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Close Reading

Close Reading. Leadership Module: Supporting Close Reading. This Module will require…. Internet access, District network access K-2 CCSS Instructional Practice Guide K-3 CCSS Instructional Practice Guide “A Close Look at Close Reading” by Beth Burke.

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Close Reading

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  1. Close Reading Leadership Module: Supporting Close Reading

  2. This Module will require… • Internet access, District network access • K-2 CCSS Instructional Practice Guide • K-3 CCSS Instructional Practice Guide • “A Close Look at Close Reading” by Beth Burke

  3. What’s Our Purpose for the Leadership Module? • How can I help teachers improve their close reading instruction? • Where will teachers need the most support? What are the structures I need to put in place to provide support? • What are the critical messages teachers need to hear? What are some tips I can reiterate to teachers? • What should good close reading questions look like? How will I know if a teacher has created Common Core aligned close reading instruction? • What can I do to meet teachers where they are and lead them to powerful CCSS alignment in their close reading instruction?

  4. Where will teachers need the most support? Based on feedback from DMPS teachers: • Teachers need time with their teams to create text-dependent questions. • Step 5 in the Data Teams process allows time for planning for instruction. Could some of this time be used to develop text-dependent questions? Could building PD time be used? • Teachers need guidance from their coach/leadership on implementation tips* • Use the information from the modules and other reliable sources to learn more about Close Reading and brainstorm solutions with teachers. • The Close Reading Task Force will also continue to update Module 8 with questions and concerns from teachers. Encourage them to submit their questions or concerns to Liz Griesel so the team can assist in addressing these questions/concerns. • Teachers need modeling to help build confidence in the effectiveness of close reading • Building leadership can model close reading lessons in classrooms with students. These lessons can be videoed and shared if necessary.

  5. What are the critical messages teachers need to hear? • (Grades 2-5): Students should typically read grade level passages independently. Exceptions for extremely discrepant students should be made accordingly. • Teacher may be apprehensive about releasing reading responsibility to students. Modeling and encouragement may help to ease this anxiety. • K-1 often will be a “close listening” activity where the class is engaged in shared reading or a read aloud. • Close reading supports implementation of Common Core State Standards. • Incorporating close reading/text dependent questions into instruction becomes easier with experience and support from colleagues and leadership. • Journeys is a great place to start, but social studies, science, and other texts lend themselves well to close reading, too!

  6. What tips can I reiterate to my teachers? • Don’t try to re-read the whole text. • With practice, your text dependent questions will become more refined • Focus on small sections; go deep. • Be open-minded. Give students the opportunity to show you what they can do on their own. • There is not one “right way” to implement close reading. Just be sure to incorporate the elements of Close Reading (see below).

  7. What are good close reading questions? • Read “A Close Look at Close Reading” by Beth Burke, concentrating especially on the text dependent questions section • As you read, be aware of what stands out to you, including: • Messages your colleagues need to hear. • Great tips or suggestions. • Key ideas or points. • When you’re finished, underline an important sentence or phrase you’d like to remember or discuss with your colleagues.

  8. EngageNY.org How will I know if a teacher has created CCSS close reading instruction? • Students will be required to independently read texts when texts are at grade level. • Text Dependent questions will be aligned with standards. Often this will be indicated on the TDQ document created by the team. • TDQ will require the students to re-read and use textual evidence to support their answers.

  9. How will I know if a teacher has created CCSS close reading instruction? • Examples- day 1, day 2

  10. What can I do to support teachers with implementation of Close reading instruction

  11. Close Reading Modules • Allow time for coaches to facilitate the Close Reading Modules with teachers. • Participate in the modules. Further your own understanding of Close Reading. • Model close reading (in classrooms, in professional development, etc).

  12. CCSS Instructional Practices Guide • Examine the K-2 and 3-5 Instructional Practice Guide. • What evidence can you collect during walk throughs? • What feedback can you provide?

  13. Wrap Up • What are your next steps? • PD modules? • Collaboration and TDQ development in teams? • Modeling? • Feedback and Encouragement?

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