Welcomewe are so glad you are here Preassessment

Welcome…we are so glad you are here! Pre-assessment Collaboration for Text Complexity Post –assessment Lunch Collaboration for effective communication Student writing-strengths and next steps with Paragraph development

Bellringer!! Please open your materials to the first page and begin: Write into the day…

Today’s Meet http: //todaysmeet. com/Simons_Middle_Jan_2_2013

Introductions �What’s in a name? ? �Gates Foundation �National Writing Project (NWP)

What is a Claim? �A proposition that conveys the writer's interpretations of or beliefs about something. Sometimes we call it a THESIS. �Not a fact but rather a conclusion that the writer draws from facts.

What is Evidence? Support or facts that are presented in one of three ways: A Quotation: When you quote from the text, you copy the words exactly as they appear in the original, and you put quotation marks around the words you take from the text. Quotation marks tell readers that what they see in your essay is exactly what they would see in the original text. A Paraphrase: When you paraphrase, you put into your own words an idea that the writer conveys in the text. The paraphrase in itself should not convey any interpretation of your ideas. In general, when you paraphrase, you use about the same number of words to convey the idea that the writer uses in the text. You should not put quotation marks around words you paraphrase, but you should make sure that you are conveying the same meaning that the writer conveys and that you really are using your own words to convey the idea. A Summary: When you summarize, you use considerably fewer words to convey a writer's ideas. Reread the information from the text carefully and then summarize the writer's points, perhaps using only a few sentences to convey an idea that the writer develops in a page or more. Make sure that your summary is accurate, that it really does convey concisely the points that the writer develops. When you summarize, you should not put quotation marks around your own words.

What is the National Writing Project? �In the folders on your table, you will find some materials about the National Writing Project (NWP). �Peruse and discuss these documents among your tablemates. �Make a claim as to what NWP is, does, or believes. �Example: NWP enhances teacher professionalism. �Non-example: NWP is a national organization. �Chart your claim, using supporting evidence from the materials (quotation, paraphrase, or summary).

Why This Work? �The Bill and Melinda Gates Foundation is “dedicated to the idea that all people deserve the chance to live a healthy and productive life. ” �Literacy plays a key role in making that dream come true.

What makes a difference? � 25+ years of careful research shows that schools which immerse at-risk students in reading and writing ALL DAY LONG perform at the same levels as privileged school populations. —Dr. Sam Stringfield, editor, Journal of Education for Students Placed at Risk.

What it takes to be a turn-around school. �Understanding that failing to teach literacy to all students has disastrous consequences to individuals, schools, and communities �Implementing locally developed, whole school programs �Understanding that buy-in and implementation make the difference between successful schools and struggling ones

The only programs that work are the ones that are implemented across the school! (Highly Reliable Organizations) If everyone isn’t doing it, it doesn’t make an impact. (Low Reliability Organizations)

Today’s focus: TEXT COMPLEXITY & CLOSE READING �Increased rigor in the new standards means students must read more complex texts. �Complex texts require close reading �Close reading skills can be taught �Practicing close reading skills regularly will increase student performance

Relevant Standards (handout) Anchor Standards, ELA/Literacy �Reading Informational 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. � Reading Informational 10: Read and comprehend complex literary and informational texts independently and proficiently.

Grade 6 -8 Standards for Close Reading: CITE SPECIFIC TEXTUAL EVIDENCE �Highlight key words for each content and grade— look for what is different or for what changes.

Grade 6 -8 Standards for Close Reading: CITE SPECIFIC TEXTUAL EVIDENCE SS/History: to support analysis of primary and secondary sources. Sci/Tech. Subjects: to support analysis of science and technical texts. Grade 6: to support analysis of what the text says explicitly as well as inferences drawn from the text. Grade 7: Cite several pieces of textual evidence Grade 8: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Grade 6 -8 Standards for Close s i Reading: CITE SPECIFIC h t s e TEXTUAL EVIDENCE t do a h W ? y pl im SS/History: to support analysis of primary and secondary sources. Sci/Tech. Subjects: to support analysis of science and technical texts. Grade 6: to support analysis of what the text says explicitly as well as inferences drawn from the text. Grade 7: Cite several pieces of textual evidence Grade 8: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Claims, Evidence, Analysis: Keys to close reading and effective writing

CCSSO Requires 3 Shifts in ELA Literacy 1. Building knowledge through content-rich non-fiction 2. Reading, writing and speaking grounded in evidence from text, both literary and informational 3. Regular practice with complex text and its academic language

Shift 3 – Staircase of Complexity http: //engageny. org/resource/common-core-in-elaliteracy-shift-3 -staircase-of-complexity � As you watch the video, jot your questions on Post-its �Raise questions to clarify; dispel confusion; wonder; doubt; etc.

