First Considerations for the High School English Classroom : Close Reads and Text Complexity Shelby County Schools District Learning Day Cordova High School August 5, 2015

Do Now Think back to your senior year of high school... 1. What types of complex text did you read? 2. What reading strategies or techniques did you like to use when you were reading fiction? When you were reading informational texts? 3. Discuss with an elbow partner. Do Now – This is a quick focus exercise for teachers to engage with while participants continue to find enter the room and find their places. After participants have an opportunity to discuss their own individual CCR as they recall it, let two or three volunteers report out.

Norms Be present and engaged. Be respectful of differences in perspective while challenging each other productively and respectively. Monitor “air time.” Make the most of the time we have. Stay focused on students. Keep this slide – do not alter We will adhere to the following norms.

Objectives Know Close reading lessons build reading language comprehension and fluency skills Text complexity is used to analyze literary and information text Understand The knowledge, skills, and habits students need to meet college and career ready expectations Do Plan and implement close reading lessons in the high school classroom Assess the complexity of texts using the three measures Utilize TNCore.org resources to implement rigorous and effective instruction Please inform participants we will be using the learning objectives: KUDo Know Understand, and Do KUDOS Please emphasize the “Do” of the Objectives. You will using student essays from the State website, TNCore.org. You will also be using the State rubrics. At this time we are going to follow the State’s lead on research-based literacy strategies and practices and refer to the School Team Training Series (STTS) that outlines the work of Drs. Karen Harris and Steve Graham for SRSD (Self Regulated Strategy Development). http://www.tncore.org/sites/www/Uploads/Training/2014STTS/ELA/LiteracySTTS_Grades912_ParticipantPacket7-5-14.pdf 4

Shelby County Schools Challenges I want to show you some data for Shelby County Schools. This is the most recent data, from the 2013-2014 school year, as last year’s data is embargoed at this time. Please note the English 1, 2, and 3 End-of-Course Scores. We must find ways to increase student learning and mastery of skills.

Promising SCS Context State and District leadership TN leader in state implementation of college and career readiness standards SCS and TN as models for teacher and leader effectiveness/evaluation Board of Education support Clear, common goals—80/90/100%--and Strategic Plan TN has been declared the ‘fastest improving’ based on state data as it aligns to the various State pilots and also a continuum of state assessment scores. In conjuction with the 80-90=100 Strategic Plan, the outlook for SCS students is promising.

A closer look into Close Reading Why do students need to learn the technique of close reading? A closer look into Close Reading

Why Close Reading is Important In the introduction to the CCRS for ELA, the authors make an explicit link between close reading and lifelong literacy: As a natural outgrowth of meeting the charge to define college and career readiness, the Standards also lay out a vision of what it means to be a literate person in the twenty-first century. Indeed, the skills and understandings students are expected to demonstrate have wide applicability outside the classroom or workplace. Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. The Model Content Frameworks prioritize close reading: “A significant body of research links the close reading of complex text—whether the student is a struggling reader or advanced—to significant gains in reading proficiency and finds close reading to be a key component of college and career readiness.

Why should we use close reading? Close reading is an instructional approach that has been used for years at the secondary and college level. With some modifications, it can be effectively used in elementary schools to lead students to deep understanding of complex text, as required for mastery of the CCR standards. Key reference: Fisher, D. & Frey, N. (2012).“Close Reading in Elementary Schools.” The Reading Teacher, 66 (3), 179-188. The Common Core State Standards for English Language Arts (CCSS for ELA) ask students to read closely and carefully. They require that this careful, close reading be done with texts of greater complexity than has generally been the case in America’s public schools. Text complexity and the ability to rely on oneself to gain an accurate understanding of it are vital skills for the workplace, for college, and for citizenship.

What is Close Reading? Close reading is thoughtful, critical analysis of a text that focuses on significant details or patterns in order to develop a deep, precise understanding of the text’s form, craft, meanings, etc. It is a key requirement of the College and Career Ready Standards and directs the reader’s attention to the text itself. Close Reading is a technique used to focus on the author’s craft and structure to offer better understanding of the text through a process of critical analysis.

What does Close Reading include? Close reading includes: Using short passages and excerpts Diving right into the text with limited pre-reading activities Focusing on the text itself Rereading deliberately Reading with a pencil Noticing things that are confusing Discussing the text with others: Think-Pair Share, Turn and Talk, and/or Small groups For the most part, close reading is done cold. Students are asked to dive right into the text and focus on the text itself. This is also a time for annotation, or reading with a pencil. Students are further supported through small groups and peer collaboration.

Please note: There are many resources on the TNCore website for grades 9-12 including a variety of ideas for close reading. www.tncore.org

There are many purposes for a teacher to implement the close reading technique. They include but are not limited to: Literal inferential meaning of text To interpret in a variety of ways according to standards-based objectives And to close read for analysis.

