1. A Close Look at Close Reading Christina Steinbacher-Reed and Kathy Gephart – IU 17 creed@iu17.org

2. “I choose C” The Need for College and Career Ready Standards

3. Parking Lot

4. Gr. 6-12 ELA PA Core Standards Literary Informational Reading Narrative Informational Argument Writing Speak./ Listen.

5. PA Core standards for Science and Technology Standards within the Discipline Content Standards Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range and Level of Complex Text Reading in Science/ Tech Types and Purpose Production and Distribution Research to Build and Present Knowledge Range of Writing Writing in Science/ Tech

6. PA Core standards for history and Social Studies Standards within the Discipline History Content Standards Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range and Level of Complex Text Reading in History Types and Purpose Production and Distribution Research to Build and Present Knowledge Range of Writing Writing in History

7. What is the Difference?  Identify  Describe  Explain  Compare  Analyze  Interpret  Evaluate

8. The Language of the Standards  “read closely” and “cite specific textual evidence” (R.1)  “analyze how... ideas develop and interact” (R.3)  “interpret words and phrases” and “analyze how specific word choices shape meaning” (R.4)  “analyze the structure of texts” (R.5)  “assess how the point of view shapes a text” (R.6)  analyze tow or more texts to build knowledge (R.9)

9. The Revised SAT  Citing Evidence  Source Documents  Vocabulary  Writing an Essay  Math Coverage  Calculators  Analyzing Text and Data  Founding Documents  Incorrect Answers, Essay, Scoring, and Format

10. A Closer Look Key ShiftsImpact on Teachers Impact on Students

11. What did we notice?

13. What is Close reading?  An interaction between reader and text (Doug Fisher, online interview, 2012)  Making careful observations of a text and then interpreting those observations (Pat Kaine, Harvard 1998)  Involves rereading; often rereading a short portion of a text that helps a reader to carry new ideas to the whole text (Beers and Probst, 2012)

14. Text Author Reader Meaning

15. Specifically... The process of reading, observing, and interpreting a text deeply. – Often involves multiple readings of the same text through different lenses – Usually only a short passage of text is under consideration – Through repeated readings, builds students’ understandings of the key takeaways in the text – A practice for both fiction and non-fiction

16. Close reading is Not  Used with all texts  An isolated activity  Text book questions  “Independent Reading”  Listening to a lecture  Listening to a read aloud  Doing a ‘Close Reading’ worksheet  Low-level, closed questions

17. Close Reading Can...  Raise engagement and joy, not diminish it  Lead to student independence, not dependence on teacher prompting  Allow time for extended reading across many pages of text  Provide multiple opportunities for repeated reading  Close the gap between struggling readers and achievement of grade level standards (Lehman & Roberts, 2014)

18. Close Reading in Action

19. What did you notice? About the Text?About the Instruction?

20. Colorful Questions  In groups of 4, open the envelope and distribute the enclosed cards.  After reading the card, respond to the question – you will need to refer closely to the article.  When instructed, find another student(s) with the same colored card. Compare your answers and come up with an agreed upon answer. Share your group’s answer with the teacher before returning to your HOME group.  After returning to your HOME group, share your question/answer.

21. Text Dependent Questions  What are they?  Examples and Non Examples  Characteristics  Ask students to perform one of the following:

22. The Gettysburg Address Traditional Questions... Why did the North fight in the civil war? Have you ever been to a gravesite? Lincoln says that the nation is dedicated to the proposition that “all men are created equal.” Why is equality an important value to promote? TDQ Questions... In the first sentence, what does Lincoln tell us about this new nation? What impact does starting the second paragraph with “now” have on its meaning? When Lincoln says the nation was “so conceived and so dedicated” what is he referring to? What is the point including the phrase “or any nation so conceived and so dedicated” – what would the sentence mean without it?”

23. Close Reading Stems...  Where does the author provide evidence of... ?  Provide a spot in the text where the author contrasts ______.  Describe an example of a cause and effect relationship in the text.  The author identifies an opposing view when he/she says....  The diction changes in ________ section, which underscores ________.  Where in the text does a shift of tone occur? What signals this shift?  How does the use of the _____ (word/phrase) contribute to _______ ?

24. This is really hard.

25. Why is this so hard? Teachers must be able to: interpret text deeply support interpretations with evidence from the text capture thinking in writing and discussion identify and model the skills and thought processes necessary to make meaning of the text

26. Where to we begin? Understand the text deeply as an adult reader Understand the text as a teacher at your grade- level Develop text-dependent questions with responses Use experience of understanding the text to translate metacognition into skills and tie to standards

27. Step 1: Select a text and a “team”

28. Step 2: Read independently, annotating Read first for understanding (“gist”) Reread multiple times noting: – Big themes or central ideas – Development of ideas, characters, themes across the text – Significant craft moves – Structural elements – Vocabulary and word choice – Tricky parts

29. Step 3: Come together for a “text talk” Objectives for text talk: Come away with understanding the key takeaways in the text AND understand the textual evidence that got you to that point. Understand where the text is particularly challenging and why. Develop an initial set of possible text-dependent questions.

30. Step 3: Come together for a “text talk” 1)Discuss the text as adult readers (enjoy it! ) 2)Discuss with your teacher hat on 3)Develop an initial draft of TDQ’s

31. Step 4: The conversation should continue “Polishing the stone” You’re only at the front door: Refining text-dependent questions Aligning to standards Guiding students to successfully and independently read closely**

32. Let’s Have a Go! 1.Select a text 2.Read, re-read and mark the text 3.Share your thinking about the passage and brainstorm an initial set of text-based questions 4.Continue polishing your lesson - refining your questions, consider your instructional approaches, develops scaffolds

33. Additional  newsela.com  Kelly Gallagher Article of the Week  The New York Time’s Learning Network  http://learning.blogs.nytimes.com/ http://learning.blogs.nytimes.com/

34. In Closing... 3 – Things that stood out to you today 2 – Questions you still have 1 – Next Step