explore effective strategies for teaching close reading of complex texts, a central focus of the ELA Common Core State Standards.
The process for engaging students in the close reading of complex texts
To discover the importance of setting a clear purpose and recognizing text structure
To gain methods for having students re-read the text and annotate it in order to examine key vocabulary, structure, language, and meaning
explore effective strategies for teaching close reading of complex texts, a central focus of the ELA Common Core State Standards.
The process for engaging students in the close reading of complex texts
To discover the importance of setting a clear purpose and recognizing text structure
To gain methods for having students re-read the text and annotate it in order to examine key vocabulary, structure, language, and meaning
If Rosa Parks Could Text: Content Area Writing in the Literacy BlockJennifer Jones
These are the slides I created for my session at the North Carolina Reading Conference, held in Raleigh, North Carolina, March 15-17, 2015. The essence of this presentation is about the necessary Intermediate Literacy writing skills necessary as students are "learning to write" and learning the content at the same time. Disciplinary literacy may be a bit of stretch for elementary but we can begin teaching students how to read and write like a historian, how to read and write like a scientist, and how to read and write like a mathematician. #ncra15 Accompanying handouts are on my Slideshare page, too. #presentationzen #contentareawriting #writingaboutreading #disciplinaryliteracy #writingtolearn I am happy to come and deliver this enthusiastic and energetic professional development session to your school or district. Gmail me for rates and other PD offerings at helloliteracy.
Week 1 of CMU ELI 182 Online
This presentation will help you understand how strategies can improve your reading. Identify which strategies you already use and which ones you need to work on.
Reading comprehension is the ability to process text, understand its meaning, and to integrate with what the reader already knows. The purpose of reading is comprehension — getting meaning from written text. ... A major goal of reading comprehension instruction, therefore, is to help students develop the knowledge, skills, and experiences they must have if they are to become competent and enthusiastic readers.
If Rosa Parks Could Text: Content Area Writing in the Literacy BlockJennifer Jones
These are the slides I created for my session at the North Carolina Reading Conference, held in Raleigh, North Carolina, March 15-17, 2015. The essence of this presentation is about the necessary Intermediate Literacy writing skills necessary as students are "learning to write" and learning the content at the same time. Disciplinary literacy may be a bit of stretch for elementary but we can begin teaching students how to read and write like a historian, how to read and write like a scientist, and how to read and write like a mathematician. #ncra15 Accompanying handouts are on my Slideshare page, too. #presentationzen #contentareawriting #writingaboutreading #disciplinaryliteracy #writingtolearn I am happy to come and deliver this enthusiastic and energetic professional development session to your school or district. Gmail me for rates and other PD offerings at helloliteracy.
Week 1 of CMU ELI 182 Online
This presentation will help you understand how strategies can improve your reading. Identify which strategies you already use and which ones you need to work on.
Reading comprehension is the ability to process text, understand its meaning, and to integrate with what the reader already knows. The purpose of reading is comprehension — getting meaning from written text. ... A major goal of reading comprehension instruction, therefore, is to help students develop the knowledge, skills, and experiences they must have if they are to become competent and enthusiastic readers.
Response to Intervention: Instruction That Is More Than Just TestingKeith Pruitt
We have perfected the art of testing; now let's look at best practices. What can we do in the Tier 1 instruction to make a difference in the classroom for all students? Here are multiple ideas including my "explode the vocabulary" model.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
3. Close Reading
What is Close Reading?
It is an interaction between the reader and a text (Douglas Fisher in the
online video interview, “Close Reading and the Common Core State
Standards,” April 3, 2012).
It is about making careful observations of a text and then interpretations of
those observations (Patricia Kain for the Writing Center at Harvard University,
1998).
It involves rereading: often rereading a short portion of text that helps a
reader to carry new ideas to the whole text (Kylene Beers and Robert Probst
in Notice and Note, 2012.)
pg. 4 Falling in Love with Close Reading
4. Close Reading
Close reading, then, should not imply that we ignore the
reader’s experience and attend closely to the text and
nothing else. It should imply that we bring the text and the
reader close together. To ignore either element in the
transaction, to deny the presence of the reader or neglect
the contribution of the text, is to make reading impossible.
