
Currently At-Risk
 Each year, approximately 1.2 million students fail to
graduate from high school, more than half of whom
are from minority groups.
 Percent of freshmen who enroll in at least one
remedial course:
Community College
Four-Year Institution
42%
20%
Alliance for Excellent Education, February 2009 edition.
Check out the performance of your school.
http:www.in.gov/che/2489.htm
15
College Drop Outs & Remedial Courses
Students who enroll in 70%
60%
a remedial reading
course are 41% more 50%
likely to drop out of 40%
college.
30%
(NCES, 2004a)
58%
17%
20%
10%
0%
No Remedial Course(s)
Alliance for Excellent Education, February 2009 edition.
Remedial Course(s)
A Threat to National Security
75% ineligible for
military because they
cannot pass the test
Margaret Spellings,
former Secretary of
Education
We have a Global Achievement Gap
“Right now, three-quarters of the fastest-growing
occupations require more than a high school diploma.
And yet, just over half of our citizens have only that
level of education. We have one of the highest high
school dropout rates of any industrialized nation.”
President Obama, Feb 24, 2009 Address to Joint Session of Congress
Reading … How high is the mountain?
Reading Proficiency is KEY
ACT Study — Schmeiser, 2006
Chance of Later Success
Science
Unprepared
in Reading
Prepared
in Reading
Mathematics
1%
15%
32%
67%
How does education
CHANGE to meet
that need?
List three priorities
of needs for your
class/school/district.
Share with your
“shoulder buddy.”
Literacy is KEY!
Annotate Harvard Library Article
Sample: Quick Annotation Strategy
? = Ask a question
“The text mentions a DNA study. What does DNA stand for?”
!!! = Note an interesting passage
“I didn’t realize that tapeworms can grow to 23 meters!”
C = connection to another text or piece of evidence
“The Ebola virus is like the AIDS virus we read about yesterday because….”
 = Access prior knowledge; I already knew that!
“I knew that photosynthesis requires water.”
X = Challenge your own thinking, new information
“I had no idea that Nobel invented dynamite.”
* = Reason that looks important
“I’ll need this piece of evidence about Madison to support my thesis.”
Box it = Remember words you don't know, are repeated, or you just like
“I’ve seen the word ignominious several times, and I need to look it up.”
23
Introduction to the Literacy
Shifts in Content Areas
Reading Anchor Standards for ELA and Content
Areas
ELA Instructional Shifts
Engageny.org
Increase Reading of Informational Text
Literacy Instruction in Content Areas
Text-based Answers
Grade Level Text Complexity
Writing: Evidence-based & from Sources
Academic Vocabulary
Shifts Mean a Change in Practice!
From…
To…
Content knowledge
primarily from
teacher-led lecture
Content knowledge
comes from a balance
of reading, writing
lecture, and hands-on
experience
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Shift: Building knowledge through
Content-Rich Nonfiction
28
Building Knowledge Through Content-rich
Nonfiction – Why?
•
Students are required to read very little informational text in
elementary and middle school.
•
Non-fiction makes up the vast majority of required reading in
college/workplace.
•
Informational text is harder for students to comprehend than
narrative text.
•
Supports students learning how to read different types of
informational text.
29
Distribution of Literacy and Informational Texts
30
Shift: Regular practice with
complex text and its academic
language
31
Regular Practice With Complex text and Its
Academic Language: Why?
•
Gap between complexity of college and high school texts is
huge.
•
What students can read, in terms of complexity, is greatest
predictor of success in college ( 2006 ACT study).
•
•
Too many students are reading at too low a level.
•
Standards also focus on building general academic
vocabulary so critical to comprehension.
Standards include a staircase of increasing text complexity
from elementary through high school.
