1. Module 3 Teaching the Common Core through an Integrated Planning Approach

2. What are our thoughts about work?

3. Poem- Digging What lines or sections stood out to you?
What is the author’s opinion of work?
What are you thinking now after listening to the poem being read?

4. Informational Reading
Malcolm Gladwell, in Outliers, reminds us that one of our jobs is to teach students to work hard—that is the key to extraordinary success. So here, you’ll begin by showing students how to approach a text in a serious, intellectual manner.
2min
I would like to begin with a quote from Malcolm Gladwell’s book that emphasizes how hard and meaningful work and effort will produce success. So with this non-fiction unit we must invite and encourage students to work hard.

5. Objectives
Become more familiar with the CCSS Reading Standards for Literature & Informational Texts
Understand how the close reading of informational text supports deeper comprehension
Understand the skills a reader needs to process informational texts
Become familiar with scaffolds to further develop academic conversations
Today we have 4 objectives for the day.
1 min.

6. Norms Respect for all perspectives Active listening and participation
Maintain a positive outlook and attitude
Proactive problem solving
Assumption of positive intent
In order to reach our 4 objectives it is important that we follow team norms as we work together
1 min

7. 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
Instructional Shifts
Building knowledge through content-rich nonfiction, informational texts and literature
Rich and rigorous conversations, dependent on common text
Reading and writing grounded in evidence
Instructional Strategies
Again, here is our overall focus for the year. Remember the goal is stated in the overarching statement.
The strategies are ways to help us get there.
2 min.
Close Reading
Constructed Response/Text Dependent Questions
Text based discussions

8. Examining Standards
Sort the Reading Literature & Informational Text Standards
Closed Sort: Resort the standards into two categories: Reading Literature and Reading Informational
Within each of the above categories, sort into clusters: Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, Range of Reading and Text Complexity
Discussion: What stood out to you after examining the Reading Informational Standards?
How do the Reading Literature Standards support the Reading Information Standards?
25 mins. total
10 mins per sort
5 mins for discussion

9. Essentials of Reading Instruction
1 mins.
Our goal is always comprehension. The pillars represent all the skills that must be in place in order to support comprehension. In addition the foundation must be established where students are given time to read and write as well as talk.

10. 1 min There are various types on Informational Text students must handle and learn how to approach
Biographies
Expository
How-Tos
Historical Fiction
Narrative Non-Fiction

11. Boxes and Bullets (informational)
Main Idea
Detail
1 min Boxes and Bullets is how informational text is organized This visual will help students understand informational Text organization and it is important for students to learn the difference
It’s important that we begin by teaching students the structural differences of informational text and literature. They must understand that info texts are structured with main ideas and details.

12. Story Structure (Literature)
Beginning, Middle and End
Scenes and plots
1 min In literature the arrows move like time from B M E or scene to scene

13. Informational Text Tool
5 mins.
Pass out the tool and discuss

16. Informational Reading Unit of Study
Previewing the Text
What text features do I notice? (pictures, headings, charts, captions )
What do they tell me?
What do I think this text will be about?
Activating Background Knowledge & Setting a purpose
What do I already know about the topic?
What might I read to find out?
Activating Knowledge of Text Structure (Boxes and Bullets)
What do I know about how informational texts are structured?
How is this text organized?
Making a plan for reading
Where will I start reading?
Before Reading Strategies
5 min. We want to teach students strategies that they can use as readers to help them build comprehension when they read independently. These skills must be taught and modeled explicitly and students must be given opportunities to practice.
The following skills are skills students must engage in before reading: (share skills)
If a student has knowledge related to the subject being read and structural knowledge related to the organization and features of the text comprehension is more likely. Sometimes you could use a primary source document to engage student interest in a topic and build background knowledge
Purposes are central to any reading we do, students must use the previewing of the text to set a purpose for reading

17. Informational Reading Unit of Study
Self-Monitoring for Meaning:
Coding the text
Summarizing
What did I just read?
Questioning
What is confusing?
What am I wondering?
Envisioning
What am I envisioning? (see, hear, touch, smell, feel)
Main Idea/topic & Supporting Details:
What is the main idea/topic?
What details support the main idea/topic?
During Reading Strategies
10 min.
Self-monitoring is about knowing when we understand the content we are reading (at the word, sentence, and section or whole –text levels) and knowing what to do when our meaning breaks down. We have to teach students how to pay attention to their thinking while reading. They need to have a conversation with themselves and possess fix up strategies whenever they realize meaning is breaking down.

