Close Reading Strategies for CCGPS Daniel Rock, Literacy Specialist

1. Close Reading Strategies for CCGPSDaniel Rock, Literacy Specialist OCTOBER 2011

2. Possible Sentences Write four sentences. Use two of the above words in each sentence until all words are gone.

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4. Learning Target • I can explain the reasoning and big ideas behind the Common Core Standards • I can use strategies to scaffold my students ability to read text closely.

5. Today’s Plan • The Why and What • Close Reading Strategy (Task Cards) • Close Reading Jigsaw • Argument

6. The Why and the What

7. What Do We Expect? Student Behaviors? Student Achievement Teacher Behaviors?

8. Interquartile Ranges Shown (25% - 75%) 1600 1400 Reading Study Summary 1200 Text Lexile Measure (L) 1000 800 600 High School Literature College Textbooks Military High School Textbooks SAT 1, ACT, AP* Personal Use Entry-Level Occupations College Literature * Source of National Test Data: MetaMetrics

9. …The Three Big Shifts • Building content knowledge through (reading) rich nonfiction • Reading, writing, and speaking grounded in evidence from the text, both literary and informational. • Regular practice with complex text and its academic language. -Student Achievement Partners

10. 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 drawn from the text. Key Ideas and Details 9th Grade: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 6th Grade: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 3rd Grade: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

11. Craft and Structure Anchor Standard 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. 9th and 10th Grades: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter) 6th Grade :Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. 3rd Grade: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently

12. Close Reading

13. They skip, skim, and scan text continually based on their purpose. They also reread, slow down, and reread again if it suits their purpose. What Do Good Readers Do? You Mean I have to Teach Reading by Chris Tovani. Students read deeply and analytically, able to comprehend and make inferences about what they read. They know a purpose will help them focus their reading and determine what is important. They also know that purpose determines how they read the material. Good readers approach assigned text with a result in mind. They consider what they have to do with the information after reading.

14. Setting a Purpose/Asking Questions “Millions saw the apple fall, but Newton was the one who asked why.”  -Bernard Baruch

15. Close Reading Process • Students read the text silently. Teacher provides a purpose. • Students read again and annotate/create questions. • Teacher reads the text aloud/models thinking. High-light unknown/significant words Write/ask questions Students find explicit meaning, inferences, central ideas, and themes Q-Cards

16. Critical Element: Asking the Right Questions

17. Using Q-Cards to Set a Purpose Scaffolding Question - Stems What does the author mean when she says_________? Which details in the story help show ________? What is the primary topic Of this article?

18. Groups-Elementary • Author’s purpose/perspective • Main Idea • Cause and Effect • Text Structures/Organizational Patterns • Relevant Supporting Details • Compare/Contrast

19. Groups- Middle/High • Main Idea • Text Structure/Organizational Patterns • Validity and Reliability • Compare/Contrast • Analyze and Evaluate Information • Author’s Purpose and Perspective

20. Close Reading Process • Students read the text silently. Teacher provides a purpose. • Students read again and annotate/create questions. • Teacher reads the text aloud/models thinking. • Close reading activities • Circle or highlight unknown words What is the primary topic Of this text? High-light unknown/significant words Write/ask questions Students find explicit meaning, inferences, central ideas, and themes Q-Cards

21. Jigsaw of Close Reading Strategies

22. Jig-Saw • 1. Establish a home group. • 2. Count off within home group 1-6. • 3. Read silently and begin activity on your own. • 4. Find “expert group” and complete activity together. • 5. Return to home group and share results. Take notes based on what you hear.

23. Expert Groups • 1s: Close Reading of Text • 2s: Anticipation Guides • 3s: RAFT • 4s: Squeepers • 5s: Key Concept Synthesis • 6s: History Events Chart

24. Why Arguments? • Students like to argue (but they often do not know how to argue well). • Recognizing arguments that are not based on evidence is part of being an informed citizen. • Arguments clarify the relevance and importance of understanding the content.

25. Argument • “Knowing a lot of stuff won’t do you much good unless you can do something with what you know by turning it into an argument.” • Gerald Graff, “An Argument Worth Having”

26. And the best reason of all-- • Controversy clarifies, . . . intellectual issues become intelligible to us at points of controversy, when we become able to see who’s where on the issues, what the relationships between positions are, and what’s at stake.” • Gerald Graff, “Clueless in Academe”

27. So Let’s Argue—Well • The Toulmin Method • Make a claim • Based on evidence • Include a warrant that explains how the evidence supports the claim • Add backing that supports the warrants • Incorporate qualifications and rebuttals (counter arguments) to refute competing claims • From George Hillocks, Teaching Argument Writing (2011)

28. Strategies to Help Students Argue Well • Claim • Four Corners/Vote with your Feet • They say/I say • Evidence • Evaluating Evidence graphic organizer • Warrant • Warrant Workout

29. @GADOEELA

32. Possible Sentences Write four sentences. Use two of the above words in each sentence until all words are gone.

33. For more information-- • Daniel Rock, drock@doe.k12.ga.us • Mary Lynn Huie, mhuie@doe.k12.ga.us • Susan Jacobs, sjacobs@doe.k12.ga.us • Gerald Boyd, gboyd@doe.k12.ga.us