FinalCorduroyModule1-1 - Whittier City School District

Report
Module 1
Addressing The Common Core
Standards
Through Close Reading
Objectives
• Familiarize ourselves with the
Common Core Standards
• Learn more about the
instructional strategies that
support the CCSS instructional
shifts
• Understand the planning
process for close reading
• Learn strategies that support
the development of student
partnerships
Norms
Respect for all
perspectives
Active listening and
participation
Maintain a positive
outlook and attitude
Proactive problem
solving
Assumption of positive
intent
Whittier City School District’s Instructional Focus
Developing deep comprehension and interpretive skills
using literature and informational text, with an implicit
focus on informational text and expository writing
Instructional Shifts
Building Knowledge through
content-rich nonfiction and
informational texts and
literature
Reading and writing
grounded in evidence
Rich and rigorous
conversations,
dependent on
common text
Instructional Strategies
Close Reading
Constructed
Response/Text
Dependent Questions
Text based discussions
Examining Standards
Examine the standards within each cluster for your grade span
• Look at each standard across the grade span, one at a time
• What words and descriptions of the standards stand out within
each cluster?
• How do the skills build across grade levels?
Summarize each cluster
• What do students need to know and be able to do within
each cluster?
• Document your findings on the worksheet provided
• Be prepared to share out.
• K-2 pgs. 1-2 & 15
• 3-5 pgs. 2-3 & 16
• 6-8 pgs. 27-28 & 39
Professional Reading
Closing In On Close Reading
By Nancy Boyles
What makes a text complex?
• Density and
Complexity
• Figurative
Language
• Purpose
• Standard
English
• Variations
• Register
Levels of
Meaning
Structure
Language
Convention
and Clarity
Knowledge
Demands
• Genre
• Organization
• Narration
• Text Features
• Graphics
• Background
• Prior
• Cultural
• Vocabulary
Whittier City School District’s Instructional Focus
Developing deep comprehension and interpretive skills
using literature and informational text, with an implicit
focus on informational text and expository writing
Instructional Shifts
Building Knowledge through
content-rich nonfiction and
informational texts and
literature
Reading and writing
grounded in evidence
Rich and rigorous
conversations,
dependent on
common text
Instructional Strategies
Close Reading
Constructed
Response/Text
Dependent Questions
Text based discussions
Close Reading with
Corduroy
First Read
The GOAL of the first read is for students
to have a general understanding of what
the text is about
Planning For The First Read
Decide what information must be frontloaded
• What background information is essential before reading?
Decide what vocabulary needs to be clarified
• Identify and clarify challenging vocabulary when reading
through the text the first time
Planning For The First Read
Decide how the text will be read
• Read Aloud, Whisper Read, Choral Read, Partner Read,
Independent Read
*This will depend on the complexity of the text and time of
year
Decide how students will recount the story after
the first read
•
•
•
•
•
Whip around
Talking stick/chips
Partner retell
Chart paper/scenes, Flow Map
Others?
Let’s Practice A First Read
Read the entire selection


