1. Close Reading in the Early Grades © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

2. Pacing Guide SectionTimeMinutes Introduction(1:00–1:10)10 minutes Close Reading(1:10–1:14)4 minutes Text Complexity(1:14–1:24)10 minutes Planning Close Read(1:24–2:54)90 minutes Closing(2:54–3:00)6 minutes © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

3. Objectives By the end of this presentation, you will be able to:  distinguish how close reading is different from other reading activities, and  describe the process of developing a close read activity. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

4. Can students participate in a close read if they are unable to independently read a complex text? © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

5. Anchor Reading Standards © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

6. Kindergarten Reading Standards © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

7. Grade 1 Reading Standards © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

8. Close Reading A Look at the Process © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

9. What Is Close Reading? Close reading is a careful, sustained analysis of a written work used to uncover layers of meaning in order to deepen comprehension. Close Reads can use texts: students are reading that are read-aloud Read-alouds serve as an instructional tool to expose students to rich, complex texts they would otherwise be unable to access on their own. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

10. 1 2 3 Text © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

11. Text Complexity Determining Qualitative Dimensions © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

12. Increasingly complex content Increasingly complex language o Vocabulary o Grammar o Syntax o Sentence structures Less Complex More Complex © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

13. Dimensions of Complexity Knowledge Demands: o Levels of Meaning o Life Experiences o Cultural and Content Knowledge Language Demands: o Structure o Conventionality and Clarity (CCSS ELA Appendix A, p. 6) 3 © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

14. “Hot Cross Buns” Hot cross buns! One a penny, two a penny, Hot cross buns! Meaning: I have buns for sale. One for a penny, two for a penny. I have buns for sale! Explicit  Obscure © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

15. Hot Cross Buns Hot cross buns! One a penny, two a penny, Hot cross buns! Structure (K or Grade 1): Sentence has an article, a noun, a verb and an adjective or adverb. “The muffin is sweet.” “The runner is fast.” I have buns for sale! Conventional  Unconventional © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

16. Hot Cross Buns Hot cross buns! One a penny, two a penny, Hot cross buns! Knowledge: Most students would know the words hot, cross, and buns. What are hot cross buns? Spiced sweet bun made with raisins and marked with a frosting cross on the top Traditionally eaten on Good Friday Everyday Knowledge  Cultural Knowledge © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

17. Hot Cross Buns Hot cross buns! One a penny, two a penny, Hot cross buns! Language: Literal language will be less complex than figurative language. “one a penny” versus “one for a penny” Contemporary Language  Archaic Language © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

18. Important Points to Keep in Mind Remember: Expectations are that complexity will increase as students progress through the grades; Reading and readings in the early grades will be more concrete and less abstract. o Early grades—usually will find 1 or 2 elements or dimensions of complexity employed through a single text. o Upper grades—usually will find multiple aspects of complexity in a single text. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

19. Planning Close Reading Activities © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

20. How To Plan Close Reading Activities Be strategic to ensure you are aligning your goals with those of the CCSS at your grade level. Close Read Planning Process: Outlines key components you should look and plan for when developing a close read activity. Close Reading Planning Tool: Use to capture this information for your specific passage. 1–2 © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

21. 1. Identify Key Ideas The men soon realized that they would never have enough bullets for the fight ahead. Later that summer, British warships were spotted entering New York’s harbor. King George had gotten help from the Germans as well. More than thirty thousand trained troops arrived to fight the unprepared colonial militiamen. George Washington nearly lost his army in the fierce fighting around New York and New Jersey that fall. The Redcoats chased the Continental Army south, across the Delaware River. Thinking that they had scared them off, the Redcoats left only a small force to guard them on the other side of the river. It was December, and they felt sure that nobody would fight during the dead of winter. But they were wrong. George Washington came up with a daring plan. On Christmas night, he gathered his men together. It was snowing and cold, but Washington had the men get into their boats and row quietly across the ice-filled river. More than two thousand soldiers crossed the river. Challenges and setbacks for the Continental Army © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

22. 1. Identify Key Ideas George Washington came up with a daring plan. On Christmas night, he gathered his men together. It was snowing and cold, but Washington had the men get into their boats and row quietly across the ice-filled river. More than two thousand soldiers crossed the river. The crossings took nine hours! Marching through the wind and sleet of the December cold, the Continental Army reached the British troops just before dawn. While the Redcoats were still sleeping, Washington’s men launched a surprise attack on the enemy camp. The Redcoats were surprised all right! Some of them came out of their bunks in their underwear and just held up their hands. It was a total victory for General Washington. Nobody in his army had been killed. Washington and his army returned to Philadelphia to shouts of joy. But the war wasn’t over yet. The Continental Congress knew that they needed more help in order to win their war for independence. German soldiers were fighting alongside the British. Success under leadership of George Washington © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

23. 2. Identify Knowledge Demands The men soon realized that they would never have enough bullets for the fight ahead. Later that summer, British warships were spotted entering New York’s harbor. King George had gotten help from the Germans as well. More than thirty thousand trained troops arrived to fight the unprepared colonial militiamen. George Washington nearly lost his army in the fierce fighting around New York and New Jersey that fall. The Redcoats chased the Continental Army south, across the Delaware River. Thinking that they had scared them off, the Redcoats left only a small force to guard them on the other side of the river. It was December, and they felt sure that nobody would fight during the dead of winter. But they were wrong. George Washington came up with a daring plan. On Christmas night, he gathered his men together. It was snowing and cold, but Washington had the men get into their boats and row quietly across the ice-filled river. More than two thousand soldiers crossed the river. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