18. Informational Reading Unit of Study
Determining Important Details (Throughout Reading)
What is this whole text mostly about?
What is important to remember after reading this text?
Synthesizing
What do I think now after reading this text?
I used to think ______ but now I think__________
Do I agree with the author?
What is the Big/Central Idea?
How does this fit with other information on the same topic?
After Reading Strategies
5 min.
We need to teach and Model these skills for students.
As adult readers we use them as well as others without thinking about anymore.
Our students need us to Model these skills as they become thinking strategies once students are given opportunities to practice.
THIS IS TAUGHT OUTSIDE of CLOSE READING
Determining Important details: we have to dig into the reading and identify the key words and phrases that are most important in developing the author’s central ideas. We must be able to distinguish provocative details vs. important details.
Synthesizing: When students are synthesizing, they are sifting through details, determining what is important and the central idea. They also come to recognize how their understand has further evolved or been affirmed as a result of this reading experience.
Use your Explaining Voice vs. your story telling voice

19. By Nancy Frey and Douglas Fisher
What is Close Reading?
3 min. Teachers can take notes on something he said and that you’d like to remember
Points of Entry
By Nancy Frey and Douglas Fisher

20. By Nancy Frey and Douglas Fisher
Professional Reading
25 minutes.
15 minutes reading
5-10 minute discussion minutes
STAND and SHARE
In order to successfully prepare students for college and the workforce, the Common Core Standards ask for students to be able to analyze, evaluate, and deeply understand a variety of texts. Close reading is an instructional strategy that can be used to help develop deep comprehension of texts. We will now have the opportunity to read about close reading and learn about its important in our classroom.
Points of Entry
By Nancy Frey and Douglas Fisher

21. Interactive Structures
Interactive Structure Options
Whip Around
Heads Together
Talking Stick/ Talking Chips
Think, Pair, Share
Think, Write, Pair, Share
Partner work
Quick Write
What structures have you used?
How have they increased student engagement and allowed you to check for understanding?
3 mins.
Remember within the close reading time we need to allow students time to discuss their ideas with a partner.
It also supports our District focus for rich and rigorous discussions and addresses the speaking and listening standards
The research demonstrates that EL spend 2% of the day discussing, so when we have these structures in place it ensures that students have opportunities to have academic discussions.
We want to ensure we are allowing students more time to talk vs teacher talk

22. Accountable Talk
3 mins.
Remember within the close reading time we need to allow students time to discuss their ideas with a partner.
It also supports our District focus for rich and rigorous discussions and addresses the speaking and listening standards
The research demonstrates that EL spend 2% of the day discussing, so when we have these structures in place it ensures that students have opportunities to have academic discussions.
We want to ensure we are allowing students more time to talk vs teacher talk

23. Examine A Text As a Team: Read the selection Summarize the selection
What is the text mainly about?
What are the main ideas?
5 min.
The first step of the planning process involves your team examining a text. During this time you will read the text and summarize it.

24. First Read
The GOAL of the first read is for students to have a general understanding of what the text is about
1 min.

25. Planning For The First Read
Decide what information must be frontloaded
If informational text is not connected to prior learning, provide limited background information
Decide what vocabulary needs to be clarified
Informational text will have academic vocabulary that students should be allowed to struggle through
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 and grade level.
1 min.
If you think there is key information that students need to know before they read the text (something necessary for making sense of the text that isn't stated in the text), by all means tell it. But only do frontload if it’s necessary. ). We do not want to reveal a lot of information about the text that the students can find out by reading the text.
When clarifying vocabulary words you can determine if definitions need to be frontloaded or if they can quickly be defined in while reading the text.

26. Before First Read of Informational Text
Preview the text
What text features do I notice? (pictures, headings, charts, captions )
What do they tell me?
What do I think this text will be about?
Activating Background Knowledge & Setting a purpose
What do I already know about the topic?
What might I read to find out?
Students share
This text will be about……
I think I will learn about….
5min
Have teachers preview the text as STUDENTS

