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Solving the Mystery of Close Reading

Solving the Mystery of Close Reading. Teacher Networks: Building Capacity for Powerful Instruction February 2014. Bill and Melinda Gates/ASCD Grant: Virtual Learning Networks: Social Studies Webinar 2: Solving the Mystery of Close Reading. Webinar 2 Agenda WELCOME!

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Solving the Mystery of Close Reading

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  1. Solving the Mystery of Close Reading

  2. Teacher Networks: Building Capacity for Powerful Instruction February 2014 Bill and Melinda Gates/ASCD Grant: Virtual Learning Networks: Social StudiesWebinar 2: Solving the Mystery of Close Reading

  3. Webinar 2 Agenda WELCOME! Introduction of ASCD Faculty Member and attendees Reminder of VLN Goals Educore/ ASCD EDge refresher Today’s Problem of Practice The Core Six & Strategies Possible POP for Webinar 3? ASCD/Gates Grant: Virtual Learning Networks

  4. Mark Barnes Role Reversal (ASCD, 2013) The 5-Minute Teacher (ASCD, 2013)ASCD FacultyLearnitin5.comcreator International presenter@markbarnes19 on Twittermarkbarnes19.commark.barnes.faculty@ascd.org

  5. Social Studies VLN Poll 1: What grade level do you teach? A: K-3B: 4-6C: 7-9D: 10-12E: admin/ other

  6. Social Studies VLN Poll 2: I’d rate my understanding of “close reading” asA: expertB: almost a proC: averageD: heard of it but have little understandingE: never heard of it

  7. ASCD/Gates Grant: Virtual Learning Networks Today’s Agenda • WELCOME! • Introduction of ASCD Faculty Member and attendees • Reminder of VLN Goals • Today’s Problem of Practice • Core 6 Essential Strategies • Reading for Meaning • Compare and Contrast • Possible Next POP for Webinar 3?

  8. ASCD/Gates Grant: Virtual Learning Networks • Two Years • Five Webinars per year • Content specific • Hosted by ASCD faculty member • Synchronous • Recorded and archived on EduCore®

  9. Goals: 1. Cultivate “Constructivist Community” 2. Help understand and facilitate the implementation of the CCSS3. Develop a virtual team to support each other 4. Exchange resources ASCD/Gates Grant: Virtual Learning Networks

  10. Phase One 1 Virtual Convening 4 Webinars Structured around “Problem of Practice” Challenges identified by participants in implementing CCSS in their classrooms Collaboration with trusted experts Helpful feedback in a timely manner ASCD/Gates Grant: Virtual Learning Networks

  11. ASCD Edge ASCD proprietary social networking platform Share comments and resources Share video, audio, photos Share upcoming events, updates, alerts ASCD/Gates Grant: Virtual Learning Networks

  12. How can help YOU?

  13. What’s on EduCore™? Visit http://educore.ascd.org

  14. About the Common Core State Standards Learn about the Common Core State Standards Initiative, from how the standards came into being to the next steps of implementation. Here you will find links and documents from the key stakeholders, developers, and advocates of the standards.

  15. Literacy Tools The Common Core State Standards promote literacy across subject areas. Examine these resources to learn about the role of literacy in the Common Core State Standards. You can also find guidelines for literacy standards here.

  16. ASCD EDge VLN Social Studies 1. Go here 2. Log in Continue the conversation on the ASCD EDge VLN site 3. Join

  17. ASCD/Gates Grant: Virtual Learning Networks Today’s Agenda • WELCOME! • Introduction of ASCD Faculty Member and attendees • Reminder of VLN Goals • Today’s Problem of Practice • Core 6 Essential Strategies • Reading for Meaning • Compare and Contrast • Possible Next POP for Webinar 3?

  18. How do I improve my students’ close reading skills? Problem of Practice

  19. Define close reading? Type your response in the question box

  20. 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. According to Partnership for Assessment of Readiness for College and Careers (PARCC), 2011, p. 7

  21. Okay, that seems complicated Photo credit: James Cridland via Photopin

  22. All things are difficult before they are easy Thomas Fuller

  23. Let’s make this close reading thing easy Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Arlington, VA.: ASCD.

  24. Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Arlington, VA.: ASCD.

  25. Tips for Introducing and Using Strategies 1. Explain the strategy’s purpose and students’ roles in the strategy. Whenever you use a strategy, take the time to tell students its name and explain how it works and why it is important. Most essential, teach students the specific steps in the strategy and explain what you expect them to do at each step. Research (Brown, Pressley, Van Meter, & Schuder, 1996) shows that explicitly teaching the steps and making expectations clear enable students to use strategies independently. 2. Teach the thinking embedded in the strategy. For example, collecting and evaluating evidence is one crucial thinking skill embedded in several Core Six strategies. To teach this skill, discuss the concept of evidence with students. What is evidence? When and how is it used? Teach the logical reasoning involved in math: understanding the question, determining givens, choosing methods for solving, etc. Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Arlington, VA.: ASCD.

