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CCR Standards and Close Reading Grades 3-5 District Learning Day Location goes here Session time goes here Date goes here
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CCR Standards and Close Reading
Grades 3-5
District Learning DayLocation goes here
Session time goes hereDate goes here
Do Now
• Begin to unpack the standard in your handout by doing the following:– Underline all the verbs– Circle all the nouns– Draw a box around the adjectives and adverbs– Summarize what the standard is asking students
to do
Norms
• Be present and engaged.• Be respectful of differences in perspective
while challenging each other productively and respectively.
• Monitor “air time.”• Make the most of the time we have.• Stay focused on students.
ObjectivesKnow• CCR expectations for student learning across grade levels • Close reading lessons build reading language comprehension and
fluency skills • Text complexity is used to analyze literary and information textUnderstand • The knowledge, skills, and habits students need to be successful
on grade level tasks. Be Able to Do • Plan and implement close reading lessons in the high school
classroom• Assess the complexity of texts using the three measures• Utilize curriculum guides, pacing charts, and textbook resources to
plan instruction effectively
DIGGING INTO THE STANDARDS AND SCS CURRICULUM MAPS
How do the SCS ELA Curriculum Maps ensure that teachers will be planning instruction around the CCR standards?
CCR StandardsKnowledge of the academic expectations of future grade levels is relevant to all standards. This session most closely aligns with the following College and Career Readiness Anchor Standards for Reading:
Key Ideas and Details •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. •Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. •Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure •Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. •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.
Regular practice with complex text and its academic language
(Reading Standards #10 and #4)
Reading, writing, and speaking grounded in evidence from the
text, both literary and informational
(Reading Standard #1, Speaking and Listening Standard #1, and Writing
Standards #1, #2, #9)
Building knowledge through content-rich non-fiction
(Reading Standards #1-10 in ELA and Reading Standards for History/SS,
Science, and Technology)*Common Core Shifts for English Language Arts/Literacy from Achieve the Core.
TN Core: CCR standards (CCSS)
TNDOE Curriculum Standards
Based on the Common Core State Standards
http://www.state.tn.us/education/standards/index.shtml
ELA Standards and Strands
• Reading: Literature• Reading: Informational Text• Reading: Foundational Skills• Writing• Speaking and Listening• Language
Tracking a StandardRL.1
Grade 3 Grade 4 Grade 5
Ask and answer questions to demonstrateunderstanding of a text, referring explicitly to thetext as the basis for the answers.
Refer to details and examples in a text whenexplaining what the text says explicitly and whendrawing inferences from the text.
Quote accurately from a text when explainingwhat the text says explicitly and when drawinginferences from the text.
Activity:MAPPING A STANDARD
Each group takes a handout and discusses:• How content becomes more sophisticated• How the verbs change• The implications for assessment across the grade
levels
Briefly share out some of the responses.
Reflection:MAPPING A STANDARD
• How do the grade-specific standards reflect the CCR standards?• What types of verbs are used in lower
grades?• What kinds of verbs are used in upper
grades?• What are the implications for assessment
at the different grade levels?
SCS ELA Curriculum Documents
• Do– Include what to teach and when to teach it– Provide “Outcome” statements to help you write
daily/weekly objectives– Reference resources that can be used– Provide sample performance assessments
• Do NOT– Provide instructional activities
Activity:CURRICULUM SCAVENGER HUNT
Each group takes a curriculum map and lists on chart paper:
• Nouns and adjectives that tell WHAT students need to know relevant to the standards (at least 2)
• Action verbs that tell HOW students will show what they know relevant to the standards (at least 2)
• Examples of how the curriculum supports the CCR standards in literacy using complex text and writing (at least 2)
Briefly share out some of the responses.
Reflection:SCAVENGER HUNT
• What ELA content was addressed?• What types of verbs were used to
indicate performance objectives?• How do the performance assessments
reflect the standards?• How will the curriculum map help you
plan and deliver CCR-aligned instruction?
CLOSE READING: A TECHNIQUE FOR ADDRESSING COMPLEX TEXT
Why are close readings important in helping students meet the CCR standards?
• The ability to read complex texts is the single greatest predictor of success in college
• Text complexity in elementary and secondary texts has declined steadily
• Less that 50% of high school graduates being able to read college and career ready complex text
Why Selecting Grade Band Appropriate Complex Text Matters
Quantitative measures look at factors impacting “readability” as measured by particular computer programs.Qualitative measures examine levels of meaning, knowledge demands, language features, text structure, and visual elements as measured by an attentive reader.Reader and Task considers additional “outside” factors that might impact the difficulty of reading the text.
Measuring Text Complexity
Appendix A in the CCSS identifies the following factors as determining text complexity:
Quantitative Measures
• Start by performing a quantitative analysis to determine the complexity band level of a text (K-2, 3-5, 6-8, 9-10, or 11-CCR). Quantitative metrics like Lexile are excellent at situating informational texts, good at offering a starting point for placing narrative fiction, but unable to rate drama and poetry and not helpful for K-1 texts.
• Then turn to qualitative analysis to place a text at the upper, lower, or middle of a complexity band. These measures lie on a continuum and are not grade or band specific, and therefore are most helpful when used in conjunction with quantitative measures.
Quantitative Measures: Process, Strengths and Limitations
Turn and TalkIs it complex?
• With an elbow partner, look at the one-page sample of the fifth grade curriculum map. Find the gray bar listing text selections, and locate the Lexile level of the selected text for this week.
• Now examine the standards and skills that will be taught using this text. Can you justify the inclusion of this text at this time of year? Why or why not? Be prepared to share out.
