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Enhancing Close Reading: Effective Decisions with Complex Texts

Explore how instructional decisions shape close reading of complex texts like "Their Eyes Were Watching God" and "Jane Eyre." Learn to prioritize tasks, reflect on learning outcomes, and apply the model lesson to other texts.

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Enhancing Close Reading: Effective Decisions with Complex Texts

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Presentation Transcript

  1. Fostering Close Reading through Effective Instructional Decisions Allowing complex texts to drive decision-makingBy Kasha Hayes

  2. Warm-up: Excerpts from Two Complex Texts Directions: • Read the excerpts from the two complex texts (Their Eyes were Watching God and Jane Eyre) located on the participant’s handout • As you read, annotate for evidence of characterization for the main character in each text (Janie and Jane, respectively) Turn and Talk: • What did you annotate? What did your table partners annotate?

  3. Essential Questions • How do complex texts drive instructional planning decisions? • How do instructional planning decisions focused on intended student learning facilitate close readings of complex texts?

  4. Learning Outcomes Participants will be able to: • explain the instructional decisions behind and the components of the model CCSS lesson • experience a portion of the model lesson and examine instructional decisions through various lenses (teacher and student) • prioritize instructional decisions to facilitate student learning and close reading of a new complex text • reflect on model lesson for applicability to other complex texts 

  5. Agenda • Warm-Up • Session Outcomes and essential questions • Rationale for close reading • Process of instructional decision making • Preview model lesson • Experiential learning and reflection • Prioritize and reflect on instructional decisions with new complex text • Closing/Review Objectives/Feedback Form

  6. Rationale for Close Reading Common Core Shifts for ELA/Literacy • Building knowledge through content-rich nonfiction • Reading, writing, and speaking grounded in evidence from text, both literary and informational • Regular practice with complex text and its academic language Achievethecore.org

  7. Instructional Decision Making A few things to consider: • What is your intended student learning? How will that learning help students work towards mastery of a standard? • How many times do you need to read the text (or portions of the text) in order to reach the intended student learning? • What does the text demand of students? Focus on Tier 2 academic vocabulary words? Unpacking syntax? Text-dependent questions and discussion? • What else do your students need in order to come away with your intended student learning?

  8. Preview lesson As you read the lesson… • Note the complexity of the text • Review Standards addressed • Consider the Culminating question (students must use evidence from reading in order to answer it) • Purpose for reading Turn and Talk – How do these things help focus students to read more closely?

  9. Experiential Learning • For the next 10 minutes, participate in the model lesson. Consider your reactions as both a teacher and as a student

  10. Reflection Turn and Talk • What happened to you while you participated? • What would happen with your students? • How does this mode of instruction support the work with CCSS? • How would these text-dependent questions support the intended student learning? • How did the text drive the lesson? • How does the lesson support the identified standard? • Share out

  11. Prioritizing Instructional Decisions • Practice with Jane Eyre • With your table partners, reread the excerpt from Jane Eyre. • Next, prioritize CCSS-aligned instructional tasks you would use facilitate additional close reading. • Remember, the text should drive your instructional decisions. What choices will help your students work towards mastery of the standard?

  12. Reflection • Share out • What tasks did you select? What is the rationale behind your selections? • How will your tasks facilitate the intended student learning? • How are your tasks linked to mastery of the standard?

  13. Closing and Feedback Form • Please take a few minutes to fill out your feedback form. • Thanks for your participation!

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