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Common Core Pathways. Deep Reading Deep Writing Deep Discussion. WHAT IS DEEP READING?. Close reading (annotation) Inferencing Summarizing Questioning Synthesizing Evaluating arguments and points of view Citing evidence of thinking Reading for meaning Reading for learning.

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Common core pathways

Common Core Pathways

Deep Reading

Deep Writing

Deep Discussion


What is deep reading
WHAT IS DEEP READING?

Close reading (annotation)

Inferencing

Summarizing

Questioning

Synthesizing

Evaluating arguments and points of view

Citing evidence of thinking

Reading for meaning

Reading for learning


What is deep writing
WHAT IS DEEP WRITING?

Writing to learn

Learning to write

Writing to convey and clarify thought

Process writing

Real world writing (audience, purpose, task)

Writing from Sources


What is deep discussion
WHAT IS DEEP DISCUSSION?

Talking about the meaning of text

Evaluating the text with evidence

Understanding what others are saying before responding in discussion

Questioning the text

Using evidence from text...


Common core is also the how
Common Core is also the "how"

It is about instruction...

By teaching standards, we are teaching students the reading, writing, and thinking processes to meet those standards...not the standards themselves.....


What the standards contain
What the standards contain:

Do

  • Close attentive Reading

  • Cite specific evidence

  • Critical reading

  • Reading independently and closely

Do Not

  • Text to Self Connections

  • Prior Knowledge

  • Relate to one's own life

  • Explore personal responses

  • Subjectivity without evidence


Anchor standards reading
Anchor Standards Reading

What is Close Reading?

Access to high quality complex text (requires multiple readings)

Individual and collaborative reading

Text Based questions and discussions

Writing about the text

Ladder ( abbreviated)

Analyze two or more texts that address similar topics or themes

Delineate and evaluate and arguments in texts, validity of reasoning

Integrate and evaluate content presented in multiple forms

Assess Point of View and Purpose

10. Read and Comprehend grade level complex texts

1. Cite specific textual evidence of ideas (inferred explicit)

Analyze structure of texts and how it relates to whole

Interpret words and phrases that shape meaning and tone

Standard 1 and 10 serve as pillars to reading

Standards 2 and 3 serve as foundation

Standards 4, 5, 6, 7,8 and 9 spiral throughout text

Analyze how individuals,events develop and interact

Determine central ideas and development (summarize)


Language and speaking and listening
LANGUAGE AND SPEAKING AND LISTENING

Embedded within the Reading and Writing Domains

  • Grammar

  • Vocabulary

  • Collaboration

  • Communication

  • Presentation


Pathways
Pathways

The standards are clearer, the pathways are not....

We determine the pathways of the standards through high quality instruction of

  • Deep Reading

  • Deep Writing

  • Deep Discussion


Let s try it with a piece of informational text
Let's Try it with a piece of Informational Text

Shoot out by Guy Martin

Standard One: Cite evidence of what the text is saying...

Read Paragraph One: Stay focused on what the text actually says.

  • Stay focused on text not opinion

  • Identify areas of what the text is saying.

  • Write these down in your triads....


Standard 2 determine key ideas and themes
Standard 2: Determine Key Ideas and Themes

Read the next three paragraphs:

What is the article starting to be about?

What evidence in the text emerges and develops as you read. (use information from the text)

Again, stay within the text and avoid personal opinion


Step 3 analyze how individuals events and ideas develop and interact
Step 3: Analyze how Individuals, Events, and Ideas Develop and Interact

Read Paragraph 5 and 6

How are individuals being developed?

Try to restate and locate ideas and support them with related details in the text.

What details begin to lead you to conclusions about the students and the impact of the game on them.

What do the details in the article lead you to conclude about the kids and about the impact of the game on the kids?


Step four interpret the technical connotative and figurative meanings of words
Step Four: Interpret the technical, connotative, and figurative meanings of words

  • Looking back, do some words seem more important or suggestive than others? Do some words see surprising or symbolic?

  • What words that are used to describe the game in the language of war?

  • What connotations do the words suggest?


Ways of continuing the study of the article craft and structure
Ways of continuing the study of the article... Craft and Structure

Analyzing the Structure of the Text

Do the paragraphs suggest some sort of structure?

What type of work is the author unveiling through his structure.

Can you see a structure or pattern developing?


Anchor standard six point of view
Anchor Standard six: Point of View Structure

Think back to the language choices and the structure of the text:

How do the choices the author makes illuminate his point of view?

What examples does the author include to make his point?


