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Close Reading. “Every book has a skeleton hidden between its covers. Your job as an analytic reader is to find it.”. Adler and Van Doren, 1940/1972. “X-ray the book”. Use a short passage. “Read with a pencil”. Note what’s confusing. Pay attention to patterns.

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“Every book has a skeleton hidden between its covers. Your job as an analytic reader is to find it.”

Adler and Van Doren, 1940/1972


“X-ray the book” job as an analytic reader is to find it.”


Use a short passage job as an analytic reader is to find it.”

“Read with a pencil”

Note what’s confusing

Pay attention to patterns

Give your students the chance to struggle a bit

Creating a Close Reading


Productive failure job as an analytic reader is to find it.”


Argumentation and Discussion job as an analytic reader is to find it.”


The Helping job as an analytic reader is to find it.”

Curriculum


Accountable talk
Accountable Talk job as an analytic reader is to find it.”

Describes high levels of engagement and critical thinking among learners

  • Accountability that discussions are on the topic

  • Accountability to use accurate information

  • Accountability to think deeply about what is being said


What accountable talk sounds like
What Accountable Talk Sounds Like job as an analytic reader is to find it.”

  • Press for clarification and explanation: Could you describe what you mean?

  • Require justification of proposals and challenges: Where did you find that information?

  • Recognize and challenge misconception: I don’t agree because ...

  • Demand evidence for claims and arguments: Can you give me an example?

  • Interpret and use each other’s statements: David suggested …

    Institute for Learning, University of Pittsburgh


Moves from literal job as an analytic reader is to find it.”

to interpretive

Requires students to return to the text to formulate responses

Text-dependent Questioning


Question answer relationships raphael 1984
Question-Answer Relationships job as an analytic reader is to find it.”(Raphael, 1984)


A Close Reading of job as an analytic reader is to find it.”

“Salvador, Late or Early”

Cisneros, , S. (1991). Woman Hollering Creek.

Cisneros, 1991


How do short story writers illuminate the interior life of characters

Investigative Question job as an analytic reader is to find it.”

How do short story writers illuminate the interior life of characters?


Establishing Purpose job as an analytic reader is to find it.”

To examine how the author sheds light on the interior life of this character using poetic language in order to deeply affect the reader.


First Reading: job as an analytic reader is to find it.”

Students Read and Write Independently

  • Read with a pencil to annotate text

  • What powerful words or phrases affect you? Circle

  • What confuses you? Underline

  • Quick-write

  • What are your impressions of Salvador and the people in his life?


Discussion: job as an analytic reader is to find it.”

Partner Talk to Check Meaning

Describe your impressions of Salvador and the people in his life. Remember to use accountable talk (asking questions, providing evidence from the text, and comparing and contrasting your impressions with one another.


Second Reading: job as an analytic reader is to find it.”

Teacher Modeling

Read the entire passage aloud, without interruption. Be sure to orient students to the text and ask them to follow along.


Third Reading: job as an analytic reader is to find it.”

Teacher Think Aloud

Read the entire passage again, highlighting places in the text where you notice the author’s use of poetic language. Think aloud about how you interpret it. Be sure to orient students to the text and ask them to follow along.


Text-dependent Questions job as an analytic reader is to find it.”

Post-it notes began as an idea that didn’t work, but then became a very useful product. What was the sequence of events that led to this invention?

Right There Question


Text-dependent Questions job as an analytic reader is to find it.”

How does Cisneros use color? To what effect?

Think and Search Question


Text-dependent Questions job as an analytic reader is to find it.”

How does Cisneros use school words? To what effect?

Think and Search Question


Text-dependent Questions job as an analytic reader is to find it.”

Examine the use of contrasts again. What does the author want us to know about Salvador?

Author and You Question


Text-dependent Questions job as an analytic reader is to find it.”

Would a title change to Heather, Late or Early change your perspective? Why?

How would this story differ if was written by Salvador’s mother?

On My Own Question


Journal Writing job as an analytic reader is to find it.”

