dr. sheree bryant griffin resa
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Closing In on Close Reading, Text Dependent Questions, and Rigorous Reading: Accessing Complex Texts. Dr. Sheree Bryant Griffin RESA. Standards . - PowerPoint PPT PresentationTRANSCRIPT
Closing In on Close Reading, Text Dependent Questions, and
Rigorous Reading:Accessing Complex Texts
Dr. Sheree Bryant Griffin RESA
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.
Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.
Standards
How can reading closely and comprehending complex texts support and improve comprehension?
Essential Question
Closing In on Close Reading - Rigorous Reading
I Choose CStandards Review – Anchor College and Career ReadinessStandards (CCR) The What and The How
Defining the Big Ideas
Background Knowledge Lexile and Readability Resources Vocabulary Text Complexity: Three Part Model Close Reading Differentiating LearningScaffolding InstructionTKESText Dependent Questions informational and Literary I Choose C Revisited
To Reach the Learning Targets the Teacher Needs
to…• Establish learning goals• “Can Do Standards”• Check for understanding• Provide feedback• Align future instruction with student
performance
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focused Instruction- Purpose
Guided Instruction - Modeling
“I do it”
“We do it”
“You do it together”
Collaborative
Independent “You do it alone”
A Structure for Instruction that Works - Gradual Release
Anchor Standard 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textural evidence when writing or speaking to support conclusions draw from the text.
Anchor Standard 10. Read and comprehend complex literary and
informational texts independently and proficiently.
Quantitative measures Qualitative values Task and reader considerations
Assessing Texts
• Background• Prior• Cultural• Vocabulary
• Standard English• Variations• Register
• Genre• Organization• Narration• Text
Features• Graphics
• Density and Complexity
• Figurative Language• Purpose
Levels of Meaning
Structure
Knowledge
Demands
Language Conventio
n and Clarity
Levels of Meaning and Purpose
• Density and complexity
• Figurative language
• Purpose
Background knowledge is a key component of comprehension and understanding.
Background knowledge connects reader task, purpose and text.
Background Knowledge
Levels of Meaning and Purpose
Is it about talking animals, or the USSR?
Is it entertainment, or political satire?
Is it straightforward, or ambiguous?
1370LGrades 11-
12
530LGrades 2-3
Author’s Purpose• Allegory for tolerance• Mirrored events of early Civil
Rights movement (1961)
“Now, the Star-Belly SneetchesHad bellies with stars.The Plain-Belly SneetchesHad none upon thars. Those stars weren’t so big. They were really so smallYou might think such a thing wouldn’t matter at all..”But, because they had stars, all the Star-Belly SneetchesWould brag, ‘We’re the best kind of Sneetch on the beaches.’With their snoots in the air, they would sniff and they’d snort‘We’ll have nothing to do with the Plain-Belly sort!’And whenever they met some, when they were out walking,They’d hike right on past them without even talking.”
730LGrades 2-3
Complex themes • Relationship
between love and pain
• Masculinity• Loyalty and war
Structure
• Genre
• Organization
• Narration
• Text features and graphics
Structure
Changes in narration, point of view
Changes in font signal narration changes
Complex themes
560LGrades 2-3
870L (grades 4-5)
• Stream of consciousness narration
• Unreliable narrators
• Nonlinear structure
• Time shifts written in italics
Structure
Language Conventions
• Standard English and variations
• Register
Language Conventions
Non-standard English usage
“Out in the hottest, dustiest part of town is an orphanage run by a female person nasty enough to scare night into day. She goes by the name of Mrs. Sump, though I doubt there ever was a Mr. Sump on accounta she looks like somethin’ the cat drug in and the dog wouldn’t eat.”
(Stanley, 1996, p. 2) AD 660L (Adult-directed)
Knowledge Demands
• Background knowledge
• Prior knowledge
• Cultural knowledge
• Vocabulary
Background knowledge is a key component of comprehension and understanding.
Background knowledge connects reader task, purpose and text.
Background Knowledge
Knowledge Demands
Domain-specific vocabulary (radioactive, acidity, procedure, vaccination)
Background knowledge (diseases, safety risks, scientific experimentation)
1100LGrades 6-8
“If “Word Poverty” is not addressed it doesn’t matter what bar the new standards set.”
Kelly Gallagher, 2013Kids age 3 from Well off Families have a vocabulary of 1116 words, from working class a vocabulary of 749 works and from poor families 525 words. Kindergartners from poverty families know 10,000 fewer words. Education Week, Feb. 2013
Importance of Vocabulary
Vocabulary
There is a positive correlation between vocabulary size in 12th grade and the level of attainment in college.