24. 3. Identify Language Demands The men soon realized that they would never have enough bullets for the fight ahead. Later that summer, British warships were spotted entering New York’s harbor. King George had gotten help from the Germans as well. More than thirty thousand trained troops arrived to fight the unprepared colonial militiamen. George Washington nearly lost his army in the fierce fighting around New York and New Jersey that fall. The Redcoats chased the Continental Army south, across the Delaware River. Thinking that they had scared them off, the Redcoats left only a small force to guard them on the other side of the river. It was December, and they felt sure that nobody would fight during the dead of winter. But they were wrong. George Washington came up with a daring plan. On Christmas night, he gathered his men together. It was snowing and cold, but Washington had the men get into their boats and row quietly across the ice-filled river. More than two thousand soldiers crossed the river. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

25. 4. Select Passage The men soon realized that they would never have enough bullets for the fight ahead. Later that summer, British warships were spotted entering New York’s harbor. King George had gotten help from the Germans as well. More than thirty thousand trained troops arrived to fight the unprepared colonial militiamen. George Washington nearly lost his army in the fierce fighting around New York and New Jersey that fall. The Redcoats chased the Continental Army south, across the Delaware River. Thinking that they had scared them off, the Redcoats left only a small force to guard them on the other side of the river. It was December, and they felt sure that nobody would fight during the dead of winter. But they were wrong. George Washington came up with a daring plan. On Christmas night, he gathered his men together. It was snowing and cold, but Washington had the men get into their boats and row quietly across the ice-filled river. More than two thousand soldiers crossed the river. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

26. Your Turn 1.Find your passage and corresponding Close Reading Planning Tool. Kindergarten (Willy the Water Drop, pp. 4–8) Grade 1 (Cinderella, pp. 9–13) 2.Read the grade-level text to identify: a)key ideas/understandings; b)knowledge demands; c)language demands; and d)the passage that will be used in the close read activity. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

27. 1.What did you find challenging about this exercise? 2.What did you find most helpful? 3.How does this inform how you analyze and select passages for close reads for read-alouds and student reading? © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

28. George Washington nearly lost his army in the fierce fighting around New York and New Jersey that fall. The Redcoats chased the Continental Army south, across the Delaware River. Thinking that they had scared them off, the Redcoats left only a small force to guard them on the other side of the river. It was December, and they felt sure that nobody would fight during the dead of winter. But they were wrong. George Washington came up with a daring plan. On Christmas night, he gathered his men together. It was snowing and cold, but Washington had the men get into their boats and row quietly across the ice-filled river. More than two thousand soldiers crossed the river. The crossings took nine hours! Marching through the wind and sleet of the December cold, the Continental Army reached the British troops just before dawn. While the Redcoats were still sleeping, Washington’s men launched a surprise attack on the enemy camp. The Redcoats were surprised all right! Some of them came out of their bunks in their underwear and just held up their hands. It was a total victory for General Washington. 5. Craft Culminating Activity Success under leadership of George Washington Challenges and setbacks for the Continental Army © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

29. 6. Text-Dependent Questions Text-dependent questions can only be answered through close analysis of text. Encourage student to gather evidence, insight, and knowledge from the text. 2 © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

30. Ask Students To… Analyze paragraphs to determine the role played by paragraphs, sentences, phrases, or words. Investigate how meanings altered by changing key words. Probe each argument, idea, and key detail, and observe how these build to a whole. Examine how shifts in an argument/explanation are achieved and their impact. Question why authors choose to begin/end when they do. Note patterns of writing. Consider what the text leaves uncertain/unstated. (Student Achievement Partners) © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

31. Types of Questions ——— © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

32. Keep In Mind CCSS grade-level expectations:  What types of questions (literal, inferential, evaluative) should you be asking at your grade level? ALL (but frequency of each differs through grades) Order Matters:  Begin with “winnable” question— foster confidence  Sequence coherently— build understanding © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

33. 1.Sequence the list of text-dependent questions and to build confidence and understanding. 2.(Step 7: Ensure Alignment) Review the CCSS Anchors document to note which grade-level standards the questions are addressing. 3.(Time Permitting) Revise and/or develop additional questions based on your passage. Then repeat steps 1 and 2. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

34. 1.What did you find challenging about this exercise? 2.What did you find most helpful? 3.How does this inform how you develop and identify what you need to consider when developing text- dependent questions? © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

35. Closing Summary, Next Steps, Closure © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

36. Reflection 3 things you are currently doing that can facilitate close analysis of complex texts in your classroom. 2 things you plan to start as soon as you return to your classroom. 1 thing you still have questions about. 18 © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

37. Summary of Key Points 1.Close reading is a process led by teachers, not a strategy students use. 2.As part of a close read, teachers ask text-dependent questions. 3.Three types of questions that are generally used with texts include: literal, inferential, and evaluative. 4.There is a distinction between close read CCSS anchor standards and grade-level standards. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/

38. Tools for Continued Support © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/