Module 1Addressing The Common Core

Standards Through Close Reading

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

NormsRespect for all

perspectives

Active listening and participation

Maintain a positive outlook and attitude

Proactive problem solving

Assumption of positive intent

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

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

Professional Reading

Closing In On Close ReadingBy Nancy

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

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

Close Reading with The Glorious Whitewasher

First ReadThe GOAL of the first read is for students to have a general understanding of what the text is about

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

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?

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

Discussion• Why is it important for students to retell what

the text was about?• How does this help set the stage for deeper

reading?

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________?

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.

Examining the StandardsWhat standards seem to be most suited for this story?

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

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?

Pivotal Passage #1Understanding To Be Developed:• Tom is upset that he has to work and

begins to plan how to get out of work.

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.

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

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

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

Let’s PracticeEnduring Question• What is this story about? QW & DQ• What does the author want us to understand?

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

What did our students say?

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)

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

Examine Sample Lessons

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

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?

Using Collaborative

Learning to Foster Discussion and

Writing

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.

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

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)

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?”

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……

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

We all need a pep-talk

http://www.youtube.com/watch?v=l-gQLqv9f4o

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)

Thank you!