If we understand close reading this way, when the reader is
brought into the text we have the opportunity for relevance,
engagement, and rigor.
5. Close Reading
(cont’d) The practice of close reading has the following
characteristics:
It works with a short passage.
The focus is intense.
It will extend from the passage itself to other parts of the text.
It should involve a great deal of exploratory discussion.
It involves rereading.
pgs 36 – 38, Notice and Note
6. Close Reading
Much attention has been given to the process of close reading,
which relies on repeated readings of short passages of complex
texts. A key purpose of close reading is to encourage students to
examine in detail what the text has to say. The first assumption
behind the practice of close reading is that the text is worthy; not
everything we read requires this kind of inspection. However,
understanding the text itself is necessary for comprehension and is
key to making the kind of analytic and evaluative judgments that
mark a competent reader. One question we often hear is in regard
to the use of close reading practices with students who are not yet
fully independent readers. It is helpful to keep in mind that the
intent of close reading is to foster critical thinking skills to deepen
comprehension. Therefore, the thinking skills needed for close
reading should begin in kindergarten.
pgs 13 and 14 Rigorous Reading
7. Falling in Love with Close Reading
by Chris Lehman & Kate Roberts
Close Reading for Text Evidence
Close Reading for Word Choice
Close Reading for Structure
Close Reading for Point of View and Argument
Close Read Across Texts
8. Using Out of My Mind excerpt to try it out
Dad never spoke baby talk to me like my mother did. He always spoke to
me as if he were talking to a grown-up, using real words and assuming I would
understand him. He was right.
‘Your life is not going to be easy, little Melody,’ he’ d say quietly. ‘If I
could switch places with you, I’d do it in a heartbeat. You know that , don’t
you?’
I just blinked, but I got what he meant. Sometimes his face would be wet
with tears. He’d take me outside at night and whisper in my ear about the
stars and moon and the night wind.
‘The stars up there are putting on a show just for you, kid,’ he’d say.
‘Look at that amazing display of sparkle! And feel that wind? It’s trying to
tickle your toes.’
And during the day he would sometimes take off all the blankets that my
mother insisted I be wrapped in and let me feel the warmth of the sun on my
face and legs.
9. He had placed a bird feeder on our porch, and we would
sit together as the birds darted in, picking up seeds one at a
time.
“That one is a cardinal,” he’d tell me, and “that one
over there is a blue jay. They don’t like each other much.”
And he’d chuckle.
What Dad did most was sing to me. He has a clear voice
that seems made for songs like “Yesterday” and “I Want to
Hold Your Hand.” Dad loves the Beatles. No, there’s no
figuring out parents and why they like stuff.
10. Three step process for reading closely
Close Reading
1. Read through lenses
2. Use lenses to find patterns.
3. Use the patterns to develop a new
understanding of the text.
11. Reading closely for TEXT EVIDENCE
1. Read through lenses Choose specific details to gather as data:
• What characters/people say/think/do
• Relationships
• Setting descriptions
• Time period
2. Use lenses to find patterns. • What details fit together?
• How do they fit together?
3. Use the patterns to develop a
new understanding of the text.
Look at patterns to think about:
• Character’s/people/s
feelings
traits
relationships
• Whole text:
themes
lessons
12. Out of My Mind
Close Reading Reading closely for TEXT EVIDENCE
1. Read through
lenses
Choose specific details to gather as data:
• What characters/people say/think/do
• Relationships
• Setting descriptions
• Time period
13. Close Reading Reading closely for TEXT EVIDENCE
2. Use lenses to find
patterns.
• What details fit together?
• How do they fit together?
14. Close Reading Reading closely for TEXT EVIDENCE
3. Use the patterns to
develop a new
understanding of the
text.
Look at patterns to think about:
• Character’s/people/s
feelings
traits
relationships
• Whole text:
themes
lessons
15. Phrases for Reflecting on Text Evidence and Meaning
The reason why the character _________ is because ________
It seems like this character tends to _________________
My thinking about this character has changed because ______
These characters are really different because _________
One issue I am noticing in this book is ___________________
I think the author is trying to teach me _________________
I think this because the author wrote _____________________
16. Non-fiction
Reading closely for TEXT EVIDENCE
1. Read through lenses Choose specific details to gather as data:
• Facts
• Phrases
• Descriptions
• Photos or graphics
2. Use lenses to find
patterns.
