While You Are Getting Settled                            Think: How are you feeling about Common Core  Reading implement...
Uncovering the Expectations of the   Common Core Reading Standardswww.symbaloo.com/mix/diggingdeeplyintotext
Outline of           This Morning’s Workshop                                I.   Overview of Common Core Reading Standard...
Exploring the Standards            Backward-Design Model—each standard builds  toward the graduate Standards 1 and 10 a...
Exploring the Standards               Examine your group’s assigned standard. Using the stair-step organizer, note the ...
Exploring the Texts                Authors of Common Core Standards have provided  exemplar texts for each grade band T...
Exploring the Texts             Examine the texts provided to you from each grade band. What do you notice? What disti...
Text Complexity                    Take a look at Reading Standards 10:          Literature                   Informatio...
What is Text Complexity?          
Text Complexity Matters          Research base:   Reading levels found in college textbooks and   scientific journals h...
Text Complexity Matters            K-12 textbooks have declined in difficulty K-12 students receive a great deal of sca...
Anchor Standard 1             The first anchor standard states: “Read closely to determine what the text  says explicitl...
So what does “reading closely”           really mean?                       A) Holding a book close to your eyes while re...
Close Reading Involves“Reading With a Pencil”          
Annotating Texts                Note ideas that occur to you while reading Make side notes about things that seem impor...
Try It For Yourself         
Looking at this text with the        standards in mind                              CCSS.ELA-Literacy.CCRA.R.1  Read clo...
CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze theirdevelopment; summarize the key sup...
CCSS.ELA-Literacy.CCRA.R.3Analyze how and why individuals, events, or ideas  develop and interact over the course of a tex...
CCSS.ELA-Literacy.CCRA.R.4Interpret words and phrases as they are used in a text, including       determining technical, c...
CCSS.ELA-Literacy.CCRA.R.5     Analyze the structure of texts, including how specific sentences, paragraphs, and larger po...
CCSS.ELA-Literacy.CCRA.R.6  Assess how point of view or purpose shapes the            content and style of a text.        ...
CCSS.ELA-Literacy.CCRA.R.7  Integrate and evaluate content presented in diverse media andformats, including visually and q...
CCSS.ELA-Literacy.CCRA.R.8Delineate and evaluate the argument and specific claims ina text, including the validity of the ...
CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or   topics in order to build knowledge or...
Close Reading in Practice                           Overview of a Classroom Examining an Informational Text https://www...
Turn and Talk               What did you see in the video? What questions came to mind as you watched? What do you wan...
Class Discussions of      Informational Texts                       https://www.teachingchannel.org/videos/analyzin  g-t...
Turn and Talk               What did you see in the video? What questions came to mind as you watched? What do you wan...
Let’s Try It Ourselves               Read and annotate the poem by Rudyard  Kipling, “I Keep Six Honest Serving Men” Lo...
Who are the characters in the poem?   Are they real or imaginary?                     Discussion Expectations:   Only o...
Thought-Provoking           Questions                      Write a question that elicits a deep level of thinking about ...
Text Tug-of-War                   Read and annotate Columbus’ journal entries and letter to  King Ferdinand and Queen Is...
Text Tug-of-War                Christopher              ChristopherColumbus was           Columbus wasa hero.            ...
Literary Text Tug-of-War                    “The Elephant’s Child” by Rudyard KiplingThe Elephant’s Child                ...
Character Icebergs        Surface level              behaviors features of the character                             quot...
Keep It or Junk It                https://www.teachingchannel.org/videos/help-  students-analyze-text?resume=0#
Let’s Try It Ourselves               Read “Honeybee Mystery” from National Geographic for Kids. Circle key words from t...
Examining   Art                         See-Think-Wonder• What do you see?• What does it make  you think?• What do you wo...
Examining   Art                         See-Think-Wonder• What do you see?• What does it make  you think?• What do you wo...
Examining   Art                         See-Think-Wonder• What do you see?• What does it make  you think?• What do you wo...
Examining   Art                         See-Think-Wonder• What do you see?• What does it make  you think?• What do you wo...
Examining   Art                         See-Think-Wonder• What do you see?• What does it make  you think?• What do you wo...
Examining   Art                         See-Think-Wonder• What do you see?• What does it make  you think?• What do you wo...
Examining Art     
Picture Puzzle      
So what does “reading closely”           really mean?                       A) Holding a book close to your eyes while re...
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  • Continuum:_______________________________________________________________________________________________________________________________________________________I’m at a complete loss! I feel okay, but I have a lot of room to grow. I am the master of Common Core Reading!
