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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Close reading (annotation)
Evaluating arguments and points of view
Citing evidence of thinking
Reading for meaning
Reading for learning
Writing to learn
Learning to write
Writing to convey and clarify thought
Real world writing (audience, purpose, task)
Writing from Sources
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...
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 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)
Embedded within the Reading and Writing Domains
The standards are clearer, the pathways are not....
We determine the pathways of the standards through high quality instruction of
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.
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
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?
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?
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?
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
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
4. Scaffold towards independence
5. Be mindful how much you focus on...
HIGH LEVEL AND GROUNDED IN TEXT
Speaking and Listening standards as a guide
Writing from Sources
Focus on Argumentative and Informational
Writing Routinely for real audiences and purposes
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
The process of learning content is as important as learning the content itself if not more.
Reading and Writing for a variety of audiences...routinely over extended time frames...for a range of tasks and purposes...
"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
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
Balance between Informational and Literary Texts
Augmenting literature with current periodicals
Literary Experiences Across the Curriculum...not just in ELA....
Process within Content
Staircase of Complexity... (Learning progressions of standards
Text-Based Answers grounded in:
Blending writing types
Focus on pivotal and commonly found words students encounter in text....
Constantly build ability to access more complex texts.