Close and Critical Reading: Meeting Michigan's Reading Standards

1. Close, Critical, and Generative Reading: Meeting Michigan’s Reading StandardsMichigan Reading Association March 20, 2016 Dr. Elaine Weber, Macomb MISD Victoria Les, St Clair RESA Susan Codere Kelly, MissionLiteracy.com

2. Goals for the Presentation • Revisit the four questions of Close and Critical Reading and how they are supported by the Michigan Reading Standards • The third question, “What does the text mean?” has been difficult and we have a different way of approaching this question. • Two standards RI 7 and RI 9 fall into the category of Critical Reading but expect two or more texts. These will also be addressed.

3. Handout Close and Critical Reading and Michigan Reading Standards Key Ideas and Details • Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. • Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. • Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas • Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take

4. A “Snapshot” of the Cognitive Rigor Matrix (Hess, Carlock, Jones, & Walkup, 2009) Handout

5. Evolution of Close and Critical Reading Reading Comprehension • What does the text say? RI 1, RI 2 and RI 3 Critical Analysis • How does the text say it? RI 4, 5, 6, 7, 8, 9 Generative Reading • What does the text mean? DOK “Create” Applied Reading • So what? What does the text mean to me?

6. A Quilt of a Country Grade10 By Anna Quindlen America is an improbable idea, a mongrel nation built of ever-changing disparate parts, it is held together by a notion, the notion that all men are created equal, though everyone knows that most men consider themselves better than someone. "Of all the nations in the world, the United States was built in nobody's image," the historian Daniel Boorstin wrote. That's because it was built of bits and pieces that seem discordant, like the crazy quilts that have been one of its great folk-art forms, velvet and calico and checks and brocades. Out of many, one. That is the ideal.

7. What do you want your students to learn from this text? Comprehend the Text? To answer the question. What does the text say?

9. A Quilt of a Country By Anna Quindlen Reading Comprehension: What does the text Say? RI 1 and 2: The student’s summary includes the developmentof thecentral idea and how it emerges and is shaped and refined by specific details including textual evidence and any inferences from the text. American is made of ever-changing parts held together with the idea that all men are created equal. Daniel Boorstin, historian claims it was built on nobody’s image. That's because it was built of bits and pieces that seem discordant, like the crazy quilts. To many Americans “equal” means “I am better than everyone else.” RI 3: The student analyzes how the author unfolds a series of ideas or events including the order in which the points are made, how they are introduced and developed as well as connections that can be drawn between them. The author makes a statement about what American is and provides a direct quote and an analogy to support the statement.

10. What do you want your students to learn from this text? How the text says it Critical Reading

12. A Quilt of a Country by Anne Quindlen Critical Reading – How does the text say it? RI 4:The student determines the figurative, connotative, and technical meanings of the words or phrases and how they are used in the text. The student analyzes the impact of specific word choice on meaning and tone. The author uses • Figurative language to describe how the parts are held together…. it is held together by a notion… • Analogy… it was built of bits and pieces that seem discordant, like the crazy quilts • Paradox - all men are created equal, though everyone knows that most men consider themselves better than someone.

13. A Quilt of a Country by Anne Quindlen Critical Reading – How does the text say it? RI 6: The student identifies the author’s point of view and purpose in the text and analyzes how an author uses rhetoric to advance that point of view or purpose. POV – America is unique, Of all the nations in the world, the United States was built in nobody's image Author uses negative descriptors (improbable, mongrel, disparate) to contrast with the ideal (Out of many, One.) RI 8: The student delineates and evaluates the argument and specific claims in the text assessing whether the reasoning is valid and the evidence is relevant and sufficient; identifies false statements and fallacious reasoning. The author argues that America is unique and provides evidence (examples - disparate pieces united by one idea) and cites an expert, and uses the analogy of a quilt to imply that the whole is greater than the sum of its parts.

14. What can your students learn from this text? What the text means Generative Reading

16. DOK 4 CREATE: The student analyzes the text to determine potential conceptsand potential generalizations. The student applies concepts and generalizations to the text. Paradox Diversity Solidarity Unity Diversity intensifies Solidarity Diversity: disparate pieces. Discordant, quilt pieces Solidarity: held together with one notion; of many, one DOK 4 CREATE: The student explains how the generalization,enduring understanding or lesson learned applies to his/her life. My involvement with music, sports, and academics intensifies my belief in myself.

17. Concept A concept is an organizing idea; a mental construct... • Timeless • Universal • Abstract • Represented by 1 or 2 words • Examples share common attributes

18. creates connections to prior experience and finds relevance; • synergistically works with factual level knowledge to develop the intellect; • creates deeper understanding at the factual and conceptual levels; • recognizes the transferablity of knowledge; • creates the motivation for learning. It is the conceptual mind that…

19. When we teach to the levels of concepts and enduring understanding we are teaching for deep understanding and the transfer of knowledge.

