Close Reading
with
Text-Based
Answers
Administrator
Forum
CCSS Instructional Shifts
for ELA
•
Spotlight on
Text Complexity
and its
Language
Staircase of Complexity
(Jan/Feb)
Academic Vocabulary
(May)
•
Increased emphasis on
Informational
Text
and
Building Knowledge
Balancing Literary and Informational
Text
(Aug)
Knowledge in the Disciplines
(Sep/Oct)
•
New grounding in reading and writing
based
on
Evidence from Text
Requirements of
a Close Reading
•
Understanding reader’s purpose for
reading
•
Understanding author’s purpose for
writing
•
Recognizing ideas in text as being
interconnected
•
Engaging the text while reading
•
Formulating questions to seek answers
•
Discussing and writing about what has
Effective Close
Reading
Practices
•
Eliminate frontloading before reading text
(not to be confused with strategic scaffolding)
•
Guide lessons with text-dependent
questions
•
Respond to text-dependent questions
with evidence from the text
•
Use author’s words to support
•
Devote more time to each text by
reading
and re-reading for deeper
understanding
•
Conduct daily Interactive Read Alouds
that
scaffold from easier to more complex
texts
•
Every Read Aloud is NOT a Close
Reading,
but MUST BE interactive
•
Scaffold by gradually releasing
responsibility – teacher modeling to
student independence
Effective Close
Reading
Gradual Release of
Responsibility
•
Teacher Modeling
•
Guided Practice
•
Collaborative Practice
I DO
WE DO
YOU DO
Read/Write
Aloud
Shared
Reading/Writing
Guided
Reading/Writing
Independent
Reading/Writing
Gradual Release of Responsibility Model (Pearson and Gallagher, 1993)
Interactive Read
Aloud
Literary Text
Informational
Text
Scaffolding the Close
Strategically Share
Texts
Resources Provided to
Reading Resource
Specialists via Email
•
School Codes for
•
Treasures grades 3-5
•
Common Core State Standards: Literacy Shifts in the
Classroom
Balancing of Literary and Informational Text
•Ensure that textual
materials are diverse in both nature and genre.
D1.DQ4.23
•Increase
substantially the amount of literary nonfiction used in the classroom or throughout a student’s day.
D1.DQ4.23
•Provide an
accessible classroom library that consists of literary and informational texts in a wide variety of genres for students to engage with independently.
D1,DQ1.5
• Texts are presented
in a multitude of formats: written, spoken, video, and other forms of multimedia.
D2.45,46
•Students
understand and apply reading strategies specific to literary text and specific to
informational text.
D1.DQ3.19
Knowledge in the Disciplines
•Students deepen
their knowledge through more technical and formal reading and writing.
D1.DQ3.19
•Provide multiple
sources/documents for students to utilize. D1.DQ4.23
•Require students to
cite multiple sources in their responses to questions and writing prompts.
D1.DQ4.22
•Implement reading
strategies within their content area class to promote the connection of literacy to the content area.
D1.DQ3.19
•Students come to
discussions prepared, having read or studied appropriate material and then explicitly draw on that preparation and other knowledge about the topic to explore ideas under discussion.
D1.DQ2.13
Text-based Answers
•Ask text dependent
questions from a range of question types that require students to cite strong and thorough textual evidence.
D1.DQ2.6
•Be patient and
tolerate silences while students think, and take a “let’s find out” approach, channeling students back to the text for answers.
D1.DQ5.26
•Engage students in
rich and rigorous conversations dependent on common text.
D1.DQ5.32
•Design instruction
for whole group, small group, and individual instruction to cultivate student responsibility and independence. D1.DQ3.15
•Students are asked
to form judgments on texts based on deep reading and evidence found within the text itself.
D1.DQ4.22
Staircase of Complexity
•Make close reading
and rereading of texts central to instruction, rather than ancillary.
D1.DQ3.15
•Scaffold instruction
to enable all students to
experience, but not avoid, the
complexity of the text. D2.42
•Teacher gives
students less to read in order dive deeper into complex text. D1.DQ2.9
•Incorporate regular, observable practice with increasingly complex text.
D1.DQ2.10
•Utilize a variety of
methods for determining the complexity of texts: qualitative analysis, quantitative
analysis, and task considerations.
D3.52
Writing from Sources
•Provide students
with writing activities in which they must draw evidence from texts, support logical inferences, and present clear information and/or claims. D1.DQ4.22
•Significant attention
is devoted to precise details relating to tone, style, ambiguity, structure, and standard vs. non-standard
conventions.
D1.DQ2.6
•Student writing
activities should change from stating opinions to writing formal academic argument.
D1.DQ4.22
•Draw evidence from
literary and informational texts to support analysis, reflection, and research.
D1.DQ4.22
•Conduct short
research projects to answer a question, drawing on several sources.
D1.DQ2.12
Academic Vocabulary
•Focus on general
academic words that appear across multiple contexts of informational, technical, and literary texts.
D1.DQ3.14
•Help students
investigate how meaning can be altered by changing key words and why authors choose one word over another.
D1.DQ4.21
•Students are
exposed to and interact with challenging language
throughout the class to acquire
understandings of word meanings.
D2.42
•Students are taught
fewer words, but at a deeper and more meaningful level.
D1.DQ2.9
The columns below represent common look-for’s as related to the six shifts in literacy for the Common Core State Standards. Connections to the Marzano
Teaching Framework are noted in bold beneath each item (D=Domain, DQ= Domain Question). More information regarding the shifts in literacy and the
Common Core State Standards can be found at
www.definingthecore.com
.
Physical Environment
•
Flexible layout ensuring the
opportunity for whole group, small
group, and independent learning
•
Evidence of authentic student work
throughout room
•
Project-based learning environment is
evident
•
Classroom is rich with digital and
media content
•
Academic vocabulary is prevalent
throughout the classroom for both
instructional purposes and student
reference
•
Contains a classroom library consisting
of literary and informational texts in a
wide variety of genres
•
Technology is available to the students,
not just the teacher
•
Classroom is organized in such a
manner that students can find material
and resources to aid in the research
process.
Teacher
•Provides students with an appropriate
balance of literary and informational text
•Incorporates the four aspects of literacy (reading, writing, language, speaking and listening) into lessons/units of study in all content areas
•Serves as a facilitator within the classroom,
interacting with students, as opposed to serving as the “sage on the stage”
•Guides the classroom discussion, but allows
for topic-appropriate conversation to take place among the students
•Provides opportunities for authentic literacy practice rather than worksheets
•Utilizes technological tools in the classroom
for both presentation and instruction
•Presents text in a multitude of formats:
written, spoken, video, and other forms of multimedia
•Ensures that text dependent questions
guide students back into the text
Student
•
Self-directed and striving towards
academic independence
•
Participates in collaborative learning
opportunities
•
Active participant in classroom
discussion
•
Draws evidence from literary and in
informational texts to support analysis,
reflection and research when writing
and speaking
•
Engages in the research process
•
Reads like a detective —closely
analyzing the text to determine
meaning
•
Writes like a reporter—developing a
complete piece of writing that displays
understanding of the process as a
whole
•
Utilizes technology to deepen
knowledge of concepts, collaborate,
communicate, and present mastery of
learning
The Common Core Classroom: Literacy
