1. Meeting the Reading Standards in Secondary Classrooms
Expeditionary Learning Professional Development

2. Welcome
Norms for Collaboration

3. Fist to Five Rating
How comfortable are you with the Common Core-aligned type of careful and thoughtful reading and re-reading known as “Close Reading?”
Give yourself a rating from Fist to Five.

4. Learning Targets I can describe close reading.
I can align the Common Core Reading Standards with different types of reading, namely: Close Reading, Research Reading, and Independent Reading.
I can analyze lesson plans designed to help students meet Common Core Reading Standards of different types.
I can identify resources for crafting supplemental literacy instruction for students.

5. Learning Target Tracker (p.116)
Please locate the Learning Target Tracker in your Participant Notebook.
Take a moment to assess where you are in meeting these targets AT THE MOMENT. Mark where you are for each Learning Target with a symbol or the time.
We will revisit this tracker at the end of this session to see how your understanding of this information has grown.

6. Our First Learning Target
I can analyze lesson plans designed to help students meet Common Core Reading Standards of different types.

7. Close Reading is…
On an index card, complete the sentence to the best of your knowledge. Don’t worry about making it perfect – you will have the opportunity to revise it later on!
Close reading is…

8. Experiencing a Common Core Classroom
Put your “learner hat” on for this portion of our work.
There will be lots of time to think like a teacher and ask questions about planning later.
Our purpose is for you to dig into the “subtle moves” that represent the Common Core shifts.
While we are asking you to be “students,” be metacognitive about our choices/design.

9. The Shifts in Action
Let’s “Live a Lesson” Learning Target: 1. I can support my inferences with evidence from the text. Task: Look away from the learning target and turn to a partner. Restate the learning target to your partner in your own words.

10. Mix and Mingle… Read your sentence strips silently.
Turn and Talk: What are your two sentence strips mostly about?
Now mix it up and mingle: Talk with peers who read other strips
Based on the sentence strips, what can you infer has happened?
How did you make that inference?
“It says_______ I say________ and so ____________?”
Keep people at table for Mix and Mingle if space does not allow.

11. Learning Target: Check In
I can support my inferences with evidence from the text.

12. New Learning Targets
I can determine the gist of one section of the article “The Vietnam Wars.”
I can analyze how specific word choices convey the author’s perspective on Ho Chi Minh and his struggle.

13. An Informational Text Text: “The Vietnam Wars.” Questions:
“Why do you think the title has the word ‘Wars,” plural, rather than just ‘War?’”
“What do you think the word honing means?”
Turn and Talk: “In your own words, what does the subtitle of this article tell us about Vietnam?”

14. The Chinese Dragon
Everyone reads this section. Write down what the “gist” of each paragraph is in the margins on your text.
Gist = what you think this section of the reading is “mostly about.” Moving toward a main idea, but your first pass may not be entirely accurate.

15. Life, Liberty & Ho Chi Minh or Fall of the French
½ at your table will be reading “Life, Liberty & Ho Chi Minh” (A)
½ at your table will be reading “Fall of the French” (B)
Write down what the “gist” of each paragraph is in the margins on your text.
Gist = a simple summary in your own words.

16. 2nd reading of… Life, Liberty & Ho Chi Minh or Fall of the French
One pair = A, One pair = B
You will need Jigsaw A graphic organizer or Jigsaw B graphic organizer.

17. Learning Target
I can analyze how specific word choices convey the author’s perspective on Ho Chi Minh and his struggle.

18. Back-to-Back, Face-to-Face
What was different about that lesson as compare to other reading lessons you may have taught or observed recently?
What did you notice about how the lesson design helped students meet the learning targets?
The Common Core Shifts require that students read complex text, support answers using evidence from text, and use academic vocabulary. How did this lesson help you do any of these things?
How has participating in the model lesson impacted your definition of Close Reading?
*Revise your Close Reading index card*

19. Close Readers
Read small chunks of text slowly and think about the gist.
Reread each passage one sentence at a time.
Underline things that you understand or know something about.
Circle words that you do not know.

20. Close Readers Talk with your partners about all of your good ideas.
State the gist or message of the paragraph in the margin.
Listen to the questions.
Go back to the text to find answers to questions.
Talk with your partners about the answers you find

21. Welcome Back to “Teacher Hat”
Reflect on Our First Adult Learning Target today:
I can analyze the impact of Expeditionary Learning’s approach to close reading on students’ learning.

22. Types of Reading
In creating the Common Core-aligned curriculum, a key task for EL was to “bundle” standards into focused sets.
EL’s“theory of action” became – Close Reading – Selecting Evidence – Forming and Supporting Opinions – Conducting and Writing about Research.
This careful and thoughtful analysis of the standards revealed key types of reading in the Common Core classroom: Close Reading, Research Reading, and Independent Reading.

23. Analyzing the Standards
Form Triads for this next task.
In your triad, analyze and sort the Common Core standards strips (p. 117) for their alignment to these three types of reading: Close Reading, Research Reading, and Independent Reading.
Note - Standards are annotated as follows: strand, grade level, standard number (RL.7.5)

24. Analyzing a Lesson Plan
Choose to read either an “Independent Reading” (pp ), “Research Reading” (pp ), or “Close Reading” (pp ) lesson plan.
Within your triad at least the “Research Reading” and “Independent Reading” types must be read and analyzed.
As you read, capture notes on your Lesson Analysis Note-catcher (p. 167) in preparation for sharing.

25. Triad Share
Each person in your triad has 3 minutes to share responses to the following questions:
What did you notice about how your lesson addresses specific standards and skills aligned to either Close Reading, Research Reading, or Independent Reading?
How does your lesson plan help the teacher differentiate/support all students?

26. Our Final Learning Target
I can identify resources for crafting supplemental literacy instruction for students.

27. “Other” Reading Skills to Develop
Foundational Skills: Grammar, phonics, etc.
Spelling
Additional Word Work (beyond module instruction)
Additional Independent Reading (beyond module instruction)
Fluency
Your additions?

28. Additional Instructional Time
In grades 6-8, additional literacy instructional time, beyond the 45- minute module lesson, is needed for some students.
EL’s Curriculum Map for each grade level identifies which standards are addressed by each curriculum module. ALL standards are addressed when four modules are implemented.
The Common Core Aligned Interventions for Adolescent Readers Document can help teachers plan additional literacy instruction.

29. Explore the Resource Turn to page 4 for a list of the components.
Use the next seven minutes to explore the resource using one of two options:
1.) choose one tab and read through it, jotting down “notices” and “wonders” or
2.) skim the entire package, jotting down “notices” and “wonders.”

30. Reflection
What significant “wonderings” came up for you as you explored the resource?
What ideas do you have for structuring additional literacy time in your building?

31. Closing: Learning Targets Reflection
I can describe close reading.
I can align the Common Core Reading Standards with different types of reading, namely: Close Reading, Research Reading, and Independent Reading.
I can analyze lesson plans designed to help students meet Common Core Reading Standards of different types.
I can identify resources for crafting supplemental literacy instruction for students.

32. Revisiting the Learning Target Tracker (p.116)
Take a moment to assess where you are now in meeting these targets.
Mark where you with a different symbol or the time.
How has your understanding of the learning targets grown?