Close Reading Mueller MidSouth 2016f - UAB · (10 min) The first two days of the week should be...

CLOSE READING

Using student notations and conversations to

teach across the curriculum.

CreatedbyJenniferMueller2016

My Purpose in Presenting

• Give you some insight to how the routine of close

reading can impact your instruction

• Give you an opportunity to work on a lesson

skeleton you can take with you

• Inspire you to try this approach in your classroom

Please ask questions! If I don’t know the answer I will find out! JCreatedbyJenniferMueller2016

Who is doing the most work during our Reading Workshops?

http://marcel-oehler.marcellosendos.ch/comics/ch/1995/01/199501.html


CreatedbyJenniferMueller2016Dr.TimShanahanonCloseReading

Making Reading Interactive



Close Reading Sessions


Sessions Teacher’s Role Student’s Role

1

Option 1: Teacher reads full text to students without any comments or think aloud and then gives them a portion of the text to read and annotate.

1. Students read the text and mark their thinking as they read.

2. Students participate in the class discussion using the text to help support what their thinking.

Option 2: Teacher gives a quick hook line about the text to gain student interest and then allows them time to read while annotating.

Teacher guides discussion using text based questions that focus on key ideas and details.

2

Teacher initiates a second reading of the text using a question that gives purpose to the reading. 1. Students read the text and mark their thinking as

they read.


Teacher guides discussion using text based questions that focus on how the text works.

3

Teacher initiates a third reading of the text using a question that gives purpose to the reading 1. Students read the text and mark their thinking as they read.


3. Students will write about their reading.

Teacher guides discussion using text based questions that focus on what the text means in connection to our world and lives.


How to: Use STICKY NOTES




WOW

H

IDK

*

LOL

?

NW

Shocking! Wow!

Love this part

I wonder...

This is

important

Funny/silly part

I’m confused

Name: ____________

Unknown word

Character trait

Connection

H

IDK

*

LOL

?

Shocking! Wow!

Love this part

I wonder...

This is

important

Funny/silly part

I’m confused

Unknown word

Character trait

Connection

H

IDK

*

LOL

?

Shocking! Wow!

Love this part

I wonder...

This is

important

Funny/silly part

I’m confused

Unknown word

Character trait

Connection

H

IDK

*

LOL

?

Shocking! Wow!

Love this part

I wonder...

This is

important

Funny/silly part

I’m confused

Unknown word

Character trait

Connection

Name: ____________ Name: ____________ Name: ____________

NW NW NW

WOW WOW WOW

Select the portion of the text that you want the students to

work through.


How does Close Reading Fit into your Reading Workshop?


Monday Tuesday Wednesday Thursday Friday

Mini- Lesson (10 min)

The first two days of the week should be spent on your

curriculum goals. This involves best practice read aloud, think

aloud, notation modeling as well as student turn and talk

opportunities. During these “traditional” workshop lessons you

are holding conferences and small groups during second 2

portions of the time.

Teacher reads the text in whole without discussing or thinking

aloud.

The teacher will set a purpose for re-reading the

text. Students reread the text as teacher reads aloud. The students will annotate during

the read.


text. Students reread the textand annotate during the

read.

Class Practice(10-15 minutes)

Students are given a portion of the text. They read silently and annotate their thinking. This

thinking will mirror the focus of the week that was taught

Monday and Tuesday,

Class discussion of text with teacher facilitating with Text

Based Questions.


Based Questions.

Individual Practice/ Discussion (30 min)


Based Questions.

Students will complete a written response to a question or questions

presented by the teacher.

Depending on the speed of your class and the amount of questions you choose to discuss, the discussion should take about 10 minutes. This leaves you with time for a small group or two or a

couple of conferences

How about during your Science or Social Studies Block?


Monday Tuesday Wednesday Thursday Friday

Mini- Lesson (10 min)Teacher reads the text in

whole without discussing or thinking aloud.


text. Students reread the text as teacher reads aloud. The students will annotate during

the read.


text. Students reread the textand annotate during the read.

