Close Reading Every book has a skeleton hidden

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 Give your students the chance to struggle a Creating a Close Reading

Productive failure

Argumentation and Discussion

The Helping Curriculum

Accountable Talk 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 • 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 to interpretive Requires students to return to the text to formulate responses Text-dependent Questioning

Question-Answer Relationships (Raphael, 1984) Right There Think and Search The answer is stated The answer is in the directly in the text, usually passage, but must be within a single sentence. constructed across text. How many…? What are examples of…? Who is…? Author and You On My Own Readers need to think about what they know, what the author tells them, and how they connect. Requires the reader to use prior knowledge, with or without the text. In your opinion…? What is the author’s attitude?

A Close Reading of “Salvador, Late or Early” Cisneros, , S. (1991). Woman Hollering Creek. Cisneros, 1991

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

Establishing Purpose 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: 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: 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: 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: 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 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 How does Cisneros use color? To what effect? Think and Search Question

Text-dependent Questions How does Cisneros use school words? To what effect? Think and Search Question

Text-dependent Questions Examine the use of contrasts again. What does the author want us to know about Salvador? Author and You Question

Text-dependent Questions 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 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 Instruction

“As easyasaslearning to to ride ” ridea abike”

Scaffolds extend the range of the worker

Let’s make a Foldable Guided Instruction Comprehensio Robust n Questions Prompts Cues fold Direct Explanation

Robust questions Prompts Cues Direct explanation and modeling

Robust questions Prompts Cues Direct explanation and modeling

Teacher: 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 Check for Understanding

Teacher: What is a nocturnal animal? Student: An animal that stays awake at night. Teacher: Tell me more about that. Does a nocturnal animal have n o i t a r special characteristics? o b a l E Student: Well, it doesn’t sleep a lot.

To � move to higher-order questions Use Less Of • • • What When Where Who Which Use More Of • • • Why How Suppose Justify Example

Teacher: 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. Mis e c n co n o i pt

Prompting for Cognitive and Metacognitive Thinking

Skill is the ability to apply concepts when not prompted to do so.

Questioning is about assessment Prompting is about doing

Background knowledge prompts invite students to use what they know to resolve problems

Process or Procedure Prompts To perform a specific task

Teacher: 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? PR OM Student: Well, it doesn’t sleep a lot. PT 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?

Cues to Shift Attention

Cues Shift attention to sources of information More direct and specific than prompts

the expert commentator sees things you don’t cues do the same for novices Attention grows with competence

Cues shift the learner’s attention Visual Verbal Gestural Physical Positional Environmental

When prompting and cueing fail, it’s time for direct explanation.

Direct Explanation Identify Explain Think aloud Monitor Take care not to re-assume responsibility too quickly

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

Making Group Work Productive

How Do You Know It’s Productive?

What does it look like? What does it sound like?

• Students are consolidating their understanding • Negotiating understanding with peers • Engaging in inquiry • Apply knowledge to novel situations

Productive Group Work Structures

Sample Instructional Routines • • • Reading Literature Circles Collaborative Strategic Reading Reciprocal Teaching Partner reading Jigsaw

Sample Instructional Routines Writing • • • Progressive Writing Paired Writing Peer response GIST writing Collaborative poster

Sample Instructional Routines Oral Language • • • Think-Pair-Square Numbered Heads Together Socratic Seminar Walking Review Novel Ideas Only

Conversational Roundtable Visualize It: Calculate It: Write It: Check It:

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

Quality Indicator #1 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

Quality Indicator #2 Joint attention to tasks or materials Students 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, not up.

Quality Indicator #3 Argumentation not arguing: Student use accountable talk to persuade, provide evidence, ask questions of one another, and disagree without being disagreeable.

The Helping Curriculum

Quality Indicator #4 Language support: Written, verbal, teacher, and peer supports are available to boost academic language usage.

Can you buy your way to happiness? HSHMC Essential Question #2 2009 -10

The evidence shows that ____. • The evidence shows that poor people are not unhappy. • The evidence shows that just because you win the lottery you are not guaranteed happiness.

My own view, however, is that ___. • My own view, however, is that happiness is not based solely on money. • My own view, however, is that happiness is a combination of things that happen and don’t happen to a person over his or her lifetime.

Quality Indicator #5 Grouping: Small groups of 2 -5 students are purposefully constructed to maximize individual strengths without magnifying areas of needs (heterogeneous grouping).

Quality Indicator #6 Teacher role: What is the teacher doing while productive group work is occurring?

Independent Learning: Not Just “Do It Yourself” School

26% Number of high school teachers run out of time in class who“often or very often” and assign the content homework for (Met. Life, 2008)

Traditional homework occurs too soon in the instructional cycle.

The students we think we have Outsourcers Pleasers Quitters

Student Bill of Rights 1. 2. 3. 4. 5. 6. 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 Foldable Goals of Homework Comprehensio n Fluency building Application Spiral Review fold Extension

Goals of Homework • • 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

Application homework

Spiral Review Homework: Opinionnaire What’s your opinion? A patriot is heroic. Sometimes the only thing left to do is fight for what you believe in. The American Revolutionary War could have been avoided if both sides had compromised on taxes. All the colonists were in support of the war. SA A D SD

Disciplinary Literacy Requires Daily Writing

Standards 6 -12: � Disciplines Dominate 82 Reading Science History Math English Science articles Primary source documents Extended word problems Novels, speeches, essays Lab reports Essays Explaining one’s thinking Research papers Disciplinary vocabulary Differing points of view Public defense and rationales Author’s word choice for mood, tone, motif Writing Language

Writing to Explain One’s Thinking

Writing Through Vocabulary Development

Alphabet Vocabulary Chart A-B ash active balsat C-D crater cinder cone caldera E-F flow eruption extrusion G-H geothermal harmonic tremor I-J intrusion K-L lava lahar M-N magma magnitude mantle O-P obsidian pahoehoe pillow lava Q-R Rim of Fire S-T shield volcano tremor U-V-W volcano vent volcanologist X-Y-Z xenoliths

Writing to Summarize

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. . . Word Position Length cell 3 rd >6 Because 1 st < 10 Constitution last = 10

Basic Writing Frame • 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 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/Mc. Graw-Hill.

Moving Forward

Multi-faceted support… 80: 1= professional development events 25: 1= learning walks and collegial coaching 4: 1= coaching corners 1: 1= peer coaching

Learn by Looking

Observing, Not Evaluating

Be descriptive! Description Evaluation “The teacher stated the content and language purpose when he said …” “Wasn’t that terrific? ” “When I asked a student about how she knew if she was done, she said…” “That was pretty good for a beginning teacher. ” “That was a boring lesson. ”

On Your Own Read through your notes. Star relevant observations about the problem of practice. Write 5 pieces of data on individual sticky notes.

In Your Group Sort relevant data into categories. Label categories. Identify patterns.

Prioritize and Identify Resources 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 Create Action Plan and timeline What will happen? By when? Who?

The teacher’s role in developing academic language 1. Analyze what makes the language demanding for individuals or groups. 2. Develop scaffolds and supports to help students understand apply academic language. 3. Use strategies to develop their proficiency in academic language.