Close and Critical Reading Workshop

Todays Agenda 8:45-9:00 Continental Breakfast 9:00-9:30 Welcome Back 9:30-9:50 The Common Core and Close and Critical Reading 9:50–10:55 Experience Close and Critical Reading Made To Break Break The Story of Stuff Apple Beats Microsoft… 10:55-11:25 Activity – Experience Guided Highlighted Reading Dinosaur Sue 11:25–12:25 Lunch 12:25–1:25 Group Activity – Practice with Guided Highlighted Reading United States Quarters 1:25–1:35 Break 1:35–2:50 Web Resources Creating Grade Level Guided Highlighted Reads 2:50–3:15 Wrap-up and Evaluations

The Common Core and Close and Critical Reading The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). Governors and state commissioners of education from 48 states, 2 territories and the District of Columbia committed to developing a common core of state standards in English-language arts and mathematics for grades K states, 2 territories and the District of Columbia

Key Take Aways

Text Structures

- ACT Reading Between the Lines Performance on complex texts is the clearest differentiator in reading between students who are likely to be ready for college and those who are not. And this is true for both genders, all racial/ethnic groups, and all annual family income levels.

Comprehension is not enough, critical analysis is essential to determine the truth and value of the message. Close and Critical Reading

The Four Questions - ALL Content ALL the Time What a text says – restatement What a text does – description What a text means – interpretation So what does it mean to me – application

Close and Critical Reading - Bookmarks

Experience Close & Critical Reading The Story of Stuff – Video Made to Break: Technology and Obsolescence in America – Book Review Apple beats Microsoft on Greenpeace environmental index – Art Work

Made to Break: Technology and Obsolescence in America – Book Review Think About: How many cell phones do you have in your house? VCRs? old electronics? Read Article – Question #1 – Summary (Most Important Point) Question # 2 - Description Question #4 – So What (Text Connections)

The Story of Stuff - Video View Video - Question #1 – Summary - Question #3 - Theme

Experience Close and Critical Reading – The Story of Stuff Theme: Both perceived obsolescence and planned obsolescence create the illusion of progress.

Art/Picture Analyze Picture Question #2 - Perspective

The dirty little secret behind the keyboard-tapping, button- mashing, cell phone-yapping, Valley lifestyle? Electronics manufacturing and waste are incredibly toxic. The cycle of planned obsolescence may drive profit growth. It also drives continuing shipments of used and broken electronics to places like Guiyu, China, where workers like the one pictured here make pennies picking over silica wafers for precious metals, while drinking water polluted by lead and other industrial contaminants.

Guided Highlighted Reading Purpose: Engage students in print Develop fluent scanning Highlight most important information Prepare text for substantive conversation Strategies for Questions 1 and 2

Planning Select an article or piece of text that is accessible to all the students. Identify the vocabulary that needs to be taught in advance. Determine a context for the information that could frame it for the students prior knowledge. Consider what kind of discussion you want to come out of the reading of the text. Select the appropriate information to be highlighted based on the goal for the discussion. Map out the text paragraph by paragraph with prompts to highlight the information.

Procedure Build the context for the reading by activating prior knowledge. Have students find the vocabulary words in the text and highlight them. As you read the questions you prepared for each paragraph, have the students scan through the text, highlighting the answers. (Like finding Waldo) Have students go back to the text with partners to determine the meaning from context or from their prior knowledge. Have students share their results. Use the definitions for your reference as students share their results.

Guided Highlight Activity Experience Guided Highlighted Reading as a Strategy for Questions #1 and #2 Article: My Visit With Dinosaur Sue

Using Your Guided Highlighted Read Who? What? When? Where? Why? How? Summarization Paragraph Using the Highlighted Words Question #1

Using Your Guided Highlighted Read Genre Authors Point of View Author Craft Visualization Text Structure How does the text say it? What techniques or craft does the author use in text? Question #2

LUNCH Resume at 12: hour Lunch ENJOY!

Developing a Guided Highlight Reading Using the Six Step Guide Passage on United States Quarters Use lesson guide/outline Create guided highlight for questions #1 & #2 Graphic Organizer

Grade Level Activity On Your Own Creating Content Specific Guided Highlights

Planning Select an article or piece of text that is accessible to all the students. Identify the vocabulary that needs to be taught in advance. Determine a context for the information that could frame it for the students prior knowledge. Consider what kind of discussion you want to come out of the reading of the text. Select the appropriate information to be highlighted based on the goal for the discussion. Map out the text paragraph by paragraph with prompts to highlight the information.

Web Resources Weekly Reader Connect Urban Education Exchange Supporting Comprehension