STEM WORKSHOP based on background knowledge established through a CLOSE READING

Class Practice (10 min)

Students are given a portion of the text. They read

silently and annotate their thinking. This thinking will

mirror the focus of the week that was taught Monday and

Tuesday,


Based Questions.


Based Questions.

Individual Practice/ Discussion (10 min)


Based Questions.

Students will complete a written response to a question or questions

presented by the teacher.

Depending on the speed of your class and the amount of questions you choose to discuss, the discussion should take about 10 minutes. This leaves you with time for STEM work

Choose texts that meet your Science/ Social Studies Standards

Review of the Routine in a Schedule Block


Session 1 Session 2 Session 3

Mini- Lesson (10 min) Teacher reads the text in whole without discussing or thinking aloud.

The teacher will set a purpose for re-reading the text. Students reread the text as teacher

reads aloud. The students will annotate during the read.

The teacher will set a purpose for re-reading the text. Students reread the text and

annotate during the read.

Class Practice (10 min)

Students are given a portion of the text. They read silently and annotate their

thinking. This thinking will mirror the focus of the week that was taught Monday and

Tuesday, Class discussion of text with teacher facilitating with Text Based Questions.

Class discussion of text with teacher facilitating with Text Based Questions.

Individual Practice/ Discussion (10 min) Class discussion of text with teacher facilitating with Text Based Questions.

Students will complete a written response to a question or questions presented by the

teacher.

Comprehension:

Is it really happening?



COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR READINGKey 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, and 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 formats and media, 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. CreatedbyJenniferMueller2016

Dr. Tim Shanahan’s Break Down of the Anchor StandardsKey Ideas and Details Whatdidthetextsay?•Studentsshouldbeabletodeterminewhattextssayexplicitlyandbeabletosummarizethem(includingcentralideas/themes,howideasandcharactersdevelopandinteract),makinglogicalinferences,andcitingtextualevidencetosupportconclusions.

Craft and Structure Howdidthetextsayit?•Studentsshouldbeabletointerpretthemeaningsofwordsandphrasesandthestructureoftextstodeterminehowtheyaffectmeaningortone,andhowpointsofviewandpurposeshapecontentandstyle.

Integration of Knowledge and Ideas Whatdoesthetextmean?Whatisitsvalue?Howdoesthetextconnecttoothertexts?•Studentsshouldbeabletosynthesizeandcompareinformationfromprintanddigitalsources, andcriticallyevaluatethereasoningandrhetoricofatext.

Range of Reading and Level of Text Complexity Textdifficultyisspecifiedinthestandards•Thismeansthatchildreningrades2-12willbeaskedtoreadmorechallengingtext(whichmeansthatwehavetoteachmorechallengingtextthanwehaveinthepast)

Whatdoesitsay?

Howdoesitsayit?

Whatdoesitmean?How

doesitconnecttoourlife/world?

Doesthetextpushourreader’sthinking?


Dr. Tim Shanahan’s Thoughts on Each Session

1stRe

ading • Don’t think aloud if you are

reading the full text to the class.

• If all students have theirown text, just give a text tease to get them interested.

• Questions should help guide the students to important elements of the text and clarify confusion

• Response could be a retelling of the story or facts

2ndRe

ading • Questions should help guide students to

think about how the text works and what the author was up to (craft and structure)

• My questions focused on why and how the author told his story (particularly focusing on literary devices, word choices, structural elements, and author purpose)

• The discussion led by these questions should lead to a good understanding of how the text works and to a deeper understanding of its implications

• A good follow up would be a critical analysis of the story or some aspect of the story (____ changes from the beginning to the end. Do the neighbors? Compare and contrast how Plumbean and the neighbors change?

3rdR

eadin

g • Questions should help guide students to think about what this text means to them and how it connects to other texts/

• stories/events/films.• What did you take the

story to mean from [main character's] point of view?

• What did you take the story to mean from the neighbors’ point of view?

• What did the story mean to you? What does it say about how you live your life?


