Close Reading of Complex Texts in the 3-8 Modules New to NTI Teachers/Coaches Session 4.

Close Reading of Complex Texts in the 3-8 Modules

New to NTI Teachers/Coaches

Session 4

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Welcome

• Please sit with new colleagues in groups of three.

Introductions: Triads

• Role

• School

• Biggest “a-ha” so far in this NTI training

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Learning Targets

• I can describe the instructional strategy of “close reading.”

• I can analyze the role of close reading in the 3-8 ELA modules.

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Text-Rendering Protocol

• Use the notecatcher on p. X

• Record a sentence from the document that you think/feel is particularly significant.

• Record a phrase that you think/feel is particularly significant.

• Record the word that you think/feel is particularly significant.

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Appendix A

• Locate Appendix A on pp. X, and What’s New and Different about the CCSS on. pp. X.

• Read both documents.

• Reread and complete the Text Rendering Protocol Notecatcher.

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Discussion

• Assign a facilitator and timekeeper.

1. What is the purpose of close reading?

2. What increases the complexity of text and reading?

3. What is the relationship between close reading and complex text?

4. What makes “close reading” a verb rather than a recipe or protocol?

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Shifts in ELA/ Literacy

• Read document on p. X

• Use the Connect Extend Challenge Protocol to discuss the reading, p. X

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Model Lesson Analysis

• Take notes on recording form on p. X.

• What evidence did you see of the Common Core Shifts in action in the classroom?

Please try to use the language of the shifts.

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School Background

• World of Inquiry School #58 in Rochester, NY

• 71.5% free and reduced lunch

• 17% special education

• What you see in the video is a grade 3 class with special education students included; that's their model—full inclusion.

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Model Lesson

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• http://vimeo.com/88991319

Discussion

• How is close reading defined in this classroom?

• What evidence did you see of the Common Core Shifts in action in the classroom? (Please try to use the language of the shifts and close reading.)

• How does this teacher support all learners?

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Evidence in the Modules

• Mark evidence of the shifts in one Lesson Plan in your Module Sampler.

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Synthesis

• What are some strategies to engage students in close reading?

• How is vocabulary instruction addressed in the modules?  Why is it addressed this way?

• Suppose your partner is a parent.  Explain the reasoning for increasing text complexity.

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