high school ela rachel wysocki [email protected]

Common Core: Close Reading and Analysis

High School ELARachel [email protected]

Personal Reflection

» What do you find most important about being an English teacher?

» What do you hope your students learn by the end of the year?

» What about the CCLS can you appreciate?» What are you struggling with while

implementing the CCLS?

Rachel [email protected]

ELA Prefatory Material

» Section 1: Overall Curricular Changes» Section 2: Our Approach to Homework» Section 3: Flexibility in this Curriculum» For your section of reading:˃ Read and annotate the section, indicating with a “?”

any areas that need clarification˃ Write a “gist” statement or central idea for each

paragraph


Overall Curricular Changes

» Text Complexity» Depth, Not Breadth» Text Pacing and Creating Space for Close

Reading» Revisiting Text and Annotating Text» Academic Vocabulary» Writing from Sources and Research» Standards Assessed vs. Standards

Addressed


Our Approach to Homework

» Independent and Regular Reading» Accountability for Accountable

Independent Reading» Establishing a System for Accountable

Independent Reading» Other Homework/ Additional Outside of

Independent Reading


Flexibility in this Curriculum

» Timing» Building Fluency» Paired Group Reading/Collaborative

Work» Grading/Scoring of Assessments» Text Versions

Staircase of Complexity

9.1- How do authors develop complex characters?

10.1- How do authors develop complex character and ideas?

11.1-How do authors develop and relate elements of a text?

CC Regents: identify a central idea in the text and analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea

Walk Through: Module Overview

» Read through the “Yearlong Target Standards” and answer the following questions:˃ What skills are students to develop through the reading of

literature?˃ What skills are students to develop through the reading of

informational text?˃ What skills are students to develop through writing?˃ What skills are students to develop through speaking and

listening?˃ What skills are students to develop through their analysis of

language?


Personal Reflection

» Using your answers from the “Yearlong Target Standards” section, take a moment to reflect:˃Which skill areas do you already address in

your classroom?˃Which skill areas do you need to focus on

more with your students?


Assessed vs. Addressed

» Assessed Standards= core work of the unit/lesson around which student learning has been designed; students are engaged on “full work” in all elements of a standard

» Addressed Standards= students are engaged in some aspects of the standard, but not all aspects


Assessed/Addressed Standards

»Group 1: Assessed Standards»Group 2: Addressed Standards˃For each standard, what skills do

students need to have to achieve the standard?


Six Shifts in Literacy Instruction

Shifts 3 and 4

» Shift 3:Staircase of Complexity» Students read the central, grade appropriate

text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.

» Shift 4:Text-based Answers» Students engage in rich and rigorous evidence

based conversations about text.


Personal Reflection

»What have you had success with while implementing shifts 3 and 4?

»What have you had difficulty with while implementing shifts 3 and 4?


Examining Course Texts

» Take a few moments and list the main texts you use in your classroom.

» Then think, what skills do these texts help my students to develop? Or What standards can I address using these texts?˃ Hint: Use the reading standards cheat sheet to help you!


What does it mean for a text to be “Common Core”?

» Qualitative Evaluation- level of meaning, structure, language, etc.

» Quantitative Evaluation- readability measures

» Matching the Reader to Task/Professional Judgment- reader motivation, knowledge, experiences


Qualitative

» What the text demands of a reader:˃ Non-literal thinking˃ Inference˃ Analysis ˃ Non-linear structure˃ Complex/varied sentence structure˃ Multiple perspectives˃ Complex themes˃ Unfamiliar/challenging language˃ High intertextuality˃ Multiple levels of meaning


Quantitative

Common Core Band

ATOS Degrees of Reading Power

Felsch-Kincaid The Lexile Framework

Reading Maturity

SourceRater

2nd-3rd 2.75-5.14 42-54 1.98-5.34 420-820 3.53-6.13 0.05-2.48

4th-5th 4.97-7.03 52-60 4.51-7.73 740-1010 5.42-7.92 0.84-5.75

6th-8th 7.00-9.98 57-67 6.51-10.34 925-1185 7.04-9.57 4.11-10.66

9th-10th 9.67-12.01 62-72 8.32-12.12 1050-1335 8.41-10.81 9.02-13.93

11th- CCR 11.20-14.10 67-74 10.34-14.2 1185-1385 9.57-12.00 12.30-14.50

Most often used: www.lexile.com

Sample Texts:The Catcher in the Rye _______790Of Mice and Men___________630The Crucible_______________1320Macbeth__________________1350

Within a range from 100L below to 50L above his or her Lexile measure, a reader is expected to comprehend the text well enough to understand it, while still experiencing some reading challenge.

http://www.lexile.com/

Lexile Levels

» How to determine a student’s Lexile level/ Reading Level:˃ My easiest way…˃ Use past RCT’s in reading to determine a students performance

on the Degrees of Reading Power test, then find their performance range on the Lexile measure.

