CTE Literacy Support for College and Career Ready StandardsSession 2 – Spring, 2015

Topic: Close Reading

Do: Review components of a close read

Level of Thinking: Understanding

What is close reading?

• Thoughtful, critical analysis of a text.

• Focuses on significant details or patterns in order to develop a deep, precise understanding of the text's form, craft, meanings, etc.

Close reading includes:• Using short passages and excerpts

• Diving right into the text with limited pre-reading activities

• Focusing on the text itself

• Rereading deliberately

• Reading with a pencil

• Noticing things that are confusing

• Discussing the text with others frequently!

Think-Pair Share or Turn and Talk or Stop and Chat

Small groups and whole class

• Responding to text-dependent questions

Video Clip of a Close Reading

As you watch this clip of a 10th grade class participating in a close read, see how many of the components from your handout you observe.

Stop and

• Framework for students to read and then stop at a designated point to discuss the content with a partner.

• May be used any time two or more (even thirty) students are reading the same text.

• Encourages close reading by setting up students to read with a specific purpose in mind and fostering conversations related to that purpose.

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Let’s try a Stop and Chat using text from your tan colored handout

Read the first paragraph to discover how teachers hinder their students from understanding difficult text.

After reading, stop and chat with a partner.

Baseball vs. Close Reading

Read the second paragraph to learn why literacy expert, Kelly Gallagher, says close reading and baseball games are similar.

After reading, stop and chat.

Read the third paragraph, then stop and chat.

• According to the author, why don’t students get to the deeper meaning of text?

• What are some ways teachers can help students become lifelong learners?

Conversations among students are critical to addressing the College and Career Ready Standards and preparing students for the future.

Build them in as often as you can.

Scaffolding a Close Read

Some ways to help struggling readings:– Shared reading– Interactive read aloud– Post-it notes– Think-Aloud– Think Sheets– Jigsaws– Guided Highlighted Reading

Guided Highlighted Reading addresses each aspect of the complex text definition.

Guided Highlighted Reading

Weber, Nelson, Schofield

1. Select text

2. Determine purpose for reading text

3. Number the paragraphs or lines

4. Write prompts

5. Ensure highlighters are available

(one or more than one color)

Checklist for GHR (Guided Highlighted Reading)

Guided Highlighted Reading for three purposes

• Vocabulary

• Writing Tasks

• Text Structure

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1. Selecting the text

Choose text that is complex and challenging enough to engage your students.

• Textbooks• Supplementary materials• Newspapers, magazines or • Whatever fits with how you want to use it When… starting a unit, chapter, or project or when you need students to truly comprehend something difficult

Remember that you are training your students to read and respond to complex text.

2. Determine the Purpose: Vocabulary, Structure, Writing

The same text may be used to explore many purposes.

Use different colored highlighters for each purpose or combine underlining and circling text with highlighting for each successive purpose.

3.Number paragraphs or lines depending on the reading assignment.

Writing the prompts (text dependent questions):…for vocabulary

• If you only have a few potentially troublesome words, they can be included in summary or writing task prompts.

• Tier II academic vocabulary words in a passage are rarely defined in context and need to be addressed before the student does the close reading.

• Identify the words, find content-appropriate

synonyms or short definitions, and build prompts.

Some examples for Vocabulary prompts:

• In paragraph #1, find and highlight the word that means __________________

or

• In paragraph #3, find and highlight the word that fits the definition of ___________________

• In paragraph #1, find and highlight another name for _____

Writing the prompts…for summary

• Write a short summary first to help you frame the prompts easily. (teacher)

• Determine what essential points should

appear in the summary.

• Write prompts to guide students to highlight the critical elements.

When students have completed their highlighting and had a chance to discuss their findings, then they write a summary.

Summary writing prompts might look like these:

• In paragraph #1, find and highlight the main idea.

or

• In paragraph #2, find and highlight a concept that supports the author’s argument.

or

• In paragraph #3, find and highlight the author’s name and credentials.

Introducing and Discussing the Text• Students need a copy of the text either a

paper copy or a computer document.

• Students need to have a highlighter pen/s, or know how to use the computer highlighter.

• Have the students scan the text, skimming for length of text, text features, topic of text, etc.

• If the text is new, supply the necessary background knowledge but don’t give away too much.

• When you read the prompts, students are encouraged to reread the text. At first you will read the prompts fairly slowly; after multiple practices, you’ll pick up the pace to build reading fluency.

• Discuss the responses with students as a class, in small groups, or just provide the desired responses, depending on the time available.

Writing task prompts should enable students to…

• Restate in their own words what the text says explicitly

• Make logical inferences

• Cite specific textual evidence to support conclusions drawn from the text

• Determine central ideas

• Summarize the key supporting details and ideas

Let’s try this with reading a recipe: Banana Bread Muffins

Banana Bread or Banana Muffins

Move oven rack to low position. Preheat oven to 165-degrees Celsius.Grease bottom only of bread pan or 12 muffin cups.

In a large bowl, Mash with a fork: 1 ½ large bananas

Mix in: ½ cup sugar 1 egg ¼ cup buttermilk ¼ cup oil or melted butter ½ teaspoon vanilla

In another bowl: Mix together: 1 ¼ cups flour, aerated

½ t. soda ½ t. salt ½ cup chopped nuts – if desired

Mix dry ingredients into banana mixture, stirring just until blended.