  26. Tips for Introducing and Using Strategies • Use discussion and questioning techniques to extend student thinking. To move students from superficial to deep understanding, extend student thinking through questioning and discussion. A simple but powerful technique for improving classroom questioning and discussion is Q-SPACE (Strong, Hanson, & Silver, 1998). 4. Ask students to synthesize and transfer their learning. Challenge students to pull together what they have learned and transfer that learning to a new context. For example, after completing a Circle of Knowledge discussion in which 5th grade students debate a local issue (should their small town allow a big-box store to build on a vacant lot?), you might present three more debatable issues for students to discuss in teams, using what they have learned about civil debate and compromise to resolve each issue. Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Arlington, VA.: ASCD.

  27. Tips for Introducing and Using Strategies • Leave time for reflection. When using a strategy, students need time to think back not only on the content but also on the process. For example, you might say, “Let’s think back on our use of Compare and Contrast. How did the organizer help you plan your strategy for problem solving? What might you do differently next time you use a Compare and Contrast organizer?” Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Arlington, VA.: ASCD.

  28. Reading For Meaning

  29. Reading For Meaning How do you get students to read for meaning? Respond in the question box please

  30. Reading For Meaning Reading for Meaning helps students develop the skills that proficient readers use to make sense of rigorous texts. The strategy helps build these Common Core skills: • Managing text complexity. • Evaluating and using evidence. • Developing the core skills of reading (e.g., finding main ideas, making inferences, and analyzing characters and content). Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Arlington, VA.: ASCD.

  31. Reading for Meaning • Identify a short text to “read for meaning.” • Usually a Word Problem, but could be an explanation out of a text. • Could also be a graph or table!! We READ those too. • Generate a list of statements from text. Students will search text for support to agree or refute statement. • Introduce topic and preview statements. • Students record evidence either while they read or after reading. • Students share evidence in pairs or small groups. • Evidence is shared whole class. Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Arlington, VA.: ASCD.

  32. Reading Social Studies WASHINGTON — House Democrats are determined to cast an election-year spotlight on Republican opposition to raising the minimum wage and overhauling immigration laws. To try to accomplish that in the GOP-controlled House, Democrats are planning to rely on an infrequently used, rarely successful tactic known as a "discharge petition." It requires the minority party — in this case, Democrats, who are unable to dictate the House agenda — to persuade some two dozen Republicans to defy their leadership, join Democrats and force a vote on setting the federal minimum wage at $10.10 an hour. source: Startribune.com

  33. Reading for Meaning • Identify a short text to “read for meaning.” • Usually a Word Problem, but could be an explanation out of a text. • Could also be a graph or table!! We READ those too. • Generate a list of statements from text. Students will search text for support to agree or refute statement. • Introduce topic and preview statements. • Students record evidence either while they read or after reading. • Students share evidence in pairs or small groups. • Evidence is shared whole class. Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Arlington, VA.: ASCD.

  34. Reading for Meaning

  35. Reading for Meaning

  36. Compare and Contrast Photo credit: Peter Thoeny, via Photopin

  37. Don’t forget to add your comments to the ASCD EDge VLN site during or after the webinar

  38. Compare and Contrast Compare & Contrast teaches students to conduct a thorough comparative analysis. Why use compare and contrast? Three key reasons, according to The Core Six: • Comparative thinking • Comparative reading • A “best bet” for raising student achievement

  39. Compare and Contrast

  40. Compare and Contrast Use this instead Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Arlington, VA.: ASCD.

  41. Compare and Contrast Description Organizer for Ancient Civilizations Maya Criteria Aztecs Religion Dwellings Technology Or this Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Arlington, VA.: ASCD.

  42. Compare and Contrast • Description • Activate Prior Knowledge • Give clear criteria to focus descriptions – Use graphic organizer to help. • At this stage, students describe each item separately, not make a comparison.

  43. Compare and Contrast • Conclusion • Draw conclusions by building discussion around concluding questions, such as • Are the two items more alike or more different? • What is the most important difference? Think of some causes and effects of this difference. • What conclusions can you draw? Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Arlington, VA.: ASCD.

  44. How do I improve my students’ close reading skills? Problem of Practice

  45. Reading For Meaning

  46. Reading for Meaning • Identify a short text to “read for meaning.” • Generate a list of statements from text. • Introduce topic and preview statements. • Students record evidence either while they read or after reading. (use a tactile response) • Students share evidence in pairs or small groups. Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Arlington, VA.: ASCD.

  47. Compare and Contrast Photo credit: Peter Thoeny, via Photopin

  48. Compare and Contrast • Description • Activate prior knowledge • Give clear criteria for focus • Conclusion • Draw conclusions by building discussion around concluding questions, such as • Are the two items more alike or more different? • What is the most important difference? Think of some causes and effects of this difference. • What conclusions can you draw? Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Arlington, VA.: ASCD.

  49. What is our next problem? Problem of Practice

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