Close and Critical Reading What is it? How does it relate to Common Core? Rubric?

Close and Critical Reading Defined Close and critical reading is the ability to comprehend information, analyze how it is presented, determine the purpose and perspective of the author, establish what it means, and apply it to your life.  - Dr. Elaine Weber 

Comprehension Thinking critically Thinking independently Thinking to overcome roadblocks

Analyze Questions 1, 2, and 3 Break down concept or idea Show relationships among parts Make an inference

Determine Purpose and Perspective Question 2 Read through literal to abstract Pull out theme Identify points of view

Establish What it Means Question 4 Make connections Personal Another text, visual, song, etc World or Culture

What are the 4 questions? What does the text say? How does it say it? Summary How does it say it? Text Structure What does it mean? Interpretation What does it mean to me? Connection

How does this relate to common core? Key Ideas and Detail Craft and Structure Integration of Knowledge and Ideas Range of Reading and Text Complextiy evidence based, collaborative, independent thinking

Common Core Key Ideas and Details (Question 1 and 2) Craft and Structure (Question 2) CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. CCSS.ELA-Literacy.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone CCSS.ELA-Literacy.RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. 9

Common Core Integration of Knowledge and Text (Questions 1-4) Range of Reading and Text Complexity (Silent Reading, Text Sets) CCSS.ELA-Literacy.RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. (RL.6.8 not applicable to literature) CCSS.ELA-Literacy.RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. 10 CCSS.ELA-Literacy.RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Change for learners and instructors! Video

Scaffolding Start Simple High Interest Use a picture, video clip, commercial, song, etc. High Interest Make it relevant for students to take ownership Student should be used to questions and how to respond before assessment

Migrant Mother Photograph Look at the picture Answer the four questions with your group in response to the picture Collaborate on answers Gallery Walk one minute at each table

Rubric

District Common Assessment Literature and Informational Text Both will be a cold read Four questions Assess answers against rubric

Close and Critical Reading Rubric Questions 4 (Exceeds) ADVANCED 3 (Meets) INDEPENDENT 2 (Partially Meets) INSTRUCTIONAL 1 (Minimally Meets) INTERVENTION Score What does the text say?   (Briefly summarize the article.) Adept summary that includes the most important ideas, details/facts and key vocabulary. This summary is well organized. Adequate summary with many important ideas; some details/facts and key vocabulary. This summary follows logical sequence but lacks some important information. Partial summary; some important ideas/a few facts; may include misinterpretation. This response may not be sequentially organized. No summary; however, includes one or two facts and/or copied text; may include incorrect information. This response lacks organization, and/or demonstrates student’s confusion. Text #1 __/4 How does it say it? In other words, how does the author develop the text to convey his/her purpose? (What are the genre, format, organization, features, etc.?) Cites significant examples from the text of elements of author’s craft/structure (voice, dialogue, language, figures of speech, imagery, mood, tone, format features, quotations, statistics, graphics, etc.) Uses appropriate vocabulary to identify the craft element. Provides an insightful explanation of how the author uses the craft of writing to convey his/her perspective. Cites examples from the text of elements of author’s craft/structure (voice, dialogue, language, figures of speech, imagery, mood, tone, format features, quotations, statistics, graphics,etc.) May not provide appropriate vocabulary to identify the craft element. Provides a reasonable explanation of how the author uses the craft of writing to convey his/her perspective. Provides generalized and/or vague statements about the author’s craft/structure, and does not provide examples from the text; Does not provide appropriate vocabulary to identify the craft element. Inadequate explanation of how the author uses the craft of writing to convey his/her perspective is provided. Unable to identify aspects of author’s craft and/or structure; may have copied pieces of the text Inaccurate or no explanation of how the author uses the craft of writing to convey his/her perspective is provided. Total ___/16 Condition codes for unratable responses = 0 (Does Not Meet Expectations) (A) Off Topic (B) Written in a Language other than English or Illegible (C) Blank or Refusal to Respond

Questions 4 (Exceeds) ADVANCED 3 (Meets) INDEPENDENT 2 (Partially Meets) INSTRUCTIONAL 1 (Minimally Meets) INTERVENTION Score What does the text mean?   (What theme/concept is the author trying to get across?) Insightful interpretation of important text implications/the underlying message; provides important supporting evidence to justify his/her interpretation Reasonable interpretation of important text implications/the underlying message; provides relevant supporting evidence to justify his/her interpretation Incomplete interpretation of important text implications/the underlying message; provides little or no supporting evidence to justify his/her interpretation Little or no understanding of important text implications or underlying message Text #1 __/4 So what? (What does the message/theme/ concept mean in your life and/or in the lives of others? Why is it worth sharing/telling? What significance does it have to your life and/or to the lives of others?) Makes significant connections to the message of the text and concepts, situations, or information about: the world or society, other texts, or self Provides insightful statement(s) to support their opinion Makes relevant connections to the message of the text and concepts, situations, or information about: Provides adequate statement(s) to support their opinion Makes vague connections to the message of the text and concepts, situations, or information about: Provides general or no statement(s) to support their opinion Makes insignificant or unrelated connections to the message of the text and concepts, situations, or information about: Provides no statement(s) to support their opinion Condition codes for unratable responses = 0 (Does Not Meet Expectations) (A) Off Topic (B) Written in a Language other than English or Illegible (C) Blank or Refusal to Respond

Email me at morrisc@dearbornschools.org 18