Discussion Protocol �Share questions with a neighbor. Try to formulate POSSIBLE answers to your questions. �Bring unanswered questions to your table group. Again, try to come up with POSSIBLE answers. �Bring unanswered questions to the whole group. We’ve just done a “close reading” protocol with visual text.

Close Reading Roles 1. Code Breaker – Understanding the text at the surface level (i. e. , alphabetic, structural) 2. Meaning Maker – Interpreting the text at the level intended by the author 3. Text User – Analyzing the factors that influenced the author and the text, including a historical grounding of the context within which it was written 4. Text Critic – Evaluating the text, understanding that the text is not neutral and that existing biases inform calls to action (Text Complexity, p. 107 -8)

Elements of Close Reading Instruction should… �Focus on words, sentences, paragraphs that pose the biggest challenge to confidence, comprehension, and stamina �Ask text dependent questions that require students to closely examine the text �Ask students to make inferences based on evidence beyond what is explicitly stated �Pay close attention to a variety of text structures

Reports from CCMS classrooms where teachers are trying CLOSE READING PROTOCOLS… �Science �Social Studies �P. E. �Language Arts

Today’s Meet �Text Complexity and Close Reading Strategies � Your thoughts now? ?

Experiencing Other Close Reading Protocols (handouts) �Reading and Rating (student accountability polls) �Analyzing Credibility (Sci. Journ protocol)

Today’s Meet �Text Complexity and Close Reading Strategies � Your thoughts now? ?

Close Reading and Writing: Developing Paragraphs in an Age of Rigor Determining the LRP—”Least Restrictive Protocol”

Close Reading and Writing: Developing Paragraphs in an Age of Rigor Determining the LRP—”Least Restrictive Protocol” �Beyond the 3. 5 (topic, 3 examples, conclusion) �Claim, Evidence, Analysis as a paragraph development strategy �Close Reading Protocol: Lifting a Line

What is a Claim, again? �A proposition that conveys the writer's interpretations of or beliefs about something. Sometimes we call it a THESIS. �Not a fact but rather a conclusion that the writer draws from facts.

What is Evidence? Support or facts that are presented in one of three ways: �Quotation �Paraphrase �Summary

Now let’s add Analysis �In the language of argument, we talk about claims, evidence, and warrants. �A warrant is the logical connection between a claim and a supporting fact. �We don’t simply make a claim and then cite a piece of supporting evidence. It is the writer’s job to explain how and why a particular piece of evidence is good support for a specific claim. �In the world of close reading, it is the reader’s job to analyze the evidence a writer submits, to determine whether it is credible and relevant.

Example �Claim: It rained last night. �Evidence: The streets are wet. Our students often stop here. They really haven’t supported the claim; they’ve merely listed a piece of evidence for it.

Close reading involves analysis… �Claim: It rained last night. �Evidence: The streets are wet. �READER’S Response: Analysis While wet streets certainly could be the result of rain during the night, there are other explanations that would explain wet streets: the streets might have been cleaned; a neighbor’s lawn sprinkler might have been left on; a water pipe could have burst, and so on. �What stronger evidence might the writer have offered?

Good writing includes analysis… �Claim: It rained last night. �Evidence: The streets are wet. �What stronger evidence might the writer have offered? How might the writer tie that evidence to the claim?

Claim-Evidence-Analysis �Advantage: Not formulaic �Standards-based �Elevates level of thinking and writing

Example Weak claim or thesis: “Mary Poppins is a great movie. ” It lacks detail and direction. Strong claim or thesis: “The wacky songs in Mary Poppins not only encourage laughter but also our personal connection to the characters. ” Evidence: “‘Supercalifragilisticexpialidocious’ is an entertaining song. ” This cannot prove the point on its own, though, so the writer needs to explain the evidence through analysis. Analysis: Shows the relationship between claim and evidence. “This song has a tune that gets stuck in your head because of the silly lyrics such as “um-diddle-iddle-um-diddle-i”, which lift your spirits when you hear them. Furthermore, the song is based on a ridiculously long word, supercalifragilisticexpialidocious. Just trying to say the word provides comic relief, especially when George Banks finally breaks down laughing when he is being fired from his job. The audience can relate to his inappropriate laughter and can then laugh along. ”

What would close reading this look like in my classroom? A focus on claims, evidence, analysis? �Advantages? �Challenges? �Adaptations?

How can we make a difference? Integrating literacy into the daily operation of all classes raises student achievement and turns struggling students and struggling schools into students and schools on the road to success. Fisher, Frey, & Lapp, 2009

Next Steps… �Text Complexity: �Your thoughts now? ? �Post to Today’s Meet �Challenge/Commitment – 2 times per week �Close Reading Strategies �Coming soon: �Text Dependent Questions �More Claims, Evidence, Analysis

After Lunch… �Tricia Bronger will share mini-lessons and ideas on paragraph development