Word poverty cannot be overcome without more reading, more books – complex, simple, recreational books, more magazines, more newspapers, more Reading in all contents.
Simply assigning hard books will not ensure that studentslearn at high levels!
Close reading is
only a PART of high quality
instruction
Creating a Close Reading
Use a short passage
Re-reading
“Read with a pencil”
Text-dependent questions
Give students the chance to struggle a bit
A Close Reading
• The Wind One Brillant Day
Answered through close reading
Evidence comes from text, not information from outside sources
Understanding beyond basic facts
Not recall!
Text-dependent Questions
The Lost Button
Text Codes
√ When you read something that makes you say, “Yeah, I knew that” or “I predicted that” or “I saw that coming.”
X When you run across something that contradicts what you know or expect.
? When you have a question or need clarification.
Text Codes
! When you discover something new, Surprising, exciting, or fun that makes you say cool, whoa, yuck, no way, awesome.
When you read something that seems important, vital, key, memorable.
When the reading makes you understand something.
Text Codes
When you have a connection between the text, and your life, the world or other things you’ve read.
ZZZ This is boring. I’m falling asleep.
Opinions, Arguments, Intertextual ConnectionsInferences
Author’s PurposeVocab & Text Structure
Key DetailsGeneral Understandings
Progression of Text-dependent Questions
Part
Sentence
Paragraph
Entire text
Across texts
Word
Whole
Segments
Overall view Sequence of
informationStory arcMain claim and
evidenceGist of passageA Closer Look
General Understandings
General UnderstandingsRetell the story in order, using the words beginning, middle
and end.
Search for nuances in meaning Determine importance of ideas Find supporting details that
support main ideas Answers who, what, when,
where, why, how much, or how many.
Key Details
How long did it take to go from a hatched egg to a butterfly?
What is one food that gave him a stomachache? What is one food that did not him a stomachache?
Key Details in Kindergarten
It took more than 3 weeks. He ate for one week, and then “he stayed inside [his cocoon] for more than two weeks.”
Foods that did not give him a
stomachache Apples Pears Plums Strawberries Oranges Green leaf
Foods that gave him a stomachache
Chocolate cake Ice cream Pickle Swiss cheese Salami Lollipop Cherry pie Sausage Cupcake watermelon
Bridges literal and inferential meanings
Denotation Connotation Shades of meaning Figurative language How organization
contributes to
meaning
Vocabulary and Text Structure
How does the author help us to understand what cocoon means?
Vocabulary in Kindergarten
There is an illustration of the cocoon, and a sentence that reads, “He built a small house, called a cocoon, around himself.”
Genre: Entertain? Explain? Inform? Persuade?
Point of view: First-person, third-person limited, omniscient, unreliable narrator
Critical Literacy: Whose story is not represented?
Author’s Purpose
Who tells the story—the narrator or the caterpillar?
Author’s Purpose in Kindergarten
A narrator tells the story, because he uses the words he and his. If it was the caterpillar, he would say I and my.
Probe each argument in
persuasive text, each idea in
informational text, each key detail in literary text, and observe
how these build to a whole.
Inferences
The title of the book is The Very Hungry Caterpillar. How
do we know he is hungry?
Inferences in Kindergarten
The caterpillar ate food every day “but he was still hungry.” On Saturday he ate so much food he got a stomachache! Then he was “a big, fat caterpillar” so he could build a cocoon and turn into a butterfly.
Author’s opinion and reasoning (K-5) Claims Evidence Counterclaims Ethos, Pathos, Logos Rhetoric
Links to other texts throughout the grades
Opinions, Arguments, and Intertextual Connections
Opinions and Intertextual Connections in Kindergarten
NarrativeIs this a happy story or a sad one? How
do you know?
InformationalHow are these two books similar? How are they different?
Comprehension and Collaboration
1. Prepare for and participate in collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively.
Talk occurs on grade level topics, texts, and issues.
K-2 Features• Following the rules of discussion• Moving from participation to turn taking• Sustaining discussion through questioning• Adult support
3-5 Features• Preparation for discussion• Yielding and gaining the floor• Posing and responding to questions• From explaining own ideas to explaining the
ideas of others
A Close Reading of “Salvador, Late or Early”
(Cisneros, Woman Hollering Creek and Other Stories, 1991)
Thank you!