32
Preparing our students for College & Careers
Metametrics
Current Text Complexity Analysis
Re-conceptualizing the Text Complexity Demand Curve and Using Technology to Promote Growth Towards College and
Career Readiness, Jack Stenner, Heather Koons, and Carl W Swartz
Original Manuscript Provided to Student Achievement Partners in Partial Fulfillment of Work
on Common Core Standards (2009)
Today’s Text Gap
Source: Metametrics
Re-conceptualizing the Text Complexity Demand Curve and Using Technology to Promote Growth Towards College and
Career Readiness, Jack Stenner, Heather Koons, and Carl W Swartz
Original Manuscript Provided to Student Achievement Partners in Partial Fulfillment of Work
on Common Core Standards (2009)
Determining Text Complexity
37
Quantitative: Rigor Increases 2-3
Grade Levels
LEXILE® LEVELS TODAY AND WITH COMMON CORE
*COMMON CORE STATE STANDARDS FOR ENGLISH, LANGUAGE ARTS, APPENDIX
A (ADDITIONAL INFORMATION), NGA AND CCSSO, 2012
What are the Qualitative Features of Complex
Text?
•
•
•
•
•
•
•
•
Subtle and/or frequent transitions
•
•
Longer paragraphs
Multiple and/or subtle themes and purposes
Density of information
Unfamiliar settings, topics or events
Lack of repetition, overlap or similarity in words and sentences
Complex sentences
Uncommon vocabulary
Lack of words, sentences or paragraphs that review or pull things
together for the student
Any text structure which is less narrative and/or mixes structures
39
Qualitative Features of Text Complexity
Informational Text
Levels of Purpose
Structure
Language Conventionality
and Clarity
Knowledge Demands
Literary Text
Levels of Meaning
Structure
Language Conventionality
and Clarity
Knowledge Demands
The Reader Influences Text Complexity
Cognitive Capabilities
Motivation
Knowledge
Experiences
Which text is more complex?
Text 1
Text 2
Lincoln was shaken by the presidency.
Back in Springfield, politics had been a
sort of exhilarating game; but in the
White House, politics was power, and
power was responsibility. Never before
had Lincoln held executive office. In
public life he had always been an
insignificant legislator whose votes
were cast in concert with others and
whose decisions in themselves had
neither finality nor importance. As
President he might consult with others,
but innumerable grave decisions were
in the end his own, and with them came
a burden of responsibility terrifying in
its dimensions.
According to those who knew him,
Lincoln was a man of many faces. In
repose, he often seemed sad and
gloomy. But when he began to speak,
his expression changed. “The dull,
listless features dropped like a mask,”
said a Chicago newspaperman. “The
eyes began to sparkle, the mouth to
smile, the whole countenance was
wreathed in animation, so that a
stranger would have said, ‘Why, this
man, so angular and solemn a moment
ago, is really handsome.’”
42
Why not use simplified text?
•
•
•
•
Simplified texts often synonymous with restricted,
limited, and thin in meaning
Academic vocabulary can only be learned from
complex texts
Mature language skills can only be gained by working
with demanding materials
No evidence that struggling readers—especially at
middle and high school—catch up by gradually
increasing the complexity of simpler texts
A Staircase to Text Complexity
44
Quick Write—Choose One
1) Think of a unit you currently teach, based on the video, what
changes would you make to the texts in that unit or how you
have students read them?
2) What shifts in your practice or practices at your school need
to be made regarding the use of complex text versus
independent/instructional level text?
45
Scaffolds for Reading Complex Text
•
•
•
•
•
•
•
•
Chunking
Reading and rereading
Read aloud
Strategic think aloud
Scaffolding questions
Heterogeneous small groups
Recording
Pre-prepping struggling readers to support confidence and
participation
• Annotation strategies
• Cornell notes
• Paraphrasing and journaling
46
Close Analytic Reading
•
Requires prompting students with text-dependent questions to
unpack complex text and gain knowledge.
•
Text dependent questions require text-based answers –
evidence.
•
Not teacher summarizing text, but guiding students through the
text for information.
•
Virtually every standard is activated during the course of every
close analytic reading exemplar through the use of text
dependent questions.
•
Supports fluency.
47
A CCSS Routine for Close Reading
1.
2.
3.
4.
5.
6.
Read a text – cold, without set-up.
Re-Read in chunks.
Paraphrase each chunk in writing.
Discuss in own language, aloud, safely.
Read aloud for accessibility.
