Arizona’s ELA College and Career Ready Standards DVUSD Session 1

DVUSD Mission

To ensure our success today… Use of technology is purposeful and related to training Take time to meet and share with new colleagues Engage in today’s activities enthusiastically and stay focused Be open to divergent perspectives and other participants’ point of view Share in the responsibility for the success of today’s work Limit side conversations during the direct instruction portions of the day Return promptly after lunch and scheduled breaks Silence your cell phone Thank you for your commitment to making today a successful experience!

Foci of today’s training… Strategic Priority Areas Excellence in student learning Excellence in workforce DVUSD Primary Work AZCCRS MTSS – Tier 1 Effective Instruction AZCCRS ELA Training focus Shift #3 – Staircase of Complexity Shift #5 – Writing from sources

As a result of today’s training… In the classroom, expect teachers to… Implement the essential practices of close reading instruction Integrate text based questions which are paramount to close reading instruction Utilize interactive read-alouds to develop critical thinking skills in student In the classroom, expect students as independent learners to… Annotate text Ask text dependent after reading activities Use after reading tasks to deepen comprehension Identify resources to address text confusion Use the text as the predominant source of information to gain knowledge Actively participate in the co-construction of knowledge and understanding

As a result of today’s training… Teachers will understand how close reading instruction will support students in their gradual shift in assuming responsibility for their learning through  Examining the Six Essential Practices of Close Reading Instruction.  Understand how Close Reading Supports Anchor Standards 1 and 10.

Today’s Agenda Review of Training from last year Core Six Strategies Purpose of Modeling Key points Close Reading – What it actually is Technology Integration SAMR (Substitution, Augmentation, Modification, Redefinition)

Technology Integration My Learning Plan Sign-in sheet – Google Form Training Chat Room - Blackboard – ELA AZCCRS Training SAMR video Question Generator - ELA Responsibility Sheet – Google Doc

Modeling

Modeling Close Reading Five reasons for modeling and the methods for doing so 1. Model that which is difficult for students 2. Model ways to resolve problems 3. Model how you interact with texts 4. Model through think-alouds 5. Model through interactive shared readings

Close Reading It is not a new practice Texts that are worthy, although not for all texts Texts should be complex enough to undergo repeated readings for deep comprehension Foremost, reader is focused on the author’s meaning Applicable in all content classes Implemented for K-12 Six guiding practices for all close reading instruction, regardless of the content

Six Practices of Close Reading First Practice: Select Short, Worthy Passages Second Practice: Student Rereading Third Practice: Limited Frontloading Fourth Practice: Text-Dependent Questions Fifth Practice:Annotation Sixth Practice: After-Reading Tasks

I. Select Short, Worthy Passages Three to nine paragraphs in length Deeply understood by the teacher in order to know where complex parts may inhibit student understanding Does not need to be a stand-alone texts

II. Student Rereading Have a clear purpose, to locate evidence for a particular question Accomplished independently, with peers and/or with teacher think-alouds Decreases the need for frontloading Improves fluency and comprehension

III. Limited Frontloading Limited pre-teaching or frontloading by the teacher Inquiry through rereading results in the discovery of the author’s meaning and helps develop metacognitive skills Too much limits students’ opportunities for inquiry and discovery; these are essential for becoming critical, independent readers Requires preparation by the teacher for thorough text discussion and analysis

IV. Text-Dependent Questions Select question types that will focus how students read the text Allow students to provide evidence from the text rather than from their own experiences Help build foundational knowledge so students are equipped to formulate meaningful connections and opinions Scaffold understanding from explicit to implicit Requires preparation by the teacher for thorough text discussion and analysis

Text Dependent Questions

V. Annotation Students play an active role in growing their knowledge and understanding Should be completed with each rereading guided by text-dependent questions Use student annotations as formative assessments Slows the readers down for deeper understanding, so it becomes a habit of mind Use universal annotation marks No wrong answer in annotating; the only wrong thing is not to annotate

Universal Annotation Marks Read With a Pen Use Wiki sticks, sticky notes, SmartBoards Model your thinking with annotation Underline the major points Circle words or phrases that are confusing to you Use a ? and write out your question Use ! for things that surprise you Draw an to link connections Mark ex to denote examples, write comments in the margins Numerate arguments, important details Grades 3–5 Grades K–2 Grades 6–8 Grades 9–12

