Kari Horn Lehman Professional Developer, Jefferson-Lewis BOCES Beth Maurer Literacy Coach, Watertown City School District CLOSE READING AND TEXT- DEPENDENT QUESTIONS PART II

 Take some “I Time” to read through The Seven Norms of Collaboration. Tag the text according to the symbols below: The Norm in which you are really good The Norm on which you will focus today NORMS OF COLLABORATION

 Using the Seven Norms of Collaboration, Turn and Talk about your response to the Bellringer Prompt.  2 minutes! BELLRINGER

 I can analyze the implementation of a Close Reading lesson and use the analysis to clarify my own understanding.  I can develop a Close Reading lesson plan.  I can apply my lesson plan in my classroom this quarter. Silent, fist-to-five rating OBJECTIVES/LEARNING TARGETS

 After Close Reading and Text-Dependent Questions Part I, we wanted to model Close Reading in the classroom  Beth and Kari co-planned and practiced a Close Reading Lesson  Our Text – 3 rd Grade, “Move to the Beat” REFLECTION: PLANNING A CLOSE READING

ANALYZING THE TEXT USING THE INSTRUCTIONAL PRACTICE GUIDE

1.Complex Texts (Read Aloud Anthology) 2.Outcomes/Objectives 3.Explicit Direct Instruction (for teaching any new concept) 4.Multiple Reads 5.Asking and Answering Questions about the Text (Text-Dependent Questions) 6.Thinking, Talking, and Writing about the Text KEY ELEMENTS OF OUR CLOSE READ* *These elements may change depending on your students’ experience with Close Reading and the purpose of each of your lessons

1.Take some “I Time” to read through our lesson plan. 2.Visualize what this lesson might look like in the classroom. OUR LESSON PLAN

 Use the Norms of Collaboration to mark up the text (lesson plan) with a partner  Look for and number the Six Key Elements of Our Close Read: 1.Complex Texts (Common Core, Text-complexity level aligned) 2.Outcomes/Objectives 3.Explicit Direct Instruction (for teaching any new concept) 4.Multiple Reads 5.Asking and Answering Questions about the Text (Text- Dependent Questions) 6.Thinking, Talking, and Writing about the Text IDENTIFY THE KEY ELEMENTS

LARGE GROUP DEBRIEF From Beth

CLOSE READING LESSON, PART I This video is available on my website: Videos/Close Reads

 Using the Seven Norms of Collaboration, Turn and Talk about what you saw.  60 seconds! TURN AND TALK

ALIGNING OBJECTIVES WITH LEARNING STANDARDS Objectives/Learning Targets: I can use annotation text codes while reading I can use the language framework while answering text dependent questions.

CLOSE READING LESSON, PART II This video is available on my website: Videos/Close Reads

 According to the Close Reading Lesson Plan, what happened next? FILLING IN THE GAPS (IN THE VIDEO) From Beth

 Review the lesson to identify the Text-Dependent Questions that students will be asked 1.Who is the first character introduced in the first three paragraphs of this text? 2.According to the text, what does Bennisan use to teach schoolchildren from the United States about the music in his country? TEXT-DEPENDENT QUESTIONS IN THIS LESSON

TOOLS FOR CREATING TEXT-DEPENDENT QUESTIONS  Key Types*: 1.Right There – literal, ask for information using the question stem itself to locate the answer at times 2.Think and Search – also literal, but require the reader to compile the answer across several sentences or paragraphs 3.Author and You – require students to use inferential skills to pair information from the text with their background knowledge 4.On Your Own – invite students to formulate opinions based on their experiences as well as what they have learned from the text  *Source: Fisher, Douglas and Nancy Frey. Engaging the Adolescent Reader: Text Complexity and Close Readings. January 2012 Who is the first character introduced at the beginning of this text? (Right There) According to the text, what does Bennisan use to teach schoolchildren from the United States about the music in his country? (Think and Search)

THE FOCUS OF OUR TEXT-DEPENDENT QUESTIONS Who is the first character introduced at the beginning of this text? (Right There) According to the text, what does Bennisan use to teach schoolchildren from the United States about the music in his country? (Think and Search)

Category of QuestionQuestion Starter Questions about what the text says, both explicitly and implicitly Who? What? Where? When? Why? Use specific details from the text to support your answer. Why do you think that...? What does [BLANK] mean? What can you infer about...? Questions about the author’s craftWhy did the author choose...? How would this text be different if...? What does the author want you to think about...? In your own words, what is...? Questions requiring evaluation and analysis How is [BLANK] like/different from [BLANK]? What patterns can you find in...? What evidence does this author use to support his argument that...? CATEGORIES OF TEXT-DEPENDENT QUESTIONS FOR CLOSE READING

LESSON CLOSING This video is available on my website: Videos/Close Reads

PLANNING YOUR OWN CLOSE READING LESSONS Learning Together I do, you watch I do, you help You do, I help You do, I watch *

In your grade level groups, take time to practice the parts of your lesson that feel the most uncomfortable to you. PRACTICING!

NEXT STEPS * To have Beth model a lesson in your classroom or to invite Kari or Beth in to see your Close Reading lesson in action, do not hesitate to get in touch!