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

2. 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 

3. Comprehension Thinking critically Thinking independently
Thinking to overcome roadblocks

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

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

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

7. 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

8. 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

9. 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

10. 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.

11. Change for learners and instructors!
Video

12. 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

13. 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

14. Rubric

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

16. 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

17. 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

18. me at 18