A Sharper Focus on CCSS Reading Anchor Standard 1:

Close Reading Instruction2014-2015

2014-2015

Session Goals

• Review the 3 CCSS English Language Arts Instructional Shifts

• Deconstruct Reading Anchor Standard 1

• Deepen understanding of the close reading process

• Learn strategies to support the close reading process

• Understand the connections between effective close reading instruction and CCSS Anchor Reading Standard 1.

HOPE HIGH SCHOOLREADING ANCHOR STANDARD:#1CITING TEXTUAL

EVIDENCESession Goals:

Gain an understanding of the Common Core State Standards’ shift to encourage a closer reading of text by asking questions

that are text-dependent questions. Learn how to support students as they undergo the kind of

close reading the CCSS requires by responding to a series of text –dependent questions.

Be able to identify text-dependent questions and recognize the importance of students staying deeply connected to the

text. Use of common text to create text dependent questions and

revise existing questions.

Do Now

1. Jot down 3 things you know about Close Reading.

2. Share with a partner.

Look Fors:

Look For #1: Evidence of Creating an environment that supports reading for knowledge and the application of close reading techniques.Look For#2: Evidence of Text analysis that helps students identify relationships and author perspectives that assist in providing textual evidence to support inferences.Look For #3: Evidence of textual support when offering an oral or written interpretation of a text as evidenced by student exemplars.

Common Core State Standards 3 ELA/Literacy Instructional Shifts

1. Building knowledge through content-rich nonfiction

2. Reading, writing and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language

#1 Citing of Textual Evidence Observable Evidence LF1:

Conducting Close Reading SessionsUsing anchor charts that reinforce

close readingGraphic organizers to draw evidence

form textsReading with a pencil (pen)

#1 Citing of Textual Evidence Observable Evidence LF2:

Teacher modeling the following:Creating and answering text dependent

questions Annotations guidelines to set a purpose for

readingDiscussion protocols to elicit accountable talk

sessionsUsing graphic organizers to draw evidence form

the text.

#1 Citing of Textual Evidence Observable Evidence LF3:

Students engaging in discussions about the text

Students orally citing evidence to support their answers to questions based on their reading

Written responses using the text to support their writing

Final Reflection

The Lens For This Work

• Evidence of creating an environment that supports reading for knowledge and the application of close reading techniques.

Look For #1

• Evidence of text analysis that helps students identify relationships and author perspectives that assist in providing textual evidence to support inferences.

Look For #2

• Evidence of textual support when offering an oral or written interpretation of a text as evidenced by student exemplars.

Look For #3

Rigorous Discussions are about…

• Asking questions and posing problems• Voicing ideas using evidence• Listening to others• Monitoring for rigor• Responding to different ideas• Constructing understanding

Activity: Try out the Left Side/Right Side Margin StrategyPART 11) Break up into groups of 3-4.2) Using Common Core Exemplar “Things Fall Apart”, teams work together.3) First, number each paragraph (for chunking purposes).4) Then, read the text for the first time.5) In the left margin, summarize each chunk, in 10-words or less.

PART 26) Next, read the text a 2nd time.7) In the right-hand margin, complete a specific task for each chunk.8) This may include: Use a power verb to describe what the author is DOING.(For example: Describing, illustrating, arguing, etc.) Note: It isn’tenough for students to write “Comparing” and be done.

Annotations for Consistency Across Grade Levels

? Use a question mark for questions you have about the text

! Use an exclamation point for a reaction to what you are reading

* Use an asterisk for a comment about the text

_ Underline to identify a key idea or detail in the text

Example ofStudentAnnotationin 11thGradeEnglish

Strategies to Support Students with Close Reading

Annotating the TextAnnotation is a note of any form made while reading text. Annotation is “Reading with a Pencil”Annotation is not highlighting.

Step 1Highlight the headings. Read the text. What is this text mostly about? Discuss your thoughts

with a partner.

Step 2Read the text again. Underline the topic

sentence in each paragraph.. Annotate the

text as you read.

Step 3Go back to the text again, looking for evidence that will help you answer the

questions. Write the question number next to

the text evidence you used in your answer (Q1,

Q2, Q3, etc.).

Close Reading in 3 Easy Steps

Text Selection for Close Reading

Deconstruct Anchor Standard 1

• Read closely (or close reading)Reading that emphasizes not only surface details but the deeper meaning and larger connections between words, sentences, and the full text; this also demands scrutiny of craft, including arguments and style used by the author.

• Make logical inferencesTo infer, readers add what they learned from the text to what they already know about the subject; however, for the inference to be logical, it must be based on evidence from the text.

• Cite specific textual evidenceAll claims, assertions, or arguments about what a text means or says require evidence from within the text itself, not the reader’s opinion or experience; students should be able to quote or refer to a specific passage from the text to support their idea.

Focus: CCSS Reading Anchor Standard 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.