Indiana College and Career Ready Academic Standards English Language Arts and Literacy K-12 ELA and ALL Content Areas

Integrating Close Reading into Classroom Instruction Christine Cook, NIESC Presenter 1

Welcome Back!

Raise a hand if you are …

•Ready for Christmas

•Ready for Christmas Break

•An Expert on Close Reading

•Excited about Close Reading

• Just ready to get on with it!

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Take Note

1)This professional development was created to support teachers in their work with the NEW 2014 Indiana College and Career Readiness Standards. There is no indication herein that Common Core standards are addressed. Should participants find a reference to Common Core on any materials utilized in this training, it is merely because it is a valuable resource that also applies to the 2014 Indiana College and Career Readiness Standards and selected for use because of its value.

2) The materials comprising this College and Career Ready professional development series are provided by ESC of I as a service to its members for instructional use only. ESC of I names and logos and all related trademarks, and other intellectual property are the property of ESC of I and cannot be used without its express prior permission.

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Session Outcomes 1. Review the expectations for the 2014-15 ISTEP.

2. Review the Critical Literacy Shifts

3. Identify elements of Close Reading

4. Participate in a Close Reading of a text

5. View examples of Close Reading Lessons.

6. Understand and apply characteristics of Text-

Dependent Questions as used in a Close Reading

Lesson

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Standards to Be Tested

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IMAST is no longer an option. ISTAR will be new. Science and Social Studies ISTEP 4-7 remains intact.

IREAD-3 will continue to be a separate assessment measuring Indiana Reading standards.

ECA will be eventually replaced by the new CCR tests in 2016. Acuity Predictive is being replaced by Acuity Readiness Tests.

We must get ready for a new test on the new standards NOW!

Grades 3-8, ECA Grades 3-8, ECA Grades 3-10 (11,12)

ECA Update

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ECA Update

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ECA Update

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Shifts in 2014 IAS ELA/Literacy

Explanation Where do we see evidence of this?

Increase Reading of Non-fiction Text

Students read a true balance of informational and literary texts.

Literacy Instruction in the Content Areas

Students build knowledge about the world (discipline-specific/content areas) through TEXT in addition to the teacher or activities

Text-Dependent Questions & Answers

Students engage in rich and rigorous evidence-based conversations and written tasks about text.

Staircase of Complexity

Students read the central, grade appropriate texts around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.

Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument.

Academic Vocabulary Students constantly build the transferable vocabulary they need to access grade level complex texts.

Text-Dependent Questions & Answers

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Shifts in 2014 IAS ELA/Literacy

Explanation Where do we see evidence of this?

Balancing Informational & Literary Text

Students read a true balance of informational and literary texts.

Knowledge in the Disciplines Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities

Staircase of Complexity

Students read the central, grade appropriate texts around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.

Text-Dependent Questions & Answers

Students engage in rich and rigorous evidence based conversations and written tasks about text.

Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument.

Academic Vocabulary Students constantly build the transferable vocabulary they need to access grade level complex texts.

Shifts in 2014 IAS ELA/Literacy

Explanation Where do we see evidence of this?

Increase Reading of Non-fiction Text

Students read a true balance of informational and literary texts.

Literacy Instruction in the Content Areas

Students build knowledge about the world (discipline-specific/content areas) through TEXT in addition to the teacher or activities

Text-Dependent Questions & Answers

Students engage in rich and rigorous evidence-based conversations and written tasks about text.

Staircase of Complexity

Students read the central, grade appropriate texts around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.

Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument.

Academic Vocabulary Students constantly build the transferable vocabulary they need to access grade level complex texts.

Staircase of Complexity

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Indiana College and Career Ready Standards: Learning Outcomes/Reading

• RL.1 K-12 Read and comprehend a variety of literature independently and proficiently.

• RN.1 K-12 Read and comprehend a variety of nonfiction independently and proficiently.

• LH.1 6-12 Read and comprehend history/social studies texts independently and proficiently…

• LST.1 6-12 Read and comprehend science and technical texts independently and proficiently…

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Check out the performance of your school.

http://www.in.gov/che/3036.htm

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Reading … How high is the mountain?

A Threat to National Security • 75% ineligible for

military because they cannot pass the test

• Margaret Spellings, former Secretary of Education

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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

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What’s the big deal with reading complex text?

So…how do we determine text complexity?

Quantitative measure –Useful in determining grade-level-band appropriateness.

• Number of words in the text • Types of words in the text; uncommon words • Lexile

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So…how do we determine text complexity?

Reader Characteristics and Task Demands – Helps determine HOW we teach text.

