module 1 addressing the common core standards through close reading
TRANSCRIPT
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 Standards
Examine 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
What makes a text complex?
• Background• Prior• Cultural• Vocabulary
• Standard English
• Variations• Register
• Genre• Organization• Narration• Text
Features• Graphics
• Density and Complexity
• Figurative Language
• Purpose Levels of Meaning
Structure
Knowledge
Demands
Language Convention 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
First Read
The 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________?
CorduroyPossible Themes • Everybody wants to belong to someone.• Everyone wants a special friend.• Friends take care of each other.• Friends accept each other.
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 #1
Understanding To Be Developed:
Corduroy is a lonely bear and longs for someone to take him home.
Let’s Practice
With 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 #2Corduroy explores the store and discovers new things he wants
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
Text Based Questions for Pivotal Passage #1• How does Corduroy feel in the department store? What did you read
that made you think that? (TPS)• What does the little girl think of Corduroy? How do you know? (TPS) • What does her mom think of Corduroy? How do you know? (TPS) • Who do you agree with? Why? (TPS)• Retell what happens in this part of the story? (TS)
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
Practicing Close Reading
Understanding to Develop: Corduroy explores the store and discovers new things he wants.
Pivotal Passage #2 Text Based Questions• What makes Corduroy want to leave the toy section of the store? (TPS)• What does Corduroy discover? (TPS)• When Corduroy says “ I’ve always wanted to…… what does this tell us
about Corduroy? (refer to several references of this phrase) (TPS)• Retell what happens in this part of the story? (TS)
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 is the author’s message about friendship? (CR)
Interactive Structures
Increase 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?
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)