VI. After-Reading Tasks Necessitate that students refer to the text Help students deepen their comprehension far beyond what they would be able to accomplish on their own Instruction in writing, a summary of main points developing a deeper textual understanding

Partner up with someone you don’t know from another table Determine who is partner 1 and who is partner 2 Partner 1 shares their understanding of the 6 close reading practices (45 seconds) Partner 2 adds to what partner 1 said (30 seconds) Partner 1 summarizes conversation (15 seconds)

Break 10 minutes

Get Ready You will need: Salvador, Late or Early Letsgeddit.com Partner A and B

Salvador,LateorEarly A Close Reading Cisneros, S. (1992). Woman Hollering Creek. New York: Vintage

Establish Purpose Examine how the author uses literary devices to illuminate the inner life of the character in order to provoke the reader to self-reflect.

1 st Read: Students read and write independently 1 st Read: Students read and write independently Use a pencil to annotate the text Underline the major points Circle words or phrases that are confusing to you Use a ? and write out your question Use ! for things that surprise you Draw a to link connections Mark ex to denote examples, write comments in the margins Numerate arguments, important details

Salvador Late or Early Independently read Salvador Late or Early Annotate the text as you read

Quick Write Respond to the question, “What are your impressions of Salvador and the people in his life? ” through letsgeddit.com Cite specific examples from the text to support your written response

Talk About It... Partner A: Describe your impressions of Salvador and the people in his life Partner B: Compare your impressions with partner A and support with textual evidence

Listen for More... Follow the text while I read Listen to my voice Be ready to write something new you learned from the text (Teacher reads for prosody)

Dig Deeper...Find More! Be ready to write and discuss your new insight Add to your annotations Listen Closely (Teacher reads again and models annotation)

Cite textual evidence to prove your responses What are his needs? What are Salvador’s strengths? Anchor Standards 1-3 Key Ideas and Details (Verbal pair-share)

How does Cisneros use school words? To what effect? How does Cisneros use color? To what effect? Craft and Structure Anchor Standards 4-6 Craft and Structure (Silent dialogue)

One of the many metaphors used in this piece is “homes are the color of bad weather.” List two others on letsgeddit.com and explain their meaning Anchor Standards 4-6 Craft and Structure (Letsgeddit.com)

Examine the use of contrasts. What does the author want us to know about Salvador? Anchor Standards 6-9 Author’s Purpose Integration of Knowledge and Ideas (Verbal pair-share)

Salvador means “savior”. Is he the savior of his family? Would a title change to “Heather, Late or Early” change your perspective? Why? Anchor Standards 7-9 Integration of Knowledge and Ideas (Letsgeddit.com)

WRITING Take it to…….

Tips for Writing: Now and Later 38 1.Participants use their copy of the WRITING TIPS and read through them 2.Highlight the tips that can be implemented right away in the classroom with students 3.Next to the other tips, not highlighted, write 1 or 2 things that will need to be done before implementing this tip in the classroom with students

Close Reading Teacher Routine 1. Text passages are short and robust for initial instruction 2. Lessons and text-dependent questions are planned ahead and require students to read and reread 3. First read: Students read with a pencil, pen and/or sticky notes to annotate the text, underline major points, circle confusing words/phrases, and utilize question marks to write out questions during the reading 4. Students complete a quick write about what they read. Partner talk to compare impressions using annotations to support their impressions 5. Second read: Teacher reads aloud as a model for prosody- students follow along 6. Third read: Teacher reads by thinking aloud and modeling annotation 7. Teacher asks text-focused questions that cause students to reread 8. Write about it- Summary, journal, prompt, comparison, thesis

Close Reading for Young Readers K–3 Exposure to complex texts challenges students’ thinking Two instructional practices for close reading (close listening): Interactive Read-Alouds (Fisher, Flood, Lapp, & Frey, 2004)— same practices: a short, worthy text text-dependent questions limited frontloading after-listening tasks to refer to the text, as grades 3–12 no annotation Shared Reading—all the same practices for grades 3–12: simple annotation after-listening tasks

Close Reading Student Routine Step 1: 1 st Read and Annotate Step 2:Think and Write Step 3: Talk About It Step 4: 2 nd Read: Listen for More Step 5: Think.. Write… Talk Step 6: Read: Listen for More Step 7: Answer Questions-Cite

Reading for Meaning Connection Previewing and predicting before reading Actively searching for relevant information Reflecting on learning after reading

Final Thoughts Dueling white boards At your tables ……