History Camp 2015 - Decoding and Applying Common Core for Public Historians: Close Reading 19th Century Sources

Decoding and Applying Common Core for Public Historians:

Close Reading 19th Century Sources

Presentation by Mark Kenneth GardnerArchivist

Western Rhode Island Civic Historical Society

HistoryCamp Boston 2015 Harriet

Tubman HouseBoston MA

March 28, 2015

Acknowledgments

Much of this slideshow is BASEd on presentations about close reading and Common Core strategies by:

• Dr. Mary Klehm, Chariho Middle School• Shelley Kenny, Chariho District Humanities• R.J. Whittaker, Chariho High School • Michelle Whelan, Chariho High School

Much of their contributions in turn rely heavily on:

• Falling in Love With Close Reading by Christopher Lehman and Kate Roberts

Informational Text

Informational Text

• Informational Text is a subset of the larger category of non-fiction (Duke & Bennett-Armistead, 2003)

• Its primary purpose is to inform the reader about the natural or social world

• Informational Text is typically found in magazines, science or history books, autobiographies, instruction manuals, editorials, journal articles, speeches, etc. (and historical societies and museums!)

• Common Core assesses skills via targeted writing assignments is called Response to Informational Text

Response to Informational Text Example 1

• Student writing using informational text as source for quote analysis, explanation of claims, key points, and main ideas

(Example elementary level ELA class from providenceschools.org)

Response to Informational Text Example 1

• Student writing using informational text as source for quote analysis, explanation of claims, key points, and main ideas

(example from high school US History class)

• Refer to the Biography of America transcripts by Professor Donald L. Miller “The Rise of Capitalism” and “Industrial Supremacy”

2. In a well-written paragraph, respond to the following prompt:

In what ways does the birth and growth of Chicago epitomize the industrialization of 19th century America?

• Your writing is being assessed for:– Topic sentence, transitions and closure– Minimum of two quotes, maximum three quotes:

• Cite quotes from “The Rise of Capitalism” with (Miller, Rise). • Cite quotes from “Industrial Supremacy” with (Miller, Industrial).

– Analysis of each quote– Connections to prompt and themes of “Big Business”– Grammar and word choice

Response to Informational Text Example 2

Annotating an Image

Annotating an ImagePurpose: Annotations are notes scholars take while analyzing a source text. Images are

sources that can be used to entertain, persuade or inform the viewer about a topic. While annotating an image, students identify, describe, question, and extend thinking to help interpret the image’s purpose.

Directions: Follow the steps below to annotate a copy of the image.Step 1. Label• Identify image features such as objects, people, captions, dates, titles, etc. Step 2. Describe • Describe the characteristics of the image. Consider how the information is presented

to the viewer.Step 3. Question• Write any questions you have as a critical viewer. Consider what types of information

are not being presented in the image. Step 4. Extend • Make relevant inferences by applying prior knowledge. Determine if images are

symbolic. Determine if information is valid based on research or prior knowledge.Step 5: Identify Purpose• Consider what effect the image is meant to achieve. Step 6: Add New Knowledge• Through discussion and research, add new ideas to your annotations.

CCSS Aligned Standard RI.9-10.1.

Reading Through Lenses

LENSES - Textual Evidence (informational)

Reading Closely for Textual Evidence

1. Read through lenses. Choose specific details to gather as data: • Facts• Phrases• Descriptions• Photos or Graphics

2. Use lenses to find patterns. • Which details fit together?• How do they fit together?

3. Use patterns to develop a new understanding of the text

Look at the patterns and think about:• Definitions• Central Idea of Entire Text• Author’s Bias or point of view

LENSES - #2 Word ChoiceReading Closely for Word

Choice1. Read through lenses. Choose specific words to gather:

Words that evoke…• Strong emotions• Strong images• A clear idea

2. Use lenses to find patterns. • Which words fit together?• How do they fit together?

3. Use patterns to develop a new understanding of the text

Think about the author’s:• Tone• Purpose• Relationship to the subject• Central Idea

LENSES - #3 Structure

Reading Closely for Structure

1. Read through lenses. Decide how you will describe the organization of the textOne way is the techniques the author uses…• Descriptions• Dialogue between characters• Flashbacks What is the purpose of the organization• To set the stage• To reveal• To create suspense

2. Use lenses to find patterns. • How are the parts similar/different?• What purpose do the parts serve?

3. Use patterns to develop a new understanding of the text

Look at the patterns and think about:• A character’s development• A whole text’s themes/central idea/author’s purpose

LENSES - #4 Argument and Point of ViewReading Closely for Point of View and

Argument in Informational Text

1. Read through lenses. Lens #1: What is the point of view/argument• Ideas or claims• Reasons the claim is right• Evidence supporting the reasons• CounterargumentLens #2: What makes the POV/argument persuasive?• Text evidence/Word choice/Structure

2. Use lenses to find patterns. • Which POV/ideas are repeated?• What techniques does the author

use?• What sticks out as different or

unusual?