˃ Why is this important?+ There are tons of sites out there with leveled non-fiction

reading for students! + One great resource: www.newsela.com


http://www.newsela.com/

Personal Reflection

» How have you “set the stage” for close reading activities in your classroom?

» How have you focused your students on important elements of a text during close reading?


Close Reading

»What is the first thing that comes to mind when you hear the phrase “Close Reading”?


Close Reading


Personal Reflection

»What reading strategies do you teach students to get through the first reading of a text?

» How and when do you measure student comprehension of a text?


Close Reading


Text Dependent Questions

» A text dependent question is one that can only be answered by referring back to the text being read. ˃ focuses on specific phrases / sentences˃ Ensures careful comprehension of the text˃ Asks students to analyze, investigate, probe, question, assess

and/or consider


Text Dependent Questions

» 1. Identify the core understandings and key ideas in a text

» 2. Start small and build confidence» 3. Target vocabulary and text structure» 4. Tackle tough sections of the text head on» 5. Create coherent sequences of text

dependent questions


Inference TBQ


Personal Reflection

»What vocabulary is important for your students to learn?»How do you help students tackle

difficult vocabulary in a text?


Vocabulary and the Common Core

» Take a few minutes to read and annotate the article entitled “ Which Words Do I Teach and How?”˃Write a “gist” statement for each

paragraph˃ Indicate any areas for further

clarification with a “?”


Vocabulary and the Common Core

»Words to choose for intensive teaching:˃ 1. words needed to fully comprehend the text˃ 2. words likely to appear in future texts from any

discipline˃ 3. words that are a part of a word family or semantic

network− Hiebert 2009


Vocabulary Tiers

Tier 1 Words are the words of everyday speech usually learned in the early grades or at home

Tier 2 Words The Standards refer to tier two words as “academic vocabulary”.

are “words that characterize written and especially academic text—but are not so common in everyday conversation” (Beck, McKeown, and Kucan 2008). Tier two words appear in all sorts of texts: academic texts (relative, vary, formulate, specify, accumulate), technical writing (calibrate, itemize, structure), and literary texts (misfortune, dignified, faltered, unabashedly). Tier two words are far more likely to appear in writing than in speech.

Tier 3 Words are far more common in informational passages than in literature. They are specific to a domain or field of study (lava, fuel injection, legislature, circumference, aorta) and key to understanding a new concept within the text. Because of their specificity, tier three words are often explicitly defined by the text and repeatedly used. Thus, the author takes care to have the text itself provide much support in the learning of tier three words.

Practice with Vocabulary

» Choose either the informational or the literary passage. ˃ Underline the tier 2 words you’d teach for the

passage˃ Circle the tier 3 words you’d teach from the passage˃ At the bottom of the page, note which of the words

would require more time and attention/less time and attention.

Vocabulary TBQ


The Big Questions

» How can you guide your students in reaching a greater understanding of a text?

» How can you ask students to show their greater understanding of a text?


The Big Questions

»Focus on:˃ The author’s intended impact of his choices

on his audience˃ How the overall structure of the piece

contributes to the meaning ˃ How central ideas are developed through the

author’s intentional choices


Text Analysis TBQ


The End Goal

Module Performance Assessment

9.1 Task: Students read closely, analyze text, work with paired texts in order to select an extended quotation from the new text and explain how this quote could apply to any character in the previously read textsProduct: Analytical EssayScaffolding opportunities: -teacher can preselect texts for students to read/compare-students analyze texts in groups-students create lists of intertextual connections in groups

10.1 Task: choose one relationship from within one of the texts in the unit and explore how that relationship develops a central idea in the textProduct: Analytical EssayScaffolding opportunities:-small group review of annotations completed throughout the unit to create a list of relationships-collaborative brainstorming on how the relationships help develop central ideas in a text

11.1 Task: Select a central idea common to all three texts. How do the authors develop this idea over the course of each text? How do the texts work together to build your understanding of this central idea?Product: Analytical EssayScaffolding opportunities:-small group review of annotations completed throughout the unit-small group work to analyze how their chosen central idea plays out through the texts

Thoughts, Questions, Needs?


high school ela rachel wysocki [email protected]

Documents

section of reading

aspects rachel

paragraph rachel

reading of informational

standards addressedrachel

addressedassessed standards

standardaddressed standards

reading of literature