Students are gathering notes for the development of an essay that explains their findings of the investigative question, “In what ways do short story authors illuminate a character’s interior life?”

For this journal entry, students write a short summary of “Salvador, Late or Early” and discuss at least two literary techniques the author used to describe Salvador.


Guiding job as an analytic reader is to find it.”

Instruction


“As job as an analytic reader is to find it.”easy as learning

to ride a bike”

“As easy as learning

to ride a bike”


Scaffolds job as an analytic reader is to find it.”

extend the

range of the

worker


Let’s make a job as an analytic reader is to find it.”

Foldable

Guided Instruction

fold

Comprehension

Robust Questions

Direct

Explanation

Prompts

Cues


Robust questions job as an analytic reader is to find it.”

Prompts

Cues

Direct

explanation

and modeling


Robust questions job as an analytic reader is to find it.”

Prompts

Cues

Direct

explanation

and modeling


Teacher job as an analytic reader is to find it.”: What is a nocturnal animal?

Student: An animal that stays awake at night.

Teacher: Good. What is a diurnal animal?

I-R-E


Robust Questions to job as an analytic reader is to find it.”

Check for Understanding


Teacher job as an analytic reader is to find it.”: What is a nocturnal animal?

Student: An animal that stays awake at night.

Teacher: Tell me more about that. Does a nocturnal animal have special characteristics?

Student: Well, it doesn’t sleep a lot.

Elaboration


What job as an analytic reader is to find it.”

When

Where

Who

Which

Why

How

Suppose

Justify

Example

To move to higher-order questions

Use Less Of

Use More Of


Teacher job as an analytic reader is to find it.”: What is a nocturnal animal?

Student: An animal that stays awake at night.

Teacher: Tell me more about that. Does a nocturnal animal have special characteristics?

Student: Well, it doesn’t sleep a lot.

Misconception


Prompting for Cognitive and job as an analytic reader is to find it.”

Metacognitive Thinking


Skill is the job as an analytic reader is to find it.”

ability to apply

concepts

when not

prompted

to do so.


Questioning job as an analytic reader is to find it.” is about

assessment

Prompting is about doing


Background job as an analytic reader is to find it.”

knowledge

prompts

invite students to

use what they know

to resolve problems


Process job as an analytic reader is to find it.”or

Procedure

Prompts

To perform a

specific task


Teacher job as an analytic reader is to find it.”: What is a nocturnal animal?

Student: An animal that stays awake at night.

Teacher: Tell me more about that. Does a nocturnal animal have special characteristics?

Student: Well, it doesn’t sleep a lot.

Teacher: I’m thinking of those pictures we saw of the great horned owl and the slow loris in the daytime and at night. Does your answer still work?

PROMPT


Cues to Shift Attention job as an analytic reader is to find it.”


Cues job as an analytic reader is to find it.”

Shift attention to sources of information

More directandspecificthan prompts


the job as an analytic reader is to find it.”expert commentator sees things you don’t

cues do the same for novices

Attention grows with competence


Cues shift the learner’s attention job as an analytic reader is to find it.”

Visual

Verbal

Gestural

Physical

Positional

Environmental


When job as an analytic reader is to find it.”prompting

and cueing fail,

it’s time for

direct

explanation.


Direct explanation
Direct Explanation job as an analytic reader is to find it.”

Identify

Explain

Think aloud

Monitor

Take care not to re-assume responsibility too quickly


Table talk
Table Talk job as an analytic reader is to find it.”

  • How does Rita use robust questions, prompts, cues, and direct explanation to guide her students’ vocabulary learning?


Making group work productive

Making Group Work Productive job as an analytic reader is to find it.”


How do you know it s productive

How Do You Know It’s Productive? job as an analytic reader is to find it.”


What does it look like what does it sound like

What does it look like? job as an analytic reader is to find it.”What does it sound like?



Productive Group Work Structures job as an analytic reader is to find it.”


Sample instructional routines

Reading job as an analytic reader is to find it.”

