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Module 1Addressing The Common Core
Standards Through Close Reading
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Objectives• Familiarize ourselves with the
Common Core Standards
• Learn more about the instructional strategies that support the CCSS instructional shifts
• Understand the planning process for close reading
• Learn strategies that support the development of student partnerships
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NormsRespect for all
perspectives
Active listening and participation
Maintain a positive outlook and attitude
Proactive problem solving
Assumption of positive intent
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Whittier City School District’s Instructional Focus
Developing deep comprehension and interpretive skills using literature and informational text, with an implicit focus on informational text and expository
writing
Close Reading Text based discussions
Constructed Response/Text
Dependent Questions
Building Knowledge through
content-rich nonfiction and informational texts and
literature
Instructional Shifts
Reading and writing grounded in
evidence
Rich and rigorous conversations, dependent on common text
Instructional Strategies
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Examining StandardsExamine the standards within each cluster for your grade span • Look at each standard across the grade span, one at a time• What words and descriptions of the standards stand out within each
cluster?• How do the skills build across grade levels?
Summarize each cluster• What do students need to know and be able to do within each cluster?• Document your findings on the worksheet provided• Be prepared to share out.
• K-2 pgs. 1-2 & 15 • 3-5 pgs. 2-3 & 16• 6-8 pgs. 27-28 & 39
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Professional Reading
Closing In On Close ReadingBy Nancy
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What makes a text complex?
• Background• Prior• Cultural• Vocabulary
• Standard English• Variations• Register
• Genre• Organizatio
n• Narration• Text
Features• Graphics
• Density and Complexity
• Figurative Language
• Purpose Levels of Meaning
Structure
Knowledge
Demands
Language Conventio
n and Clarity
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Whittier City School District’s Instructional Focus
Developing deep comprehension and interpretive skills using literature and informational text, with an implicit focus on informational text and expository
writing
Close Reading Text based discussions
Constructed Response/Text
Dependent Questions
Building Knowledge through
content-rich nonfiction and informational texts and
literature
Instructional Shifts
Reading and writing grounded in
evidence
Rich and rigorous conversations, dependent on common text
Instructional Strategies
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Close Reading with The Glorious Whitewasher
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First ReadThe GOAL of the first read is for students to have a general understanding of what the text is about
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Planning For The First Read
Decide what information must be frontloaded• What background information is essential before reading?
Decide what vocabulary needs to be clarified• Identify and clarify challenging vocabulary when reading
through the text the first time
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Planning For The First Read
Decide how the text will be read• Read Aloud, Whisper Read, Choral Read, Partner Read,
Independent Read
*This will depend on the complexity of the text and time of year
Decide how students will recount the story after the first read
• Whip around• Talking stick/chips• Partner retell• Chart paper/scenes, Flow Map• Others?
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Let’s Practice A First Read
Read the entire selection Frontload if necessary Stop only to define key vocabulary words
Recount and retell the textWhip around the table to recount and retell the story• Each person tells a little bit of the story starting and
stopping at natural stopping points
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Discussion• Why is it important for students to retell what
the text was about?• How does this help set the stage for deeper
reading?
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Planning For Close Reading
Determine what themes are emerging after reading the text
Elaborate on the theme What is this story saying or showing us about________?
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Glorious WhitewasherPossible Themes • When one can’t have something, it becomes more
desirable. • Words have power and can be used to convince
someone to do something they would otherwise never do.
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Examining the StandardsWhat standards seem to be most suited for this story?
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Planning For Close Reading
Chunk the text into Pivotal PassagesWhat sections merit a second read?
• Important scenes and memorable moments • Subtle yet significant details in the text• Lengthy and substantial interaction• Natural start and end to a scene, event or conversation
*Be sure pivotal passages support understanding of the theme
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Planning For Close Reading
Determine Understanding to be Developed• What do we want students to understand after
reading this section of the text?• How does it relate to the overall theme?
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Pivotal Passage #1Understanding To Be Developed:• Tom is upset that he has to work and
begins to plan how to get out of work.