What is close reading?Close reading is the thoughtful and critical process of analyzing a text. Close reading focuses on the significant details and patterns within a text to help students develop a deep and precise understanding of the text’s form, craft, meanings, etc. Close reading is an important shift within the Tennessee Academic Standards.
CLOSE READING TECHNIQUE
Anatomy of a Close Reading Lesson
1. Selecting an appropriately complex text2. Reading and rereading the complex text3. Devising text dependent questions4. Encouraging rich student discussions5. Informal, routine writing6. Assigning a formal writing task
Why should we use close reading?
Close reading is an instructional approach that has been used for years at the secondary and college level. With some modifications, it can be effectively used in elementary schools to lead students to deep understanding of complex text, as required for mastery of the CCR standards.
Key reference: Fisher, D. & Frey, N. (2012).“Close Reading in Elementary Schools.” The Reading Teacher, 66 (3), 179-188.
The Gradual Release of Responsibility (to introduce or reinforce a new skill)
Teacher Responsibility
Student Responsibility
I do it.
We do it.
They do it (together).
You do it (independent of the teacher).
Guided
Collaborative
Independent
Activity:MODELING OF A CLOSE READING
Observe closely while I model a close reading. When I am finished, work with a partner to complete the chart in your handout packet.
Looks like…
Sounds like…
Feels like…
Reflection:MODELED CLOSE READING
• What resonated with you?• How is this similar to what you do
now in your classroom?• How is this different?• How will close reading help your
students reach the standards?
Structure of a Close ReadingIntroduce the text with minimal commentary and have students read it independently OR read it aloud. (First reading)Ask a few text-dependent questions about general understandings.Read the text aloud as students follow along OR, if you read it aloud at first, have them read. (Second reading)Chunk the text and discuss concepts, vocabulary, and skills.Ask more text-dependent questions about craft and structure.Have students reread the text. (Third reading)Continue to lead the class through a series of text-dependent questions about the overall meaning of the text. (Subsequent reads)
Text-Dependent Questions• Can only be answered with evidence from
the text• Can be literal, but can also involve inference,
analysis, synthesis, and evaluation• Focus on word, sentence, and paragraph as
well as larger ideas, themes, or events• Focus on difficult portions of text in order to
enhance reading proficiency
Guide for Creating Text-Dependent Questions www.achievethecore.org
Progression of Text-dependent Questions
Opinions, Arguments, Intertextual Connections
Inferences
Author’s Purpose
Vocab & Text Structure
Key Details
General UnderstandingsPart
Sentence
Paragraph
Entire text
Across texts
Word
Whole
Segments
8 & 9
3 & 7
6
4 & 5
2
1
Standards
Source: Fisher & Frey, http://fisherandfrey.com/resources/
Activity: APPLICATION
• Think: Read the passage in your handout packet and think of a few text-dependent questions you could ask.
• Pair with another participant and write 3-4 text-dependent questions.
• Square with another pair develop a writing prompt that you could use with this passage. Link this assignment to both a reading standard and a writing standard.
• Share your answers with the whole group.
RESOURCES AVAILABLE TO YOU
Where can I find resources to support me in developing close reading lessons?
Our Primary Resource
Access to Journeys Online
• Look for an email from [email protected]. This will contain your login information.
• Log into ThinkCentral at http://www-k6.thinkcentral.com • Go to the Dashboard and play around. You
can’t break the system; learn to use it!
Think Central Dashboard
Resources from the TDOE• The TNCore website
http://www.tncore.org/english_language_arts.aspx – Instructional resources –units, tasks, close reading
lessons– Assessment resources—writing prompts, scored
papers, scoring rubrics– Username: tneducation– Password: fastestimproving
More Resources from TDOE
• Training materials www.tncore.org/training.aspx • Text complexity resources
http://www.tncore.org/literacy_in_science_and_technology/instructional_resources/text_complexity.aspx
• For teachers in grades K-3 http://www.readtennessee.org/read.aspx
Additional Resources
• www.achievethecore.org (close reading lessons, lesson plans on hundreds of stories)
• www.readworks.org (short text selections on a variety of topics and at a variety of complexity levels)
• http://tntel.tnsos.org/ (searchable database with thousands of articles at all complexity levels)
Closing
• Turn to a partner and explain why close reading is an instructional technique that helps us address the CCR standards and the ELA instructional shifts.
Revisit ObjectivesHow did we do? Do you now…
Know• CCR expectations for student learning across grade levels • Close reading lessons build reading language comprehension and fluency
skills • Text complexity is used to analyze literary and information text
Understand • The knowledge, skills, and habits students need to be successful on grade
level tasks.
Be Able to Do • Plan and implement close reading lessons in the high school classroom• Assess the complexity of texts using the three measures• Utilize curriculum guides, pacing charts, and textbook resources to plan
instruction effectively
Next steps and activities for follow up
• With your grade level team, plan and deliver a close reading lesson, complete with the writing assignment.
• Collect student writing samples from the lesson and be prepared to share them with colleagues in PLC meetings and future PD sessions.
Reflection: One minute paper on post-it
• Jot down your “Take-Aways” • Consider what you need to know and be able to
do to successfully implement what you have learned in this session.–What is still unclear?–What professional development or additional
resources do you need?
Literacy Staff
Dr. Susan Dold, [email protected] Dr. Tanya Kelly, [email protected]
Jolie Madihalli, [email protected]
Visit us on our weebly:www.scsliteracy.weebly.com
Password: readandwrite
