Common Core PathwaysDeep ReadingDeep Writing

Deep Discussion

Close reading (annotation)

Inferencing

Summarizing

Questioning

Synthesizing

Evaluating arguments and points of view

Citing evidence of thinking

Reading for meaning

Reading for learning

WHAT IS DEEP READING?

Writing to learn

Learning to write

Writing to convey and clarify thought

Process writing

Real world writing (audience, purpose, task)

Writing from Sources

WHAT IS DEEP WRITING?

Talking about the meaning of text

Evaluating the text with evidence

Understanding what others are saying before responding in discussion

Questioning the text

Using evidence from text...

WHAT IS DEEP DISCUSSION?

Common Core is also the "how"

It is about instruction...

By teaching standards, we are teaching students the reading, writing, and thinking processes to meet those standards...not the standards themselves.....

What the standards contain:

Do

• Close attentive Reading

• Cite specific evidence

• Critical reading

• Reading independently and closely

Do Not

• Text to Self Connections

• Prior Knowledge

• Relate to one's own life

• Explore personal responses

• Subjectivity without evidence

Anchor Standards ReadingLadder ( abbreviated)

Determine central ideas and development (summarize)

Analyze how individuals,events develop and interact

Interpret words and phrases that shape meaning and tone

Analyze structure of texts and how it relates to whole

Assess Point of View and Purpose

Integrate and evaluate content presented in multiple forms

Delineate and evaluate and arguments in texts, validity of reasoning

Analyze two or more texts that address similar topics or themes

1.

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What is Close Reading?

Access to high quality complex text (requires multiple readings)

Individual and collaborative reading

Text Based questions and discussions

Writing about the text

Standard 1 and 10 serve as pillars to readingStandards 2 and 3 serve as foundationStandards 4, 5, 6, 7,8 and 9 spiral throughout text

LANGUAGE AND SPEAKING AND LISTENING

Embedded within the Reading and Writing Domains

• Grammar

• Vocabulary

• Collaboration

• Communication

• Presentation

Pathways

The standards are clearer, the pathways are not....

We determine the pathways of the standards through high quality instruction of

• Deep Reading

• Deep Writing

• Deep Discussion

Let's Try it with a piece of Informational Text

Shoot out by Guy Martin

Standard One: Cite evidence of what the text is saying...

Read Paragraph One: Stay focused on what the text actually says.

1. Stay focused on text not opinion

2. Identify areas of what the text is saying.

3. Write these down in your triads....

Standard 2: Determine Key Ideas and Themes

Read the next three paragraphs:

What is the article starting to be about?

What evidence in the text emerges and develops as you read. (use information from the text)

Again, stay within the text and avoid personal opinion

Step 3: Analyze how Individuals, Events, and Ideas Develop and InteractRead Paragraph 5 and 6

How are individuals being developed?

Try to restate and locate ideas and support them with related details in the text.

What details begin to lead you to conclusions about the students and the impact of the game on them.

What do the details in the article lead you to conclude about the kids and about the impact of the game on the kids?

Step Four: Interpret the technical, connotative, and figurative meanings of words

• Looking back, do some words seem more important or suggestive than others? Do some words see surprising

or symbolic?

• What words that are used to describe the game in the language of war?

• What connotations do the words suggest?

Ways of continuing the study of the article... Craft and Structure

Analyzing the Structure of the Text

Do the paragraphs suggest some sort of structure?

What type of work is the author unveiling through his structure.

Can you see a structure or pattern developing?

Anchor Standard six: Point of View

Think back to the language choices and the structure of the text:

How do the choices the author makes illuminate his point of view?

What examples does the author include to make his point?

Deep "close" reading

Teacher should have deep understanding of text:

1. Short chunks of rich text

2. Annotation with purpose

3. Multiple readings

4. Modeling of reading strategies

5. Gradual release of responsibility (ME WE TWO YOU).

6. Writing about understanding of text

Creating Text Based Questions

Use Standards as a guide

Start with Key Ideas of the Text going from smaller to larger

Begin to target Text Structures and specific vocabulary

Tackle Tough sections head on.