BookOfChoice LanguageArtsStandards WritingStandards ScienceorSocialStudiesStandards

TheStoryofHanukah

- Askandanswersuchquestionsaswho,what,where,when,why,andhowto

demonstrateunderstandingofkeydetailsinatext.[RL.2.1- RI2.1]

- Describehowcharactersinastoryrespond tomajoreventsandchallenges.[RL.2.3]

-Useinformationgainedfromtheillustrationsandwordsinaprintordigitaltexttodemonstrateunderstandingofitscharacters,setting,orplot. [RL.2.7]

Bytheendoftheyear,readandcomprehend literature,includingstoriesandpoetry, intheGrades2-3textcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.[RL.2.10]

DeterminethemeaningofwordsandphrasesinatextrelevanttoaGrade2topicorsubjectarea.[RI.2.4]

Writeinformativeorexplanatorytextsinwhichtheyintroduceatopic,usefactsanddefinitionstodeveloppoints,andprovideaconcludingstatementor

section.[W.2.2]

Describetheconnectionbetweenaseriesofhistoricalevents,scientificideasor

concepts,or stepsintechnicalprocedures inatext.[RI.2.3]

TheLegendofthePoinsettia

SnowflakeBentleyRecallinformationfromexperiencesor

gatherinformationfromprovidedsourcestoansweraquestion.[W.2.8]

Springboardstoryforthelessonswhichfocusedonthewatercycle- andits

connection todroughtsandfloodsinourcountry. Thiscovered thefollowing

standards:

Identifystatesofmatterassolids,liquids,andgases.2SC1

Describeevaporation,condensation,andprecipitationinthewatercycle.2SC9

Identifytheimpactofweatheronagriculture,recreation,theeconomy,and

society.2SC10

Describehowscarcityaffectssupplyanddemandofnaturalresourcesandhuman-

madeproducts.2SS8


BookOfChoice LanguageArtsStandards WritingStandards ScienceorSocialStudiesStandardsHenry’sFreedomBox

- Askandanswersuchquestionsaswho,what,where,when,why,andhowtodemonstrateunderstandingofkeydetailsinatext.[RL.2.1-RI2.1]

- Describehowcharactersinastoryrespondtomajoreventsandchallenges.[RL.2.3]

-Useinformationgainedfromtheillustrationsandwordsinaprintordigitaltexttodemonstrateunderstandingofitscharacters,setting,orplot.[RL.2.7]

Bytheendoftheyear,readandcomprehendliterature,includingstoriesandpoetry,intheGrades2-3textcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.[RL.2.10]

DeterminethemeaningofwordsandphrasesinatextrelevanttoaGrade2topicorsubjectarea.[RI.2.4]

Bytheendofyear,readandcomprehendinformationaltexts,includinghistory/socialstudies,science,andtechnicaltexts,intheGrades2-3textcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.[RI.2.10]

Writeopinionpiecesinwhichtheyintroducethetopicorbooktheyarewritingabout,stateanopinion,supplyreasonsthatsupporttheopinion,uselinkingwords(e.g.,because,and,also)toconnectopinionandreasons,andprovideaconcludingstatementorsection.

[W.2.1]

Recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoanswer

aquestion.[W.2.8]

Identifynationalhistoricalfiguresandcelebrationsthatexemplifyfundamentaldemocraticvalues,includingequality,justice,andresponsibilityforthecommongood.2SS2

Usevariousprimarysources,includingcalendarsandtimelines,forreconstructingthepast.2SS3

TheWordsWillSetMeFree

LetterbyLincolnLincolnandMLKJr.Quotes


CloseReadingScopeandSequence:SecondGradeSampleMonth Routine StrategyperMakingMeaning Expert Resources ResponseType Texts toUse

August Text CodingStamina Reading

Talking About Reading

Reading Community/ Engagement

Debbie Miller- Chapter 3 Serravallo – Chapter 2Serravallo- Chapter 12 1. Sticky notes or Coded Text

2. Discussion

OwenChrysanthemum

September Making Connections:Schema and Retelling Debbie Miller- Chapter 5 The Relative’s Came

My Great Aunt Arizona

October Using Text Evidence Visualizing Debbie Miller- Chapter 6Serravallo- Chapter 6

1. Sticky notes or Coded Text

2. Discussion

3. Written response to

teacher prompted question

The Lotus SeedAn Angel for Solomon Singer

November Using Text EvidenceWriting with Text Evidence Wondering/ Questioning Debbie Miller- Chapter 9 The Paper Crane

Grandfather Twilight

December

The rest of the year’s routines are set. You will need to stay

consistent and push individual’s performance level as you move through various types of texts but your routines will stay the

same.