Evenly divide the above batter into 12 muffin tins. Bake in preheated oven for 15-20 minutes until center test done when probed with a toothpick.

If baking a bread, pour batter into a loaf pan that has been greased on the bottom only. Bake for 1 ½ hours until tests done.

Prompts:

1st highlighterHighlight all of the verbs in the recipe that tell you what you have to do. (action words)

2nd highlighterHighlight all of the names of the equipmentthat you will use. With a pen or pencil list to the right side all the equipment you need.

3rd highlighterHighlight each of the ingredients that youplan to use.

After reading and highlighting, compare your “highlighting” with a partner.

On the back of the recipe that you’ve highlighted, summarize the steps to prepare the recipe in one paragraph. Your summary should be no more than 6 sentences.

Any questions about guided highlighted reading??????

Writing Task

In closing, students need multiple opportunities with the same text to fully understand the text.

This is especially true with complex text.

Questions, comments?

is the ultimate goal of College and Career Ready Reading Standards

Students as independent,

proficient readers of complex text

How do we get them there?

Section objectiveTopic: Text Dependent Questions

Do: Use the step process to write text dependent questions.

L.O.T.: Applying

Students must learn to effectively gather evidence,

knowledge, and insight directly from the text in order to comprehend and

draw inferences

This can be taught through the use of well-crafted text dependent questions written specifically to selections of complex text

The text MUST BE:• First closely read by you, the teacher

• Worth reading

• Of sufficient complexity to be challenging yet “doable”

The questions MUST BE:• Worth asking

• Specific to the text selection (kids get bored with answering generic questions)

• Crafted deliberately

• Answered first by you the teacher to insure that answers require referring back to the text

Writing Text Dependent Questions

Quality Text Dependent Questions:

• Require students to be close readers of text

• Set the stage for critical thinking

• Are crafted in a way to elicit extended thoughts

• Usually have more than one correct response

• Require that students refer back to the text

• Provide opportunity for students to cite evidence

3 Types of text dependent questions

• Questions that assess themes and central ideas

• Questions that assess knowledge of vocabulary

• Questions that assess syntax and structure

– How do portions of the text relate to the whole?

– Why did the author choose particular words?

– What is disclosed at the beginning or end of the text?

6 StepsTo writing quality text dependent

questions

Handout – Writing Text Dependent Questions

Step 1:Identify core understandings of text

• What is it that you want students to understand or learn from the text?

• This could be stated in the form of a critical focus question

Step 2:Start small

The first questions …

• Orient students to the text

• Simple enough to encourage confidence to tackle more challenging subsequent questions

Step 3:Target vocabulary and text structure

• Identify how text is set up

• Focus attention on diagrams and charts imparting information

• Write questions to ensure understanding of key vocabulary

Step 4:Tackle tough sections directly

• Identify areas that are likely to pose challenges to craft questions to ensure understanding

Step 5:Create a coherent series of text dependent questions

• Questions should build upon one another

• Sum of the questions should lead to core understanding (answer critical focus question)

Step 6:Identify the standards that are being addressed• Determine which CC

Reading/Writing Standards are being addressed by the text and questions

• Don’t forget the CTE Technical Standards! Match those up as well

Time to Practice!

Take out the article that you read last week when we discussed vocabulary

• Eight Tips for Job Hunting During the Recession (for high school)

• The Defining Moments of Every Job Interview (for junior high)

Using a highlighter, reread your article, with the goal of finding critical information that could be used as the basis for Text Depended Questions

Core Understanding / Critical Focus Question (For Defining Moments article)

• There are several concrete things that a job seeker can do to prepare to be confident and successful in a job interview.

• In what ways can a job seeker prepare for an interview to give him/her the confidence to make a great impression?

Core Understanding / Critical Focus Question (For Eight Recession Tips article)

• There are several concrete things that a job seeker can do to prepare to be confident and successful in a job interview or get experience while looking for a job.

• In what ways can a job seeker prepare for an interview or gain experience to give him/her the confidence to make a great impression?

First, sample text dependent questions…(For Defining Moments article)

1. How can “power posing” benefit job seekers?

2. Describe at least two reasons why the author of The Defining Moments of Every Job Interview suggests that the 30 minutes prior to the interview is critical to the job-seeker’s success.

(For the Eight Recession Tips article)

3. In Eight Tips for Job Hunting During the Recession, it states that prioritizing is an important part of the process. Describe how this is done according to the article.

4. Describe how freelancing and temping can be an advantage to those seeking full time employment.

Time once again to practice!

• Referring to the job-seeking article you have been using

• Using the Writing Text Dependent Questions guide, independently write one or two text dependent question(s) Once everyone has written a question, share with the people at your table

• When asked to do so, share with the whole group

Literacy lesson checklist

Now it’s time to use your text!Has everyone looked into the CTE Literacy Support 2015 folder and copied the assignment file and named the new copy your name?

Additionally, make a copy of the Preparing for a CTE Reading/Writing Integrated Lesson checklist as well to be used throughout this process.

Take the remaining time today to start the assignment by figuring the Lexile measure of the text and identifying vocabulary words for pre-teaching or focusing for text-dependent questions.