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Let’s PracticeWith your table partner:• Read the second pivotal passage • Script the understanding that you want students to
develop after reading this section• Share with your table and share out to the group
Understanding for Pivotal Passage #2: Tom uses his words and actions to manipulate Ben.
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Planning For Close Reading
Develop Text Based Questions• Draft questions that will help students get
to the understanding that needs to be developed• Ensure questions lead students back to the
text and support discussion
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Let’s Practice Close Reading
Reread Pivotal Passage #1Text Based Questions:• What is Tom’s attitude toward work? What from the text made you
think that? TPS• What words or phrases does Mark Twain use to foreshadow Tom’s
plan? HT• How does Tom view Ben? What did you read that made you think
that? TWPS• Highlight words or phrases that show how Tom’s feeling. Highlight
words or phrases that show how Ben’s feeling. How do they compare? DQ
• Why did Mark Twain write the steamboat scene in this way? DQ
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Planning For Close Reading
Develop an Enduring Question• Draft a question students could think
about and discuss while reading the text that helps them to uncover the theme
• This question will be asked throughout each pivotal passage
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Let’s PracticeEnduring Question• What is this story about? QW & DQ• What does the author want us to understand?
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Practicing Close Reading
Reread Pivotal Passage #2
Understanding to Develop: • Tom uses his words and actions to manipulate Ben.
Text Based Questions• What is Tom trying to do here? What specific words and actions show
this? TPS• What effects do Tom’s actions have on Ben? QW & DQ
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What did our students say?
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Planning For Close Reading
Develop a Culminating Question for discussion and constructed response• This question will be asked to engage the
class in an extended discussion about the theme • Students will also answer this question in
writing (constructed response)
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Let’s Practice• Culminating Question for discussion and constructed response
What message does the author want us to learn or remember? What from the text makes you think that? CR
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Examine Sample Lessons
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Interactive StructuresIncrease student engagement and allow teachers to check for understanding
Interactive Structure Options• Whip Around• Heads Together• Talking Stick/ Talking Chips• Think, Pair, Share• Think, Write, Pair, Share• Partner work• Quick Write
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Examining The Common Core Standards
Based on the questions from the first two Pivotal Passages: • Which Reading Standards are we addressing? • Which Listening and Speaking Standards are we
addressing?• Which Writing standards are we addressing?
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Using Collaborative
Learning to Foster Discussion and
Writing
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Comprehension and Collaboration
1. Prepare for and participate in collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively.
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Phasing in Text Based Discussions
Establish partnerships in your classroom• Set up your classroom to support partner
work at their seats and on the carpet• Discuss why partnerships are important for
learning• Decide which students will be partner A/B • Have students practice turning to their
partners
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Phasing In Text-Based Discussions
Teach the behaviors partners demonstrate• Look at each other• Listen to each other carefully• Lean in closely• Take turns (A & B, B) & A)
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Phasing In Text-Based Discussions
Teach strategies partners use• Lean in closely to hear• Ask a partner to speak up when they
cannot hear• They say things like, “Now it’s your turn.”
“What do you think?”
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Phasing In Text-Based Discussions
Discuss social topics that promote discussion • favorite school lunch• best thing to play at recess
• Introduce Conversation Stems• I think _____because……• I agree….because…. I disagree…..because…• I would like to add onto what _____said…one
reason• Another thing to consider is……
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What Is Our Ongoing Role In Developing Student
Partnerships?Observe: Are students….• Giving each other eye contact• Leaning in, nodding, reacting• Taking turns• Talking or staying silent
Coach: (whisper in )• Say more about that….• What do you mean…• How can you show your partner you’re listening?
Give Feedback: • Today I noticed you were taking turns speaking• I noticed you made sure to look at your partner• Kept focused and on task
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We all need a pep-talk
http://www.youtube.com/watch?v=l-gQLqv9f4o
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Next Steps• Schedule a time to teach the lessons and debrief the
process• Establish Partnerships & Phase in Discussions • Teach Discussion Stems• Review the grade level planning tool for close reading
with your team & try it out• Bring artifacts (charts, student work samples, videos,
pictures, notes)
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Thank you!