• How much background knowledge/interest does each student have in the topic?

• How can we support as we instruct? • What textual elements will be difficult for students? • What comprehension strategies will we need to

teach?

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So…how do we determine text complexity?

Qualitative measure – Useful in helping determine WHAT we need to teach.

• What is the meaning/purpose of the text? • What is the structure of the text? • What language conventions are included in the text? • How clearly written is the text? • What are the knowledge demands of the text? • How many long sentences, complicated sentences,

cross references between sentences?

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What are the Features of Complex Text?

• Subtle and/or frequent transitions

• 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

• Longer paragraphs

• Any text structure which is less narrative and/or mixes structures

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The Reader Influences Text Complexity

•Cognitive Capabilities

•Motivation

•Knowledge

• Experiences

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IDOE Text Complexity Template

Toolkit available at: • http://www.doe.in.gov/standards/englishlanguage-arts

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“The idea that students should get more experience reading

informational text is based on the following common-sense notions:

• Because people read more informational texts in college and the

workplace, it’s important to become proficient with these texts.

• Strong evidence shows the differences between informational and

literary texts as well as in the cognitive processes we use to read such

text, so it follows that reading literary texts will not necessarily improve

one’s ability to handle informational texts.

• Students have less experience reading informational text, which means

less opportunity to learn how to read such texts well.

• People usually get better at what they practice, so if students had more

chances to read informational text, they might improve their abilities in

this area.”

Shanahan 2013

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Distribution of Literacy and Informational Texts

FAQ: How much informational text should ELA teachers include? Approximately 25% of all reading in ELA classes should be informational text. Therefore, students MUST be reading informational texts in other classrooms if they are to achieve the suggested percentages listed above.

Preparing our Students for College & Careers

Metametrics

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How does education CHANGE to meet

these needs?

List three priorities of needs for your

class/school/district.

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Share with your “shoulder buddy.”

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Close Reading?

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Close Reading

Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically, encouraging students to read and reread deliberately.

Directing student attention on the text itself empowers students to understand the central ideas and key supporting details. It also enables students to reflect on the meanings of individual words and sentences, the order in which sentences unfold, and the development of ideas over the course of the text, which ultimately leads students to arrive at an understanding of the text as a whole. (PARCC Model Content Frameworks, 2011, p. 11)

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What Is Close Reading?

Let’s participate in a nonfiction exemplar lesson for Grade 6

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http://achievethecore.org/page/239/the-making-of-a-scientist-by-richard-feynman

Handout: The Making of a Scientist Number the paragraphs.

• Please take 10 minutes to silently read The Making of a Scientist.

• Listen as I read The Making of a Scientist aloud.

The Making of a Scientist (Grade 6)

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• 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.

• What have we done in this lesson, so far, to help the student access the new vocabulary?

The Making of a Scientist

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• Re-read the first three paragraphs.

• What was Feynman’s father trying to teach his son with the tiles? What sentence is the main point of this scene?

• With your group, discuss your answers. Defend your answer with textual evidence.

The Making of a Scientist

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• Re-read the sixth paragraph of the passage: “It was very exciting…”

• Write a paraphrase of this paragraph. https://owl.english.purdue.edu/owl/resource/619/1/

• With your group, discuss your answers. What is similar between you? What is different?

The Making of a Scientist

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• In the third paragraph of page 2 (“But it was the opposite…”), Feynman put the word doing (in the final paragraph) in italics to draw attention to it. Why is he focusing on that word, and how does it connect to the lesson his father is trying to teach him in this example?

The Making of a Scientist

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• Continue reading from where you just left off, and reread the text starting on page 2, the 4th paragraph, at, “He said, ‘For example, look:…’” through paragraph 15, “Now, I knew that …” and complete the first question.

Why does Feynman’s father tell him about the lice and

the mites on birds?

The Making of a Scientist

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• Continue reading from where you just left off, and reread paragraph 16 on page 2, “Finally, he says…”

Feynman’s father says, “So you see, everywhere there’s a source of food there’s some form of life that finds it.” Explain what is meant by this sentence and why “some” is in italics.

The Making of a Scientist

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• Re-read the last three paragraphs. Answer the question:

In the final paragraph, Feynman says he “was given something wonderful when he was a child.” Using two of the examples from the text, explain what he was given and how it influenced his life.

The Making of a Scientist

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• 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?

The Making of a Scientist

Essay Prompt: Pick one of the examples that Feynman uses in his piece (the dinosaur, the birds, or the wagon) and in 2-3 paragraphs explain both the example and the lesson Feynman’s father was trying to teach him with it.