Identify hard words. Learn word meanings working
with a partner.
7. Re-read several times, using specific prompts which
require looking for very specific details – using the
text.
A CCSS Routine for Close Reading
8. Re-read for specific vocabulary.
9. Compare / Contract vocabulary meanings – in
writing, and through sharing with a buddy.
10. Write an essay requiring the student to take a
persuasive viewpoint and argue their case for the
author’s (motivation, etc)
The Gettysburg Address
The Gettysburg Address
• Read the Gettysburg Address to yourself.
• Reread and write a paraphrase (your own words) of
the first two paragraphs. Answer who, what, when,
where, why, and how.
• With your shoulder buddy, discuss your
paraphrases. What is similar between you? What is
different? Argue for your paraphrase and be sure to
use at least one Accountable Talk phrase with your
partner.
Listen as I read The Gettysburg Address aloud for us.
ACCOUNTABLE TALK
PRODUCTIVE DISCUSSION BEHAVIORS
Encouraging accountable talk with phrases like:
‒
‒
‒
‒
‒
‒
‒
‒
Say more about that...
Help me to understand...
Talk more about that...
Can anyone talk into that?
Can anyone build on that idea?
I wonder...
I'd like to build on that idea…
I disagree with that because...
Holding yourself and members of the group accountable by:
‒
‒
‒
‒
Asking for clarification;
Supporting a statement that is on the topic;
Actually bringing the group back to the topic;
Making sure everyone in the group has participated
52
The Gettysburg Address
• Looking at the entire text, circle three words you
believe are difficult for a below-level reader to
comprehend.
• Discuss the meaning of the words with your shoulder
buddy. Use Accountable Talk phrases as you discuss.
• What have we done in this lesson, so far, to help the
student access the new vocabulary?
Numbered Heads Together
Process:
• Question asked
• Group discussion
• Number 4’s stand up and speak
Assign Groups:
for groups.
• 4 students to one group
• The remaining group members
• Each group is numbered off 1–4
may coach speaker when it is his
• Pairs = # 1 & 2, # 3 & 4
turn to talk.
• Group = # 1 thru 4
• Stay together for 1 month
The Gettysburg Address
Reread the text and complete the first question.
Using the Numbered Heads Together strategy, answer the
question:
According to Lincoln, what made this nation new?
The Gettysburg Address
Reread the text and complete the second question.
Using the Numbered Heads Together strategy, answer the
question:
What is being tested by war?
The Gettysburg Address
Reread the text and complete the third question.
Using the Numbered Heads Together strategy, answer the
question:
What if Lincoln had used the verb “start” instead of “conceive?”
(lines 2 and 4)
The Gettysburg Address
Reread the text and complete the fourth question.
Using the Numbered Heads Together strategy, answer the
question:
How does Lincoln establish what is at stake in this war
in the first two sentences of the Gettysburg Address?
The Gettysburg Address
Record the contextual meaning of dedicate as it is used
in each instance and discuss your meanings with a
Shoulder Buddy.
Dedicated, line 2
Dedicated, line 4
Dedicate, line 5
Dedicate, line 8
The Gettysburg Address
Read the essay prompt (culminating or performance task). Do
you feel prepared based on our activities to complete this essay?
Tell your shoulder buddy why or why not. If not, what else do
you need?
Essay Prompt: In the last paragraph of the “Gettysburg Address,”
Lincoln shifts the focus of his speech away from what he says is
its purpose at the end of the second paragraph. What reasons
does he give for the shift in focus? What does Lincoln think is
the task left to those listening to his speech? Use evidence from
the text to support your analysis. Formulate an answer to these
questions in a thoughtful brief essay.
The Gettysburg Address
How was this lesson different? Complete a Quick Write for
this question. You have 2 minutes.
Do you have a new understanding of “Reading Deeper” or
“Close Reading”? What did you learn?
Complete a Quick Talk. You have 2 minutes to talk to your
Shoulder Buddy.
The Gettysburg Address
•
What do you think happens when struggling readers go
through a lesson like The Gettysburg Address?
•
Can they read the text?