27. Practicing the First Read
Read the entire selection
Frontload information if necessary
Stop only to define key vocabulary words that cannot be defined in context and may interfere with meaning
Students Annotate: What was confusing? What do you wonder about?
Students share
I’m confused about _______ because…..
I wonder about …….
Students Summarize the text
This text is mainly about….
10 min.
Partner Read
Here is what you would do when engaging students in a first read.
Note the addition to having kids annotate as they read.
Suggestion: Students can jot on post-its their confusions or questions
*Teacher’s role is not to clarify confusion at this point but guide the students toward establishing a purpose for rereading.
NOW YOU WILL RE-READ IT AND ANNOTATE THE TEXT ? ! *
SUMMARIZE THE TEXT
SHARE Q OR CONFUSIONS STUDENTS MIGHT HAVE ABOUT THE TEXT

28. Planning For The First Read
Determine the Central Ideas after reading the Text
Young people can make a difference in the world
Education is not a right in other parts of the world
One voice can make a difference
Standing up for what you believe can be dangerous, even deadly
10 min. Each table works to come up with possible central ideas from the text.
Tables share out.

29. Examining the Standards
What standards seem to be most suited for this text?
5 min.
Have tables put their heads together to look at the standards and decide which standards could best be addressed with this story.
Allow a few tables to share-out. Confirm the fact that there are several standards that can be addressed with this text

30. Planning For Close Reading
Chunk the text into Pivotal Passages
What sections merit a second read?
Important and interesting sections or parts
Sections that include different ideas or information
Complex information; various structures within a paragraph
Lengthy and substantial information
2 min.
After the first read, we move into the second read which is when we will work on reading closely for deeper meaning and developing new understandings.
The purpose of this process is take a 2nd look at sections/ passages that really support the theme/s we want students to discover.
To identify passages that merit a second read, consider: (read slide)
Inform participants of where we divided the text into pivotal passages. Briefly our reasoning. Have them draw a line and number each pivotal passage.

31. Planning For Close Reading
Determine Understanding to be Developed
What do we want students to understand after reading this section of the text?
What idea is essential for them to understand?
Test your Understanding to be developed
Does it capture the main idea?
Can it be supported with details from the Pivotal Passage?
Does is support the Central Idea/s?
Understanding To Be Developed
Taliban’s presence changed people’s lives in Pakistan
3 min.
Share criteria for understanding to be Developed
Share our understanding to be developed and model how we can test it against our criteria

32. 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
1 min.

33. Pivotal Passage #1
Understanding To Be Developed:
Taliban’s presence changed people’s lives in Pakistan
Text Based Questions
What is this section of the article mainly about? (TPS)
What are we learning about the Taliban? (TPS)
What does the author want readers to know about Islam? (HT)
Based on the article what does the word Democracy mean? (QW)
What is the tone of the article? (TPS)
Why does the author start with 2012 and later refer to 2007? What does this tell us about how the reporter tells the story? (HT)
What does the author want us to know about Mingora a city in Swatt Valley? (TPS)
10 min.
Facilitator re-reads Pivotal Passage 1 then shares the Understanding to be Developed
Model for teachers how we determined the understanding to be developed for pivotal passage #1.
Ask teachers the questions

34. Planning For Close Reading
Develop an Enduring Question
Are questions students could think about and discuss while reading the text that help them uncover the Central Idea
This is the last question asked after each pivotal passage to build up to the culminating question
1 min.
The enduring question is the same for each pivotal passage. The purpose is to support students in uncovering the theme.
Walk participants through answering questions with partners

35. Practicing Close Reading
Enduring Question
What is the author’s point of view of Power?
5 min. Have participants answer

36. 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
5 mins.
After participants share their responses then facilitator shares the understanding from the lesson plan

37. Planning for Close Reading
Determine Understanding to be Developed
What do we want students to understand after reading this section of the text?
What idea is essential for them to understand?
Test your Understanding to be developed
Does it capture an idea that can be supported in the whole section?
Does is support the Central Idea/s
Determine Understanding to be Developed for Pivotal Passage #2
Fear can cause people to give up their freedom
1 mins.
Remember this is the work a Teachers does while planning, but does not give the theme to students. You want students to discover the theme on their own.

38. Let’s Practice Close Reading
Understanding to be Developed for Pivotal Passage #2
Fear can cause people to give up their freedom
Text Based Questions for Pivotal Passage #2
What does the author want us to know about schools in Pakistan? (TPS)
How does Malala and her family respond to the Taliban’s orders?(TPS)
How did other citizens respond to the Taliban? Why is this important to report? (HT)
How do other citizens respond to Malala’s actions? (HT)
How does the photo and caption support what we just read about Malala? (TPS)
What are we learning about the Pakistani government? (TPS)
What role did the government play during this time? (TPS)
10 mins.
Walk participants through answering questions using the interactive structures provided.
Have teachers notice the structures we have in place for engagement with text, partners, and entire group.