20. Sample Conceptual Lenses Conflict Complexity Beliefs/Values Paradox Interdependence Interactions Freedom Transformations Identity Patterns Relationships Origins Change Revolution Perspective Reform Power Influence System Balance Structure/Function Innovation  Design Genius  Aesthetic Heroes  Force Creativity

21. GENERALIZATION =Enduring Understanding Concept Concept Two or more concepts in a relationship... • CONCEPTUAL IDEAS THAT TRANSFER • DEVELOP “DEEP UNDERSTANDING”

22. Enduring Understanding Enduring understanding goes beyond facts and skills to focus on larger concepts, principles, or processes. • Broad and Abstract • Universal in Application • Generally Timeless • Represented by different examples that support the generalization

23. Our nation is built upon a history of immigration, dating back to our first pioneers, the Pilgrims. For more than three centuries, we have welcomed generations of immigrants to our melting pot of hyphenated America: British-Americans; Italian-Americans; Irish-Americans; Jewish-Americans; Mexican-Americans; Chinese-Americans; Indian-Americans. Ami Bera

25. http://www.livescience.com/28945-american-culture.html

26. Diversity intensifies solidarity. The whole is greater than the sum of its parts. Aristotle The Structure of Knowledge • Paradox • Unity • Diversity • Synergy • Solidarity The Making of America Disparate parts One notion In nobody’s image Like a quilt One notion Out of many, one

27. DOK 4 CREATE: The student analyzes the text to determine potential conceptsand potential generalizations. The student applies concepts and generalizations to the text. Paradox Diversity Solidarity Unity Diversity intensifies Solidarity Diversity: disparate pieces. Discordant, quilt pieces Solidarity: held together with one notion; of many, one DOK 4 CREATE: The student explains how the generalization,enduring understanding or lesson learned applies to his/her life. My involvement with music, sports, and academics intensifies my belief in myself.

28. Michigan Reading Standards RI 7 and RI 9 Note: These standards need two or more texts! • Integration of Knowledge and Ideas • Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

29. Michigan Reading Standard RI 7 • Integrate (put together) and evaluate (assess or judge) content (information) presented in diverse media and formats, including visually and quantitatively, as well as in words. Cross-text questions What are disparate parts of America? What role does diversity play in American culture?

30. M-Step Performance Task (Sample) You’ve been asked to write a persuasive essay for a pro-America blog. Provide evidence that each author proposed the idea that “America is unique.”

31. Your Turn 8th Grade Rosa Parks Rosa Parks was born February 4, 1913 in Tuskegee, Alabama. She spent her childhood in Alabama. When she was 11, she enrolled in the Montgomery Industrial School for Girls. Later, she worked as a seamstress in Montgomery. Rosa Parks has been called the "mother of the civil rights movement" and one of the most important citizens of the 20th century. In the early 1950s, the bus system in Montgomery, as in many parts of the United States, was segregated. Blacks were required to board the bus at the front, buy their tickets, and then re-board the bus in the back. Sometimes, they weren’t able to get on the bus again before it drove away. They were not allowed to sit in the front of the bus, which sometimes made it difficult to get off at the right stop. Even if they were sitting in the “black section,” they were still required to give their seats up to white passengers if the “white section” was full. In December of 1955, Rosa Parks refused to give up her seat on a city bus to a white passenger. The bus driver had her arrested. She was tried and convicted of violating a local ordinance. Her act sparked a citywide boycott of the bus system. This refusal to ride the bus introduced the country to a clergyman named Martin Luther King, Jr. who gained national prominence, leading the protest with the words: “There comes a time that people get tired.” Eventually, the U.S. Supreme Court made a decision outlawing segregation on city buses. In December 1956, Montgomery’s public transportation system was legally integrated. Over the next four decades, Rosa Parks helped make her fellow Americans aware of the history of the civil rights struggle. This pioneer in the struggle for racial equality earned many honors, including the Martin Luther King Jr. Nonviolent Peace Prize, the Presidential Medal of Freedom, and the Congressional Gold Medal. She is an example of courage and determination and an inspirational symbol to all Americans. She recently died in Detroit, Michigan on October 24, 2005 at age 92.

35. CCGR Resources on MissionLiteracy.com Close, Critical and Generative Reading Resources - Dec. 2015 Page Location: Literacy Tools --> Close Critical Reading --> CCR (for CCSS) Examples -->CCGR Dec.2015 http://missionliteracy.com/ccgr-resources-dec-2015.html

36. Developing Enduring UnderstandingsHarnessing the Power of Conceptual ThinkingPale Blue DotCarl SaganRead by Carl Saganhttps://www.youtube.com/watch?v=nl5dlbCh8lYRead along with Carl

37. Developing Enduring UnderstandingsPale Blue Dot • As you read: • Use 9-10 CCGR Rubric • Notice language use / word choice • Identify concepts represented in the article • Generate and support possible generalizations

38. Generative Reading MS CCGR Rubric – Given the concepts that form the generalization…, find most evidence in text that reflects te concepts. HS CCGR Rubric – The student analyzes the text to determine potential concepts and potential generalizations. The student applies concepts and generalizations to the text.

39. GENERALIZATION =Enduring Understanding Concept Concept Two or more concepts in a relationship... • CONCEPTUAL IDEAS THAT TRANSFER • DEVELOP “DEEP UNDERSTANDING”

40. Developing Generalizations • Identify two or more concepts in text • How are the identified concepts or pairs of concepts reflected in the text? • Generalization: Survival requires civility and preservation. (Literal)

41. Other Possible Generalizations • Perspective alters reality. • Survival requires tolerance. • Relationships determine survival. • Power creates conflict. • Survival depends on change.

42. SAT Essay Rubric

45. The SAT Essay Prompt As you read the passage below, consider how the author uses • evidence, such as facts or examples, to support claims. • reasoning to develop ideas and to connect claims and evidence. • stylistic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas expressed.