Literature Circles

Collaborative Strategic Reading

Reciprocal Teaching

Partner reading

Jigsaw

Sample Instructional Routines


Sample instructional routines1

Writing job as an analytic reader is to find it.”

Progressive Writing

Paired Writing

Peer response

GIST writing

Collaborative poster

Sample Instructional Routines


Sample instructional routines2

Oral Language job as an analytic reader is to find it.”

Think-Pair-Square

Numbered Heads Together

Socratic Seminar

Walking Review

Novel Ideas Only

Sample Instructional Routines


Conversational roundtable
Conversational Roundtable job as an analytic reader is to find it.”


Table talk1
Table Talk job as an analytic reader is to find it.”

What are your favorite ways to encourage collaboration between students? What are the benefits and challenges?


Quality indicator 1
Quality Indicator #1 job as an analytic reader is to find it.”

Complexity of Task:The task is a novel application of a grade-level appropriate concept and is designed so that the outcome is not guaranteed (a chance for productive failure exists).


Productive failure job as an analytic reader is to find it.”


Quality indicator 2
Quality Indicator #2 job as an analytic reader is to find it.”

Joint attention to tasks or materialsStudents are interacting with one another to build each other’s knowledge. Outward indicators include body language and movement associated with meaningful conversations, and shared visual gaze on materials.


Look down, job as an analytic reader is to find it.”

not

up.


Quality indicator 3
Quality Indicator #3 job as an analytic reader is to find it.”

Argumentation not arguing:Student use accountable talk to persuade, provide evidence, ask questions of one another, and disagree without being disagreeable.


The Helping job as an analytic reader is to find it.”

Curriculum


Quality indicator 4
Quality Indicator #4 job as an analytic reader is to find it.”

Language support:Written, verbal, teacher, and peer supportsare available to boost academic language usage.


Can you buy your way to happiness? job as an analytic reader is to find it.”

HSHMC Essential Question #2

2009-10


The evidence shows that
The evidence shows that ____. job as an analytic reader is to find it.”

  • The evidence shows thatpoor people are not unhappy.

  • The evidence shows thatjust because you win the lottery you are not guaranteed happiness.


My own view however is that
My own view, however, is that ___. job as an analytic reader is to find it.”

  • My own view, however, is thathappiness is not based solely on money.

  • My own view, however, is thathappiness is a combination of things that happen and don’t happen to a person over his or her lifetime.


Quality indicator 5
Quality Indicator #5 job as an analytic reader is to find it.”

Grouping:Small groups of 2-5 students are purposefully constructed to maximize individual strengths without magnifying areas of needs (heterogeneousgrouping).


Quality indicator 6
Quality Indicator #6 job as an analytic reader is to find it.”

Teacher role:What is the teacher doing while productive group work is occurring?


Independent Learning: Not Just job as an analytic reader is to find it.”

“Do It Yourself” School


26% job as an analytic reader is to find it.”

Number of high school teachers who“often or very often” run out of time in class and assign the content

for homework

(MetLife, 2008)


Traditional homework job as an analytic reader is to find it.” occurs

too soon

in the instructional cycle.


The students we think we have job as an analytic reader is to find it.”

Pleasers

Outsourcers

Quitters


Student bill of rights
Student Bill of Rights job as an analytic reader is to find it.”

  • Children shall not be required to work more than 40 hours a week.

  • Children shall have the right to homework they can complete without help.

  • A child’s academic grade shall not be put in jeopardy because of incomplete homework.

  • A child’s right to playtime, downtime, and adequate sleep shall not be infringed upon by homework.

  • Parents shall be entitled to excuse their child from homework that the child does not understand or is too tired to finish.

  • Families shall be entitled to weekends and holidays free from homework.

Vatterott, C. (2009). Rethinking homework: Best practices that support diverse needs.Alexandria, VA: ASCD.

Votterott, 2009


Let’s make a job as an analytic reader is to find it.”

Foldable

Goals of Homework

fold

Spiral

Review

Comprehension

Fluency building

Application

Extension


Goals of homework
Goals of Homework job as an analytic reader is to find it.”