39. 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 Main/Central idea
Students will also answer this question in writing (constructed response)
1 min.

40. Let’s Practice
Culminating Question for discussion and constructed response
Why does the author title the article “Malala the Powerful”? Do you think this is an appropriate title? Explain your answer.
5 mins. share w/ partner
Walk participants through answering questions with partners

41. How to Answer a Constructed Response Question
Read the question at least 2x
Start your sentence by answering the question
What does the Author want reader’s to know about the Amazon Frog?
The author wants readers to know that Amazon Frogs are dangerous predators.
Next add a few examples from the text to support your sentence.
Start by writing…..For example, an Amazon frog will try to eat just about anything, it will even try eating animals that are bigger than itself. The author also wrote that the tadpoles attack each other and other tadpoles. Another idea the author wants readers to know is that Amazon Frogs have horns that help them hide in the forest as they wait for their prey.
Conclude with a final statement
Overall, Amazon Frogs are fearless predators that you don’t want to stand next to in the rainforest.
5 minutes

42. How to Answer a Constructed Response Question
The author wants readers to know that Amazon Frogs are dangerous predators. For example, an Amazon frog will try to eat just about anything, it will even try eating animals that are bigger than itself. The author also wrote that the tadpoles attack each other and other tadpoles. Another fact the auhor wants readers to know is that Amazon Frogs have horns that help them hide in the forest as they wait for their prey…… Overall, Amazon Frogs are fearless predators that you don’t want to stand next to in the rainforest.
5 minutes

43. Examining The Common Core Standards
Which Writing standards are we addressing?
Standard 1-2 (short constructed response)
Standard 10 (short constructed response)
5 mins (Maybe we share the standards)
Break up into 3 groups. Each group looks at a set of standards.

44. Constructed Response Resource

45. Examine Lessons

46. Using Collaborative Learning to Foster Discussion and Writing
Review standards
Celebrate successes
Show text talk video

47. Examining The Common Core Standards
Listening and Speaking Standards
Look at Standard 1 Comprehension and Collaboration
What work have we done already to address this standard?
What are our next steps?
8 mins (Maybe we share the standards)
Break up into 3 groups. Each group looks at a set of standards.

48. 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……
1 min.

49. 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
3 mins.
Powerful discussions will only happen if we have routines in place. When we tried the lessons out we noticed that students would benefit from more time on learning how to have effective partnerships. We must explicitly teach these behaviors. Here are some things we feel need to be established.

50. Teach the behaviors partners demonstrate Teach strategies partners use
Look at each other
Listen to each other carefully
Lean in closely
Take turns
(A&B)(B&A)
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?”
3 minutes review

51. Ways to Listen & Grow Ideas
Clarifying
What do you mean by…?
What I’m trying to say is….
Elaborate
Can you say more about that?
Why is that important?
In the article it says….
I think it’s important because……
Supporting with Evidence
Can you show me evidence in the text?
Can you show me where it says that?
The author wrote…..
In the text it says ….
Agree
I agree with what _____ said because….
You are right about that because……..
I thought about that also since……..
Disagree
I disagree with the idea that…. because…..
I see it another way because……
My idea is different from yours because……..
Adding on
I would like to add onto _____’s idea………
Another reason is…..
In addition to what ____ said……..
10 minutes Chart these stems
Set up into partnership one person be partner A and the other Partner B
Partner A answers to partner B
Partner B ask partner to Elaborate or Support Ideas
Partner A responds by Adding on Agreeing or Disagreeing
Partner A asks Partner B the question
Partner B Answers Partner A
If your partner does not say enough….. They can ask their partner to elaborate
If your partner does not use evidence…. They can ask their partner to find evidence in their text
If you agree with your partner….They can use the ADD ON stem with a new idea
If you disagree with your partner….They can use the I Disagree stem and share their idea
This should be taught, modeled and practiced. Introduce a type of stem weekly

52. Rich and Rigorous Conversations
Watch video clip from 5:34 to 8:30

53. What Is Our Ongoing Role In Developing Student Partnerships?
Teach: Model or Fish-Bowl
Observe: Are students….
Coach: Try this…Say this..(whisper in )
Give Feedback: Today I saw…I noticed…
3-5 mins.

54. Next Steps
Schedule a time to teach the lessons and debrief the process
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)
2 mins.

55. Thank you!