Extension Activity: During the next class period, the teacher could have students peer review or revise the explanatory writing pieces completed for homework. 47

• How was this lesson different from other lessons you have taught? 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 discuss with your Shoulder Buddy.

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The Making of a Scientist

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1. What do you think happens when struggling readers go through a lesson like The Making of a Scientist?

2. Can they read the text?

3. What kind of accommodations did we include here? What might we add?

4. Prior to this activity, how well did you really understand the REQUIREMENTS? (Read Closely, Infer, Use Evidence from the text in writing to support conclusions)

The Making of a Scientist

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• Simplified texts are 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

Why not use simplified text?

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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 (next slide)

• Cornell notes https://vimeo.com/52664019

• Paraphrasing and journaling

Cor

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Main Ideas

Supporting Details

Summary

Cornell Notes

Annotate Close Reading 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.”

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.

1. Read a text – cold, without set-up. 2. Re-Read in chunks. 3. Paraphrase each chunk in writing. 4. Discuss in own language, aloud, safely. 5. Read aloud for accessibility. 6. Identify difficult 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. 8. Re-read for specific vocabulary. 9. Compare / Contrast 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)

One Routine for Close Reading

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Another Routine for Close Reading

• 1. Establish Purpose for Reading

• 2. Read Text • Primary Grades – Teacher Reads Aloud

• Upper Grades – Students Read Independently

• 3. Discuss General Understandings (focus on purpose)

• 4. Discuss Key Ideas and Details

• 5. Reread Text

• 6. Discuss Text-Dependent Questions

• 7. Reread Text for Quality and Value

• 8. Discuss for Meaning • Writing Prompt

• Extended Discussion on Synthesizing Ideas 56

A Close Reading Lesson, Grade 5 Informational Text

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Text-Dependent Questions... • Can only be answered with evidence from the text.

• Can be literal (checking for understanding) but must also involve

analysis, synthesis, evaluation.

• 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.

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 goal is to prepare students for College and Careers

• Close Reading of complex texts is necessary, using text-

dependent questions to help students comprehend at deeper

levels.

Non-Examples and Examples

•In “Casey at the Bat,” Casey strikes out.

Describe a time when you failed at

something.

•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.

•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?

What makes Casey’s experiences

at bat humorous?

•What can you infer from King’s

letter about the letter that he

received?

•“The Gettysburg Address”

mentions the year 1776. According

to Lincoln’s speech, why is this

year significant to the events

described in the speech?

Not Text-Dependent Text-Dependent

Steps in Creating Text-Dependent Questions

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• Start by reading and annotating the text • Identify the key insights students should

understand from the text

Keeping an eye on the major points is critical to writing text-dependent questions and the culminating assignment!

Step 1: Identify the Core Understandings and Key Ideas of the Text

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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.

• 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 Two: Start Small to Build Confidence

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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; tier 2)

persist vs. checkpoint

• Words which are part of semantic word family

secure, securely, security, secured

Step Three (cont.)

What are key text structures?

• What textual elements will be difficult for students?

• What is the structure of the text?

• What language conventions are included in the text?

• How clearly written is the text?

• What are the knowledge demands of the text?

• How many long sentences, complicated sentences, cross references between sentences?

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Vocabulary and Text Dependent Questions

From “Hot and Cold Summer” - 5th grade fictional text

• To avoid someone means to keep away from them so that you

don’t have to see them and they don’t have to see you. How did

the boys avoid meeting Bolivia at first?” (pg. 23)

• Re-read the last two paragraphs on page 39. Rory had a “strong

suspicion.” What is a suspicion? What details in the story made

Rory suspicious of Bolivia?

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.

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) or how

the author uses the internal structure of text to

convey information or develop the plot.

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?

• What is happening in the illustration?* What is the author

“saying” through the illustration that is not stated in the text?

Or, how does the author use the illustration to help in meaning

making of the text’s words?

• “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?

• Find the sections in the text that will present the greatest difficulty and craft questions to support students in mastering these.

Examples:

• difficult syntax

• dense information

• difficult transitions

• figurative language

• unusual text structure

Ask questions that help students understand the text in small “chunks.”

Step Four: Tackle Tough Sections Head On

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•Organize questions into a coherent sequence to ensure focus on text

•The sequence should help students create a deeper understanding of the text with each read.

Step Five: Create Coherent Sequences for Questioning

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73 Video Description

•Note which standards are being addressed in this series of questions.

• Decide if any other standards are suited to being a focus for this text.

• Form additional questions for those standards.

