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Accessing AEA Digital Resources for Close Reading

Accessing AEA Digital Resources for Close Reading. A collaborative presentation by the Iowa AEA Media Libraries. Poll. Please rank yourself on your knowledge of Close Reading and the use of online resources: Level 1: I have no knowledge Level 2: I have some knowledge

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Accessing AEA Digital Resources for Close Reading

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  1. Accessing AEA Digital Resources for Close Reading A collaborative presentation by the Iowa AEA Media Libraries

  2. Poll Please rank yourself on your knowledge of Close Reading and the use of online resources: Level 1: I have no knowledge Level 2: I have some knowledge Level 3: I have strong knowledge

  3. Key Resource “Rigorous Reading - 5 Access Points for Comprehending Complex Texts” by Frey and Fisher Chapter Resource Site: http://www.corwin.com/rigorousreading/

  4. Anchor Standards 1-10

  5. Anchor Standards 1 & 10 Standard 1 - • Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Standard 10 - • Read and comprehend complex literary and informational texts independently and proficiently.

  6. Three Elements of Text Complexity

  7. Summary Discussion • Summary of the comments made on Today’s Meet around Text Complexity. The question was: • As you reflect on this morning’s learning, what did you find especially helpful or interesting?

  8. Six Practices of Close Reading • First Practice: Select Short, Worthy Passages • Second Practice: Student Rereading • Third Practice: Limited Frontloading • Fourth Practice: Text-Dependent Questions • Fifth Practice: Annotation • Sixth Practice: After-Reading Tasks

  9. First Practice: Select Short, Worthy Passages Three to nine paragraphs in lengthDeeply understood by the teacher in order to know where complex parts may inhibit student understandingDo not need to be stand-alone texts

  10. First Practice: Short, worthy passages Scenario: 2nd grade classroom Science

  11. First Practice: Short, worthy passages Iowa Core Standards to be addressed: 2nd Grade Earth and Space Science:Understand and apply knowledge of events that have repeating patterns Seasons of the year, day and night are events that are repeated in regular patterns. The sun’s position in the sky can be observed and described. The sun can only be seen during our daylight hours. We are unable to see the sun at night because of the rotation of the earth. 2nd Grade Life Science: Understand and apply knowledge of the basic needs of plants and animals and how they interact with each other and their physical environment Organisms can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments support the life of different types of organisms.

  12. Iowa Core Standards for ELA Iowa Core Standards to be addressed: Reading standards for Informational Text RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

  13. Live Demo Gale Kids InfoBits Gale is a great place to search for magazine articles to use for close reading. I need to find a piece appropriate for 2nd graders which addresses the above standards.

  14. Why did I choose this text? • Quantitative Measure:Lexile 800 • Qualitative Measure: Text Structure, Background & Prior Knowledge • Reader & Task: Student Motivation

  15. Second Practice: Student Rereading • Have a clear purpose and are connected to locating evidence for a particular question • Accomplished independently, with peers and/or with teacher think-alouds • Decreases the need for frontloading • Improves fluency and comprehension

  16. Second Practice: Student Rereading Scenario: 4th grade Social Studies

  17. Second Practice: Student Rereading Iowa Core Standards to be addressed: 4th grade Social Studies: Understand how human factors and the distribution of resources affect the development society and the movement of populations • Understand causes and effects of human migration. • Understand reasons for the growth and decline of settlements. • Understand density and sparcity in terms of human settlement. • Understand the relationship between population growth and resource use. • Understand the concepts of renewable and non-renewable resources. • Understand recycling. • Understand the relation between economic activities and natural resources in areas.

  18. ELA standard Iowa Core Standards to be addressed: Informational Text (K-5) IA.1 Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing and monitoring for comprehension.

  19. Live Demo

  20. Why did I choose this text? • Quantitative Measure: Lexile 870 • Qualitative Measure: Enhance students’ cultural knowledge • Reader & Task: Audio support, book trailers

  21. Third Practice: Limited Frontloading • Limited pre-teaching or frontloading by the teacher • Inquiry • Helps develop metacognitive skills • Limits students’ opportunities for inquiry and discovery

  22. Third Practice: Limited Frontloading Scenario: 8th grade social studies

  23. Third Practice: Limited Frontloading Iowa Core Standards to be addressed: ELA - Middle School Standards • RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources. • RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

  24. Third Practice: Limited Frontloading Iowa Core Standards to be addressed: Social Studies - Middle School Standards Understand cause and effect relationships and other historical thinking skills in order to interpret events and issues • Understand processes such as using a variety of sources, providing, validating, and weighing evidence for claims, checking credibility of sources, and searching for causality. • Understand relationships between and among significant events

  25. Live Demo Britannica Online The Annals of American History is one of the “additional databases” we can access through our Britannica subscription.

