Reading Anchor Standards

1. Reading Anchor Standards • Skills for reading literature and reading informational text are same • Subtle differences within individual grade level skills • Generally, CCSS unify reading to allow readers to apply skills to various texts

2. Reading Anchor Standards “The person doing the talking is doing the learning.” “The person doing the doing is doing the learning.”

3. Anchor Standards 1, 2, and 3: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. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

4. Raising the Level of Close Reading • Activity • Demonstrating Anchor Standards 1 – 3 • Book: Every Living Thing • Cynthia Rylant • “Stray” • Strategies to be used • Instructional Read Aloud • Shared Reading Read aloud is an important tool to build better readers.

5. Read Aloud—Paragraph One

6. Question Recap How does this story make you feel? What does this story make you think of? Does this bring up any memories? • Not very Common Core-y!

7. Reading within the 4 Corners of the Text • What is the author saying? • Evidence • Where in the text does it say that? • Based on the text, what can we infer?

8. Read Aloud—Part One • Be thinking about… • Who? • Where? • What? • This will help improve first draft reading • Allows for active thinking while reading

9. Anchor Standard #1Retelling what the text says and suggests • Private think time • What did you notice/hear within the text? • Who? • Where? • What?

10. Read Aloud—Part Two • Be listening for further evidence to confirm… • Who? • Where? • What? • When?

11. Anchor Standard #1Retelling what the text says and suggests • Shared reading • With a partner… • Find specific evidence from the text that supports your responses • Who? • Where? • What? • When? • It’s the kind of town where… Finish the sentence

12. Read Aloud—Part Three • Be thinking about… • Family dynamic

13. Anchor Standard #2Central Ideas: Moving toward >1 main idea • Tracking ideas • Are there any issues hiding beneath the surface? • Poverty • Loneliness

14. Read Aloud—Part Four • Be thinking about… • how the central ideas connect to one another

15. Anchor Standard #3Connecting parts of text to each other and to related ideas • Relating central ideas • How are the story’s central ideas linked? • Poverty • Loneliness

16. Read Aloud—Part Five • Depressing story, isn’t it? • Kleenex is available for the final part of the story

17. Read Aloud—Part Five • Be thinking about… • Lessons learned from the story

18. Anchor Standard #3Connecting parts of text to each other and to related ideas • Lessons learned in “Stray” • People aren’t what they seem. (Mr. Lacey) • Poverty is hard. • Sometimes you should lead with your heart. • Never abandon hope. • Persevere.

19. Anchor Standards 4, 5, and 6: Craft and Structure These are the MOST missed questions on state achievement tests 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.

20. Anchor Standard #4Paying attention to language • Figurative language • …snowdrifts swallowed up automobiles • …lying there, like stone… • Language • Tone-setting vocabulary • grudgingly, timidly, abandoned • Symbolism/Metaphor • Find examples from text

21. Anchor Standard #4Paying attention to language • Symbolism/Metaphor • Find examples from text Weather in literature is hardly ever an accident • Food matters • When the author describes food/meals, they are clueing us in to something under the surface

22. Anchor Standard #5Analyzing structural choices • How time passes **If kids cannot handle non-linear structure, it will be difficult for them to read more complex texts** • Changing scenes and uneven time span emphasis (i.e. flashbacks)

23. Anchor Standard #6Discerning perspective and point of view (POV) • Whose point of view (POV) is the story being told from? • Role Play Activity (1-2 minutes) • Assume the role of: Doris, Mrs. Lacey, or Mr. Lacey We (readers) tend to sympathize with the characters with whom we have access to their inner thoughts.

24. Anchor Standards 7, 8, and 9:Integration of Knowledge and Ideas 7. 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 (not applicable to literature). 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.

25. Table Talk • 25 seconds • What do Taylor Swift and Cynthia Rylant have in common?

26. Anchor Standard #7Analysis of multimedia and multiple versions to bring meaning to theme of a text • Activity • Text outside of text • In a moment you will see an example of multimedia in which 2 narratives are taking place

27. You Belong To Me – Taylor Swift

28. Anchor Standard #7Analysis of multimedia and multiple versions to bring meaning to theme of a text • Bethinking about… • What you see • What you hear

29. Anchor Standard #7Analysis of multimedia and multiple versions to bring meaning to theme of a text • How are Doris and blond Taylor alike? • How are the central ideas similar between the two stories? • What are the benefits of using multimedia as a supplement to text?

30. Anchor Standard #8The overall argument and its reasoning the author provides • Not applicable to literature standards • Analyze the trustworthiness of the evidence author provides for his/her claims • Comparing texts (preferable)

31. Anchor Standard #9How texts develop similar themes • What text can I pair it with of same/similar theme? • Revisit stumpy • After reading “Stray” • New lense

32. Anchor Standard #9How texts develop similar themes • Be thinking about… • how the two texts are similar

33. You can't buy loyalty, they say
I bought it though, the other day
You can't buy friendship, tried and true
Well just the same I bought that too I made my bid, and on the spot
Bought love and faith and
A whole lot of happiness
So all in all...
The purchase price was pretty small I bought a single trusting heart
That gave devotion from the start
If you think these things are not for sale… Buy a brown-eyed puppy with a stump for a tail.

34. Anchor Standard #9How texts develop similar themes • Cross curricular application • When does this story take place? • How might this story be paired with informational text? • Remember, strategic text selection is CRITICAL

35. Anchor Standard 10:Range of Reading and Level of Complexity Read and comprehend complex literary and informational texts independently and proficiently.

36. The in the Room… Common Core expects students reading on-grade level complex text… What if my students are not reading on grade level?

38. What’s Hot and What’s Not! • HOT • Close, attentive reading • Critical reading • Reasoning and use evidence • Comprehend, evaluate, synthesize • Understand precisely, question • Assess veracity • Cite specific evidence • Reading independent, closely • Demonstrate understanding of a text • Referring explicitly to the text • Refers to details and examples in text • Quote accurately from the text • Compare and contrast • NOT HOT • Make text to self connections • Access prior knowledge • Explore personal response • Relate to own life • (De-emphasize reading as a personal act; emphasize textual analysis)