March 15, 2013 Superintendent’s Conference Day Expeditionary Learning: Close Reading

Why Close Reading? Read Close Reading (pgs ) Fisher & Frey 4A’s Strategy: Agree, Argue, Aspire, Action

What is Close Reading? Re-reading Reading With a Pencil (annotation, note-taking) Noticing Confusing Parts and Unknown Vocabulary Discussing the Text Asking Text-Dependent Questions

Common Core Literacy: Close Reading Strategies with Informational Text

Text Complexity: Passage/Text Selection: “Post-it Notes” Quantitative Measure: 2–3 450–790 4–5 770–980 Qualitative Measure: Informational Text Rubric In groups of 3, please use the rubric to assess the complexity of the Post-it Notes passage.

Close Reading in 4 th grade: “Post-it Notes” Fisher & Frey Establish the Purpose: Today we’re going to discover how a familiar office product was initially thought to be a failure and to trace its development as a useful item. Read for the flow: Read the entire text without stopping to get the flow. Read for the gist: Make notes about major events or what the article is about in the margins. Circle or underline words, phrases or sentences that are unclear to you. Assess for Understanding and Confusions: Turn and talk to a partner and describe one surprising fact that you learned about the invention of Post-it Notes. Make a list of unfamiliar words or phrases.

Close Reading in 4 th grade: “Post-it Notes” Re-read and Think-Aloud: Follow along silently while I read the text aloud. From time to time, I will explain my thinking as I try to figure out difficult words. Text- Dependent Questions: Text-dependent questions prompt rereading, encourage the use of textual evidence to support answers, and deepen comprehension. They should highlight the explicit meaning of the text and then progress toward implicit meaning.

Close Reading in 4 th grade: “Post-it Notes” Journal Writing: What does it take to be an inventor? Write a short summary of the invention of Post-it Notes. Provide at least two characteristics of the inventors, using at least two quotations from the text.

Academic Vocabulary- Tiers

Identifying Tier 2 Vocabulary Read pages Complete the ‘You Try It’ section on pg. 18. With your grade level team, please share and discuss your word selections.

Choosing Words to Teach Read the selected article for you grade level. Identify the Tier 2 and Tier 3 words and record them. With your grade level, consider each of the words for the following: Importance and utility Instructional potential Conceptual Understand Based on those considerations, decide which words you would ignore and which words you would target.

Close Reading in Module 1: Unit 1 With your grade level, thoroughly review the first Close Reading lessons in your grade level’s module to find places where your students will: Read and re-read the text Mark up the text or take notes Notice and discuss confusing words, phrases, sentences or sections Answer text-dependent questions orally Answer text-dependent questions in writing

Vocabulary in Module 1: Unit 1 With your grade level, thoroughly review the first Close Reading lessons in your grade level’s module and analyze: Tier 2 and Tier 3 words in the text you will be using. Words that may need to be targeted for all students. Words that may need to be targeted for small groups of students. What contextual and semantic clues you can highlight in the text and think-aloud about with your students. What you will do if students are confused by a high number of words in a single text.