ACTIVITY CLOSE READING Using the text, “Ain’t I a Woman”, by Sojouner Truth, engage in the following: 1. Close Reading for Comprehension 2. Close Reading for Significance 3. Close Reading for Interpretation (use the “Ain’t I a Woman” handout) TNCore: ifl Using the text, “Ain’t I a Woman”, participants will engage in a close reading activity. Participants will read the text 3 times” Comprehension Significance Interpretation In keeping with the instructional design, Presenters will model the first close read for comprehension. (I do – the teacher) The second reading is for significance. Students/participants can work together or alone in a small group guided reading kind of way – the “we do”. Teacher/presenter walking through the desks, and/or groups. The third close reading is for interpretation and that would be the “they do” part of working in flexible groupings. In keeping with the prescribed presentation expectations, presenters should model the “Close Reading fr Comprehension” (I do) complete the 2nd read for significance together (we do), and allow participants to complete the 3rd read for interpretation individually (you do)

In looking at Comprehension, the following questions may be used: What is this speech about? Who is Sojourner Truth? What do you know about her?

At this time, give participants a few minutes to read through, “Ain’t I a Woman?”

After looking at the “Comprehension” questions, allow quiet time for reading.

When you have finished reading, take about three minutes to write a response to the questions. Be sure to cite evidence from the text to support your answers. Then, take about three minutes to turn to a partner and discuss your answers. TNCore: ifl All together, this part of the activity should take about 10 minutes, no more than 15 maximum.

Go back to the original comprehension questions and ask for volunteers to answer.

Notice the difference between the “Moving from” questions to the “Moving to” questions. The questions are “standards” based and are created in such a fashion as to get students deeper into the text.

Read through the bullet points for the “reading for significance” component. Go to the next slide for a two-column note chart.

Two Column Notes Significant Sentence / Phrase Explanation of the Significance to the text Show teachers how to set up their response before they begin to read for significance. Allow another 5 minutes for the task. Allow 10 minutes for a “report out” by participants. Participants enjoy getting to discuss the text through “significance”. Wind down this part of the activity, with a modeled check on the next frame.

Perhaps you have already had a participant to give an answer similar to what is seen on this slide.

Participants are to form groups of threes Participants are to form groups of threes. The trios are to work as a group and negotiate a final statement. This frame is pretty much self-explanatory.

The StepBack phase is a good technique to use in a presentation, and also in the classroom. It is metacognitive and keeps the focus on the text.

The Third Reading of the Close Read is meant for Interpretation of the chosen text.

This Text Dependent question is one focus of the text: “Why does Truth keep repeating the phrase, “ain’t I a woman”? Participants write down the question, then discuss with a partner.

This is a time for participants to be engaged with the close reading work. This activity should elicit lively discussion from your participants.

The StepBack technique offers another level of reflection for the particpants concerning the whole group discussion. Ask teachers how they see this working in their classroom.

The resources are on TNCore.org in the 9-12 section for ELA.

This is a good visual for the close reading activity. Text: Ain’t I a Woman Task: Close Read Technique Talk: Inquiry based tasks for comprehension, significance, and interpretation It is only if teachers give their students ample time to think through their responses and to repeatedly turn to the text before answering that students will be able to develop the habits of mind and the stamina to be independent readers.

The Gradual Release of Responsibility (to introduce or reinforce a new skill) How was the GRR model used in the demonstrated close reading lesson? Teacher Responsibility I do it. We do it. Guided They do it (together). Collaborative After going through a close reading exercise, think about how a close reading fits into the gradual release model. -As just demonstrated, the GRR model is clearly implemented during the close reading. model the “Close Reading for Comprehension” (I do) complete the 2nd read for significance together (we do), and allow participants to complete the 3rd read for interpretation individually (you do) You do it (independent of the teacher). Independent Student Responsibility

Reflection: Close Reading What resonated with you? What is similar to your current practice? What is different than your current practice? What are you going to change as a result? Have participants answer the above questions.

