Close and Critical Reading Workshop

Today’s Agenda8:45-9:00 Continental Breakfast9:00-9:30 Welcome Back9:30-9:50 The Common Core and Close and Critical

Reading9:50–10:55 Experience Close and Critical Reading

“Made To Break” Break “The Story of Stuff” “Apple Beats Microsoft…”

10:55-11:25 Activity – Experience Guided Highlighted Reading

“Dinosaur Sue”11:25–12:25 Lunch12:25–1:25 Group Activity – Practice with Guided

Highlighted Reading “United States Quarters”

1:25–1:35 Break1:35–2:50 Web Resources

Creating Grade Level Guided Highlighted Reads2:50–3:15 Wrap-up and Evaluations

The Common Core and Close and Critical Reading

The Common Core State Standards Initiative  is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) .  

Governors and state commissioners of education from 48 states, 2 territories and the District of Columbia committed to developing a common core of state standards in English-language arts and mathematics for grades K-12.

Key Take Aways

Text Structures

- ACT Reading Between the Lines

Performance on complex texts is the clearest differentiator in reading between students who are likely to be ready for college and those who are not.

And this is true for both genders, all racial/ethnic groups, and all annual family income levels.

Comprehension is not enough, critical analysis is essential to

determine the truth and value of the message.

Close and Critical Reading

The Four Questions - ALL Content ALL the Time

What a text says – restatement What a text does – description What a text means – interpretation

So what does it mean to me – application

Close and Critical Reading - Bookmarks

Experience Close & Critical Reading

“The Story of Stuff” – Video “Made to Break: Technology and

Obsolescence in America” – Book Review

Apple beats Microsoft on Greenpeace environmental index – Art Work

“Made to Break: Technology and Obsolescence in America” – Book Review

Think About:How many cell phones do you have in your

house? VCR’s? old electronics?

Read Article –Question #1 – Summary (Most Important Point)Question # 2 - DescriptionQuestion #4 – So What (Text Connections)

“The Story of Stuff” - Video

View Video

- Question #1 – Summary

- Question #3 - Theme

Experience Close and Critical Reading – The Story of Stuff

Theme:

Both perceived obsolescence and planned obsolescence create the

illusion of progress.

Art/Picture

Analyze PictureQuestion #2 - Perspective

The dirty little secret behind the keyboard-tapping, button-mashing, cell phone-yapping, Valley lifestyle? Electronics manufacturing and waste are incredibly toxic.

The cycle of planned obsolescence may drive profit growth.

It also drives continuing shipments of used and broken electronics to places like Guiyu, China, where workers like the one pictured here make pennies picking over silica wafers for precious metals, while drinking water polluted by lead and other industrial contaminants.

Guided Highlighted Reading

Purpose: Engage students in print Develop fluent scanning Highlight most important information Prepare text for substantive conversation

Strategies for Questions 1 and 2

Planning

Select an article or piece of text that is accessible to all the students.

Identify the vocabulary that needs to be taught in advance.

Determine a context for the information that could frame it for the students’ prior knowledge.

Consider what kind of discussion you want to come out of the reading of the text.

Select the appropriate information to be highlighted based on the goal for the discussion.

Map out the text paragraph by paragraph with prompts to highlight the information.

Procedure

• Build the context for the reading by activating prior knowledge.

• Have students find the vocabulary words in the text and highlight them.

• As you read the questions you prepared for each paragraph, have the students scan through the text, highlighting the answers. (Like finding Waldo)

• Have students go back to the text with partners to determine the meaning from context or from their prior knowledge. Have students share their results. Use the definitions for your reference as students share their results.

Guided Highlight Activity

Experience Guided Highlighted Reading as a Strategy for

Questions #1 and #2

Article: My Visit With Dinosaur Sue

Using Your Guided Highlighted Read

• Who?• What?• When?• Where?• Why?• How?

Summarization Paragraph Using the Highlighted Words

Question #1

Using Your Guided Highlighted Read

• Genre• Author’s Point of

View• Author Craft

Visualization Text Structure

How does the text say it? What techniques or craft does the author use in text?

Question #2

LUNCH

• Resume at 12:30 - 1 hour Lunch

ENJOY!

Developing a Guided Highlight Reading Using the

Six Step Guide• Passage on United States Quarters• Use lesson guide/outline• Create guided highlight for questions

#1 & #2• Graphic Organizer

Grade Level Activity

On Your Own

• Creating Content Specific Guided Highlights

Planning

• Select an article or piece of text that is accessible to all the students.

• Identify the vocabulary that needs to be taught in advance.

• Determine a context for the information that could frame it for the students’ prior knowledge.

• Consider what kind of discussion you want to come out of the reading of the text.

• Select the appropriate information to be highlighted based on the goal for the discussion.

• Map out the text paragraph by paragraph with prompts to highlight the information.

Web Resources

Weekly Reader Connectwww.wrconnect.com

Urban Education Exchangewww.ueexchange.org

Supporting Comprehensionhttp://delicious.com/cwozniak