Essential Question

1. What does it look like and sound like when students use evidence to support their thinking? Essential Question

2. TRADITIONAL DEFINITION • The writing in a book or magazine, rather than the pictures, or any written material. • The words, phrases, or sentences on a printed page. Conveys meaning & allows interpretation to weave linguistic structures or symbols arranged with intention

3. We don’t ‘read’ to find one idea, we ‘read’ to find layers of meaning. This helps students to develop claims and defend them using evidence from the text. Unlocking Complex Texts by Laura Robb, 2013

4. CCSS R.1 Reading Standard SL.1 Speaking & Listening Standard • 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. • Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

5. Speaking & Listening Standard GOAL: To identify differences between grade level expectations in SL Anchor Standard 1

6. Mathematical Practices • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.

7. Key Features of S & L Anchor Standards THEN NOW • Students expected to… • Create oral, visual, and multimedia presentations using… • eye contact • speaking rate, volume and • enunciation • gestures • Students expected to… • come prepared for discussion • Collaborate with diverse partners • Build on each others’ ideas • Express ideas clearly & persuasively

8. Quality Conversations Look Fors • Discussing content as well as tasks • Using academic language and vocabulary • Asking questions of one another • Building on ideas • Providing evidence to support their thinking

9. Qualityconversations Within CCSS • Critical for accessing complex texts • Supports learning & improves understandings (GRR) • Provides opportunities to apply skills and strategies • Allows for authentic practice of academic language

10. Quality Conversations are at the of Reading

11. Close Reading/Listening ~Primary~ • “Engage students with the thinking necessary for Close Reading.”

12. Possibilities Poetry Picture Books Non-fiction Texts

13. CLOSE READING~Primary~ • 1st Reading ~ Big Idea • (Main Idea & Details) • 2nd Reading ~ Analyze Text • (Craft & Structure) • 3rd Reading ~ Make Connections • (Integration of Ideas & Knowledge)

14. Purpose/Lens: Describing Characters Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

15. First Reading • Discuss the Big Idea

16. Second Reading • Analyze the Text

17. Third Reading • Make Connections

18. Integration of Knowledge and Ideas Craft and Structure Key Ideas and Details Types of Text Dependent Questions D O K

19. Close Reading Resources

20. How do we know it is ‘worthy of a close reading?” What could we teach with this text? Close Reading—Intermediate

21. Analyze text for possible teaching points Identify text dependent questions Discuss Analyzing Text forPlanning 21

22. First Reading: What is the main idea of this text? Second Reading: How does the first paragraph in “Buried Alive!” differ from the introduction in “A Brief History of Pompeii? Third Reading: Find evidence in “Buried Alive!” about how the author feels about this topic. Why did the author title the article “Buried Alive!”? One Example

23. Begin with the students in mind “What instruction do my students need?” Match a text with the objective Plan text-dependent questions to support the objective Close Reading Planning Template

24. Literacy Squared Close reading instruction in Spanish K-5 Build connections in English through Lit-based ESL ESOL Consider language proficiency level Scaffold by giving exposure to text prior to the whole group instruction (Especially levels 1-3) Use a second language lens when selecting text Close Reading Considerations for ELs

25. Depth of Knowledge (DOK) Level 1:Recall and Reproduction Level 2:Basic Application of Skills & Concepts Level 3:Focus on Strategic Thinking Level 4:Extended Thinking

26. DOK MATH AnalysisProtocol • With table groups… • Sort examples of math assignments by levels • Brainstorm ways to raise the rigor of an assignment • (take it from Good to Better to Best)

27. Extending DOK Analysis: math Assessments • Analyze the Math Assessment Tasks. • Identify the levels of DOK within the assessments. • Determine how quality conversations prepare students for these types of assessment tasks.

28. Debrief with 9O’Clock Teams • How can attending to DOK as we plan improve student learning? • How will you apply this learning • in your classroom?

29. Review • We help students to develop the ability to interpret • text through… • * Close reading & annotating • * Text-dependent questions • * Quality conversations • * Expressing thinking in writing

30. Key Factors to Foster Critical Thinking through quality conservations • A safe environment, creating a community of learners • Regular time to talk about text • Intentional planning of quality questions and prompts • Engaging & complex tasks (DOK)

31. observation • Observe student behaviors that demonstrate… • Using evidence from text • Talking about text

32. Observing Student Discourse • You may have observed… • Text • Citing text (pointing) • Analyzing text (talking)

33. Science wasn’t very interesting until we started talking about it. I never realized how much was involved in a good conversation. It was weird. When we finished talking, we had a totally new idea. Conversations not only made us sound smarter, I think they actually made us smarter.

34. ApplicatioN: Next Steps