•
What kind of accommodations did we include here?
What might we add?
Prior to this activity, how well did you really understand the
REQUIREMENTS of the first CCR? (Read Closely, Infer, Use
Evidence from the text in writing to support conclusions)
Close Reading Video—30 minutes
63
Shift: Reading, Writing and
Speaking Grounded in Evidence
From Text, Both Literary and
Informational
64
Reading, Writing and Speaking Grounded in
Evidence from Text: Why?
•
•
Most college and workplace writing requires evidence.
•
Ability to cite evidence differentiates strong from weak
student performance on NAEP.
•
Being able to locate and deploy evidence are hallmarks of
strong readers and writers.
Evidence is a major emphasis of the ELA Standards: Reading
Standard 1, Writing Standard 9, Speaking and Listening
standards 2, 3 and 4, all focus on the gathering, evaluating
and presenting of evidence from text.
65
Time – In and Out of the Text
•
More instructional time spent outside the text means less
time inside the text.
•
Departing from the text in classroom discussion privileges
only those who already have experience with the topic.
•
It is easier to talk about our experiences than to analyze the
text—especially for students reluctant to engage with
reading.
•
The CCSS are College and Career Readiness Standards.
66
Text-Dependent Questions are not…

Low-level, literal, or recall questions

Focused on comprehension strategies

Just questions…
67
Text-Dependent Questions...
•
•
Can only be answered with evidence from the text.
•
Focus on word, sentence, and paragraph, as well as larger
ideas, themes, or events.
•
Focus on difficult portions of text in order to enhance reading
proficiency.
•
Can also include prompts for writing and discussion
questions.
Can be literal (checking for understanding) but must also
involve analysis, synthesis, evaluation.
68
Text-Based Answers Video
69
Three Types of Text-Dependent Questions
When you're writing or reviewing a set of questions, consider
the following three categories:
•
•
•
Questions that assess themes and central ideas
Questions that assess knowledge of vocabulary
Questions that assess syntax and structure
70
Non-Examples and Examples
Not Text-Dependent
Text-Dependent
In “Casey at the Bat,” Casey strikes out.
Describe a time when you failed at
something.
What makes Casey’s experiences at bat
humorous?
In “Letter from a Birmingham Jail,” Dr.
King discusses nonviolent protest.
Discuss, in writing, a time when you
wanted to fight against something that
you felt was unfair.
What can you infer from King’s letter
about the letter that he received?
In “The Gettysburg Address” Lincoln says
the nation is dedicated to the
proposition that all men are created
equal. Why is equality an important
value to promote?
“The Gettysburg Address” mentions the
year 1776. According to Lincoln’s
speech, why is this year significant to
the events described in the speech?
71
Creating Text-Dependent Questions
Step One: Identify the core understandings and key ideas of
the text.
Step Two: Start small to build confidence.
Step Three: Target vocabulary and text structure.
Step Four: Tackle tough sections head-on.
Step Five: Create coherent sequences of text-dependent
questions.
Step Six: Identify the standards that are being addressed.
Step Seven: Create the culminating assessment.
72
Step One: Identify the Core Understandings and
Key Ideas of the Text
What is the purpose?
What are the key details of the text?
• Reverse-engineered or backwards-designed
• Crucial for creating an overarching set of successful
questions
• Critical for creating an appropriate culminating
assignment.
Core Understanding and Key Ideas: Example
Core Understanding and Key Idea:
Two people of very different ages may still have much in
common and become friends.
Synopsis:
Opal has just moved to a new town in a new state and has no
friends yet. Through a series of comic mishaps inadvertently
started by her very special dog, Winn-Dixie, Opal meets Miss
Franny, the town librarian. Opal realizes they have much in
common and a friendship is ignited.
DO NOT PROVIDE THIS INFORMATION TO STUDENTS, BUT ASK
QUESTIONS SO THAT THEY DISCOVER IT.
74
Step Two: Start Small to Build Confidence
Orientate students to the text.
Ask “getting the gist” kinds of questions to
ensure they understand the basic idea of the
text.
Be sufficiently specific enough for them to
answer so that they gain confidence to tackle
more difficult questions later on.