  • Digging deeply into text

    1. 1. While You Are Getting Settled  Think: How are you feeling about Common Core Reading implementation? Choose a bean person that represents your answer to this question. Write a brief, anonymous explanation of why this image reflects your feelings. Place the bean person you chose on the appropriate place on the continuum.
    2. 2. Uncovering the Expectations of the Common Core Reading Standardswww.symbaloo.com/mix/diggingdeeplyintotext
    3. 3. Outline of This Morning’s Workshop I. Overview of Common Core Reading Standards A. How are the standards written? B. How do the standards progress across grade levels? C. What are complex texts? D. What is close reading?II. Common Core Reading Standards In Practice A. What does close reading of informational texts look like in classrooms? B. What does close reading of literature look like in classrooms? C. What does close reading of other “texts” look like in classrooms?
    4. 4. Exploring the Standards  Backward-Design Model—each standard builds toward the graduate Standards 1 and 10 are the two sides of a ladder and the others are the rungs 4 Complementary Strands:  Key Ideas and Details  Craft and Structure  Integration of Knowledge and Ideas  Range of Reading and Level of Text Complexity
    5. 5. Exploring the Standards  Examine your group’s assigned standard. Using the stair-step organizer, note the development of the standard from one grade to the next.
    6. 6. Exploring the Texts  Authors of Common Core Standards have provided exemplar texts for each grade band These texts “exemplify the level of complexity and quality that the Standards require…. The choices should serve as useful guideposts in helping educators select texts of similar complexity, quality, and range for their own classrooms.” The process of text selection was guided by complexity, quality, and range.
    7. 7. Exploring the Texts  Examine the texts provided to you from each grade band. What do you notice? What distinguishes the texts found in one grade band from the next?
    8. 8. Text Complexity   Take a look at Reading Standards 10: Literature Informational TextBy the end of the year, read By the end of the year, readand comprehend literature, and comprehend informationalincluding stories, dramas, and texts, including history/socialpoetry, at the high end of the studies, science, and technicalgrades ___ text complexity texts, at the high end of theband independently and grades ____ text complexityproficiently. band independently and proficiently.
    9. 9. What is Text Complexity? 
    10. 10. Text Complexity Matters Research base:  Reading levels found in college textbooks and scientific journals have increased steadily in the last several decades  Job related reading exceeds 12th grade Lexile measure  Colleges and careers require significantly more independent reading of complex texts
    11. 11. Text Complexity Matters  K-12 textbooks have declined in difficulty K-12 students receive a great deal of scaffolding in reading with only small amounts of independent reading of complex texts “Only 30 percent of 1992 high school seniors who went on to enroll in postsecondary education between 1992 and 2000 and then took any remedial reading course went on to receive a degree or certificate, compared to 69 percent of the 1992 seniors who took no postsecondary remedial courses.”
    12. 12. Anchor Standard 1 The first anchor standard states: “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.”
    13. 13. So what does “reading closely” really mean? A) Holding a book close to your eyes while readingB) Making use of background provided by theteacher or other resources to interpret a textC) Making thoughtful connections between the textand personal experiences to enhance understandingD) Reading the same text multiple times to derivemeaning at different levelsE) Something that should be done with every text
    14. 14. Close Reading Involves“Reading With a Pencil” 
    15. 15. Annotating Texts  Note ideas that occur to you while reading Make side notes about things that seem important to you Use symbol systems:  Asterisk= a key idea  Exclamation point = surprising, bizarre Ask questions:  What does this mean?  What is the author trying to tell me?  Is this definitely true? http://guides.hcl.harvard.edu/sixreadinghabits
    16. 16. Try It For Yourself 
    17. 17. Looking at this text with the standards in mind  CCSS.ELA-Literacy.CCRA.R.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. Restate everything you have read so far Avoid stating ideas that are not presented in the text (feelings, connections, etc.) If making inferences, be sure the text supports it directly.
    18. 18. CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze theirdevelopment; summarize the key supporting details and ideas.   Ask yourself: What is this article starting to be about?  Notice big ideas that are starting to emerge.  It’s perfectly okay for there to be more than one main idea.  Support your ideas with evidence from the text.
    19. 19. CCSS.ELA-Literacy.CCRA.R.3Analyze how and why individuals, events, or ideas develop and interact over the course of a text.  Who is the key player in this story? What do you know about him? What sequence of events led to the final outcome?
    20. 20. CCSS.ELA-Literacy.CCRA.R.4Interpret 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. What words are used in this article that are unique to this topic? What do those words mean? What tone does the word choice give to the article? What words create that tone?
