- 1. While You Are Getting Settled Think: How are you feeling
about Common CoreReading implementation? Choose a bean person
thatrepresents your answer to thisquestion. Write a brief,anonymous
explanation of whythis image reflects your feelings. Place the bean
person you chose on the appropriateplace on the continuum.
2. Uncovering the Expectations of the Common Core Reading
Standardswww.symbaloo.com/mix/diggingdeeplyintotext 3. Outline of
This Mornings WorkshopI. Overview of Common Core Reading Standards
A. How are the standards written? B. How do the standards progress
across grade levels? C. What are complex texts? D. What is close
reading?II. Common Core Reading Standards In Practice A. What does
close reading of informational texts look like inclassrooms? B.
What does close reading of literature look like inclassrooms? C.
What does close reading of other texts look like inclassrooms? 4.
Exploring the Standards Backward-Design Modeleach standard
buildstoward the graduate Standards 1 and 10 are the two sides of a
ladder andthe others are the rungs 4 Complementary Strands: Key
Ideas and Details Craft and Structure Integration of Knowledge and
Ideas Range of Reading and Level of Text Complexity 5. Exploring
the Standards Examine your groups assigned standard. Using the
stair-step organizer, note the development of the standard from one
grade to the next. 6. Exploring the Texts Authors of Common Core
Standards have providedexemplar texts for each grade band These
texts exemplify the level of complexity andquality that the
Standards require. The choices shouldserve as useful guideposts in
helping educators selecttexts of similar complexity, quality, and
range for theirown classrooms. The process of text selection was
guided bycomplexity, quality, and range. 7. Exploring the Texts
Examine the texts provided to you from each grade band. What do you
notice? What distinguishes the texts found in one grade band from
the next? 8. Text Complexity Take a look at Reading Standards
10:Literature Informational TextBy the end of the year, read By the
end of the year, readand comprehend literature, and comprehend
informationalincluding stories, dramas, and texts, including
history/socialpoetry, at the high end of the studies, science, and
technicalgrades ___ text complexity texts, at the high end of
theband independently and grades ____ text
complexityproficiently.band independently and proficiently. 9. What
is Text Complexity? 10. Text Complexity MattersResearch base:
Reading levels found in college textbooks and scientific journals
have increased steadily in the last several decades Job related
reading exceeds 12th grade Lexile measure Colleges and careers
require significantly more independent reading of complex texts 11.
Text Complexity Matters K-12 textbooks have declined in difficulty
K-12 students receive a great deal of scaffolding inreading with
only small amounts of independent readingof complex texts Only 30
percent of 1992 high school seniors who wenton to enroll in
postsecondary education between 1992and 2000 and then took any
remedial reading course wenton to receive a degree or certificate,
compared to 69percent of the 1992 seniors who took no
postsecondaryremedial courses. 12. Anchor Standard 1 The first
anchor standard states: Read closely to determine what the textsays
explicitly and to make logicalinferences from it; cite specific
textualevidence when writing or speaking tosupport conclusions
drawn from thetext. 13. So what does reading closely really mean?
A) Holding a book close to your eyes while readingB) Making use of
background provided by theteacher or other resources to interpret a
textC) Making thoughtful connections between the textand personal
experiences to enhance understandingD) Reading the same text
multiple times to derivemeaning at different levelsE) Something
that should be done with every text 14. Close Reading
InvolvesReading With a Pencil 15. Annotating Texts Note ideas that
occur to you while reading Make side notes about things that seem
important to you Use symbol systems: Asterisk= a key idea
Exclamation point = surprising, bizarre Ask questions: What does
this mean? What is the author trying to tell me? Is this definitely
true? http://guides.hcl.harvard.edu/sixreadinghabits 16. Try It For
Yourself 17. Looking at this text with thestandards in mind
CCSS.ELA-Literacy.CCRA.R.1Read closely to determine what the text
says explicitlyand to make logical inferences from it; cite
specific textualevidence when writing or speaking to
supportconclusions drawn from the text. Restate everything you have
read so far Avoid stating ideas that are not presented in the text
(feelings, connections, etc.) If making inferences, be sure the
text supports it directly. 18. CCSS.ELA-Literacy.CCRA.R.2 Determine
central ideas or themes of a text and analyze theirdevelopment;
summarize the key supporting details and ideas. Ask yourself: What
is this article starting to be about? Notice big ideas that are
starting to emerge. Its perfectly okay for there to be more than
one mainidea. Support your ideas with evidence from the text. 19.
CCSS.ELA-Literacy.CCRA.R.3Analyze how and why individuals, events,
or ideasdevelop and interact over the course of a text. Who is the
key player in this story? What do you know about him? What sequence
of events led to the final outcome? 20.
