Dr. Sheree Bryant Griffin RESA

1. Closing In on Close Reading, Text Dependent Questions, andRigorous Reading:Accessing Complex Texts Dr. Sheree Bryant Griffin RESA

2. Standards Anchor Standard 1: 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. Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.

3. Essential Question How can reading closely and comprehending complex texts support and improve comprehension?

4. I Choose C • Standards Review – Anchor College and Career ReadinessStandards (CCR) • The What and The How • Defining the Big Ideas • Background Knowledge • Lexile and Readability Resources • Vocabulary • Text Complexity: Three Part Model • Close Reading • Differentiating Learning • Scaffolding Instruction • TKES • Text Dependent Questions • informational and Literary • I Choose C Revisited Closing In on Close Reading - Rigorous Reading

6. To Reach the Learning Targets the Teacher Needs to… • Establish learning goals • “Can Do Standards” • Check for understanding • Provide feedback • Align future instruction with student performance

7. TEACHER RESPONSIBILITY “I do it” Focused Instruction- Purpose Guided Instruction - Modeling “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Structure for Instruction that Works - Gradual Release

8. Anchor Standard 1.Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textural evidence when writing or speaking to support conclusions draw from the text.

9. Anchor Standard 10. Read and comprehend complex literary and informational texts independently and proficiently.

10. Assessing Texts Quantitative measures Qualitative values Task and reader considerations

12. Levels of Meaning and Purpose • Density and complexity • Figurative language • Purpose

13. Background Knowledge Background knowledge is a key component of comprehension and understanding. Background knowledge connects reader task, purpose and text.

14. Levels of Meaning and Purpose Is it about talking animals, or the USSR? Is it entertainment, or political satire? Is it straightforward, or ambiguous? 1370L Grades 11-12

15. Author’s Purpose • Allegory for tolerance • Mirrored events of early Civil Rights movement (1961) “Now, the Star-Belly SneetchesHad bellies with stars.The Plain-Belly SneetchesHad none upon thars. Those stars weren’t so big. They were really so smallYou might think such a thing wouldn’t matter at all..” But, because they had stars, all the Star-Belly SneetchesWould brag, ‘We’re the best kind of Sneetch on the beaches.’With their snoots in the air, they would sniff and they’d snort‘We’ll have nothing to do with the Plain-Belly sort!’And whenever they met some, when they were out walking,They’d hike right on past them without even talking.” 530L Grades 2-3

16. Complex themes • Relationship between love and pain • Masculinity • Loyalty and war 730L Grades 2-3

17. Structure • Genre • Organization • Narration • Text features and graphics

18. Structure Changes in narration, point of view Changes in font signal narration changes Complex themes 560L Grades 2-3

19. Structure • Stream of consciousness narration • Unreliable narrators • Nonlinear structure • Time shifts written in italics 870L (grades 4-5)

20. Language Conventions • Standard English and variations • Register

21. Language Conventions Non-standard English usage “Out in the hottest, dustiest part of town is an orphanage run by a female person nasty enough to scare night into day. She goes by the name of Mrs. Sump, though I doubt there ever was a Mr. Sump on accounta she looks like somethin’ the cat drug in and the dog wouldn’t eat.” (Stanley, 1996, p. 2) AD 660L (Adult-directed)

22. Knowledge Demands • Background knowledge • Prior knowledge • Cultural knowledge • Vocabulary

23. Background Knowledge Background knowledge is a key component of comprehension and understanding. Background knowledge connects reader task, purpose and text.

26. Knowledge Demands Domain-specific vocabulary (radioactive, acidity, procedure, vaccination) Background knowledge (diseases, safety risks, scientific experimentation) 1100L Grades 6-8

27. Importance of Vocabulary • “If “Word Poverty” is not addressed it doesn’t matter what bar the new standards set.” Kelly Gallagher, 2013 Kids age 3 from Well off Families have a vocabulary of 1116 words, from working class a vocabulary of 749 works and from poor families 525 words. Kindergartners from poverty families know 10,000 fewer words. Education Week, Feb. 2013

28. Vocabulary • There is a positive correlation between vocabulary size in 12th grade and the level of attainment in college. • Word poverty cannot be overcome without more reading, more books – complex, simple, recreational books, more magazines, more newspapers, more Reading in all contents.

30. Simply assigning hard books will not ensure that students learn at high levels!

31. Close reading is only a PARTof high quality instruction

32. Use a short passage Re-reading “Read with a pencil” Text-dependent questions Give students the chance to struggle a bit Creating a Close Reading

33. A Close Reading • The Wind One Brillant Day

34. Text-dependent Questions Answered through close reading Evidence comes from text, not information from outside sources Understanding beyond basic facts Not recall!

35. The Lost Button

36. Text Codes • √ When you read something that makes you say, “Yeah, I knew that” or “I predicted that” or “I saw that coming.” • X When you run across something that contradicts what you know or expect. • ? When you have a question or need clarification.

37. Text Codes • ! When you discover something new, Surprising, exciting, or fun that makes you say cool, whoa, yuck, no way, awesome. • When you read something that seems important, vital, key, memorable. • When the reading makes you understand something.

38. Text Codes When you have a connection between the text, and your life, the world or other things you’ve read. ZZZ This is boring. I’m falling asleep.

39. Progression of Text-dependent Questions Whole Acrosstexts Entire text Segments Paragraph Sentence Word Part

40. General Understandings Overall view Sequence of information Story arc Main claim and evidence Gist of passage A Closer Look

41. General UnderstandingsRetell the story in order, using the words beginning, middle and end.

42. Key Details Search for nuances in meaning Determine importance of ideas Find supporting details that support main ideas Answers who, what, when, where, why, how much, or how many.

43. Key Details in Kindergarten How long did it take to go from a hatched egg to a butterfly? What is one food that gave him a stomachache? What is one food that did not him a stomachache?

44. It took more than 3 weeks. He ate for one week, and then “he stayed inside [his cocoon] for more than two weeks.”

45. Foods that gave him a stomachache Chocolate cake Ice cream Pickle Swiss cheese Salami Lollipop Cherry pie Sausage Cupcake watermelon Foods that did not give him a stomachache • Apples • Pears • Plums • Strawberries • Oranges • Green leaf

46. Vocabulary and Text Structure Bridges literal and inferential meanings Denotation Connotation Shades of meaning Figurative language How organization contributes to meaning

47. Vocabulary in Kindergarten How does the author help us to understand what cocoon means?

48. There is an illustration of the cocoon, and a sentence that reads, “He built a small house, called a cocoon, around himself.”

49. Author’s Purpose Genre: Entertain? Explain? Inform? Persuade? Point of view: First-person, third-person limited, omniscient, unreliable narrator Critical Literacy: Whose story is not represented?

50. Author’s Purpose in Kindergarten Who tells the story—the narrator or the caterpillar?