Step Three: Target Vocabulary, Syntax, and
Text Structure
Which words should be taught?
• Essential to understanding text
• Likely to appear in future reading
Which words should get more time and attention?
• More abstract words (as opposed to concrete words)
persist vs. checkpoint
noticed vs. accident
• Words which are part of semantic word family
secure, securely, security, secured
76
Academic Vocabulary
77
Syntax and Text Dependent Questions
•
Syntax can predict student performance as much as
vocabulary does.
•
Questions and tasks addressing syntax are powerful.
Example:
Who are the members of the wolf pack? How many wolves are in
the pack? To answer this, pay close attention to the use of
commas and semi-colons in the last paragraph on pg. 377. The
semi-colons separate or list each member in the pack.
79
Structure and Text-Dependent Questions
Text-dependent questions can be crafted to point students’
attention to features of text that enhance understanding (such
as how section headers and captions lead to greater clarity or
provide hints regarding what is most important in informational
text, or how illustrations add to a narrative).
80
Structure and Text Dependent Questions
Examples:
•
“Look at the illustrations on page 31. Why did the illustrator
include details like the power outlets in the walls?”
•
“Dillard is careful to place opposing descriptions of the natural and
man-made side-by-side. How does this juxtaposition fit with or
challenge what we have already read? Why might she have chosen
this point in the text for these descriptions?”
81
Structure and Text-Dependent Questions
Text-dependent questions can be crafted to point students’
attention to features of text that enhance understanding (such
as how section headers and captions lead to greater clarity or
provide hints regarding what is most important in informational
text, or how illustrations add to a narrative).
82
Structure and Text Dependent Questions
Examples:
•
“Look at the illustrations on page 31. Why did the illustrator
include details like the power outlets in the walls?”
•
“Dillard is careful to place opposing descriptions of the natural and
man-made side-by-side. How does this juxtaposition fit with or
challenge what we have already read? Why might she have chosen
this point in the text for these descriptions?”
83
Step Four: Tackle Tough Sections Head On
Ask questions to help students understand small chunks of tough sections.
Step Five: Create Coherent Sequences
for Questioning
Organize your questions into a series for
Day 1, Day 2, Day 3, etc.
The sequence should help students
create a deeper understanding of the
text with each read.
Step Six: Identify the Standards that Are Being
Addressed
Take stock of what standards are being
addressed in the series of questions and
decide if any other standards are suited to
being a focus for this text (forming
additional questions that exercise those
standards).
Step Seven: Create the Culminating
Assessment
Develop a culminating activity around the key ideas or
understandings identified earlier that reflects:
(a) mastery of one or more of the standards
(b) involves writing
(c) is structured to be completed by students
independently
Typical Types of Text Dependent Questions
•Analyze paragraphs on a sentence by sentence basis and sentences on
a word by word basis to determine the role played by individual
paragraphs, sentences, phrases, or words.
•Investigate how meaning can be altered by changing key words and
why an author may have chosen one word over another.
•Probe each argument in persuasive text, each idea in informational
text, each key detail in literary text, and observe how these build to a
whole.
achievethecore.org, created by the Student Achievement Partners
Typical Types of Text Dependent Questions
(cont.)
•Examine how shifts in the direction of an argument or explanation
are achieved, and the impact of those shifts.
•Question why authors choose to begin and end when they do.
•Note and assess patterns of writing and what they achieve.
•Consider what the text leaves uncertain or unstated.
achievethecore.org, created by the Student Achievement Partners
Reading Strategies and Text-Dependent
Questions
•
Text-dependent questions generally call on students to
employ reading strategies.
•
•
Strategies are no longer taught in isolation.
The text and readers’ need to comprehend it should
determine what strategies are activated - not the other way
around.
90
Bands
Standard One
11-CCR
Increased Ability to Use Text Evidence
6-8
4-5
2-3
K-1
Bands
11-CCR
Standards Two through Nine
Increasing Range and Complexity
9-10
Standard Ten
9-10
6-8
4-5
2-3
K-1
91
Culminating Tasks
•
•
Should relate to core understanding and key ideas.