CCSS.ELA-Literacy.CCRA.R.4Interpret words and phrases as they are
used in a text, including determining technical, connotative, and
figurativemeanings, and analyze how specific word choices shape
meaning or tone. What words are used in this article that areunique
to this topic? What do those wordsmean? What tone does the word
choice give to the article? What words create that tone? 21.
CCSS.ELA-Literacy.CCRA.R.5 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. Can you break the article into pieces
that fit together? What unifies those pieces? How do these pieces
relate to the whole? 22. CCSS.ELA-Literacy.CCRA.R.6Assess how point
of view or purpose shapes thecontent and style of a text. Who is
telling this story? How might the story be different if it was told
from a different point of view? How does the author feel about
Baumgartner? How can you tell? 23.
CCSS.ELA-Literacy.CCRA.R.7Integrate and evaluate content presented
in diverse media andformats, including visually and quantitatively,
as well as in words. 24. CCSS.ELA-Literacy.CCRA.R.8Delineate and
evaluate the argument and specific claims ina text, including the
validity of the reasoning as well as therelevance and sufficiency
of the evidence. How reliable are the ideas presented inthis
article? How does the author support her claims?If sufficient
support provided? 25. CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or
more texts address similar themes or topics in order to build
knowledge or to compare theapproaches the authors take. How is the
ABC News report similar to the Time forKids article? What do the
reporters say to express the key ideas? How are the similar? How
are they different? How does reading/viewing two different texts
help to develop a better understanding of the topic? 26. Close
Reading in Practice Overview of a Classroom Examining an
Informational Text
https://www.teachingchannel.org/videos/analyzing-text-lesson?fd=1#
27. Turn and Talk What did you see in the video? What questions
came to mind as you watched? What do you want to try in your
classroom? What else comes to mind? 28. Class Discussions
ofInformational Texts
https://www.teachingchannel.org/videos/analyzing-text-as-a-group?resume=0#
29. Turn and Talk What did you see in the video? What questions
came to mind as you watched? What do you want to try in your
classroom? What else comes to mind? 30. Lets Try It Ourselves Read
and annotate the poem by RudyardKipling, I Keep Six Honest Serving
Men Look for characters in the poem and evidence that they are real
or imaginary. Look for evidence that this poem is about more than
actual servants. 31. Who are the characters in the poem? Are they
real or imaginary? Discussion Expectations: Only one person speaks
at a time. The zero noise signal means stop and look at the
teacher. Listen carefully to the speaker. Hold up two fingers if
you have something to add to what the last speaker said. Give a
thumbs up if you have something new to say. 32. Thought-Provoking
QuestionsWrite a question that elicits a deep level of thinking
about the text, but can also be answered with support from the
text.Pass this question around your table. Each person adds ideas
to your paper for 3 minutes. 33. Text Tug-of-War Read and annotate
Columbus journal entries and letter toKing Ferdinand and Queen
Isabella (annotations provided). Look for evidence that Columbus
was a hero and evidencethat he was a villain. Write each piece of
evidence you findon a different Post-It note. Place the evidence on
the tug-of-war chart on theappropriate end. Place the strongest
evidence at the ends ofthe rope. Organize each piece of evidence
based on itsstrength in supporting the argument. 34. Text
Tug-of-WarChristopherChristopherColumbus was Columbus wasa hero. a
villain. 35. Literary Text Tug-of-WarThe Elephants Child by Rudyard
KiplingThe Elephants Child The Elephants Childis a Respectableis a
FoolishCharacter Character 36. Character Icebergs Surface
levelbehaviors features of the character quotes physical
attributesfeelingsBelow-the-Surfacehopesfeatures of the
charactermotivationsthoughts 37. Keep It or Junk It
https://www.teachingchannel.org/videos/help-students-analyze-text?resume=0#
38. Lets Try It Ourselves Read Honeybee Mystery from National
Geographic for Kids. Circle key words from the text that will help
you to answer the question. Share the words you chose with your
group. Decide what to keep, junk, and put in the cloud. 39.
Examining Art See-Think-Wonder What do you see? What does it
makeyou think? What do you wonder? 40. Examining Art
See-Think-Wonder What do you see? What does it makeyou think? What
do you wonder? 41. Examining Art See-Think-Wonder What do you see?
What does it makeyou think? What do you wonder? 42. Examining Art
See-Think-Wonder What do you see? What does it makeyou think? What
do you wonder? 43. Examining Art See-Think-Wonder What do you see?
What does it makeyou think? What do you wonder? 44. Examining Art
See-Think-Wonder What do you see? What does it makeyou think? What
do you wonder? 45. Examining Art 46. Picture Puzzle 47. So what
does reading closely really mean? A) Holding a book close to your
eyes while readingB) Making use of background provided by
theteacher or other resources to interpret a textC) Making
thoughtful connections between the textand personal experiences to
enhance understandingD) Reading the same text multiple times to
derivemeaning at different levelsE) Something that should be done
with every text