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Solving the Mystery of Close Reading. Teacher Networks: Building Capacity for Powerful Instruction February 2014. Bill and Melinda Gates/ASCD Grant: Virtual Learning Networks: Social Studies Webinar 2: Solving the Mystery of Close Reading. Webinar 2 Agenda WELCOME!

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teacher networks building capacity for powerful instruction february 2014
Teacher Networks: Building Capacity for

Powerful Instruction

February 2014

Bill and Melinda Gates/ASCD Grant: Virtual Learning Networks: Social StudiesWebinar 2: Solving the Mystery of Close Reading
slide3

Webinar 2 Agenda

WELCOME!

Introduction of ASCD Faculty Member and attendees

Reminder of VLN Goals

Educore/ ASCD EDge refresher

Today’s Problem of Practice

The Core Six & Strategies

Possible POP for Webinar 3?

ASCD/Gates Grant:

Virtual Learning Networks

slide4

Mark Barnes

Role Reversal (ASCD, 2013) The 5-Minute Teacher (ASCD, 2013)ASCD FacultyLearnitin5.comcreator International presenter@markbarnes19 on Twittermarkbarnes19.commark.barnes.faculty@ascd.org

slide6

Social Studies VLN

Poll 2: I’d rate my understanding of “close reading” asA: expertB: almost a proC: averageD: heard of it but have little understandingE: never heard of it

ascd gates grant virtual learning networks
ASCD/Gates Grant: Virtual Learning Networks

Today’s Agenda

  • WELCOME!
  • Introduction of ASCD Faculty Member and attendees
  • Reminder of VLN Goals
  • Today’s Problem of Practice
    • Core 6 Essential Strategies
      • Reading for Meaning
      • Compare and Contrast
  • Possible Next POP for Webinar 3?
ascd gates grant virtual learning networks1
ASCD/Gates Grant: Virtual Learning Networks
  • Two Years
    • Five Webinars per year
      • Content specific
      • Hosted by ASCD faculty member
      • Synchronous
      • Recorded and archived on EduCore®
slide9

Goals: 1. Cultivate “Constructivist Community” 2. Help understand and facilitate the implementation of the CCSS3. Develop a virtual team to support each other 4. Exchange resources

ASCD/Gates Grant: Virtual Learning Networks

slide10

Phase One

1 Virtual Convening

4 Webinars

Structured around “Problem of Practice”

Challenges identified by participants in implementing CCSS in their classrooms

Collaboration with trusted experts

Helpful feedback in a timely manner

ASCD/Gates Grant: Virtual Learning Networks

slide11

ASCD Edge

ASCD proprietary social networking platform

Share comments and resources

Share video, audio, photos

Share upcoming events, updates, alerts

ASCD/Gates Grant: Virtual Learning Networks

slide12

How can

help YOU?

about the common core
About the Common Core

State Standards

Learn about the Common Core State Standards Initiative, from how the standards came into being to the next steps of implementation. Here you will find links and documents from the key stakeholders, developers, and advocates of the standards.

literacy
Literacy

Tools

The Common Core State Standards promote literacy across subject areas. Examine these resources to learn about the role of literacy in the Common Core State Standards. You can also find guidelines for literacy standards here.

slide17

ASCD EDge VLN Social Studies

1. Go here

2. Log in

Continue the conversation on the ASCD EDge VLN site

3. Join

ascd gates grant virtual learning networks2
ASCD/Gates Grant: Virtual Learning Networks

Today’s Agenda

  • WELCOME!
  • Introduction of ASCD Faculty Member and attendees
  • Reminder of VLN Goals
  • Today’s Problem of Practice
    • Core 6 Essential Strategies
      • Reading for Meaning
      • Compare and Contrast
  • Possible Next POP for Webinar 3?
slide20

Define close reading?

Type your response

in the question box

slide21

Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically, encouraging students to read and reread deliberately.

According to Partnership for Assessment of Readiness for College and Careers (PARCC), 2011, p. 7

slide22

Okay, that seems complicated

Photo credit: James Cridland via Photopin

let s make this close reading thing easy
Let’s make this close reading thing easy

Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Arlington, VA.: ASCD.

slide25

Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Arlington, VA.: ASCD.

tips for introducing and using strategies
Tips for Introducing and Using Strategies

1. Explain the strategy’s purpose and students’ roles in the strategy.

Whenever you use a strategy, take the time to tell students its name and explain how it works and why it is important. Most essential, teach students the specific steps in the strategy and explain what you expect them to do at each step. Research (Brown, Pressley, Van Meter, & Schuder, 1996) shows that explicitly teaching the steps and making expectations clear enable students to use strategies independently.

2. Teach the thinking embedded in the strategy.

For example, collecting and evaluating evidence is one crucial thinking skill embedded in several Core Six strategies. To teach this skill, discuss the concept of evidence with students. What is evidence? When and how is it used?

Teach the logical reasoning involved in math: understanding the question, determining givens, choosing methods for solving, etc.

Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Arlington, VA.: ASCD.

tips for introducing and using strategies1
Tips for Introducing and Using Strategies
  • Use discussion and questioning techniques to extend student thinking.

To move students from superficial to deep understanding, extend student thinking through questioning and discussion. A simple but powerful technique for improving classroom questioning and discussion is Q-SPACE (Strong, Hanson, & Silver, 1998).

4. Ask students to synthesize and transfer their learning.

Challenge students to pull together what they have learned and transfer that learning to a new context. For example, after completing a Circle of Knowledge discussion in which 5th grade students debate a local issue (should their small town allow a big-box store to build on a vacant lot?), you might present three more debatable issues for students to discuss in teams, using what they have learned about civil debate and compromise to resolve each issue.

Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Arlington, VA.: ASCD.

tips for introducing and using strategies2
Tips for Introducing and Using Strategies
  • Leave time for reflection.

When using a strategy, students need time to think back not only on the content but also on the process. For example, you might say, “Let’s think back on our use of Compare and Contrast. How did the organizer help you plan your strategy for problem solving? What might you do differently next time you use a Compare and Contrast organizer?”

Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Arlington, VA.: ASCD.

reading for meaning1
Reading For Meaning

How do you get students to read for meaning?

Respond in the question box please

reading for meaning2
Reading For Meaning

Reading for Meaning helps students develop the skills that proficient readers use to make sense of rigorous texts. The strategy helps build these Common Core skills:

  • Managing text complexity.
  • Evaluating and using evidence.
  • Developing the core skills of reading (e.g., finding main ideas, making inferences, and analyzing characters and content).

Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Arlington, VA.: ASCD.

reading for meaning3
Reading for Meaning
  • Identify a short text to “read for meaning.”
    • Usually a Word Problem, but could be an explanation out of a text.
    • Could also be a graph or table!! We READ those too.
  • Generate a list of statements from text. Students will search text for support to agree or refute statement.
  • Introduce topic and preview statements.
  • Students record evidence either while they read or after reading.
  • Students share evidence in pairs or small groups.
  • Evidence is shared whole class.

Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Arlington, VA.: ASCD.

reading social studies
Reading Social Studies

WASHINGTON — House Democrats are determined to cast an election-year spotlight on Republican opposition to raising the minimum wage and overhauling immigration laws.

To try to accomplish that in the GOP-controlled House, Democrats are planning to rely on an infrequently used, rarely successful tactic known as a "discharge petition."

It requires the minority party — in this case, Democrats, who are unable to dictate the House agenda — to persuade some two dozen Republicans to defy their leadership, join Democrats and force a vote on setting the federal minimum wage at $10.10 an hour.

source: Startribune.com

reading for meaning4
Reading for Meaning
  • Identify a short text to “read for meaning.”
    • Usually a Word Problem, but could be an explanation out of a text.
    • Could also be a graph or table!! We READ those too.
  • Generate a list of statements from text. Students will search text for support to agree or refute statement.
  • Introduce topic and preview statements.
  • Students record evidence either while they read or after reading.
  • Students share evidence in pairs or small groups.
  • Evidence is shared whole class.

Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Arlington, VA.: ASCD.

slide37

Compare and Contrast

Photo credit: Peter Thoeny, via Photopin

compare and contrast
Compare and Contrast

Compare & Contrast teaches students to conduct a thorough comparative analysis. Why use compare and contrast? Three key reasons, according to The Core Six:

  • Comparative thinking
  • Comparative reading
  • A “best bet” for raising student achievement
compare and contrast2
Compare and Contrast

Use this instead

Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Arlington, VA.: ASCD.

compare and contrast3
Compare and Contrast

Description Organizer for Ancient Civilizations

Maya Criteria Aztecs

Religion

Dwellings

Technology

Or this

Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Arlington, VA.: ASCD.

compare and contrast4
Compare and Contrast
  • Description
    • Activate Prior Knowledge
    • Give clear criteria to focus descriptions – Use graphic organizer to help.
    • At this stage, students describe each item separately, not make a comparison.
compare and contrast5
Compare and Contrast
  • Conclusion
    • Draw conclusions by building discussion around concluding questions, such as
      • Are the two items more alike or more different?
      • What is the most important difference? Think of some causes and effects of this difference.
      • What conclusions can you draw?

Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Arlington, VA.: ASCD.

reading for meaning8
Reading for Meaning
  • Identify a short text to “read for meaning.”
  • Generate a list of statements from text.
  • Introduce topic and preview statements.
  • Students record evidence either while they read or after reading. (use a tactile response)
  • Students share evidence in pairs or small groups.

Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Arlington, VA.: ASCD.

slide48

Compare and Contrast

Photo credit: Peter Thoeny, via Photopin

compare and contrast6
Compare and Contrast
  • Description
    • Activate prior knowledge
    • Give clear criteria for focus
  • Conclusion
    • Draw conclusions by building discussion around concluding questions, such as
      • Are the two items more alike or more different?
      • What is the most important difference? Think of some causes and effects of this difference.
      • What conclusions can you draw?

Silver, H.F., Dewing, R.T., & Perini, M.J. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Arlington, VA.: ASCD.

ascd gates grant virtual learning networks3
ASCD/Gates Grant: Virtual Learning Networks

Poll Question 3:

Agree/Disagree for Grant Information!

The content of this webinar bettered my understanding of the instructional shifts.

a) Agree b) Disagree

ascd gates grant virtual learning networks4
ASCD/Gates Grant: Virtual Learning Networks

Poll Question 4:

Agree/Disagree for Grant Information!

The ideas and resources shared will help me implement the CCSS in my own classroom (or help me help teachers)

a) Agree b) Disagree

ascd gates grant virtual learning networks5
ASCD/Gates Grant: Virtual Learning Networks

Poll Question 5:

Agree/Disagree for Grant Information!

I am using/will use the ASCD Edge site to continue the conversation around these topics.

a) Agree b) Disagree

slide55

Virtual Learning Networks

What’s next?Continue the conversation on the ASCD EDge VLN group siteMeet back here for our 3rdwebinar March 25, 3 PM EST.
slide56

ASCD/Gates Grant:

Virtual Learning Networks

Thank you!Connect with me on: Twitter @markbarnes19ASCD EDge: VLN social studies groupEmail: mark.barnes.faculty@ascd.org