1. While You Are Getting Settled Think: How are you feeling about Common CoreReading implementation? Choose a bean person thatrepresents your answer to thisquestion. Write a brief,anonymous explanation of whythis image reflects your feelings. Place the bean person you chose on the appropriateplace on the continuum.

2. Uncovering the Expectations of the Common Core Reading Standardswww.symbaloo.com/mix/diggingdeeplyintotext 3. Outline of This Mornings WorkshopI. 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 inclassrooms? B. What does close reading of literature look like inclassrooms? C. What does close reading of other texts look like inclassrooms? 4. Exploring the Standards Backward-Design Modeleach standard buildstoward the graduate Standards 1 and 10 are the two sides of a ladder andthe 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. Exploring the Standards Examine your groups assigned standard. Using the stair-step organizer, note the development of the standard from one grade to the next. 6. Exploring the Texts Authors of Common Core Standards have providedexemplar texts for each grade band These texts exemplify the level of complexity andquality that the Standards require. The choices shouldserve as useful guideposts in helping educators selecttexts of similar complexity, quality, and range for theirown classrooms. The process of text selection was guided bycomplexity, quality, and range. 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. 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. What is Text Complexity? 10. Text Complexity MattersResearch 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. Text Complexity Matters K-12 textbooks have declined in difficulty K-12 students receive a great deal of scaffolding inreading with only small amounts of independent readingof complex texts Only 30 percent of 1992 high school seniors who wenton to enroll in postsecondary education between 1992and 2000 and then took any remedial reading course wenton to receive a degree or certificate, compared to 69percent of the 1992 seniors who took no postsecondaryremedial courses. 12. Anchor Standard 1 The first anchor standard states: 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 thetext. 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. Close Reading InvolvesReading With a Pencil 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. Try It For Yourself 17. Looking at this text with thestandards in mind CCSS.ELA-Literacy.CCRA.R.1Read closely to determine what the text says explicitlyand to make logical inferences from it; cite specific textualevidence when writing or speaking to supportconclusions 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. 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. Its perfectly okay for there to be more than one mainidea. Support your ideas with evidence from the text. 19. CCSS.ELA-Literacy.CCRA.R.3Analyze how and why individuals, events, or ideasdevelop 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. CCSS.ELA-Literacy.CCRA.R.4Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurativemeanings, and analyze how specific word choices shape meaning or tone. What words are used in this article that areunique to this topic? What do those wordsmean? What tone does the word choice give to the article? What words create that tone? 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. CCSS.ELA-Literacy.CCRA.R.6Assess how point of view or purpose shapes thecontent 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. CCSS.ELA-Literacy.CCRA.R.7Integrate and evaluate content presented in diverse media andformats, including visually and quantitatively, as well as in words. 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 therelevance and sufficiency of the evidence. How reliable are the ideas presented inthis article? How does the author support her claims?If sufficient support provided? 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 theapproaches the authors take. How is the ABC News report similar to the Time forKids 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. Close Reading in Practice Overview of a Classroom Examining an Informational Text https://www.teachingchannel.org/videos/analyzing-text-lesson?fd=1# 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. Class Discussions ofInformational Texts https://www.teachingchannel.org/videos/analyzing-text-as-a-group?resume=0# 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. Lets Try It Ourselves Read and annotate the poem by RudyardKipling, 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. 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. Thought-Provoking QuestionsWrite 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. Text Tug-of-War Read and annotate Columbus journal entries and letter toKing Ferdinand and Queen Isabella (annotations provided). Look for evidence that Columbus was a hero and evidencethat he was a villain. Write each piece of evidence you findon a different Post-It note. Place the evidence on the tug-of-war chart on theappropriate end. Place the strongest evidence at the ends ofthe rope. Organize each piece of evidence based on itsstrength in supporting the argument. 34. Text Tug-of-WarChristopherChristopherColumbus was Columbus wasa hero. a villain. 35. Literary Text Tug-of-WarThe Elephants Child by Rudyard KiplingThe Elephants Child The Elephants Childis a Respectableis a FoolishCharacter Character 36. Character Icebergs Surface levelbehaviors features of the character quotes physical attributesfeelingsBelow-the-Surfacehopesfeatures of the charactermotivationsthoughts 37. Keep It or Junk It https://www.teachingchannel.org/videos/help-students-analyze-text?resume=0# 38. Lets 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. Examining Art See-Think-Wonder What do you see? What does it makeyou think? What do you wonder? 40. Examining Art See-Think-Wonder What do you see? What does it makeyou think? What do you wonder? 41. Examining Art See-Think-Wonder What do you see? What does it makeyou think? What do you wonder? 42. Examining Art See-Think-Wonder What do you see? What does it makeyou think? What do you wonder? 43. Examining Art See-Think-Wonder What do you see? What does it makeyou think? What do you wonder? 44. Examining Art See-Think-Wonder What do you see? What does it makeyou think? What do you wonder? 45. Examining Art 46. Picture Puzzle 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