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Close Reading Strategies for CCGPS Daniel Rock, Literacy Specialist

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Close Reading Strategies for CCGPS Daniel Rock, Literacy Specialist OCTOBER 2011 Dr. John D. Barge, State School Superintendent Making Education Work for All ... – PowerPoint PPT presentation

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Title: Close Reading Strategies for CCGPS Daniel Rock, Literacy Specialist


1
Close Reading Strategies for CCGPSDaniel Rock,
Literacy Specialist
OCTOBER 2011
2
Possible Sentences
  • Write four sentences. Use two of the above words
    in each sentence until all words are gone.

complex text academic vocabulary
text based evidence literacy standards
integrated argument
college and career readiness anchor standards
3
No Login or Password Required
  •  High School Wiki
  • http//elaccgps9-12.wikispaces.com/
  • Middle School Wiki
  • http//georgiaelaccgps6-8.wikispaces.com/
  • Elementary School Wiki
  • http//georgiaelaccgpsk-5.wikispaces.com/

4
Learning Target
  • I can explain the reasoning and big ideas behind
    the Common Core Standards
  • I can use strategies to scaffold my students
    ability to read text closely.

5
Todays Plan
  • The Why and What
  • Close Reading Strategy (Task Cards)
  • Close Reading Jigsaw
  • Argument

6
The Why and the What
7
What Do We Expect?
Student Behaviors?
Student Achievement
Teacher Behaviors?
8
Reading Study Summary
Source of National Test Data MetaMetrics
9
The Three Big Shifts
  • Building content knowledge through (reading) rich
    nonfiction
  • Reading, writing, and speaking grounded in
    evidence from the text, both literary and
    informational.
  • Regular practice with complex text and its
    academic language.
  • -Student Achievement Partners

10
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.
Key Ideas and Details
9th Grade Cite strong and thorough textual
evidence to support analysis of what the text
says explicitly as well as inferences drawn from
the text.
6th Grade Cite textual evidence to support
analysis of what the text says explicitly as well
as inferences drawn from the text.
3rd Grade Ask and answer questions to
demonstrate understanding of a text, referring
explicitly to the text as the basis for the
answers.
11
Craft and Structure
Anchor Standard 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.
9th and 10th Grades Analyze in detail how an
authors ideas or claims are developed and
refined by particular sentences, paragraphs, or
larger portions of a text (e.g., a section or
chapter)
6th Grade Analyze how a particular sentence,
paragraph, chapter, or section fits into the
overall structure of a text and contributes to
the development of the ideas.
3rd Grade Use text features and search tools
(e.g., key words, sidebars, hyperlinks) to locate
information relevant to a given topic efficiently
12
Close Reading
13
They skip, skim, and scan text continually based
on their purpose. They also reread, slow down,
and reread again if it suits their purpose.
What Do Good Readers Do?
You Mean I have to Teach Reading by Chris
Tovani.
Students read deeply and analytically, able to
comprehend and make inferences about what they
read.
They know a purpose will help them focus their
reading and determine what is important. They
also know that purpose determines how they read
the material.
Good readers approach assigned text with a result
in mind. They consider what they have to do with
the information after reading.
14
Setting a Purpose/Asking Questions
Millions saw the apple fall, but Newton was the
one who asked why.  -Bernard Baruch
15
Close Reading Process
Students read the text silently. Teacher provides
a purpose.
Students read again and annotate/create questions.
Teacher reads the text aloud/models thinking.
High-light unknown/significant words
Write/ask questions
Students find explicit meaning, inferences,
central ideas, and themes
Q-Cards
16
Critical Element Asking the Right Questions
17
Using Q-Cards to Set a Purpose
  • Scaffolding
  • Question - Stems
  • What does the author mean
  • when she says_________?
  • Which details in the story
  • help show ________?
  • What is the primary topic
  • Of this article?

18
Groups-Elementary
  • Authors purpose/perspective
  • Main Idea
  • Cause and Effect
  • Text Structures/Organizational Patterns
  • Relevant Supporting Details
  • Compare/Contrast

19
Groups- Middle/High
  1. Main Idea
  2. Text Structure/Organizational Patterns
  3. Validity and Reliability
  4. Compare/Contrast
  5. Analyze and Evaluate Information
  6. Authors Purpose and Perspective

20
Close Reading Process
Students read the text silently. Teacher provides
a purpose.
Students read again and annotate/create questions.
Teacher reads the text aloud/models thinking.
High-light unknown/significant words
Write/ask questions
What is the primary topic Of this text?
Students find explicit meaning, inferences,
central ideas, and themes
Q-Cards
  • Close reading activities
  • Circle or highlight unknown words

21
Jigsaw of Close Reading Strategies
22
Jig-Saw
  • 1. Establish a home group.
  • 2. Count off within home group 1-6.
  • 3. Read silently and begin activity on your own.
  • 4. Find expert group and complete activity
    together.
  • 5. Return to home group and share results. Take
    notes based on what you hear.

23
Expert Groups
  • 1s Close Reading of Text
  • 2s Anticipation Guides
  • 3s RAFT
  • 4s Squeepers
  • 5s Key Concept Synthesis
  • 6s History Events Chart

24
Why Arguments?
  • Students like to argue (but they often do not
    know how to argue well).
  • Recognizing arguments that are not based on
    evidence is part of being an informed citizen.
  • Arguments clarify the relevance and importance of
    understanding the content.

25
Argument
  • Knowing a lot of stuff wont do you much good
    unless you can do something with what you know by
    turning it into an argument.
  • Gerald Graff, An Argument Worth Having

26
And the best reason of all--
  • Controversy clarifies, . . . intellectual issues
    become intelligible to us at points of
    controversy, when we become able to see whos
    where on the issues, what the relationships
    between positions are, and whats at stake.
  • Gerald Graff, Clueless in Academe

27
So Lets ArgueWell
  • The Toulmin Method
  • Make a claim
  • Based on evidence
  • Include a warrant that explains how the evidence
    supports the claim
  • Add backing that supports the warrants
  • Incorporate qualifications and rebuttals (counter
    arguments) to refute competing claims
  • From George Hillocks, Teaching Argument Writing
    (2011)

28
Strategies to Help Students Argue Well
  • Claim
  • Four Corners/Vote with your Feet
  • They say/I say
  • Evidence
  • Evaluating Evidence graphic organizer
  • Warrant
  • Warrant Workout

29
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30
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31
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32
Possible Sentences
  • Write four sentences. Use two of the above words
    in each sentence until all words are gone.

complex text academic vocabulary
text based evidence literacy standards
integrated argument
college and career readiness anchor standards
33
For more information--
  • Daniel Rock, drock_at_doe.k12.ga.us
  • Mary Lynn Huie, mhuie_at_doe.k12.ga.us
  • Susan Jacobs, sjacobs_at_doe.k12.ga.us
  • Gerald Boyd, gboyd_at_doe.k12.ga.us
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