• What details fit together?
• How do they fit together?
3. Use the patterns to
develop a new
understanding of the
text.
Look at patterns to think about:
• Definitions of unknown terms or concepts
• Central idea of an entire text
• Author’s bias or point of view
17. Falling in Love with Close Reading
by Chris Lehman & Kate Roberts
Close Reading for Text Evidence
Close Reading for Word Choice
Close Reading for Structure
Close Reading for Point of View and Argument
Close Read Across Texts
Close Reading
1. Read through lenses
2. Use lenses to find
patterns.
3. Use the patterns to
develop a new
understanding of the
text.
18. Notice & Note: Strategies for Close
Reading by Kylene Beers & Robert E Probst
STOP and Notice and Note
When you’re reading and a character says or does
something that is the opposite (contradicts) of what he
he has been saying or doing all along,
you should stop and ask yourself:
“Why is the character doing that?”
The answers could help you make a prediction or
make an inference about the plot and conflict.
Contrasts and
Contradictions
19. Thank You, Ma’am
by Langston Hughes
Read aloud, you follow along
Stop when I ask you to
Remember – our question is:
Why would the character act this way?
20. Try it again . . .
Chrysanthemum
Can you think of others?
21. Rigorous Reading: 5 Access Points for
Comprehending Complex Texts
by Nancy Frey and Doulas Fisher
Six practices that guide students’ understanding of
complex texts:
Short, worthy passages
Students rereading
Limited frontloading
Text-dependent questions
Annotation
After-reading tasks
23. The Lion and the Mouse
Aesop’s Fables
ONCE when a Lion was asleep a little Mouse began running up and down upon
him; this soon wakened the Lion, who placed his huge paw upon him, and opened
his big jaws to swallow him. “Pardon, O King,” cried the little Mouse: “forgive
me this time, I shall never forget it: who knows but what I may be able to do you
a turn some of these days?” The Lion was so tickled at the idea of the Mouse
being able to help him that he lifted up his paw and let him go. Sometime after
the Lion was caught in a trap, and the hunters, who desired to carry him alive to
the King, tied him to a tree while they went in search of a wagon to carry him
on. Just then the little Mouse happened to pass by, and seeing the sad plight in
which the Lion was, sent up to him and soon gnawed away the ropes that bound
the King of the Beasts. “Was I not right?” said the little Mouse.
“LITTLE FRIENDS MAY PROVE GREAT FRIENDS.”
24. The Lion and the Mouse
Text Dependent Questions
General Understandings What happened? Tell me the story using your own
words.
Key Details How did the lion help the mouse? How did the
mouse help the lion?
Vocabulary and Text
Structure
What does the mouse mean when he says, “Perhaps
I might be able to do you a turn one of these
days?”
Author’s Purpose What is the moral of the story that Aesop wants us
to know?
Inferences Why is the lion so surprised at the idea that mouse
could help him? What does the lion say and do that
helps you answer this question?
25.
26. Common Core English Language Arts in a PLC
at Work, Grades 3-5 Fisher and Frey
Use of two texts and the process that goes with:
Lady Liberty: A Biography (Doreen Rappaport- Matt
Tavares)
The New Colossus (Ezra Lazarus)
What would you do with them? Which process that we
used would work for this? An you design a lesson?
Editor's Notes
Have teachers compare and form own definition here- then watch Doug Fisher video
Share with teahcers that we are going to focus on what evidence might reveal about characters. Read the excerpt on the next two slides and write down some of your thinking about the characters – specifically Dad – in this section.
Since we are focusing on dad, let’s read it one more time and make a list of what Dad DOES – that will be our lens “Things Melody’s father does”
Have teachers look for ways their ideas group together – circulate to see if we see patterns.
Look to see how the patterns teach us something new – for this one we are looking at characters - so do we learn more about the relationship or traits?? How does your thinking change?
Share with teahcers that we are going to focus on what evidence might reveal about characters. Read the excerpt on the next two slides and write down some of your thinking about the characters – specifically Dad – in this section.
