common core state standards professional learning series
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Common Core State Standards Professional Learning Series. English Language Arts: Informational Text — Reading. Unit 3: Supporting Student Comprehension. September 2012. Unit 3 Objectives. Define and understand close reading of text - PowerPoint PPT PresentationTRANSCRIPT
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction
Common Core State Standards Professional Learning Series
English Language Arts: Informational Text — Reading
Unit 3: Supporting Student Comprehension
September 2012
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Unit 3 ObjectivesDefine and understand close
reading of textUnderstand how to use text-
dependent questions to closely read text through lesson exemplars
Identify structures of informational text
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What is Close Reading?
Close reading requires students to be
actively involved in the text that they read,
drawing understanding, inferences, and
meaning directly from the text.
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How to do a Close Reading
Video: “How to do a Close Reading”
http://www.youtube.com/watch?feature=player_embedded&v=adXdTXEzmzE
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How to do a Close Reading?(Cont.)
Video: Douglas Fisher Interview, Part I
http://www.youtube.com/watch?v=5w9v6-zUg3Y
Video: Douglas Fisher Interview Part II
http://www.youtube.com/watch?v=JhGI5zdjpvc
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Close Reading and the Common Core State Standards
CCR Anchor Standard 1"Read closely to determine what
the textsays explicitly and to make logicalinferences from it; cite specific
textualevidence when writing or speaking
tosupport conclusions drawn from
the text."
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Close Reading and the Common Core State Standards (Cont.)
Standard 2 "Determine central ideas or themes of atext and analyze their development;summarize the key supporting details andideas."
Standard 8"Delineate and evaluate the argument andspecific claims in a text, including the validity ofthe reasoning as well as the relevance andsufficiency of the evidence."
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Model of a Close Reading
Conducting close reading of a text in aclassroom requires preparation. Theteacher must be familiar with the text
andprepare text-dependent questions inAdvance.
Video: “Letter from a Birmingham Jail”http://engageny.org/resource/middle-school-ela-curriculum-video-close-reading-of-a-text-mlk-letter-from-birmingham-jail
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Commonalities in Close Reading
The focus is on text meaningBackground preparation/explanation
is minimizedStudents must do the
reading/interpretationTeacher’s major role is to ask text-
dependent questionsMulti-day commitments to textsPurposeful rereading Short reads
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Close Reading Strategies
Video: “Close Reading Strategies with
Informational Text”http://engageny.org/resource/close-reading-strategies-with-informational-text-by-expeditionary-learning
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Close Reading for English Learners
In your packet, let’s read the article, “Understanding Language: What does Text Complexity Mean for English Learners and Language Minority Students” by Fillmore and Fillmore.
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Table Discussion
Turn to a table partner and discuss these two questions:What types of attention to
language do Fillmore and Fillmore recommend when supporting English learners in their reading of the Letter?
How can you begin to implement this type of language support?
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Text-Dependent Questions
“Text-dependent questions specifically ask
questions that can only be answered by
explicitly referring back to the text being
read.”
Source: Achieve the Core, “A Guide to Creating Text Dependent Questions for Close
Analytic Reading
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Text-Dependent Questions(Cont.)
Effective text-dependent questions probe
into a text in order to guide students to
pluck out key meanings or ideas found in
the text.
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Text-Dependent Questions(Cont.)
The following questions from “Achieve the Core” canhelp generate a core series of questions to support
theclose reading of any text:1. Identify the Core Understandings and Key Ideas
of the Text2. Start Small To Build Confidence3. Target Vocabulary and Text Structure4. Tackle Tough Sections Head-on5. Create Coherent Sequences of Text-Dependent
Questions6. Identify the Standards That Are Being Taught7. Create the Culminating Assessment
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Lessons Featuring Text-Dependent Questions
Achieve the Core has developed several exemplars
that feature the following:Reading tasks in which students are asked to
read and reread passages and respond to a series of text dependent questions
Vocabulary and syntax tasks which linger over noteworthy or challenging words and phrases
Discussion tasks in which students are prompted to use text evidence and refine their thinking
Writing tasks that assess student understanding of the text
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Lessons Featuring Text-Dependent Questions
(Cont.)