A coherent sequence of text dependent questions will scaffold
students toward successfully completing the culminating task.
93
Sample Informational Text Assessment
Question: Pre-College and Career Readiness
Standards
High school students read an excerpt of James D. Watson’s The
Double Helix and respond to the following:
James Watson used time away from his laboratory and a set of
models similar to preschool toys to help him solve the puzzle of
DNA. In an essay discuss how play and relaxation help promote
clear thinking and problem solving.
95
Sample Informational Text Assessment
Question: College and Career Readiness
Standards
High school students read an excerpt of James D. Watson’s The
Double Helix and respond to the following:
By the end of this article, James Watson felt that "the
answer to everything was in our hands."
What was the answer? What problem was Watson
trying to solve? What steps or process did he use to
discover the answer?
96
Sample Informational Text Assessment
Question: College and Career Readiness
Standards
High school students read an excerpt of James D. Watson’s The
Double Helix and respond to the following:
What mistakes did he make along the way to his
discovery? What was his response to this mistake?
97
Final Thoughts
•
There is no one right way to have students work with textdependent questions.
•
Providing for the differing needs of students means providing
and scaffolding supports differentially - not asking easier
questions or substituting simpler text.
•
Listening and speaking should be built into any sequence of
activities along with reading and writing.
•
•
“Re-read it, think it, talk it, write it”
The CCSS require ALL students to read and engage with grade
appropriate complex text regularly. This requires new ways of
working in our classrooms.
98
Go SLOW to Teach MORE
This lesson was designed for three days (including the
essay prompt). This could also be extended through
research.
• What is the result of TEACHING LESS CONTENT
over three days, but teaching MORE DEEPLY
WITHIN THE CONTENT over three days?
Practicum
If we don’t teach our students how to engage in
meaningful discussions with their peers, then our
close reading lessons lose their impact.
Teach your students the Engagement Routines and
Accountable Talk phrases, and have them practice
before we come together again.
Welcome!
Day Two
A CCSS Routine for Close Reading
1.
2.
3.
4.
5.
6.
Read a text – cold, without set-up.
Re-Read in chunks.
Paraphrase each chunk in writing.
Discuss in own language, aloud, safely.
Read aloud for accessibility.
Identify hard words. Learn word meanings working
with a partner.
7. Re-read several times, using specific prompts which
require looking for very specific details – using the
text.
A CCSS Routine for Close Reading
8. Re-read for specific vocabulary.
9. Compare / Contract vocabulary meanings – in
writing, and through sharing with a buddy.
10. Write an essay requiring the student to take a
persuasive viewpoint and argue their case for the
author’s (motivation, etc)
Creating Text-Dependent Questions
Step One: Identify the core understandings and key ideas of
the text.
Step Two: Start small to build confidence.
Step Three: Target vocabulary and text structure.
Step Four: Tackle tough sections head-on.
Step Five: Create coherent sequences of text-dependent
questions.
Step Six: Identify the standards that are being addressed.
Step Seven: Create the culminating assessment.
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Analyze A Close Reading Lesson
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Read an exemplar lesson using Close Reading
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Social Studies: http://achievethecore.org/page/33/words-welive-by-your-annotated-guide-to-the-constitution-by-linda-rmonk
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Science: http://achievethecore.org/page/31/the-omnivore-sdilemma-the-secrets-behind-what-you-eat-by-michael-pollan
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English: http://achievethecore.org/page/32/narrative-of-thelife-of-frederick-douglass-by-frederick-douglass-detail-pg
Complete the Evidence | Interpretation Chart as you read
With a shoulder partner, read your evidence and your
interpretation. Alternate reading line by line until you both
have shared all of your observations.
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Planning Your Own Close Reading Lesson
Text and Task Planner
Read and re-read your class text annotating it as you read.
Take notes on your Text and Task Planner.
Determine the number of times you will ask students to read the
text, and sequence the questions.
Write your culminating activity.
Review your Text-Dependent Questions using the TBQ Checklist.
Share your lesson with a peer and provide each other feedback.
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