  26. Why did I choose this text? • Quantitative Measure: Lexile 1050 • Qualitative Measure: • Density and complexity • Purpose • Language Conventionality and Clarity • Knowledge Demands • Vocabulary • Reader & Task: Teacher provides structure & support

  27. Fourth Practice: Text-Dependent Questions • Allow students to provide evidence from the text • Help build foundational knowledge • Scaffold understanding from explicit to implicit • Requires preparation by the teacher for thorough text discussion and analysis

  28. Six Types of Text-dependent Questions Opinions, Arguments, Intertextual Connections Inferences Standards Whole Author’s Purpose 8 & 9 Vocab & Text Structure Acrosstexts 3 & 7 Key Details Entire text 6 Segments General Understandings 4 & 5 Paragraph 2 Sentence Word 1 Part

  29. Develop Text-dependent Questions for Your Books • Do the questions require the reader to return to the text? • Do the questions require the reader to use evidence to support his or her ideas or claims? • Do the questions move from text-explicit to text-implicit knowledge? • Are there questions that require the reader to analyze, evaluate, and create?

  30. Text Dependent Questions? • What does the Text say? • How does the Text work? • What does the Text mean?

  31. Six Types of Text-dependent Questions Opinions, Arguments, Intertextual Connections Inferences Standards Whole Author’s Purpose 8 & 9 Vocab & Text Structure Acrosstexts 3 & 7 Key Details Entire text 6 Segments General Understandings 4 & 5 Paragraph 2 Sentence Word 1 Part

  32. Fourth Practice: Text-Dependent Questions Scenario: Health class - High School

  33. Fourth Practice: Text-Dependent Questions Standards: Iowa Core Health Literacy Essential Concept and/or Skill: Demonstrate functional health literacy skills to obtain, interpret, understand and use basic health concepts to enhance personal, family, and community health. Use concepts related to health promotion and disease prevention • Explain how personal choices impact health maintenance and disease prevention. • Understand preventive physical and mental health measures, including proper diet, nutrition, exercise, risk avoidance and stress reduction.

  34. Fourth Practice: Text-Dependent Questions Standards: Iowa Core ELA Standard - Reading for Informational Text (6-12) RI.9-10.2 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

  35. Live Demo SIRS Issues Researcher SIRS stands for Social Issues Research Series. Great source for complex text on topics around social issues in society. A special feature is the Pro/Con approach on topics.

  36. Why did I choose this text? • Quantitative: Lexile Score: 1290 • Qualitative: Purpose, Density & Complexity, Vocabulary, Background Knowledge • Reader & Task: Current topic with varying viewpoints

  37. Fifth Practice: Annotation • Should be completed with each rereading guided by text-dependent questions • Use student annotations as formative assessments • Slows the readers down for deeper understanding, so it becomes a habit of mind • Use universal annotation marks • No wrong answer in annotating; the only wrong thing is not to annotate

  38. Text Dependent Question At the “What Does the Text Mean” level • What does the passage tell us about his view of himself in his world, especially the humans around him?

  39. Live Demo MackinVIA eBooks

  40. Sixth Practice: After-Reading tasks • Necessitate students refer to the text • Help students deepen their comprehension far beyond what they would be able to accomplish on their own • Instruction in writing develops a deeper textual understanding

  41. We need to teach students to “read like a detective and write like a reporter.”(D. Fisher. “Rigorous Reading”) @ Doug Fisher

  42. “It is not that one close reading is better than the other, but it is important to teach students to read like literary critics, historians, mathematicians, and scientists and to do so when the time is right--- rather than teaching them to be close readers and impose this single version of close reading on everything they read, no matter how inappropriate.” Shanahan, T. Shanahan on Literacy blog (need to get reference)

  43. Reflection Reflecting on today’s session . . . What are some possible next steps for you in your classroom, for teachers in your building, or for your district as a whole?

  44. Close Reading and the Iowa AEA Online Resources (Archived Version) Iowa AEA Online webpage (www.iowaeaonline.org) under “Educator” tab, then Iowa Webinars link on the left side of page http://iowa.adobeconnect.com/p4cpsns1m29/

  45. Questions? Contact Information: Cheryl Carruthers - AEA 267 Librarian Phone: 641-844-2499 Phone: 800-735-1539 Email: ccarruthers@aea267.k12.ia.us Jane Frizzell - AEA 267 Librarian Phone: 641-357-6125 x 2213 Phone: 800-392-6640 Email: jfrizzell@aea267.k12.ia.us

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