3. Use patterns to develop a new understanding of the text

Validity and strength of the argument:• Central idea or claim• Most/least persuasive parts• How well-supported• Effective or ineffective parts

Three Cognitive Layers of a Text

• What does the text say? (explicit)

• How does the text work? (vocabulary and text structure)

• What does the text mean? (implicit)

Shanahan, 2013; Fisher & Frey, 2011

What is close reading?• Rereading something enough times so you can

understand it, explain it to someone else, and, ask and answer questions about it using evidence from the text.

• Typically, a text which cannot be well-understood without the reader going back and rereading difficult passages, whether due to the density of information, complexity of syntax, possible multiple meanings, or a combination of factors

• “Interrogating the text”

“A Close Reading is a careful and purposeful reading of text. Well it is actually rereading. It’s an encounter with the text where students really focus on what the author had to say, what the author’s purpose was, what the words mean, and what the structure of the text tells us.”

Doug Fisher

Instructional Shifts for Close Reading

Pre-CCSS• Big pre-reading

component

• Not as much second or third reading to dig deeper

CCSS• Major changes to

pre-reading

• Rereading to dig deeper with focus and gradual release

Nancy Boyles, 2013

Instructional Shifts for Close Reading

Pre-CCSS

• Lots of personal connections

• Assessment of discrete objectives

CCSS

• Everything is text-based – less focus on personal connections

• Assessment of synthesis and application of knowledge

Nancy Boyles, 2013

22

Close Reading: What are the implications

for instruction?

Teachers (and public historians working with school children) will need to:

• Use short worthy passages• Require students to reread text• “Promote rereading with a pencil”• Facilitate students to notice confusing parts• Provide opportunities to discuss the texts with

others

• Ask text dependent questions

Text Complexity: Raising Rigor in Reading, Fisher, Frey, Lapp

Text Dependent Questions

23

Text-Dependent Questions...• Can only be answered with evidence from the text.

• Can be literal (checking for understanding) but must also involve analysis, synthesis, 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.

• Can also include prompts for writing and discussion questions.

www.AchievetheCore.org

Text-Dependent Questions are not…

Low-level, literal, or recall questions

Focused on comprehension strategies

Just questions…

25www.AchievetheCore.org

Applying Lenses and Close Reading Strategies to 19th Century Sources

Three Types of Text-Dependent Questions

When writing or reviewing a set of questions, consider the following three categories:

•Questions that assess themes and central ideas

•Questions that assess knowledge of vocabulary

•Questions that assess syntax and structure

www.AchievetheCore.org

Read through lenses Specific details to gather as data:

• What people say, think and do– Relationships– Setting descriptions– Important events– Time period– Which details fit together?– How do they fit together?

• Craft and structure– Vocabulary “what does it mean when _______says…”– Text structure and story organization– Craft – employment of symbolism– Author purpose / point of view

1. Describe Themes and Central Idea

2. Use the text to describe the events from the point of view of:

• Davy Crockett

• Creek villagers:

Woman

Boy

Look at the patterns and think about:• Definitions• Central Idea of Entire Text• Author’s Bias or point of view • Syntax and structure

What is the point of view/argument?• Ideas or claims• Evidence supporting the reasons

What makes the POV/argument persuasive?• Text evidence/Word choice/Structure

Develop text dependent questions that elicit responses that explain:

• What does the text say?

• How does the text work?

• What does the text mean?

Decoding and Applying Common Core for Public Historians:

Close Reading 19th Century Sources

Presentation by Mark Kenneth Gardner, Archivist Western Rhode Island Civic Historical Society

HistoryCamp Boston 2015 Harriet Tubman HouseBoston MA March 28, 2015

This presentation is dedicated to my daughter Inara Gardner, a true Primary Source of Inspiration if ever there was one!