    21. 21. CCSS.ELA-Literacy.CCRA.R.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. Can you break the article into pieces that fit together? What unifies those pieces? How do these pieces relate to the whole?
    22. 22. CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.  Who is telling this story? How might the story be different if it was told from a different point of view? How does the author feel about Baumgartner? How can you tell?
    23. 23. CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media andformats, including visually and quantitatively, as well as in words. 
    24. 24. CCSS.ELA-Literacy.CCRA.R.8Delineate and evaluate the argument and specific claims ina text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.   How reliable are the ideas presented in this article?  How does the author support her claims? If sufficient support provided?
    25. 25. CCSS.ELA-Literacy.CCRA.R.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.  How is the ABC News report similar to the Time for Kids article? What do the reporters say to express the key ideas? How are the similar? How are they different? How does reading/viewing two different “texts” help to develop a better understanding of the topic?
    26. 26. Close Reading in Practice  Overview of a Classroom Examining an Informational Text https://www.teachingchannel.org/videos/analyzing-text- lesson?fd=1#
    27. 27. Turn and Talk  What did you see in the video? What questions came to mind as you watched? What do you want to try in your classroom? What else comes to mind?
    28. 28. Class Discussions of Informational Texts  https://www.teachingchannel.org/videos/analyzin g-text-as-a-group?resume=0#
    29. 29. Turn and Talk  What did you see in the video? What questions came to mind as you watched? What do you want to try in your classroom? What else comes to mind?
    30. 30. Let’s Try It Ourselves  Read and annotate the poem by Rudyard Kipling, “I Keep Six Honest Serving Men” Look for characters in the poem and evidence that they are real or imaginary. Look for evidence that this poem is about more than actual servants.
    31. 31. Who are the characters in the poem? Are they real or imaginary?  Discussion Expectations:  Only one person speaks at a time.  The “zero noise” signal means stop and look at the teacher.  Listen carefully to the speaker.  Hold up two fingers if you have something to add to what the last speaker said.  Give a thumbs up if you have something new to say.
    32. 32. Thought-Provoking Questions Write a question that elicits a deep level of thinking about the text, but can also be answered with support from the text.Pass this question around your table. Each person adds ideas to your paper for 3 minutes.
    33. 33. Text Tug-of-War  Read and annotate Columbus’ journal entries and letter to King Ferdinand and Queen Isabella (annotations provided). Look for evidence that Columbus was a hero and evidence that he was a villain. Write each piece of evidence you find on a different Post-It note. Place the evidence on the tug-of-war chart on the appropriate end. Place the strongest evidence at the ends of the “rope.” Organize each piece of evidence based on it’s strength in supporting the argument.
    34. 34. Text Tug-of-War Christopher ChristopherColumbus was Columbus wasa hero. a villain.
    35. 35. Literary Text Tug-of-War  “The Elephant’s Child” by Rudyard KiplingThe Elephant’s Child The Elephant’s Childis a Respectable is a FoolishCharacter Character
    36. 36. Character Icebergs  Surface level behaviors features of the character quotes physical attributesfeelings Below-the-Surface hopes features of the charactermotivations thoughts
    37. 37. Keep It or Junk It  https://www.teachingchannel.org/videos/help- students-analyze-text?resume=0#
    38. 38. Let’s Try It Ourselves  Read “Honeybee Mystery” from National Geographic for Kids. Circle key words from the text that will help you to answer the question. Share the words you chose with your group. Decide what to keep, junk, and put in the cloud.
    39. 39. Examining Art  See-Think-Wonder• What do you see?• What does it make you think?• What do you wonder?
    40. 40. Examining Art  See-Think-Wonder• What do you see?• What does it make you think?• What do you wonder?
    41. 41. Examining Art  See-Think-Wonder• What do you see?• What does it make you think?• What do you wonder?
    42. 42. Examining Art  See-Think-Wonder• What do you see?• What does it make you think?• What do you wonder?
    43. 43. Examining Art  See-Think-Wonder• What do you see?• What does it make you think?• What do you wonder?
    44. 44. Examining Art  See-Think-Wonder• What do you see?• What does it make you think?• What do you wonder?
    45. 45. Examining Art 
    46. 46. Picture Puzzle 
    47. 47. So what does “reading closely” really mean? A) Holding a book close to your eyes while readingB) Making use of background provided by theteacher or other resources to interpret a textC) Making thoughtful connections between the textand personal experiences to enhance understandingD) Reading the same text multiple times to derivemeaning at different levelsE) Something that should be done with every text

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