TNDOE Curriculum Standards Based on the Common Core State Standards This of this as a transitional slide between Close Reading and Complex Text. Say: Before we dig into the curriculum, it is important to note that our SCS curriculum is based on the TN DOE Curriculum Standards, and they are based on the Common Core State Standards. These are the standards that will be assessed on the spring TNReady assessments for grades 3 and up.. http://www.state.tn.us/education/standards/index.shtml

Instructional Shifts Building knowledge through content-rich nonfiction and informational texts. Reading and writing grounded in evidence from the text, both literary and informational. 3. Regular practice with complex text and its academic vocabulary. Building knowledge through content rich non--fiction plays an essential role in literacy and in the Standards. The standards strongly recommend that students build coherent general knowledge both within each year and across years. In 6--12, ELA classes place much greater attention to a specific category of informational text—literary nonfiction—than has been traditional. In grades 6--12, the Standards for literacy in history/social studies, science and technical subjects ensure that students can independently build knowledge in these disciplines through reading and writing. The Standards place a premium on students writing to sources, i.e., using evidence from texts to present careful analyses, well-defended claims and clear information. Rather than asking students questions they can answer solely from their prior knowledge or experience, the Standards expect students to answer questions that depend on their having read the text or texts with care. The Standards also require the cultivation of narrative writing throughout the grades, and in later grades a command of sequence and detail will be essential for effective argumentative and informational writing. Rather than focusing solely on the skills of reading and writing, the Standards highlight the growing complexity of the texts students must read to be ready for the demands of college and careers. ELL Proficiency Standards

Will my students be reading on grade level? Complex Text

Why Is Text Complexity An Issue? Over the past 50 years, the text that students have encountered in middle and high school had decreased in complexity, while textbooks in colleges, universities, and the workplace have become more complex. As a result too many students graduating from high school lack sufficient skills required to comprehend the text they encounter in college and the workplace. The authors of the Common Core State ELA Standards have taken steps to ensure that greater attention is paid to gradually increasing the complexity of the text students read and comprehend as they move through school. http://tncore.org/english_language_arts/standards_and_shifts/instructional_shifts/building.aspx Text complexity is what the term implies: how challenging is the material for the child at their specific grade level. The Common Core State Standards use three factors to determine the complexity of a text: Common Core Resources page on Tennessee Electronic Library In order to fulfill educators’ need for high-quality informational text that meets the Common Core State Standards for English Language Arts text complexity requirements, the TDOE has collaborated with the Tennessee Electronic Library (TEL) to create a Common Core resources webpage. The page has video tutorials and tools which show teachers how to leverage the TEL’s databases to search for and access texts by topic, author, publication, or Lexile reading level. The database has a wealth of text resources, including journals and periodicals, in all subject areas. Texts are free for teachers to use and can be downloaded, printed, and bookmarked. Specialized resources are available for both K-5 and 6-12 teachers. The page also has brief introductions to informational text and text complexity. © Copyright TN Department of Education All rights reserved. Education site by In10sity

Why Complex Text Matters College and workforce reading demands have increased Barriers to post-secondary degrees include the need for remedial reading Proportionately severe for those already isolated from text

This slide from ifl, Institute for Learning, University of Pittsburgh also depict the importance of reading complex texts.

Measuring Text Complexity Appendix A in the CCSS identifies the following factors as determining text complexity: Quantitative measures look at factors impacting “readability” as measured by particular computer programs. Qualitative measures examine levels of meaning, knowledge demands, language features, text structure, and visual elements as measured by an attentive reader. Reader and Task considers additional “outside” factors that might impact the difficulty of reading the text. Note that Appendix A is the source for CCSS thinking on Text Complexity Explain how text complexity is broken down into Quantitative, Qualitative, and Reader and Task Elements Highlight the abstract quality of qualitative evaluation and the concrete nature of Reader and task

Quantitative Measures Common Core Band Flesch-Kincaid The Lexile Framework® Reading Maturity Source Rater 2nd – 3rd 1.98 – 5.34 420 – 820 3.53 – 6.13 0.05 – 2.48 4th – 5th 4.51 – 7.73 740 – 1010 5.42 – 7.92 0.84 – 5.75 6th – 8th 6.51 – 10.34 925 – 1185 7.04 – 9.57 4.11 – 10.66 9th – 10th 8.32 – 12.12 1050 – 1335 8.41 – 10.81 9.02 – 13.93 11th – CCR 10.34 – 14.2 1185 – 1385 9.57 – 12.00 12.30 – 14.50 These Quantitative Measures are the work of ‘achieve the core’. You can see the lexile levels for 9th and 10th, and also for 11th and 12th extending into the college and career ready areas. http://achievethecore.org/page/ 642/text-complexity-collection

Qualitative Measures Levels of meaning Clarity and conventions of language Knowledge demands Structure Visual device complexity Read off this slide. Ask for any questions.

Qualitative Measures Text structure and organization Logical nature of organization Text and feature distractions Labeling and reader supports Illustration support Infographics Complexity Text reliance on Knowledge demands Concept load Familiarity of topic (common everyday vs. unfamiliar) Single vs. multi-themed Intertextual dependence Here are some factors to consider for text complexity as it pertains to qualitative measures.