Using Text Features Debbie Miller- Chapter 10Serravallo- Chapter 10 The Story of Hanukkah

January Making Inferences

Debbie Miller- Chapter 8Serravallo- Chapter 7

Snowflake BentleySomething Beautiful

February Determining Important Ideas Henry’s Freedom BoxMLK and Lincoln Quotes

March Analysis of text structure

April SummarizingDebbie Miller- Chapter 11

Serravallo- Chapter 13May Synthesizing


CloseReadingScopeandSequence:SecondGradeSampleMonth Routine ResponseType Texts toUse

August Text CodingStamina Reading

Talking About Reading

1. Sticky notes or Coded Text2. Discussion

OwenChrysanthemum

September The Relative’s CameMy Great Aunt Arizona

October Using Text Evidence

1. Sticky notes or Coded Text

2. Discussion

3. Written response to teacher prompted

question

The Lotus SeedAn Angel for Solomon Singer

November Using Text EvidenceWriting with Text Evidence

The Paper CraneGrandfather Twilight

December

The rest of the year’s routines are set. You will need to stay consistent and push individual’s

performance level as you move through various types of texts but your routines will stay the same.

The Story of Hanukkah

January Snowflake BentleySomething Beautiful

February Henry’s Freedom BoxMLK and Lincoln Quotes

March

April

May


PlanningisImportant

• Youcanstartatanylevelofplanning that

worksforyoubutyouneedtoknowwhat

youcangetfromthetext.

• Planningyourquestions iscrucialto

facilitatinggoodclassdiscussions.

Close Reading Focus Strategy and Outcome

Title: Copy Cats [MM Article]

Focus Skills: 1. Context Clues 2. Main Idea Supported with Details

Standard: 5RI.11 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Day of Lesson Lesson Flow Question Prompts

1

1:00- Introduction to

Close Reading and

the Coding System.

1:10- Have students

read through the

text on their own

silently. Tell them

that they can write

on their sheet as

they read. Refer to

the coding chart.

1:20- Once the

students are

finished, start the

discussion

Day 1: Questions about key ideas and details—What did the text say?

1. What is cloning? Where in the text does it tell us?

ü A high text way of creating a living thing that is an exact genetic

copy of another. Sentence 1

§ Genetic is the chemical makeup that a living thing has

and passes on to its children

2. What are some reasons why scientists are interested in cloning?

ü Create plants that people want or need Paragraph 1

ü Create more animals for us to eat. Caption pg 46

3. What debate was started in 1996 when the first mammal was cloned?

ü Whether cloning animals and humans is ethical

§ Ethical is whether something is morally right. ex- killing

someone…

4. There are several Pros and Cons to cloning given in the article. Talk at

your table about the pros. Be ready to tell the group what the 3 main

pros are.

ü A surer way to get the results or quality of animal they want. Last

sentence 1st paragraph ü Protect endangered species from extinction. First sentence 2st

paragraph ü Ensuring you have healthy children, creating needed organs for

transplants, researching diseases 3rd paragraph

5. There are several Pros and Cons to cloning given in the article. Talk at

your table about the cons. Be ready to tell the group what the 3 main

pros are.

ü May be used to create special people groups that create a

separate type of society like in Divergent. paragraph 1 ü There could be flawed humans made paragraph 2 ü Could create people who have emotionally issues paragraph 4



• Simplified- viaDr.Shanahan’sblog

• 3Types• Questionsaboutthekeyideasanddetails

• Whatdoesthetextsay?1. Whatisspecialabout [character]?2. Whydidhe…3. Whatdidhedothatcaused....4. Howdidhechange?