Sequence them logically

Ways of balancing "close" reading

1. Short Chunk, Large Chunk, Short Chunk approach

2. Allow reading for enjoyment time with tools to monitor reading.

3. Give purpose for reading texts

4. Scaffold towards independence

5. Be mindful how much you focus on...

TEXT BASED: questioning, writing, discussions

HIGH LEVEL AND GROUNDED IN TEXT

• Simple questioning to more complex

• Complete understanding of text before opinion.

Speaking and Listening standards as a guide

Organizer to help with Big Picturet Purpose for reading text:

Annotations/notes Text to be read Text Dependent questions for writing and discusssion

Text Dependent Writing prompt:

Anchor Standards Writing

Ladder (abbreviated)

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Argumentative Writing

Informative Writing

Narrative Writing

Develop Writing Process(planning revising editing, rewriting, trying new approach

Use technology to produce, publish, interact, and collaborate

Conduct short and more sustained research projects based on focused questions

Gather relevant information from multiple sources, assess credibility and integrate into writing

Draw evidence from texts to support analysis, reflection and research

Writing from Sources

Focus on Argumentative and Informational

Process Based

Writing Routinely for real audiences and purposes

Text Based

Standard 4 and 10 serve as pillars to standardsStandards 1-3 are the products students produceStandards 5, 6,7, 8, and 9 spiral througout

ARGUMENT OVER PERSUASION

Difference:

Genre Definition Common Features

Persuasion Appeals to emotion of the audience

Propaganda features such as, bandwagon, plain folks, glittering generalities

Argument Appeals to logic and reason Consists of a thesis/claim, evidence, concession, refutation, and a more formal style

Process over Content

The process of learning content is as important as learning the content itself if not more.

Examples:

• Vocabulary acquired through reading

• Research done through Writing

• Discovering themes during reading

• Interpreting figurative language

• Writing process

Real Audience...Real Purpose

Reading and Writing for a variety of audiences...routinely over extended time frames...for a range of tasks and purposes...

• Authentic Goals • Connection to current society• Connection to community• Real Audience and purpose

Students reading complex text

"Pedagogy focused only on "higher-order" or "critical" thinking was insufficient to ensure that students were ready for college and careers: what students could read, in terms of its complexity was at least as important...

Reading Between the Lines...ACT 2006

1. Quantitative (lexile)

2. Qualitative (multiple layers)

3. Task and Purpose (instruction)

Embrace confusion:

I beg you...to have patience with everything unresolved in your heart and try to love the questions themselves as if they were locked rooms or books written in a very foreign language. Don't search for answers, which could not be given to you now, because you would not be able to live them. And the point is, to live everything. Live the questions now. Perhaps then, someday far in the future, you will gradually, without noticing it, live your way into the answer...

Rainer Maria Wilke

SIX INSTRUCTIONAL SHIFTS

The process of learning the standards and meeting the standards....

PLANNING THE LEARNING EXPERIENCES OF STUDENTS

SHIFT ONE: BALANCE

Balance between Informational and Literary Texts

Augmenting literature with current periodicals

Literary Non-Fiction

SHIFT TWO: CONTENT AREA LITERACY

Literary Experiences Across the Curriculum...not just in ELA....

Process within Content• Social Studies• Science• Math• Electives

SHIFT THREE: COMPLEXITY

Standards Complexity:

Staircase of Complexity... (Learning progressions of standards

Text Complexity• Quantitative• Qualitative• Task and Purpose

SHIFT FOUR: TEXT BASED

Text-Based Answers grounded in:

Reading

Writing

Discussion

SHIFT FIVE: WRITING FROM SOURCES

• Emphasize use of evidence to inform and make an argument

• Writing that responds to ideas, events, facts, and arguments presented in texts.

Blending writing types

SHIFT SIX: ACADEMIC VOCABULARY

Focus on pivotal and commonly found words students encounter in text....

Constantly build ability to access more complex texts.