1. Professional Development Plan 2015-2016

2. EQ: What is close reading?

3. Read the ingredients listed on the label. Decide what kind of candy bar the ingredients describe.

5.   How many times did you reread the text?  How did you redefine your purpose each time?  Where were your gaps in knowledge? While you were reading…

6.  Every student reads, writes, thinks, and talks in every classroom, every day.

7. EQ: What is close reading?

8.  College and Career Readiness Anchor Standards for Reading

9.  Key Ideas and Details 1.Read closely to determine what the text says explicitly and to make logical inferences from it, cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2.Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3.Analyze how and why individuals, events, or ideas develop and interact over the course of a text. Craft and Structure 4.Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5.Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6.Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas: 7.Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8.Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9.Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity: 10.Read and comprehend complex literary and informational texts independently and proficiently. CCR Anchor Standards for Reading (Literature, Informational Text, non-ELA subject areas)

10. …but we can always improve our practice. improve our practice.

11.  Annotation is a note of any form made while reading text. “Reading with a pencil.”

12.  People have been annotating texts since there have been texts to annotate.

13.  Annotation is not highlighting.

14. Annotation slows down the reader in order to deepen understanding.

15.  Annotation occurs with digital and print texts.

16. Annotation with smart boards.

17. Annotation in Grades 9-12 Underline the major points. Circle keywords or phrases that are confusing or unknown to you. Use a question mark (?) for questions that you have during the reading. Be sure to write your question. Use an exclamation mark (!) for things that surprise you, and briefly note what it was that caught your attention. Draw an arrow ( ↵ ) when you make a connection to something inside the text, or to an idea or experience outside the text. Briefly note your connections. Mark EX when the author provides an example. Numerate arguments, important ideas, or key details and write words or phrases that restate them.

18. Modeling in 9 th Grade English

19. Student annotation in 11 th grade English

20. EQ: What makes text complex?

21. A Three-Part Model for Measuring Text Complexity http://www.corestandards.org/assets/Appendix_A.pdf

22.  Text Complexity  Students’ ability to read complex text does not always develop in a linear fashion.  Students reading well above and well below grade-band level need additional support.

23.  How might what you have learned inform your implementation planning?

24. EQ: What makes text complex?

25.   Quantitative measures  Qualitative values  Task and Reader considerations Text Complexity

26.  Qualitatively analyze the text you selected using the rubric. Summarize the factors that make the text complex

27. EQ: EQ: How can teachers provide support to students for reading, thinking, and talking?

28.  Text at Center  First, surface schema reading processes that we as experienced readers use – every text is different  Second, use this information to predict what our own students need to know and do to read that particular text  Third, make informed instructional decisions about what literacy supports to embed in the curriculum

29.   Purpose and Modeling  Close and Scaffolded Reading  Collaborative Conversations  Wide, Independent Reading  Formative Assessments 5 Access Points

30.  Declaration of Independence

31.  Which of the following questi ons req uire students to read the text closely ? 1.If you were present at the signing of the Declaration of Independence, what would you do? 2.What are the reasons listed in the preamble for supporting their argument to separate from Great Britain?

32.  Reading with Students in Mind  What did you do?  Where did you do it?  How did it help?  What did you do that you would like to see your students do?  How might you support your students in the use of strategies that are pertinent to subject-specific strategies?

33.  1.If you were present at the signing of the Declaration of Independence, what would you do? 2.What are the reasons listed in the preamble for supporting their argument to separate from Great Britain?

34. EQ: How can we support students to respond appropriately to a writing prompt?

35.  College and Career Readiness Anchor Standards for Writing

36. EQ: How can we support students to respond appropriately to a writing prompt?

37.  Every student reads, writes, thinks, and talks in every classroom, every day.

38. What is a Prompt? For example, a prompt might instruct a student to write about… a story he/she has read his/her opinion on a topic something he/she has experienced a research topic A prompt is a question or an instruction regarding the topic about which will be written. National RtI Writing Demonstration Project

39. Deconstructing a Prompt To deconstruct a prompt: 1. Read it 2. Take it apart 3. Understand what to do 4. Determine how to respond to the prompt correctly (constructing means to build) Deconstructing means to take apart How do I do that? National RtI Writing Demonstration Project

40. Pay careful attention to the wording of the prompt. Hints Does the prompt give you suggestions to get started? Look for suggestions in the prompt to get you started (ideas to think about, verbs that tell you what to do). Use key words from the prompt to construct your thesis statement. Identifying Key Parts of a Written Prompt National RtI Writing Demonstration Project

41. Role What role do you take as the writer? (student, citizen, expert) Audience Who is your audience? (class, parent, teacher, friend) Format What kind of response are you writing? (essay, letter, descriptive) What are the verbs in the prompt asking you to do? (advise your classmate, justify your opinion, explain why…) Task Strong key words What are the key words that you need to include in your response? Hint: Use these words to construct your thesis statement. You can use the word RAFTS to help you remember how to deconstruct a prompt. Identifying Key Parts of a Written Prompt

42. Role What role do you take as the writer? (student, citizen, expert) Audience Who is your audience? (class, parent, teacher, friend) Format What kind of response are you writing? What are the verbs in the prompt asking you to do? Task Strong key words What are the key words that you need to include in your response? Doing a Good Job Select a person you know who does a good job in his or her profession. This person may be an entertainer, an athlete, a character in a story, or simply a successful family member. Write a multi-paragraph essay describing why you think this individual is so good at his or her job. Include specific examples and details to support your response. I am writing this as a student. My audience will be the teacher. I am writing a descriptive multi-paragraph essay. Select a person, write an essay describing why he/she is good at his/her job, include examples and details Profession, successful Example of Deconstructing a Prompt

43. Your Turn Form Pairs Re-read the prompt and deconstruct it by writing your response for: RoleTaskAudience Prompt: Describe a major environmental problem and what you believe should be done about it. National RtI Writing Demonstration Project Format Strong Key Words

44. Role Audience Format Task Strong key words Describe a major environmental problem and what you believe should be done about it. Practice Writing Prompt

45. Clarifying the topic/deconstructing the prompt Identifying strong feelings about the topic The most important prewriting activity is to think about what you are going to write about. Good writing is about… icon Forming an opinion about the topic National RtI Writing Demonstration Project

46. Writing to a Prompt Review Write one to two complete sentences describing how you deconstruct a prompt. Read your sentences to a partner. National RtI Writing Demonstration Project