Frontload if necessary
Stop only to define key vocabulary words
Recount and retell the text
Whip around the table to recount and retell the story
• Each person tells a little bit of the story starting and
stopping at natural stopping points
Discussion
• Why is it important for students to retell what
the text was about?
• How does this help set the stage for deeper
reading?
Planning For Close Reading
Determine what themes are emerging after reading
the text
 Elaborate on the theme
 What is this story saying or showing us about________?
Corduroy
Possible Themes
•
•
•
•
Everybody wants to belong to someone.
Everyone wants a special friend.
Friends take care of each other.
Friends accept each other.
Examining the Standards
What standards seem to be most suited for this
story?
Planning For Close Reading
Chunk the text into Pivotal Passages
 What sections merit a second read?
•
•
•
•
Important scenes and memorable moments
Subtle yet significant details in the text
Lengthy and substantial interaction
Natural start and end to a scene, event or conversation
*Be sure pivotal passages support understanding of the
theme
Planning For Close Reading
Determine Understanding to be Developed
• What do we want students to understand after reading
this section of the text?
• How does it relate to the overall theme?
Pivotal Passage #1
Understanding To Be Developed:
Corduroy is a lonely bear and longs for
someone to take him home.
Let’s Practice
With your table partner:
• Read the second pivotal passage
• Script the understanding that you want students to
develop after reading this section
• Share with your table and share out to the group
Understanding for pivotal passage #2
Corduroy explores the store and discovers new things he wants
Planning For Close Reading
Develop Text Based Questions
• Draft questions that will help students get to
the understanding that needs to be
developed
• Ensure questions lead students back to the
text and support discussion
Let’s Practice Close Reading
Text Based Questions for Pivotal Passage #1
• How does Corduroy feel in the department store? What did you read
that made you think that? (TPS)
• What does the little girl think of Corduroy? How do you know? (TPS)
• What does her mom think of Corduroy? How do you know? (TPS)
• Who do you agree with? Why? (TPS)
• Retell what happens in this part of the story? (TS)
Planning For Close Reading
Develop an Enduring Question
• Draft a question students could think about
and discuss while reading the text that
helps them to uncover the theme
• This question will be asked throughout each
pivotal passage
Practicing Close Reading
Enduring Question
• What are we learning about what Corduroy wants? (QW)
Practicing Close Reading
Understanding to Develop:
Corduroy explores the store and discovers new things he wants.
Pivotal Passage #2 Text Based Questions
• What makes Corduroy want to leave the toy section of the store? (TPS)
• What does Corduroy discover? (TPS)
• When Corduroy says “ I’ve always wanted to…… what does this tell us
about Corduroy? (refer to several references of this phrase) (TPS)
• Retell what happens in this part of the story? (TS)
What did our students say?
Planning For Close Reading
Develop a culminating question for discussion
and constructed response
• This question will be asked to engage the class
in an extended discussion about the theme
• Students will also answer this question in writing
(constructed response)
Let’s Practice
• Culminating Question for discussion and
constructed response
What is the author’s message about friendship? (CR)
Examine Sample Lessons
Interactive Structures
Increase student engagement and allow
teachers to check for understanding
Interactive Structure Options
•
•
•
•
•
•
•
Whip Around
Heads Together
Talking Stick/ Talking Chips
Think, Pair, Share
Think, Write, Pair, Share
Partner work
Quick Write
Examining The Common Core
Standards
Based on the questions from the first two
Pivotal Passages:
• Which Reading Standards are we addressing?
• Which Listening and Speaking Standards are we
addressing?
• Which Writing standards are we addressing?
Using Collaborative
Learning to Foster
Discussion and
Writing
Comprehension and Collaboration
1. Prepare for and participate in collaborations with
diverse partners, building on each others’ ideas and
expressing their own clearly and persuasively.
Phasing in Text Based
Discussions
Establish partnerships in your classroom
• Set up your classroom to support partner work
at their seats and on the carpet
• Discuss why partnerships are important for
learning
• Decide which students will be partner A/B
• Have students practice turning to their partners
Phasing In Text-Based
Discussions
Teach the behaviors partners demonstrate
• Look at each other
• Listen to each other carefully
• Lean in closely
• Take turns
(A & B, B) & A)
Phasing In Text-Based Discussions
Teach strategies partners use
• Lean in closely to hear
• Ask a partner to speak up when they
cannot hear
• They say things like, “Now it’s your turn.”
“What do you think?”
Phasing In Text-Based Discussions
Discuss social topics that promote discussion
• favorite school lunch
• best thing to play at recess
• Introduce Conversation Stems
• I think _____because……
• I agree….because…. I disagree…..because…
• I would like to add onto what _____said…one
reason
• Another thing to consider is……
What Is Our Ongoing Role In
Developing Student Partnerships?
Observe: Are students….
•
•
•
•
Giving each other eye contact
Leaning in, nodding, reacting
Taking turns
Talking or staying silent
Coach: (whisper in )
• Say more about that….
• What do you mean…
• How can you show your partner you’re listening?
Give Feedback:
• Today I noticed you were taking turns speaking
• I noticed you made sure to look at your partner
• Kept focused and on task
We all need a pep-talk
http://www.youtube.com/watch?v=l-gQLqv9f4o
Next Steps
• Schedule a time to teach the lessons and debrief the
process
• Establish Partnerships & Phase in Discussions
• Teach Discussion Stems
• Review the grade level planning tool for close reading
with your team & try it out
• Bring artifacts (charts, student work samples, videos,
pictures, notes)
Thank you!

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