1. Patty McGee Northern Valley Curriculum Center mcgeep@nvnet.org

2. The Common Core State Standards places a heavy emphasis on reading and analyzing non-fiction text in all content areas. Analysis requires more than understanding the point or the content of a text. Before students can analyze, however, they must first comprehend the text and be able to provide an objective summary. Reading & Analyzing Nonfiction 3. First, a little reading Pa XXXX Joanie with his dirty XXXX. Spoon rose to follow Pa, but one of the XXXX XXXX in the window caught the light of the real XXXX and sent off pure white XXXX directly at Spoon. He sat down again, XXXX by the XXXX orb, feeling as if he was on the brink of a meaningful XXXX, on the verge of XXXX his XXXX. His eyes darted from one XXXX to the next. Something of Grams. Thinking, thinking. 5th grade reading level, GRL R 85% accuracy 4. Lets try that again at 90%... Pa followed Joanie with his dirty XXXX. Spoon rose to follow Pa, but one of the XXXX suns in the window caught the light of the real XXXX and sent off pure white XXXX directly at Spoon. He sat down again, XXXX by the XXXX orb, feeling as if he was on the brink of a meaningful thought, on the verge of XXXX his XXXX. His eyes darted from one XXXX to the next. Something of Grams. Thinking, thinking. A little better Still not just right 5. This is what it should sound (and feel) like Pa followed Joanie with his dirty dishes. Spoon rose to follow Pa, but one of the stained-glass suns in the window caught the light of the real sun and sent off pure white flashes directly at Spoon. He sat down again, mesmerized by the gleaming orb, feeling as if he was on the brink of a meaningful thought, on the verge of solving his problem. His eyes darted from one sun to the next. Something of Grams. Thinking, thinking. So what does that show? 6. It shows us Under 96% is really unclear. Matching kids to books. Better to be too easy than too hard. 7. What does it mean to read closely? Close reading is when a reader independently stops at moments in a text (or media or life) to reread and observe the choices an author has made. He or she reflects on those observations to reach for new understandings that can color the way the rest of the book is read (or song heard or life lived) and thought about. -Chris Lehman, Falling in Love with Close Reading 8. Ritual For Teaching Students to Read Closely 1. Read through lenses 2. Next, use the lenses to find patterns. 3. Finally, use the patterns to develop a new understanding of the text. 9. Start With Content-Free Video Boy Commercial Girl Commercial 10. Add Some Content 10 Surprising Effects of Global Warming Carbon Footprint 11. What is the purpose? (the reason behind the text) What does the author want the audience to think or do as a result of this text? Does the author call for some specific action or is the purpose to convince the reader to think, feel or believe in a certain way? Lets try it: Creepy Columbus (from Oh, Yikes! Historys Grossest, Wackiest Moments by Joy Masoff) How does the point of view or purpose shape the text? (Common Core Reading Standard 6) 12. Mary Ehrenworth (coauthor of Pathways to the Common Core) models Analyzing Point of View with a nonfiction text: Extending This Work 13. Livebinder on Content Area Reading Resources http://www.livebinders.com/play/play?id=1262567& backurl=/shelf/my 14. This move toward analyzing and comparing texts, looking closely at how they work as much as at what they say, is the most significant aspect of the Common Core standards for reading informational texts. The goal is, according to the CCSS, that students work diligently to understand precisely what an author or speaker is saying, butalso question an authors or speakers assumptions and premises and assess the veracity of claims and the soundness of reasoning (7). This work is not about reading to entertain. Nor is it about reading to memorize. It is about reading to think -Pathways to the Common Core Closing Thoughts