  • Fluency building

  • Application

  • Spiral review

  • Extension

Fisher, D., & Frey, N. (2008). Homework and the gradual release of responsibility: Making responsibility

possible. English Journal,98(2), 40-45.


Fluency-building homework job as an analytic reader is to find it.”


Application homework job as an analytic reader is to find it.”


Spiral review homework opinionnaire
Spiral Review Homework: Opinionnaire job as an analytic reader is to find it.”


Disciplinary literacy requires daily writing

Disciplinary Literacy Requires Daily Writing job as an analytic reader is to find it.”


Standards 6 12 disciplines dominate
Standards job as an analytic reader is to find it.”6-12: Disciplines Dominate

82


Writing to explain one s thinking

Writing to Explain One’s Thinking job as an analytic reader is to find it.”


Writing through vocabulary development

Writing Through Vocabulary Development job as an analytic reader is to find it.”


Alphabet vocabulary chart
Alphabet Vocabulary Chart job as an analytic reader is to find it.”


Writing to summarize

Writing to Summarize job as an analytic reader is to find it.”


Generative sentences

What are Comon Grammar Errors English Learners Make? job as an analytic reader is to find it.”

Generative Sentences

  • Given a word and conditions about the placement of the word, write a sentence

  • Forces attention to grammar and word meaning

  • Use student examples for editing


Try these
Try these . . . job as an analytic reader is to find it.”


Basic writing frame
Basic Writing Frame job as an analytic reader is to find it.”

  • Although I already knew that ________, I have learned some new facts about _____. For example, I learned that _______. I also learned that ______. Another fact I learned _______. However the most interesting thing I learned was______ .


Making a claim job as an analytic reader is to find it.”

I think that_________, because ________________.

Although I agree that ______________, I still think that _________.

She says ______, and I agree, because _________.

Supporting/critiquing a claim

Her idea that __________ is supported by _______________, ___________, and _______.

For example, ________________ shows that ________________.

They say that ___________ , but _______, _____, and ____ say differently.

Introducing and addressing a counterargument

Of course, you might disagree and say that _________________.

Some might say _________, but I would say that _____________.

While it is true that __________, that does not always mean that _________.

Stating a conclusion or summing up an argument

In conclusion, I believe ____________________.

In sum: _____________ is shown by _____________ and ______________.

For these reasons, _______________ should be ________________.

Source: Glencoe Literature, 2009. Used with permission of Glencoe/McGraw-Hill.


Moving Forward job as an analytic reader is to find it.”


Multi-faceted support… job as an analytic reader is to find it.”

80:1= professional development events

25:1= learning walks and

collegial coaching

4:1= coaching corners

1:1= peer coaching


Learn by Looking job as an analytic reader is to find it.”


Observing, Not Evaluating job as an analytic reader is to find it.”


Evaluation

“The teacher stated the content and language purpose when he said …”

“When I asked a student about how she knew if she was done, she said…”

“Wasn’t that terrific?”

“That was a boring lesson.”

“That was pretty good for a beginning teacher.”

Be descriptive!

Evaluation

Description


On your own
On Your Own he said …”

Read through your notes.

Star relevant observations about the

problem of practice.

Write 5 pieces of data on individual sticky notes.


In Your Group he said …”

Sort relevant data into categories.

Label categories.

Identify patterns.


Prioritize and identify resources
Prioritize and Identify Resources he said …”

Level of Understanding

Resources

Professional development on gradual release has resulted in staff understanding the components of the model.

The physical environment of classrooms supports flexible grouping.

Teachers know the focus for the school improvement plan is productive group work.


Plan for action
Plan for Action he said …”

Create Action Plan and timeline

What will happen?

By when?

Who?


The teacher’s role in developing he said …”

academic language

Analyze what makes the language demanding for individuals or groups.

Develop scaffolds and supports to help students understand and apply academic language.

Use strategies to develop their proficiency in academiclanguage.


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