Teaching Using Informational Texts (Close Reading)

1. Teaching Using Informational Texts(Close Reading) Martinsville School District November 8, 2013 Linda Revenlmreven@eiu.edu Denise E. Reid dereid@eiu.edu Eastern Illinois University dereid@eiu.edu

2. Why is Reading Informational Text Important? Findings in the 2009 National Assessment of Educational Progress confirm the need for more informational text reading: • 34% of fourth graders were at or above the proficient level in science. • 30% of eighth graders were at or above the proficient level in science. • 21% of twelfth graders were at or above the proficient level in science.

4. CCSS—Common Core State Standards Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.

5. CCSS—Common Core State Standards Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.

6. CCSS—Common Core State 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 from the text.

7. CCSS—Common Core State 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 from the text.

8. CCSS—Common Core State 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 from the text.

9. What is Close Reading? “Close reading represents one type of classroom reading in which a small or large group of students “have a go” at a text. Students become the primary investigators of the text and its meaning.” (Lapp, et al., pg. 110)

10. Purpose of Close Reading Complex Informational Text • Assimilate new textual information with background knowledge/prior experiences to build new schema. • Build habits of readers when they engage with a complex piece of text. • Building stamina and persistence when confronted with complex texts. • Fostering metacognition.

11. Instructional Practices/Comprehension Strategies Instructional Practices Comprehension Strategies Questioning strategies Summarizing strategies Inferencing strategies Self-monitoring strategies Connection strategies Analysis strategies • Interactive read-alouds and shared readings • Teacher modeling and think-alouds • Guided reading with leveled texts • Collaborative reading and discussions • Independent reading and writing

12. Think-Alouds • Make predictions… • Describe images (pictures)… • Give analogies (“this is like”)… • Be aware of “potholes” in reading… • Use fix-up strategies…

13. Useful Strategies & Tools • QAR (Question-Answer-Relationship) • In the Book (Right There Questions/Think & Search) • In My Head (Author & Me/On My Own) • Reciprocal Teaching • Summarizer-Predictor-Clarifier-Questioner • Graphic Organizers (Word Map) • Expectation Grid/Bookmarks • Double Entry Journal • Herringbone • Wiki sticks, sticky notes, book marks, foldables. • Sentence Frames Ex. The author wrote this book to tell us that ____________. • Story frames

15. (Raphael, Highfield & Au, 2006)

16. Picture - QAR (Cortese, 2003) • This strategy provides a “venue outside the printed text for practicing cognitive tasks that are critical to reading comprehension” (p. 375). • This technique “can reduce the cognitive linguistic burden on students by extricating processing demands from text” (p. 376).

17. Picture-QAR Strategy In the Book… • “Right There” - students must note information that is depicted outright in a single illustration • “Think and Search” - requires the students to draw conclusions from information depicted across several illustrations In my Head… • “Author (Artist) and You” - the students’ prior knowledge base must be combined with information the author/illustrator provides • “On My Own” - the information is drawn exclusively from the students’ prior knowledge

19. Right There What is the setting in this picture? (factory) What is the alligator doing? (punching the time clock) Think and Search How does the duck’s feelings about the waiter in the diner change? Why? (he is excited and then alarmed; the waiter is really an alligator with a duck puppet) Why does the duck give the alligator a ticket? (he wants the alligator to go to Florida too) P-QAR: In the BookSitting Ducks (Bedard, 1998)

25. Author/Artist and You How do you think the duck feels when the waiter in the restaurant shows them the daily special? Why? (very uncomfortable, because the daily special is “duck soup”) What do the ducks seem to be doing? Why? (exercising in order to get “in shape” to fly south) On Your Own In this picture, the egg fell off the assembly line. Why do you think this happened? (many possible answers) Why do you think the alligator put the duck in his lunch pail? (many possible answers) P-QAR: In My HeadSitting Ducks (Bedard, 1998)

30. Applying QARs to Pictures… This strategy involving visual literacy provides a means for: • practicing the task demands that are associated with answering comprehension questions while • enhancing the students’ metacognitive awareness of the sources of information available to the reader relative to those questions.

32. Text Complexity/Informational Text ELA CCSS page 31

34. Discussion-oriented Classrooms • “Teachers should provide opportunities for students to engage in high-quality discussions of the meaning and interpretation of texts in various content areas as one important way to improve their reading comprehension.” (Kamil et al., 2008, p. 21)

35. Reciprocal Teaching Dialogue/Discussion involving: • Questioning – asking questions about the text they are reading; • Summarizing parts of the text; • Clarifying words and sentences they don’t understand; • Predicting what might occur next in the text.

36. Points of Entry by Nancy Frey and Douglas Fisher Educational Leadership (November 2013)

37. Word Map

40. Close Reading Preparation(Lapp, et al., pg. 112) • Select short self-contained texts (book). • Select text that are more difficult, but worth the effort. • Identify the purpose for the close reading. • Prepare for the text presentation. • Teach children how to annotate sparingly. (Graphic organizers, sticky notes, copies that can be written on, etc.) • Write text-dependent questions and prompts.

41. Annotation Chart Highlight major points Circle confusing words, phrases, sentences, etc. ? wonderings/questions ! surprises

42. Herringbone

43. Lesson: Students & Teacher • First Reading—Set purpose and process. • Chatting and Charting—Student share responses/annotations with elbow partner. • Reading again—Based on student conversations, teacher poses a text-based question. • Chatting and Charting—This occurs after each return to the text. • Independence—Students engage in a task illustrating their understanding. (Written)

44. Written in Bone: Buried Lives of Jamestown and Colonial Maryland By Sally M. Walker

45. Expectation Grid / Bookmarks Categories of Information Expected (“Landmarks” to use in Reading) • Brainstorm / Predict …Grid • Read / Take Notes …Bookmarks • Consolidate Information… • Grid & Bookmarks

47. Unearthing the 17th Century Chesapeakehttp://anthropology.si.edu/writteninbone/unearthing_past.html

48. Categories: Unearthing Jamestown What is the evidence of the living conditions? What is the evidence of causes of diseases and death? What is the evidence of a person’s station in life? What is the evidence of the key people?

49. Key People Key Locations Key Events

50. Why Jamestown? Forensic Evidence Clues to Daily Life