• Questionsaboutthecraftandstructureofthetext• Howdidthetextwork?

1. Whatdoestheauthormeanwhenhesays…2. Whatisa_______?3. Onpage1,thestorysays...Whatdoesthatmean?4. Whatkindof storyisthis?Howdoyouknow?

• Questionsaboutintegrationofknowledgeandmeaning• Whatdoesthetextmean?

1. Theauthorusedtheword____in2differentways.Whichmeaningistherightone?2. Whatisthedifferenceinbeingaheroandbeing famous?3. Whatwasthepointofthestory?Whydidtheauthorwantyoutolearn?

Reading should push our student’s

thinking about the world around them.



Close Reading Student Tracker

Focus Text: _____________________________________________________

Focus Skill: _____________________________________________________

Part of Discussion: ____ Used Text Evidence: ___ Tracked Thinking: ___




















Created By: Jennifer Mueller 2016

TrackingStudentThinking

Everythingwedoshouldbeeasilytracked.Thischart

hasbeenastapleinmytoolkitofanecdotalnotetaking

foranypurpose. Itypicallyuse itasablankdocument

sothat Icanatanymomentpickitupanddocument

studentsuccessesaswellasneeds. Itgivesmeaquick

classviewofstudentperformanceonspecificskills.

Eachclosereadingactivitywilllenditselfforstudent’s

discussionsofthetext.Youwillalwaysbelookingfor

studentparticipationinthediscussionaswellasifthey

cansupport theirthinkingwithtextevidenceandif

they independentlytrackedtheirthinkingduringtheir

initialreadings.

Sam Tim Mary Anne

CharacterTraits

SnowflakeBentley

Joined discussionearly.Thoughtfulcommentsoftext.

✓

✓✓

✓

✓ ✓

✓

Veryquietduringdiscussion.Watch-

Makesuresheunderstand howtolookfortextevidence.

Eagertobeapartofdiscussion withbasicideasabout text.


BookOfChoice StrategyinPractice LessonOutcome-NextStep

TheStoryofHanukahv ContextCluesv ImportanceSupportedwithdetails

v Thislessonwentgreat.Thestudentswere reallypushedwiththevocabulary.Theyhadtobecoachedthroughcontextcluepractice.

v Greatdiscussion!

TheLegendofthePoinsettiav ContextCluesv ImportanceSupportedwithdetails

v Continuedwiththecontextcluepracticeandthestudentsseemtobegainingastrongerunderstandingofthisinpractice.TherewereafewwhoarereadytoapplyduringRTS.

v Greatdiscussion!

SnowflakeBentleyv CharacterTraitsv Connectinginformationfrom

differenttexts

v Yikes!Wereallystruggledwiththecharactertraitpartofthediscussion.Weneedtohavesomeremodelinganddailypracticeinourreadingmini-lessontimenextweek.

v StudentsmakereallystrongconnectionsbetweenWilliamBentley’sactionsandwhatittellsusaboutactualsnowflakes- Goodtextevidencewasgivenduringthediscussion.

v Thetextswere VERYmarkedup- reviewthatwewanttofocusourannotatingtoonlywhatisgoingtoreallyhelpusunderstandthetext.

Henry’sFreedomBoxv CharacterTraitsv ContextCluesv Writingaboutreading

v Studentshavedonebeautifullyonthemarkingoftheirtext.Remembernexttimetoreviewwithanexplicitexample!Showthemonthepiecewheretowrite—

v Mostdidwellwiththecontextclues- Pullagroupoftheoneswhoarestillstruggling.

v WritingwentwellwithafocusofHenryasaman.Theywrotetheiropinionofhim.

Close Reading Focus Strategy and Outcome


http://www.fanpop.com/clubs/calvin-and-hobbes/images/1395548/title/calvin-hobbes-wallpaper


Close Reading Mueller MidSouth 2016f - UAB · (10 min) The first two days of the week should be...

Documents

Transcript of Close Reading Mueller MidSouth 2016f - UAB · (10 min) The first two days of the week should be...