Deep close reading
Deep "close" reading Structure

Teacher should have deep understanding of text:

1. Short chunks of rich text

2. Annotation with purpose

3. Multiple readings

4. Modeling of reading strategies

5. Gradual release of responsibility (ME WE TWO YOU).

6. Writing about understanding of text


Creating text based questions
Creating Text Based Questions Structure

Use Standards as a guide

Start with Key Ideas of the Text going from smaller to larger

Begin to target Text Structures and specific vocabulary

Tackle Tough sections head on.

Sequence them logically


Ways of balancing close reading
Ways of balancing "close" reading Structure

  • Short Chunk, Large Chunk, Short Chunk approach

  • Allow reading for enjoyment time with tools to monitor reading.

  • Give purpose for reading texts

    4. Scaffold towards independence

    5. Be mindful how much you focus on...


Text based questioning writing discussions
TEXT BASED: questioning, writing, discussions Structure

HIGH LEVEL AND GROUNDED IN TEXT

  • Simple questioning to more complex

  • Complete understanding of text before opinion.

    Speaking and Listening standards as a guide



Anchor standards writing
Anchor Standards Writing Structure

Writing from Sources

Focus on Argumentative and Informational

Process Based

Writing Routinely for real audiences and purposes

Text Based

Ladder (abbreviated)

Draw evidence from texts to support analysis, reflection and research

Gather relevant information from multiple sources, assess credibility and integrate into writing

Conduct short and more sustained research projects based on focused questions

Produce clear and coherent to task audience and purpose

Wrtie routinely for extended time frames and shorter time frames for a range of tasks

Use technology to produce, publish, interact, and collaborate

Develop Writing Process(planning revising editing, rewriting, trying new approach

Standard 4 and 10 serve as pillars to standards

Standards 1-3 are the products students produce

Standards 5, 6,7, 8, and 9 spiral througout

Narrative Writing

Informative Writing

Argumentative Writing


Argument over persuasion
ARGUMENT OVER PERSUASION Structure

Difference:


Process over content
Process over Content Structure

The process of learning content is as important as learning the content itself if not more.

Examples:

  • Vocabulary acquired through reading

  • Research done through Writing

  • Discovering themes during reading

  • Interpreting figurative language

  • Writing process


Real audience real purpose
Real Audience...Real Purpose Structure

Reading and Writing for a variety of audiences...routinely over extended time frames...for a range of tasks and purposes...

  • Authentic Goals

  • Connection to current society

  • Connection to community

  • Real Audience and purpose


Students reading complex text
Students reading complex text Structure

"Pedagogy focused only on "higher-order" or "critical" thinking was insufficient to ensure that students were ready for college and careers: what students could read, in terms of its complexity was at least as important...

Reading Between the Lines...ACT 2006

  • Quantitative (lexile)

  • Qualitative (multiple layers)

  • Task and Purpose (instruction)


Embrace confusion
Embrace confusion: Structure

I beg you...to have patience with everything unresolved in your heart and try to love the questions themselves as if they were locked rooms or books written in a very foreign language. Don't search for answers, which could not be given to you now, because you would not be able to live them. And the point is, to live everything. Live the questions now. Perhaps then, someday far in the future, you will gradually, without noticing it, live your way into the answer...

Rainer Maria Wilke


SIX INSTRUCTIONAL SHIFTS Structure

The process of learning the standards and meeting the standards....

PLANNING THE LEARNING EXPERIENCES OF STUDENTS


Shift one balance
SHIFT ONE: BALANCE Structure

Balance between Informational and Literary Texts

Augmenting literature with current periodicals

Literary Non-Fiction


Shift two content area literacy
SHIFT TWO: CONTENT AREA LITERACY Structure

Literary Experiences Across the Curriculum...not just in ELA....

Process within Content

  • Social Studies

  • Science

  • Math

  • Electives


Shift three complexity
SHIFT THREE: COMPLEXITY Structure

Standards Complexity:

Staircase of Complexity... (Learning progressions of standards

Text Complexity

  • Quantitative

  • Qualitative

  • Task and Purpose


Shift four text based
SHIFT FOUR: TEXT BASED Structure

Text-Based Answers grounded in:

Reading

Writing

Discussion


Shift five writing from sources
SHIFT FIVE: WRITING FROM SOURCES Structure

  • Emphasize use of evidence to inform and make an argument

  • Writing that responds to ideas, events, facts, and arguments presented in texts.

    Blending writing types


Shift six academic vocabulary
SHIFT SIX: ACADEMIC VOCABULARY Structure

Focus on pivotal and commonly found words students encounter in text....

Constantly build ability to access more complex texts.


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