Reader and Task Reader and Task - considers additional “outside” factors that might impact the difficulty of reading the text. Texts students must read for demands of CCR Texts that are “stair-cased” for students by the end of high school Tasks include grade level text complexity as appropriate and a significant part of college- and career-ready expectations http://tn.pbslearningmedia.org/resource/9b43a446-a251-4dc4-98fa-cac9f36a4b6f/text-complexity-grade-9-12/ Rather than focusing solely on the skills of reading and writing, the Standards highlight the growing complexity of the texts students must read to be ready for the demands of college and careers. The Standards build a staircase of text complexity so that all students are ready for the demands of college- and career-level reading no later than the end of high school. Closely related to text complexity—and inextricably connected to reading comprehension—is a focus on academic vocabulary: words that appear in a variety of content areas (such as ignite and commit).

Complex Text Activity “The Gettysburg Address” by Abraham Lincoln Review the text. With a partner: Determine the text’s readability. Determine the grade level for this text. Looking at the qualitative measures, what are some immediate considerations? Hand out The Gettysburg Address to participants. After participants work in groups, have them report out on the considerations of this activity.

Resources available to you Where can I find resources to support me in developing close reading lessons? Resources available to you

Go to www.tncore.org Here is the home page. Click on English Language Arts

English Language Arts has many resources…

That are appropriate for the expected grade bands.

High School English will be found here

Password: readandwrite www.scsliteracy.weebly.com Our SCS weebly also contains close reading lessons for trade books that were purchased for all classrooms several years ago. Password: readandwrite

Resources from the TDOE The TNCore website http://www.tncore.org/english_language_arts.aspx Instructional resources –units, tasks, close reading lessons Assessment resources—writing prompts, scored papers, scoring rubrics Username: tneducation Password: fastestimproving And, as you can see, the Tennessee Department of Education has a wealth of resources on their TNCore website.

Additional Resources www.achievethecore.org (close reading lessons, lesson plans on hundreds of stories) www.readworks.org (short text selections on a variety of topics and at a variety of complexity levels) http://tntel.tnsos.org/ (searchable database with thousands of articles at all complexity levels) Additional resources: Achieve the core Read works And, the TN electronic library

More Resources from TDOE Training materials www.tncore.org/training.aspx Text complexity resources http://www.tncore.org/literacy_in_science_and_technology/instructional_resources/text_complexity.aspx …more resources

Closing Turn to a partner and explain why close reading is an instructional technique that helps us address the CCR standards and the ELA instructional shifts.

Revisit Objectives How did we do? Do you now… Know Close reading lessons build reading language comprehension and fluency skills Text complexity is used to analyze literary and information text Understand The knowledge, skills, and habits students need to meet college and career ready expectations Do Plan and implement close reading lessons in the high school classroom Assess the complexity of texts using the three measures Utilize TNCore.org resources to implement rigorous and effective instruction Know How to use the close reading strategy to build reading language comprehension and fluency skills How to use text complexity to analyze literary and information text as part of the college and career ready expectations Understand The knowledge, skills, and habits students need to be successful with grade level literacy tasks Do Utilize specific instructional techniques that will enhance students’ instructional practices Utilize TNCore.org resources to implement rigorous and effective instruction

Objectives Know Close reading lessons build reading language comprehension and fluency skills Text complexity is used to analyze literary and information text Understand The knowledge, skills, and habits students need to meet college and career ready expectations Do Utilize specific instructional techniques that will enhance students’ instructional practices Utilize TNCore.org resources to implement rigorous and effective instruction Please inform participants we will be using the learning objectives: KUDo Know Understand, and Do KUDOS Please emphasize the “Do” of the Objectives. You will using student essays from the State website, TNCore.org. You will also be using the State rubrics. At this time we are going to follow the State’s lead on research-based literacy strategies and practices and refer to the School Team Training Series (STTS) that outlines the work of Drs. Karen Harris and Steve Graham for SRSD (Self Regulated Strategy Development). http://www.tncore.org/sites/www/Uploads/Training/2014STTS/ELA/LiteracySTTS_Grades912_ParticipantPacket7-5-14.pdf 58

Next steps and activities for follow up With your school’s instructional team, plan and deliver a close reading lesson. Collect student writing samples / routine writings from the lesson and be prepared to share them with colleagues in PLC meetings and future PD sessions. Say: Teachers, after today the expectation will be for you to deliver a close reading lesson for your students.

Reflection: One minute paper on post-it Jot down your “Take-Aways” Consider what you need to know and be able to do to successfully implement what you have learned in this session. What is still unclear? What professional development or additional resources do you need? Presenters please collect post-it notes at the end of each session. Prepare an analysis of the responses and be prepared to share out in DLD debrief.

Contact Fonda Booker – bookerfb@scsk12.org Visit us on our weebly: www.scsliteracy.weebly.com Password: readandwrite