Review one of the following lessonsfeaturing text-dependent questionsdeveloped by Achieve the Core that modelhow teachers can support students as theyread.Grade 3: “Because of Winn-Dixie”Grade 6: “The Making of a Scientist”Grade 8: “
The Long Night of the Little Boats”
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Lessons Featuring Text-Dependent Questions (Cont.)
The CCSS for ELA/Literacy Appendix B includes text exemplars and performancetasks to guide educators in both selectingtext at the appropriate complexity bandand to ensure the tasks they assignstudents promote the standards and closereading of texts.
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Informational Text Structures
Informational text structures provide theframework for an author to shareinformation with a reader for a particularpurpose: a job application, a recipe, a
map, adirection sheet for assembling a toy, aspeech, or a research paper have
differentstructures because the purpose of eachtext is different.
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Informational Text Structures(Cont.)
Find your grade level for Standard 5 in
California's CCSS for ELA/Literacy Reading for Informational Text
Elementary pages 3-4 Secondary pages 21-22
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Informational Text Structures(Cont.)
Explicit teaching of text structures supports students in accessing text to understand its purpose.
Generally, informational text contains signal words and phrases that cue the reader to the text’s structure and purpose.
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Info. Text Structures (Cont.)Description Describes a particular
topic.Signal words: for example, in particular, for instance, to illustrate, such as, most important, another
Problem and Solution Identifies a problem, provides possible solutions with possible results, and finally, the actual solution selected.Signal words: the problem is, the difficulty is, it is possible to, if-then, one challenge is, therefore
List and Enumeration Lists connected information, outlines a series of steps, or orders ideas in a hierarchy.Signal words: first, second, third, last, then, at that time, during, immediately, next, until, while, soon, after, now
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Info. Text Structures (Cont.)Cause and Effect Can include several
reasons why an event occurred or several effects that resulted from a cause or multiple causes.Signal words: therefore, as a result, lead(s) to, because of, in order to, for these reasons, thus, if-then, may be due to
Problem and Solution Identifies a problem, provides possible solutions with possible results, and finally, the actual solution selected.Signal words: the problem is, the difficulty is, it is possible to, if-then, one challenge is, therefore
List and Enumeration Lists connected information, outlines a series of steps, or orders ideas in a hierarchy.Signal words: first, second, third, last, then, at that time, during, immediately, next, until, while, soon, after, now
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Strategically Teaching Informational Text
Video: "Comic Book Templates: An Entry
Point into Nonfiction."
https://www.teachingchannel.org/videos/teaching-nonfiction-entry-points
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Text Exemplars and Performance Tasks, Appendix B
Elementary: Grades K–1 and 2–3 exemplars include informational text and read-aloud informational text. For grades 4–5, the exemplars are informational text, including performance tasks for each one.
Middle School: The grades 6–8 exemplars are divided into content areas: English Language Arts, History/Social Studies, Science, Mathematics, and Technical Subjects, with performance tasks for each exemplar.
High School: Exemplars for grades 9–12 are also divided into content areas: English Language Arts, History/Social Studies, Science, Mathematics, and Technical Subjects, with performance tasks for each exemplar.
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Text Exemplars and Performance Tasks, Appendix B (Cont.)
Grades 4-5: Students identify the overall structure of ideas, concepts, and information in Seymour Simon’s Horses (based on factors such as their speed and color) and compare and contrast that scheme to the one employed by Patricia Lauber in her book Hurricanes: Earth’s Mightiest Storms. [RI.5.5]
Grades 9-10: Students evaluate the argument and specific claims about the “spirit of liberty” in Learned Hand’s “I Am an American Day Address,” assessing the relevance and sufficiency of the evidence and the validity of his reasoning. [RI.9–10.8]
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Module SummaryThis module has prepared you to:Identify the informational text
standards associated with your grade-level classroom.
Select the tools you need to identify students’ reading skills and increase their ability to read more complex text.
Implement strategies in your classroom that support students in reading more complex text.
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Post-Assessment
Let’s take a few moments to take the
module’s post-assessment found in your
participant packet.
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Conclusion of Module
You have successfully completed English
Language Arts: Informational Text-Reading
professional learning module.