Step Six: Identify the Standards that Are Being Addressed

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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

• Models for essay prompts: https://docs.gatesfoundation.org/Documents/supporting-instruction-cards-literacy.pdf

Step Seven: Create the Culminating Activity

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Create Your Own Questions for a Close Read Materials:

Sample text you brought with you

Close Reading Template

Prompts for Text-Dependent Questions

Reading & Vocabulary Standards for your Grade Level

Task:

1. Based on what we have learned, develop a progression of 5-7 text-dependent questions to use with your text.

2. When finished, use what you know to determine the Depth of Knowledge required to respond to each question.

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Table Talk

•Share 1-3 questions you developed with your table buddies.

•Use the Checklist for Evaluating Question Quality to discuss your work.

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Browse Close Reading Lessons

• http://achievethecore.org/

Select ELA/Literacy ……Lessons

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K-5 Classrooms

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Start early teaching students to locate supporting textual evidence.

K-5 Classrooms

• Select grade-appropriate, short, “complex” texts or excerpts that are worth reading and rereading.

• Use read-alouds in lower primary.

• Base text-dependent questions around your grade level standards.

• Use grade-appropriate language to form questions but work toward using domain-specific vocabulary as much as possible.

• Remember that pictures and illustrations are also textual evidence.

• Develop questions that will help students transfer understanding to other texts.

• Make close reading routines age-appropriate.

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“Closing in on Close Reading”

• Close reading can and should be taught in elementary.

• Teaching students to be metacognitive when they read is valuable unless their questions and musings stray too far from the text and do little to enhance understanding of the text itself.

• The best thinkers monitor and assess their thinking in the context of processing the thinking of others.

• Use short texts worth reading.

• Aim for student independence.

• Develop questions that focus on how the author says things, not just what the author says.

Nancy Boyles, Educational Leadership, Dec/Jan 2012/2013,

Vol. 70, No. 4, 36-41.

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Final Thoughts on Close Reading • There is no one right way to have students work with text-

dependent 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 standards require ALL students to read and engage with grade

appropriate complex text regularly. This requires new ways of

working in our classrooms.

Source: Achieve the Core

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The Bottom Line…

• Based on our definition, examples, and sample routines of Close Reading, what are its major features?

At your table, make a list of 3-5 features that should be included in a Close Reading routine.

1.

2.

3.

4.

5.

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Engagement Idea: Accountable Talk

“Lauren Resnick (1995) introduced the concept of accountable talk as a means of raising the level of academic discourse among students. Accountable talk governs the norms of academic discourse and requires that students ask for and furnish evidence to support their statements (Michaels, O'Conner, Hall, & Resnick, 2002). This ensures rigor and moves the conversation from task-oriented to concept-oriented learning.”

(Source: Chapter 5, Content-Area Conversations by Douglas Fisher, Nancy Frey and Carol Rothenberg http://www.ascd.org/publications/books/108035/chapters/Procedures-for-Classroom-Talk.aspx )

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Accountable Talk

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Engagement Idea: Numbered Heads

Assign Groups:

• 4 students to one group

• Each group is numbered off 1–4

• Pairs = # 1 & 2, # 3 & 4

• Group = # 1 thru 4

• Stay together for 1 month

Process:

• Question asked

• Group discussion

• Number 4’s stand up and

speak for groups.

• The remaining group

members may coach speaker

when it is his turn to talk.

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Engagement Idea: Stand Up, Hand Up, Pair Up

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• Students walk from partner to partner, sharing what they marked in order in the text.

• Partner A shares; then, B.

• When they finish an exchange, their hands go back up.

• When all hands are up, they move to a new partner.

• Once they complete all their notes, they can return to their seats.

Engagement Idea: Socratic Circles

• Typically, Socratic circles must include a short passage of text in which students have already given a critical read, and two concentric circles of students — one circle focusing on exploring the meaning expressed in the text and a second circle observing the conversation.8 Basic structure:

• Teacher assigns a short passage of text the day prior to the Socratic circle activity.

• Students read, analyze, and take notes individually.

• Students are divided into two circles.

• The inner circle reads the passage aloud and discusses the text for about ten minutes, while the outer circle silently observes.

• The outer circle evaluates the inner circle’s conversation and provides feedback to the inner circle.

• Students switch circles.

• The new inner circle discusses the text for approximately ten minutes and then is given ten minutes of feedback by the outer circle.

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Your feedback is important... http://bit.ly/ESCEval

Accessing Text Resources

Achieve the Core (ELA and Math Resources)

• http://achievethecore.org

ClassTechTips.com

• http://classtechtips.com/?s=13+apps&submit=Search

Building knowledge through Content-Rich Nonfiction

• http://www.engageny.org/

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We Did It!

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